Centre for Applied Linguistics Using ICT for feedback & reflection Russell Stannard University of Warwick

Centre for Applied Linguistics Today’s Talk Quick bit of information about me. Tools I have used for feedback and reflection. Journey from feedback to reflection. Introduce a new tool for first time at IATEFL. Provided references and links to help videos.

Centre for Applied Linguistics Russell Stannard Lecture on the MA in ELT at the University of Warwick. Teach the ICT modules on the course. Run Free website that offers step by step help videos to show teachers how to use technology in their teaching. Last year 350,000 visitors. Write a column in the ELT professional called ‘Webwatcher’.

Centre for Applied Linguistics

From Feedback to Reflection In June 2006 I wrote about the use of screen capture software to provide feedback to students. The article was published in the Modern English Teacher. Originally I used Techsmith Camtasia. JING- ( still free). SnagIt ( paid $30). Example

Centre for Applied Linguistics

First studies beginning to emerge Norway. Canada. JISC. Cardiff Metropolitan. Open University. Coventry University. Edinburg University.

Centre for Applied Linguistics Benefits Provide more information More engaging Visual and Oral The Voice becomes important More personal Student’s expectation Clearer Stylistic note Relevant to many areas of the curriculum

Centre for Applied Linguistics Let the students use screen capture Why am I always doing the feedback? Peer feedback Self reflection/Self evaluation Shifted from using the tool as a method of feedback to students to providing opportunities for reflection by students

Centre for Applied Linguistics Why focus on reflection? My own experience Good learners are reflective learners (Ertmer and Newby in Brandt 2008) Active role in their personal development- continuing after the initial training (CPD) Facilitates the linking of theory and practice (Bain 1999) Learning from self is more memorable ( Brandt 2008) May increase motivation Results in new learning (Laboskey in Bain 1999) Impact depends on how the reflection is organised.

Centre for Applied Linguistics First experiment. Did some training sessions with group of teachers in Sweden They used some of the technologies I introduced in their classes and then reflected on how they used them/how the lessons went etc? A blended approach did training/not there for teacher practice. Created JING recordings which they then sent to me Provided both the teachers and me with lots of food for thought. How this might work in practice

Centre for Applied Linguistics Could I use a similar approach with my students? Reflect on what… Linked to a theory/methodology ( Bain 2011) Linked to a particular problem/issue Experimental ( trying out a new idea) Tools Journals Dialogic/meeting with peers or teacher Questionnaires

Centre for Applied Linguistics Experiment 2 How do students view the experimental activities we set up in class? What do they think about the potential of the activities? How do they think they could be improved? Do the activities really meet their objectives ( speaking more/ interacting more/searching/scanning etc) Reflection was driven by me

Centre for Applied Linguistics Different tools for the same purpose. JING (2010) myBrainShark (2012) Ceclia's Reflection PresentMe-(2013) Jonathan’s Reflection

Centre for Applied Linguistics What emerged from the experiment? Students might be happier reflecting by creating audio recordings. Incredible amount of detail ( blogs/questionnaires). Discussion that was generated from the reflections was the most important…plans of action. Potential of the tools I used… E-Portfolios Speaking activities Interviews in pairs Exam practice scenarios Feedback (teacher, student, peer)

Centre for Applied Linguistics What did we learn from the reflections? Learnt Students often recommend content/videos from the web without fully understanding them. Action.. Need to build in checks and balances to make sure that they have read, watched and understood whatever content they are sharing. Learnt The way groups work varies enormously and results in some groups benefitting far more from certain activities than others. Action Provide more detail at the start of a group activity about how the groups should organise. For example that each member should be assigned a role.

Centre for Applied Linguistics What did we learn from the reflections? Learnt Reflection and the discussion after makes students aware of many of the facets of an activity that they hadn’t even considered. It does seem to raise awareness. Action Build more reflective work into the activities I develop with my students/teachers. Learn more about what reflection is.

Centre for Applied Linguistics Reflecting on reflection More questions than answers

Centre for Applied Linguistics What am I thinking about? What constitutes good reflection? How can I go beyond just awareness raising? What approach do we take to reflection? Is the very act of encouraging reflection enough? (discussion/action) Who does this link into current level of the students? Zone of proximal development ( Poehner 2012)

Centre for Applied Linguistics References Lam, R and Lee, I. (2010). Balancing the dual functions of portfolio assessment. ELT-J 64/1 Bain, J et Al (1999). Using Journal Writing to Enhance Student Teacher’s Reflectivity During Field Experience Placements. Teachers and Teaching vol 5:edition 1,51-73 Caroline, B (2008)Integrating feedback and reflection in teacher preparation. ELT-J 62/1 Peohner, M (2012) The zone of proximal development and the genesis of self assessment. Modern Language Journal. 96,4

Centre for Applied Linguistics Help videos for all the tools I showed you. MybrainShark PresentMe Jing

Centre for Applied Linguistics Any questions… My site My Twitter Russell1955 My Facebook os