1. Joachim Griesbaum, Ralph Kölle
Institute of Information Science and Language Technology
University of Hildesheim
Screencasts as a tool for
presenting students´ group
work results and for
instructor-given feedback
DELFI Dresden | 08.09.2011
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2. Outline
Introduction
Research Questions and Setting
Results and Discussion
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3. Introduction
Results from an exploratory case Research interest:
study in a introductory lecture, in to gain first
which insights concerning
instructor used screencasts to the feasibility,
deliver elaborate feedback acceptance and
students produced didactical value of
screencasts to present results such screencast
of group work assignments usage
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4. Podcasts
Podcasts: media files Screencasts are podcasts
distributed on the internet: that combine screen
easy access and low costs of recordings with audio
production
Compound word combining
Apple´s portable music player
iPod with broadcasting
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5. Podcasts in E-Learning
Manifold possibilities Educational advantages
to enrich E-learning Podcasts free up time and space of
Recording of lectures consuming learning resources
or supplementary (He09) (mobile dimension)
materials still the Audio modality a specific kind of
most common social presence (Ve06) (modal
scenario dimension)
Community building potential,
vehicle for disseminating learner-
generated content (Ch06)
(didactical dimension); new
didactical arrangements
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6. Outline
Introduction
Research Questions and Setting
Results and Discussion
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7. Research Questions
Focus on the 1. Hindrances and benefits of
didactical dimension screencasts as a feedback tool
Exploring two 2. Feasibility and didactical
didactical judgment of student-created
arrangements screencasts as results of group
work assigments
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8. Setting
Infrastructure Course settings
Workstation with Introductory course on search engine
webcam, microphone & social media marketing, 26
and screen capture participants (18 female, 8 male)
software didactical parts
Podcasts embedded a. Introductory lessions to course
in virtual learning concepts
environment b. „Traditional group work“:
(Moodle) presentations on specific topics
Introductory podcast c. „Screencast group work
lession, tutorial assigments“ (Case studies)
podcast, personal
d. Feedback screencast to b & c
support
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10. Outline
Introduction
Research Questions and Setting
Results and Discussion
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11. Hindrances and benefits of
screencasts as a feedback tool
Roughly 8 hours of initial test and configuration time; production
took 10 to 15 minutes of preparation, finalizing and upload time
Much less demanding than providing elaborate written feedback
Students assessment of feedback podcasts
The employed feedback Mean SD No. of “do not
podcasts ... know” answers
were helpful for me 0.5 1.3 1
are a sufficient tool for 0.7 1.6 0
getting feedback
Note: N=16. Mean values, standard deviation, number of “do not know”
answers. 5-stage scale with values ranging from -2 (“I completely disagree”)
to +2 (“I completely agree”).
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12. Feasibility and didactical judgment
of student-created screencasts
Four out of 16 sixteen students used podcasts prior the lecture
Every group was successful
Students assessment of student-created podcasts
Mean SD No. of “do not
Creating a podcast… know” answers
was easy/difficult -0.1 1.1 0
fostered my learning success 0.75 1.13 0
fostered my motivation 0.67 0.82 1
Note: N=16. Mean values, standard deviation, number of “do not know”
answers. 5-stage scale with values ranging from -2 (“I completely disagree”)
to +2 (“I completely agree”).
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13. Discussion
Data not representative: Small sample and only descriptive,
serving as a starting point for further research
Nevertheless valuable findings of a concrete podcast
employment that goes beyond the recording of lectures
Feedback screencasts: Student-created screencasts,
Applicable medium to mixed results:
produce and deliver Adaption effort: manageable
elaborate feedback Positive assessments
concerning learning success
and motivation (novelty effect
bias?)
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14. Thank you
URL of this presentation
http://www.slideshare.net/griesbau/podcasts-as-
atoolforfeedback
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15. References
[Ch06] Chan, A.; Lee, M. J. W.; McLoughlin, C.: Everyone’s learning
with podcasting: A Charles Sturt University experience. Markauskaite,
L., Goodyear, P., Reimann, P. (Ed), Who's Learning? Whose
Technology? Proceedings of the 23rd Annual Conference of the
Australasian Society for Computers in Learning in Tertiary Education,
Sydney University Press, Sydney, 2006.
[Da09] Dale, C.; Povey, G.: An evaluation of learner-generated
content and podcasting. In Journal of Hospitality, Leisure, Sports and
Tourism Education, (8) 1, 2009.
[Du84] Durbridge, N: Media in course design, No. 9, audio cassettes.
The role of technology in distance education. CroomHelm, Kent,
1984.
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16. References
[Gr09] Griffin D. K.; Mitchell, D.; Thompson, S. J.: Podcasting by
synchronising PowerPoint and voice: What are the pedagogical
benefits? Comput. Educ. 2009, (53) 2, 532-539, Elsevier Science Ltd.,
Oxford.
[He09] Hew, K. F.: Use of audio podcast in K-12 and higher
education: a review of research topics and methodologies.
Educational Technology Research and Development, 2009 (57), 333-
357.
[La06] Laing, C.; Wootton, A.; Irons, A.A.: iPod! uLearn Méndez-Vilas,
A.; Martín, A.S., González, J.A.M.; González, J. M. (ed.), Current
Developments in Technology-assisted Education, 2006, 514-518,
Formatex, Badajoz, Spain.
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17. References
[La07] Larraga, L.; Coleman, D.: Video podcasting is not as hard or as
expensive as you think. SIGUCCS '07: Proceedings of the 35th annual
ACM SIGUCCS conference on User services, 2007 202-206, ACM,
New York.
[Mo04] Mory, E. H.: Feedback Research Revisited. Jonassen, D. H.
(ed.). Handbook of research on educational communications and
technology, Mahwah N.J.; London: Lawrence Erlbaum, 2004, 745-783.
[Ve06] Vess D. L.: History to Go: Why iTeach with iPods. The History
teacher, 2006, (39) 4, 479-492.
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