Internet Learning Volume 5, Number 1, Fall 2016/Winter 2017 | Page 53
Internet Learning
separate set of instructional considerations.
Support allocation time is limited
and travel to meet individual students
is complex to organize because
of their varied timetables. The normal
solution is multiple emails and Word
attachments marked up and returned,
and time consuming repetition of advice
because students find it difficult to
understand the comments being made
on a marked paper.
The option to use online webcam
contact face to face had been rejected
due to limited benefit because
the text is the focus of attention. But
iShowU Instant, the Mac software used
to create the “How to ...” videos for advice
to lecturers using video in the UCL
research project was inexpensive and
one of many available similar kinds of
software for different platforms. The
software was much more flexible that
integrated programs inside the university
software system. iShowU Instant
grabs a portion of the computer screen,
which can be pre-selected. The webcam
can also capture a separate view of the
presenter. This camera can be switched
to fill the selected screen area or shrunk
to a corner of the screen view, or removed
all together. The content of the
computer screen is then revealed.
The interesting aspect for the
educationalist is that the software can
be used to enable students to receive a
personal video from their tutor. Students
download their personal video from an
email link. They see their dissertation
drafts edited, just a few lines, with text
highlights and circles appearing upon
clicking the mouse while hearing the
reason why changes are required. A few
lines need to be corrected because the
pattern of errors runs through the entire
draft. The personal video can be watched
again to encourage reflection and positive
action to improve writing style. In
addition, short video resources on the
tutor’s website dealt with aspects of academic
writing. Some of the videos use
student examples to illustrate problems.
Student satisfaction survey. A student
satisfaction survey gathered qualitative
and quantitative responses presented as
a conference poster (Howarth, 2016).
Here are two examples from the online
student survey:
Q2: Can you describe the experience
of watching your writing being
edited?
• It was really helpful as Mike would
be speaking whilst doing this as if
he was showing show I can do it
myself for next time cause he would
also say why things were being edited
so it didn’t feel like my work was
being undermined.
• The video enabled me as a student
to edit my work to the better, which
was a wonderful experience.
• Thought it was very useful.
• It made the changes easier to understand
and it was not confusing.
• It was very helpful as I could make
notes whilst the video was playing
as to what needed to be corrected
and what parts were good.
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