Leveraging Technology—Including Video—to Provide Feedback

• In Event: 14.038 - Preparing Leaders to Work for Educational Equality: Effective Feedback to Students on Leadership and Scholarship

Abstract

Research has long indicated that the best feedback is specific, timely (as immediate as possible), oriented towards a learning goal, and actively involves the student (Stenger, 2014). How can new technologies be used to help us as faculty better provide timely, specific, and learning-oriented feedback? Participant B conducted a small-scale, pilot about the feedback preferences of doctoral students in an educational leadership program. Findings indicated that students preferred a combination of written comments and screencast comments (video and audio commentary provided through a link) over purely written or purely screencast feedback. How can we as faculty leverage tools like the comments feature in Word, screencasting, audio tools like Evernote, pencasting (using a Livescribe pen) (Hertz, 2012), and others to provide meaningful and useful feedback? How do students and faculty respond to these methods? What are the benefits of using technology tools to provide feedback, and what are the barriers to doing so?

Author

• Kimberly Kappler Hewitt, University of North Carolina - Greensboro