 Let's begin. Hi everyone. Welcome to the winter workshop through CTLT. Today we're looking at enhancing accessibility through sustainable, affective feedback. I am joined today with Amber Shaw and Ainsley Kemp. Yes, and I'm Dr. Neal Leveridge and welcome. Today we're just gonna have fun and really sort of celebrate the end of the semester. It's been a, if I say it's been a tough year, it's been an interesting year that yeah I hope you're really happy to see the door slam on the butt of this year and welcome in 2023. So, Amber. All right, so I'm Amber. I would like to acknowledge that I was born and educated on the traditional lands of Powhatan people. I am a lecturer at Vantage in the science stream and my pronouns are she herself. Awesome. Hi everyone. I'm Neal Leveridge. I would like to personally acknowledge that I was born in education and educated somewhat on the traditional lands of the Stoney, Sinex and Silks First Nations. I am assistant professor and communication strategist in the Faculty of Forestry. Ainsley, who are you? We don't have a slide for you. That's okay, Neal. I'm Ainsley. You might have seen me in a few other sessions. If you've gotten some other sessions at the Winter Institute, I'm from CTLT and I'm an educational developer there and a weirdo, a completely weirdo. Awesome. We're so glad that you're here. The trio. Yes. Great. Okay. Let's move on. So, we would like to acknowledge that we live, learn and work in real and virtual spaces on the traditional ancestral and unceded territories of the Musqueam, Squamish, Swailtooth and Silks Okanagan First Nations peoples. If anyone would like to drop an introduction or an acknowledgement in the chat box, please do that now. So, by the end of the workshop today, you should be able to describe the benefits and limitations of using ScreenCast, which is the multimodal feedback. And we'd like to compare textual feedback, which is more of the traditional way that I have the feedback, with a multimodal feedback. And we're going to look at that three well-being. We will evaluate best practices for student and instructor accessibility and sustainability. And we'll experience creating a short ScreenCast for a specific person or audience. We're just going to practice. We're not actually going to record, but we'll have the opportunity to do that. Yes. We're not going to use the actual software today. We'll just practice in Paris. Using the software may bring in a few added craziness, technical difficulties. So, we will bypass that. But if you need any assistance or anything with that, I'm sure CTLT will be more than happy to help. You can also contact me. I'd be able, or Amber, even Amber, to share our experience. Really, Amber. So, interesting enough, Amber uses Camtasia, which is free from the university. And I use ScreenCast Panatic, which I think I paid seven bucks for. Great. Thank you for sharing your land acknowledgments. That's awesome. Okay. Continuing along. So, to introduce ScreenCasting and Affective Feedback, we wanted to state the ScreenCast is a video that you use using software such as Camtasia or ScreenCast Panatic, for example, that records your screen. And it follows your mouse, too. You can see your mouse while you're providing verbal feedback to the students. And we also wanted to define Affective Feedback. This is feedback that takes into account feelings and emotional states and stress, because it's so stressful to get feedback, and it's so stressful to give feedback. And attitudes, right? Atitudes? Yes. In the feedback process. So, we're going to highlight some of that today, too. Awesome. Okay. So, to begin, we're going to start with textual feedback. So, we're going to give you about 10 minutes to provide feedback for a sample paper. Amber is putting it into the chat right now. We'd like you to just take 10 minutes focusing on feedback. There's no need to mark the paper or provide a grade. We really want to see, we want to have a comparison. You know, how does the normal, can I say normal? No. The traditional type of feedback, which is basically text. How is that going to compare to a screencast? And the screencast, we're really trying to, you know, celebrate the work that the student has done while providing options for enhancing their work. So, first, we'll do a textual, work on the textual feedback, and then we can compare later. So, can everyone access the document? Can everyone access the document? Thumbs up would be awesome. Yes. Oh, good. If anyone has any issues with accessing it, could you please drop that in the chat? Otherwise, we'll just give 10 awkwardly silent minutes from Arvind. We are going to be doing some interpretive dance while you provide feedback. Please, pay no attention. Let's do a feedback. 10 minutes is about up. We'd like to bring you back. I'm going to stop sharing the screen. And I was wondering, would anyone like to share your textual feedback with us? And at the same time, share any problems or issues you've encountered? Of course, we know that this isn't a paper that is from your assignment or Wheelbox or Wheelbox, Wheelhouse. I don't know what Wheelbox is, Wheelbarrow. But if you would share with us, and what sort of approach did you take? Judy, yes. I think I can get started. Usually, when I tell students, I would type as I'm reading it. I would give the feedback as a comment box. And so I would just read and let you know how I feel. So for example, in the second and third paragraph, I was saying that, oh, this seems to be a little bit too much historic and political content that may not be relevant to this paper. But we don't know where you're heading. I will comment later. But it seems a little too much right now. And then I just stop there and I continue to read. I do feel that later on, the quality of the writing actually deteriorates. It started to talk about water and the distillation. The quality is not as strong as the historic and political statement on the first paragraph. And I don't know how to address that. I mean, it's getting there. We're getting there. But Judy, if I could just pause you right there, that was really awesome because you explained it to us perfectly, but you didn't know how to do it textually. Yes. Right? Yes. This was a video recording. You could just do that and say, you know, I'm not sure where this is going. And that would translate to the student. I think that would really be an excellent way to do it. Whereas with the text, you just don't get that same feeling. It's not as effective. Yes. So I sort of stopped there. I mean, it's getting there. So I just feel that, okay, if this is the final paper, then okay, I'm just going to give it great. I can stop there. But if this is a draft that I need to offer more feedback, I feel that I still need to wait more to explain what's going on, how I feel about the paper. Yes. Right. And with your feedback, did you indicate to the student how they could enhance it? I was getting a little lazy. I was like, okay, maybe this is a final. I cannot. I told me to provide more feedback. But if again, if this is for a draft, I will provide a little bit more on how to make it better. Yes. Yeah. And I think with the screen casting, for myself, I find that it's much more formative than summative. Even with those final papers, with the screen casting and the recording, is that in the future, please remember to do X rather than, oh, yeah, just here's a grade. But why the student would question, why did I get the grade? I got 89. Why didn't I get 90? Where's that 1% and how students that way? Yeah. Any others like to share? Thank you, Judy. Yes, Judy. That's awesome. Yeah. I can share what it was like to be the student receiving that information from Judy, like watching the screen cast of her over my essay. And I have to say, effectively, I felt very supported by her words, whereas if I had read them, there would be something missing there. Yeah. And just watching how she's receiving it was really helpful. I'd like to ask them. Hi, everyone. Thank you for the session today. I guess I wanted to add this thought. First, maybe let me say, I'm not really clear what we mean by screen casting feedback. I'm not sure if we're proceeding to that or not. And I also want to echo that it was nice to hear the feedback and appreciate that more affection can be communicated that way. However, I think I want to raise something that for myself, when I was giving written feedback to my students, I felt that I had the opportunity to read it and reframe it and reframe it like a few times before actually posting it. And then I would make sure that it had some of them values and qualities I wanted it to have. So maybe I was more like supportive and focusing on the strengths. Because when I was writing it, I had a chance to read it back. Whereas I think I worry that if I were to express myself on a video, then my expression and confusion can be there. And things are said out loud. But then it will take me longer, maybe, to correct and remember, oh, did I comment on enough strengths or not? So then I kind of can see myself recording and recording the same message. So yeah, I don't know. I guess I'm wondering how it works for people. Great. Thank you. So absolutely, I had the exact same issue. So I think that's where I had sort of an afternoon learning curve. I just set aside a day where I was like, this is my learning curve day, because I knew I would have to get used to doing the video feedback. And there was definitely a video I'll never forget where I sighed in the video. I did like a like, we did this so much. It was a frustrated. I didn't want to hear that. So I had to go back and edit my sigh out. So that's the wrong kind of affective I didn't want there. And I do go back and I read my comments. But I think for me, and we're going to show you an example of a video in just a minute. I do the word comments in as part of the video. So the student actually ends up with both. And so when I first started doing the videos, I would actually already have some written comments in there that would guide my videos as I did them. And now that I've done however many hundreds of them I've done, I think I've just gotten better at going through them and I don't edit anymore. Yeah. But yeah, that's just part of taking on a different modality. Thank you so much for that comment. That was really awesome. Yeah, we'll share. I'm going to share a video, a screencast of me doing feedback for a student, fake one. But I approach it a little differently because I teach communication. So the students that are doing like submitting assignments and things, we really focus on the audience and generally they would be doing like a presentation to a group, a town council meeting, something like that. So it's really an audience that they're going to hear it for the first time and need understanding the first time. So when I'm doing the screencasting, I read it for the first time and read through their document, giving comments as I'm going, because it's not like I'm going to be someone in the town council reading through, you know, checking their grammar, making sure everything's budget. If it doesn't make sense, I'm going to say, okay, you're out, next person come in. So my approach was I want to be like a fresh audience, fresh new eyes on this and show the students, you know, really to focus on who the audience is and how to build that rapport with the audience. Were there any problems or issues that you encountered, like with the feedback itself? And do you think the students would be able to enhance their work through the feedback that was offered? Or would it even maybe be frustrated for the student? Although coming from not this discipline and not knowing the assignment, it was hard to give feedback because I didn't only know what what they were supposed to be accomplishing. So my feedback, I just focused on like essay structure and how well they were making their points. Thanks. And what did that feedback? What did it look like? Can you share some with us? Sure. So I started off by suggesting that they add an introduction paragraph with a clear thesis statement to outline the intent of the paper. And I put in some grammar or things like try to avoid ending a sentence with a preposition. In the second paragraph, one of my comments was to make sure that all the points in this paragraph link clearly to the topic sentence, the negative impacts of water scarcity. The third paragraph needed to be expanded. Food safety issues, like, hey, what about food safety issues? Yeah, that was generally my feedback. I find when I mark assignments, I do it in a few passes. So I'll read through it and depending on the day, I might read through and do the grammar stuff first because some stuff is buggy. And then I'll read to you. Do they meet the criteria? So when I'm doing it in written format, I'll use different color font for each of the types of feedback so that it's easy for students to access. Do the students know what the different color font means? Yes, I tell them at the beginning of my courses. Oh, that's awesome. Yeah. I was doing that too. And I would look at like, oh, first I'm going to do grammar, then I'm going to do the content, so it ended up like one paper I was marking three or four times just to get in all these different aspects. And the students would end up with this huge treasure trove of feedback that they never read. There's that problem. But I think they probably glean the best things or what they understood from the top. Yeah, but going through and reading it several times is, yeah, can be quite challenging. Can I, Sherry, can I ask, how big are your classes? How many students? Oh, up to 35. Okay. So that's, yeah. Oh, do you group project today? Well, yes, except that I've really transitioned to using rubrics much more because, yes, I've been finding that students don't actually read what I've written. And there's been times when I thought about asking at the beginning of the semester, like, are you going to read my feedback? Because if you want to read it and learn from it, I'll give you really detailed feedback. But if you're not going to read it, and that's fine, I'll just give you a mark. Just let me know, please. So some stuff I'll, you know, if I'm noticing a lot of, you know, run on sentences, that sort of thing, I'll highlight the first few, and then I won't talk about any one of them. And just in the rubric, I'll say, check out this link about run on sentences. So I have condensed the amount of time it takes to mark. Out of curiosity, do any students ever say, no, I'm not going to read your feedback? I think that's a little dangerous, right? Oh, I haven't actually asked them. But I've thought about it. Yeah, right. I would say a lot of time. It would. And I can, I mean, some of these courses that I teach, the assignments build, right, or they do lots of practice things. So if I've given the same feedback to many assignments in a row, and nothing's changed, then I just stop giving the detailed feedback because they're obviously not reading and applying it. Yes, for the, for the instructor I talked to, there's like half of the students actually say, no, I don't usually read feedback. They actually like, I have the courage to actually say that, no, we don't read feedback. We don't want it. There are students who end up wanting it later. But yes, so there are students who actually recognize that they're missing something from not having the feedback and then ask for it later. And then the instructor will then, of course, offer the feedback at that time. Well, Elektra in the chat has said, I really like incorporating peer review and peer feedback. So learners get each other all the feedback regarding the smaller things. So yeah, I think probably that higher order feedback and the lower order feedback. I found with peer feedback, students would sort of presenting very glowing feedback to work that really wasn't glowing. And I think that sort of bolstered the students, the authors, to actually want to do better. So yeah, I found that very good. Cool. Was there another comment? Yeah, in the comment it says, and I've had this perception that my feedback as an instructor is anticipated and valued, quote unquote, more because I share less overall. Yeah, yeah. Yeah, that makes sense. I think providing a whole lot of feedback is just overwhelming. I guess I deal with a lot of English as additional language learners to do. And presenting them with a whole truckload of feedback is like, wow, I have to write in English, now I have to get feedback in English. This is all overwhelming and takes longer and longer and longer. And we need to really see the benefit very quickly. Yeah, so I guess I can add to that that I use multimodal feedback for my formative feedback, in that it helps me keep, just for me, it helps me focus on the high order feedback, because for example, if I have a student that needs to redo a method section, I'm not going to go through and do all of the grammar and the commas and the things because you have to redo the whole section because it was based on the wrong method anyway. And so there's not really great just overwhelming to get feedback that you're not going to incorporate. So, but I don't do it for summative. I only do that for the formative. But that's just in my wheelbarrow, wheelhouse, wheel... Wheelbox. Wheelbox. There it is. I wheelbox. I hope I can live this one down. See, I would tell you word choice. Yeah, Yuri has shared, I color code two characters and don't give correct 50 back unless they submit the revision. That's cool. Are we ready to move on? I think so. Click. Okay, we're going to share the video of yours truly doing some feedback. This is green cast. This is kind of what it looks like. Come on, Mose. Hi, Bob. Hope you're doing well today. Today, I'm going to give you feedback through this screen recording video. This will give you the chance to really look through the paper and see what it's like to read it for the first time. So, it's being read by an audience for the first time and to really understand the audience viewpoint. Okay. Okay, so let's begin. Let's see. First start is data commentary visual. Oops. So, for this one, this isn't really the title of what you're submitting. This is the name, the data commentary is the name of the assignment. So, in this spot, it really would have been better if you gave the reader an idea, what is this about instead of what is this assignment for? What is this doing? So, instead, you know, you could have a data commentary assignment too as a subheading, but for a title or subtitle, I guess, but for the main title, that's just not really the greatest. Okay. Course section, you spelled my name right. That's awesome. Get out of the drawing here. Okay. So, let's dive in. So, you're looking at this visual. For this visual, it would have been good if you would have put the caption down here that goes along with the visual. And if you include the caption, that would give us the figure name. This is figure one. This is figure one B. Something like that. That will give us a good idea about what the topic is that we're going to be covering. Okay. And oh, here we have the title. Oh, here's your title. A doesn't need to be capitalized there. This should actually be up here. That would be a great title up here. And then you could put that a commentary assignment too or something under that. Okay. So, let's jump in. Global temperature anomaly displays a warming climate. Okay. It's definitely a warming climate. Okay. The planet has been on an uphill warming trend since the 1980s. So, immediately you're starting with something that is a bit ambiguous. The planet, but you haven't described to me which planet you're talking about already. So, I would say, you know, if you had something ahead of this, the earth's climate is constantly changing. The planet has been on an uphill warming trend since... So, that way when you talk about the planet, I know that you're talking about the earth because you've already introduced the earth. So, that gives me sort of the background to understand where this idea is coming from. And when you talk about the planet, I know it's not Mars or Venus or any of the other ones. We know exactly what you're talking about. The planet has been on an uphill warming trend since the 1980s. So, I'm not sure about an uphill warming trend. A warming trend, that sounds plausible. Uphill is this kind of the way that the graph is laid out if the temperatures were reversed. It would then it would be a downhill warming trend. So, I'm not really sure about this uphill part. And you say since the 1980s, which is here. So, you're just looking at... Let's move this down to it. So, you're just looking at this part. But in this case, I would disagree with your warming trend since the 80s, because it looks like about 1910 onwards is warming. It just happens to be cooler than average in before 19... I think that's 1940. Following that, it becomes warmer than average. So, these are the anomalies we're looking at. So, immediately, there seems to be a little bit of a problem here. Maybe you're not looking at the graph. You're only looking at the warmer than average, but the warming trend, I would say, started around 1910. I'm sure there's other facts and things that you could look into to really bolster this claim. But if it's the warming trend, then I would say probably 1910. And following the industrial revolution and the increase of output of greenhouse gases into the atmosphere. Yeah. And the other thing, the 1980s following the industrial revolution seems a little bit not closely related. This has to be thought about a little bit better. Yeah. It's probably those 80s cars. Input gases into the atmosphere. Yes. Increased human activity is claimed to be the cause for this drastic warming. Yes. Increased human activity. What kind of increased human activity? Exercise. I think this could be much more specific is claimed to be the cause. So, now you're looking at the cause for this drastic warming. So, you haven't discussed drastic warming as per yet. So, this seems like a very strong claim that has not been really thought out or no rationale has been really presented for this claim. And who is doing the claiming here? Is this understood by most people? Is it understood by some people? Is there any reference? So, who is doing the claiming? Otherwise, it's kind of anecdotal. So, it's just a story. One of the problems I see with this opening is it's in a paragraph form, but there's only two sentences. So, it really doesn't equate to a paragraph. A paragraph must have at least three sentences. So, I think this could be blended in with the following pseudo paragraph here, which also only has two sentences. So, I think these, to be honest, I think you just need to get this there like that. Okay. For of the drastic warming, for the following graph. Okay. So, now as a reader, oh, the following graph. Okay. So, there's a graph coming. And I look all the way down here. Oh, there's no graph, right? So, it's not following. And that's one of the things. If you have the caption put in here, that would We're going to stop the video out there. I could drone on for the good 20 minutes. So, Neil, how long was that video that you made for that student? The total length, I think it was between 12 and 13 minutes. Okay. So, I think it's different for each instructor. My videos are five minutes each max. When I first started, I was making 10 and 12 minute videos. And the more I did it, the faster I got, the shorter they got. And so now I can, I can, like yesterday, I was clearing a paper every 17 minutes. So, you know, I had it on the timetable because I know that when you have, you know, you have a lot of feedback to provide to a lot of students. And I find the five minute video the students have, that's kind of enough for them, I think. Screencast analysis. So, two small groups? Is that, yeah, let's do two small groups. So, we'll put in a breakout room. And if you could share your reactions and thoughts about the sample screencast video that you saw Neil, including the 80s cars, be prepared to share highlights with a larger group. So, if you could kind of bond, hold somebody in your group to be the person who can share back, then we'll do five minutes of just kind of talking about it. Great. Okay, now it's time for you to share. Who'd like to go first? Yuri, I see you are, you look so ready there. It won't be a person left in my group, so I'll have to, I guess I have to go. So, we first shared a little bit of concern. One person and I myself were a little bit felt not really ready for this video feedback because it's really nice. But number one, I was more concerned of the workload because I cannot imagine myself being able to do it so nicely without losing my patience. And so that was my concern number one. And also, I felt I'll probably need to rehearse before I say record this thing because I need to adjust my tone and all those things. And it also was there. And the lecturer was thinking that this, as a student, if it's a treat, if I get a little too detailed, then that might be a little overwhelmed. So that was her concern. But Judy was thinking that maybe she actually feels that she's ready to give a try because she first came through and then know what tone she's going to use, what she's going to say. And then she was thinking maybe she can use it. So as she types in her comment, she needs to, she will probably use some text comment anyways. So she thought that maybe she can do it while she's typing a comment in as a text. She can at the same time record so that students can hear her voice, like all the support as well. And hearing those people's comments, maybe I thought that maybe I will still probably have to use text comments because I teach Korean and I give comments on their Korean language. If I just say it only, students will not be able to catch what I'm saying in Korean words. But I think it's a very nice additional tool that I first give the comments in text, but maybe not going through all because it might take a little too much time and also students might not want to hear my Korean. Maybe it's a little bit scary for them. But once I finish typing the text, maybe I can just give one or two minutes summary in a screencast that this is the highlight or this is what I think that you did well so that they can hear at least some supportive voice. And by then I'll probably finish all my text comments so I can more grasp myself and then be more, give a good show more effective feedback. Can I talk? I'm so excited. Thank you so much. You hit on something that I never even thought of and that is you can give the text show comments, the feedback, and then you can give a short video, you know, really celebrating the work the students have done and say, oh, you know, you did this really good. That would, to me, that would be so encouraging and just the thought, you know, the professor is taking the time to do this to or to or for me. So I would think that would be just really amazing. Thank you so much for that comments. I think I started when I started doing the video feedback, I also I hate hearing my voice on video. So there's a little bit of that I had to get over and I mean, you know, we all made 500 videos during the COVID time. But for me, what got me over it is that I I kind of imagined I was in office hours and the way that I talked to students in office hours about their papers, I tried to just imagine that's what I was doing, just kind of without the student there. And so that was the tone, I was thinking sort of an office hours, formative tone. Yeah, but that was such a great, oh, you're just amazing. Now I want to do that. I want to make like a little something at the end, all the videos. That's a great idea. Yeah, I would feel motivated to especially if I was learning a new language. Yeah, I would feel super motivated if the person he spoke to me, maybe a little bit in Korean, too, and greeted me in Korean and then said, said what I was doing really well. I think I think that would really be motivated. As for getting used to doing screencast, I think there is that there's an initial camera shyness. I hate being on camera, believe it or not. This has taken me how many three years. When I initially started doing the screencast, I made sure the microphone was like here, that doesn't work very good here so that the students couldn't actually see my face when I'm talking because and then playing it back and hearing, you know, all the ridiculous or things, the sounds that your voice made, I just found really annoying. So once I started getting into it and realizing, oh, those things are really quite minor and the student isn't looking at those, you know, they're not looking, oh, you know, the Dr. Leveridge is looking really handsome today. There's nothing like that. Oh, there's the professor and, you know, I can just hear his voice. So I don't have to be on it. I'm not shy about a camera. It's just my horrible voice that they have to put up with. So, you know, I think that came across much easier, but it did take a good few months just or at least a few assignments to get used to it and be comfortable with it and finding that, you know, initial reactions were really valued by the student. One thing I did have one student who came to me after receiving the feedback came to me in the class the next day and he had it stated, you know, I've been at UBC for three years. I'm in my third year. We're finishing it up. And every time I do an assignment, whichever professor it has been has always made the same comments and the same problem, but they've never sort of shown how to address the problem. And in the video, you gave me options on how to address the problem rather than just pointing out the problem, which was quite frustrating. You gave me a road to fix the problem. So from this class moving forward, hopefully I won't have the problem as long as he recognizes it will be great. Yeah. So that sort of feedback to me was really great. Great. How about the other group? Tracy or Nadia? Everybody else seems to have run away. Hi Nadia. Hi Nadia. I feel like we were those like not so on topic students where we were like getting to know each other a lot more of the time than we were talking about the actual screencast. So but one of the things that I guess I can say is that I noticed that like in that example video, it was a lot of time spent on like kind of that first paragraph. And I would love to know more about sort of how you balance that. I understand the importance of that first paragraph is often very, very critical. And so it makes sense to spend more time on it than others. But like in the rest of the video, like how do you manage to manage your time? For myself, again, I'm going first. I'm very busy drinking over here. So water. I found that I have to set a time limit because especially like for myself teaching communications, if the student for English was an additional language, I would drone on and on and on and give them many, many, and it was really overload. But the students were like, no, that's okay. And it's like, I would be giving like 40 minutes of feedback for one paper. So and you know, uploading the video would take a long time because it was so long. So I set a limit of 15 minutes maximum. It really, it balanced out with the variety of linguistic backgrounds that there were. Some of them, the work just flowed beautifully, the content maybe a little bit off or something. So I can offer feedback that way. And you know, maybe it was three to five minutes, whereas other students who really need the scaffolding and support, I can offer that to them. And the thing was, they didn't have to watch the video in one go. They can watch the video, replay the video, download it, play it for their friends, whatever. Yeah. So that way they can go back and say, Oh, I remember, you know, Neil told me about this, and that was in the video. So they would go back and check on that. So that sort of thing, having the feedback that they can take with them, you know, it's like a piece of paper you can take with you, and you can skip through to the part that you need working on or that you want the feedback board to pressure. I found that was very effective, effective, effective versus effective, hopefully effective as well. I mean, I got five, my videos are five minutes, 1500 words. So kind of a longer paper. The papers in the class I'll be doing in the next, they write an IMRD. So they have an introduction methods, results, discussion kind of paper, and it's kind of one minute a section. And I just go through it quickly. But I'm giving high level feedback, it's really gotten me away from the commas and the editing, because I was doing a lot of editing. And I wanted to get away from that and get to those sort of bigger, pushing you to be a stronger writer and letting go of the sort of the editing stuff is is not what feedback is for. That was, that was, that was me. I mean, that took me 18 years to get there. I got there. For myself, the students, my course isn't a writing course, it's a communication course. So for that particular assignment, we are looking at logical flow, doesn't make sense to the audience. So I wanted to make sure, you know, if we change the grammar for this first sentence here, that means you have to change the grammar for the next sentence. If you're changing grammar for something, a sentence in the middle, then we're going to have to change the grammar before and after. The logical flow is the theme, the theme, the topic, does it all match the paragraph? Are you grabbing that audience by the nose and leading them through? Or are you getting them to lead themselves through? So the whole intention of my feedback is to read through it. And, you know, especially when they can hear, you know, we're talking along, you know, be prepared to share, highlight. I'm not really sure about how this sentence is present. The students could hear, you know, the way that I talk through their piece, and then it becomes a bit rough, a little bit bumpy. Immediately, you know there's a problem. So you can hear it, not just, you know, and, you know, as an author, as a student being an author, you don't often see those mistakes. And I try to get the students, you know, read through your work and record it and play it back to yourself. Does it make sense? A lot of times, yeah, it will. So, you know, go find someone who is, in my case I usually say, find someone who's not the same linguistical background as yourself, because they tend to have similar problems or issues with English. So find someone from the different linguistic background and you'll be able to point out different things. And that's really become helpful. So I'm hearing then, really, to sum up all of these different perspectives, it's really your intention, what it is you want the student to get out of that experience. So, like with Amber, it's like, you know, you could have someone else edit your paper, but are you a good writer? Are your ideas good? You know, whereas for Neil, it's more, it is a language issue. It's trying to make sure that when someone graduates from forestry, they're able to communicate their research to other people. So it makes sense that you, yeah, like everything else, like all the things that we do in design, we're thinking about what student to take from it. Okay, we're going to, listen, can we move on to the next page? Raise my clicker. There it is. Click doesn't work. We'll get it together here. There we go. Uh, screen cast. Here we go. Okay, in, hey, there we go. Don't touch that anymore. In Paris, practice multimodal feedback. So, uh, we'd like to give you a chance, Nadia and Yuri to, uh, and Tracy's there too. Yes, we'll put the three of you into a room, not in pairs in an extended pair. Use your voice to provide effective feedback through tone, speed, voice quality, while providing options to enhance the document. And just notice your own feelings and stress levels as you provide feedback. I have to say the one reason that even though there was a big learning curve for me, my own health and well-being changed when I started doing multimodal feedback. So I used to get into a marking like, and I also always got sick after I finished the last paper. It was like that teacheritis thing. I finished marking and I would go, and now I feel like it's completely changed my, my own health and well-being because I'm just giving feedback in a different way. So if you can do that, just try maybe with the sample paper, just try to talk through to see what this couple of sentences would look like. They're not actually being recorded, but maybe talk through in a nice little trio. How much time are you giving them? How much time do they spend on each person? We don't have much time. Maybe just a few minutes for each person. Just, just the triads. You don't have to use our document if you want to provide, you know, something on work that you've done for your students. That would be totally fine. So maybe just two minutes each person? Yeah. Couple minutes each? Okay. Yeah. Okay. Yeah. No more breakout rooms. That's enough of that. The teachers are watching you. Okay. Anyone want to give us a try? It is December 14th. And that is very a daunting task. That's a big ass. Right? Okay. So instead of doing that, if you were going to use screencasting, how would you approach it? Let's just have a quick discussion. We don't have a whole lot of time left. So just have a quick discussion on how. Yuri, I was very impressed by the way that you saw how you were going to use it and just the short screencast again. I think that's awesome. Anything else, any other ideas or things that we can totally steal? Nadia, Tracy, don't be shy. I guess one thing that arose in my mind was if I'm going to be doing this thing where I'm saying things aloud, could I invite the student to just be there? Could we just do a call and record it? It would almost be the same amount of time, but we could have back and forth and I could see that being kind of better if they have the time to arrange with me. Obviously, that might not be possible for all students, but it would be something I'd love to offer. I think that's an awesome idea. Logistically, it might not work out so well, but I know from my graduate communications course, the TAM myself do a recording of feedback for student presentation. That way, it's the two of us discussing and celebrating the achievements that the students have done over the 13 weeks. It's been really amazing. The feedback that we're getting from the students is very positive. It's like, oh, I will take this video with me forever. It's so fun because we can really celebrate the achievements rather than just simply provide feedback. Students can use that moving forward and it really gives them a strong grounding with what they've learned and that whole reflective viewpoint of your work. Yeah, moving forward, I think it's great. Yeah, actually, there's somebody in my department who does that. Dr. Wan Kim, he gives students the option. They write on the assignment how they would like to get their feedback. Would you like just textual feedback or would you like to come to my office and you're welcome to report it? So yeah, that's amazing. Yeah, absolutely. I think you know, I'm just thinking about cognitive bandwidth, I guess, and really considering that because the aspect of this is wellness. So like, what is the value for your intention? And, you know, I don't just think we're going to amber getting sick after, you know, like the coordination of such a thing, like the size of your course and all those things. Yeah, because you like, we're sweet people, right? We want to do all these things for our students, but yeah, sometimes it's like, yeah. Sometimes there has to be that limit, right? Yeah, we can do this much. But at the end, what toll is it taking on ourselves? Yeah, maybe I've seen instructors who also ask students if they want the feedback. So the instructions would be, if you would like me to provide you feedback, please, please submit a draft by next date. And you don't have to, you can just turn in the final. And then that kind of is a way of inviting, I guess. Yeah. Yeah. And for myself, I do the screencast, because I do it on the students draft work, because writing a document is a totally different skill or ability than revising a document. Revising you have to embed or integrate comments and the feedback from an audience member. That's totally different than the creative process or the, can we say, textual design. Yeah. So the approach is a little bit different. So yeah. So many ways you can use this, like. Really? Yes. Wow. We'll have to have this again in the spring or something and, you know, see, you know, did you try it? If not, why not? So yeah, that would be cool. So wrap up. Identifying benefits and limitations of screen, including health, well-being. Yes, we pretty much did that. It can be very beneficial. And depending on how much time you're willing to spend, especially, I think one of the drawbacks is sitting in front of the screen. It can be a little bit nasty. But again, yeah, we did that anyways for marking papers now. I used to mark papers in the back of the 45 bus. Oh, the 45 bus. So 44. Yeah, yeah. No, not that kind of morning for it. No, just for sure. I've marked a lot of papers on campus. And so this does take, I think, part of why it was really good for me is it does make me take time and space to set aside. So I'm not just sort of trying to mark a paper every single minute that I have free somewhere and part of that might just be on my own. Yeah, there's that whole time management issue. I'm trying to get the students the best, most valuable feedback that's going to change their lives in five minutes. This is like nailed it. My mind is looking for the alcohol called 44. Something 44. Yeah, latitude, that's a nice point. Anyways, continuing on topic for a wrap up discussion, evaluate best practices for student instructor accessibility and sustainability. For me, I'm finding that screencasting is more sustainable than giving textual feedback. With textual feedback, I felt I had to read through the paper several times. I kind of do anyways, but anyways, providing the feedback was more difficult textually because you have to read through it and then take time to type it. I'm not the fastest paper, whereas with the screencast, I'm reading through it and adding comments immediately and highlighting the areas within the document so the students could find it very easily. And I would provide references to modules in campus that focus on specific aspects of the communication ability. So I found that out very much. It seems accessible too in that you can do it in a variety of different ways depending on what it is that the student, you know, you could ask the students needs. Yes, yes, how they best learn. Yes, so yeah, you can really focus on, you know, what are the students needs, what are the needs, you know, that whole work like balance, whatever that is. We have good references for that on the next slide. Oh, yeah, but we did all that too. We did all that already, so we'll go to the rest of it. And go into part. There we go. Okay. Push, bang, and tap, turn, move. Yes. Yeah, so we pulled just a couple of articles that give some different perspectives, some from the TA kind of point of view and some from the instructor point of view, some from the student point of view. If you need some holiday reading, because that looks fun. Yeah, that's there. And also, if you prefer not to read over the holidays or like take a break, we will be posting these slides on the wiki. So you can refer back to this recording, maybe, or in the slide. Thank you so much. Yes, this brings our workshop to a close. We hope you enjoyed it. We had fun. Thank you so much. And we look forward to seeing you at future workshops. Thanks so much.