More about video for video feedback

I spent the last couple of days emerging again into the world of edtech having hibernated over the winter. On Tuesday I went to a Meetup in Portland that attracted way more people than the basement room was built for, nevertheless it was a good way to meet people – we were all close!

I met a couple of guys who had driven down from Seattle for the event. They talked me through their video platform startup, It sounded pretty interesting and I am still testing it. The main positive points from an edtech point of view, was that a teacher could have a free account, could store videos and share videos from their platform and, and this is the important bit, get some analytics from views. They say that are also including an annotation – which I haven’t found yet but will come back and write more when I have.

movenote in action
Capture from movenote review page

Yesterday I attended AcceleratED16 – a conference for education adminstrators (senior leadership team in UK speak) organised by OETC (an organisation that promotes edtech and arranges discounts for its members).

During one of the sessions on the professional development track Jennifer Scypinksi demonstrated using movenote to deliver a weekly newsletter presentation to staff.

I have been looking at it today in order to evaluate its use as a feedback tool to students. And I think it could be very good indeed. I have made one recording so far, though I nearly gave up because I had to fiddle around for hours to get Adobe Flash Player to listen to my microphone (switched from Chrome to Firefox in the end to get it to work). I am generally pleased with the result and I think it has real possibilities. I will need to rerecord this one because I’m not happy with the camera position.

After that I am going to compare movenote to screencastify and will post the results here.

#altc winter conference 2015

All the links from my presentation at #altc, given today

The background story went more like this though….

3.45am huge crashing sound, monsoon rain and howling gale…. really scary…. followed by

3.55am BLACKOUT …. phoned it in (on 1 bar phone access) …. went back to bed…. lay there….

4.35 am decided to drive to Starbucks, could still get there by 5.30am if I moved it…..

5.05 on my way out the door, the leccy flickered back on…..

5.07 and off….

5.20ish and on…..on…. phew… omg… I needed coffee so bad!

pouring coffee
animated coffee (lost attribution, so sorry!)

5.45am (have faffed around with mic for 10 minutes – I h8 windows 8)

6am Gave presentation , lots of people, not a lot of questions.

6.30am phew its over….. another cup of coffee

6.45am some really useful comments on my draft paper (see link above)

Thanks #altc… that was fun!

software to use for video feedback (assessment)

This goes alongside my paper about using video feedback for assessment with students. This is the correct link.

Evaluating software we can use to give video feedback to students:

Created with Compare Ninja

#dlrn – indie edtech – punk


There’s a bit of a jam going on, interpreting the riffs created by Jim Groom and Adam Croom (is the poetry why these guys got together in the first place? I’d like to think that.) at #dlrn. Doug Belshaw, Greg McVerry and several followers of #dlrn15 and #indieedtech joining in.

It’s Sunday here, raining steadily outside so instead of that hike I’d promised myself I have been inspired by Adam to watch the BBC’s Music for Misfits: the Story of Indie in three parts. It’s been helpful, partly because I was able to get to grips with my niggling discomfort with Adam’s USA centric presentation of Indie music; it turns out the UK and USA stories are very different. Jim and punk, well that’s another story – punk was all about DIY – fashion, art, even enterprise which eventually killed it. So these guys were conflating edupunk and indieedtech and all I kept coming back to was the phrase “long tail of edtech” and even Minds On Fire (Seeley Brown and Adler 2008). No mistake, I loved the #dlrn15 presentation and was carried away by their brilliant and fun analogies, but I was wondering where all the other genres, the little guys, fit in, you know, like _____ (insert own preferred genre) jazz?

So one of the things that the BBC programme made clear about the 80s indie scene in the UK was that it was funded, for distribution purposes, by the huge companies – EMI – Heavenly, Sony – Creation. The Indie scene changed and is still changing, but we still need people to find the quality. Is this is a bit like VC or HE funding the thinkers and dreamers Mike Caulfield mentioned during the final #dlrn session? I had forgotten that entrepreneurial part of the tale, instead remembering the earlier 70s indie story as being one of self-publishing and distribution (Zoo Records), which did resonate more closely with Jim and Adam’s narrative.

I was reminding myself about edupunk and it became clearer why Mike Caulfield stated that edtech was stuck in 2008; possibly the statement that kicked me in the gut harder than any other during #dlrn. Jim first coined edupunk in 2008, the Minds on Fire article was published in 2008, MOOCs erupted 2008, but does that really mean that there have been no new edtech ideas, or is it something else, what else is Mike thinking of? I resisted Mike’s statement which has kept echoing around my brain; selfishly personal because I don’t want to feel that now, when I finally have some time and space to think, write, connect about edtech rather than adopt, teach and fight for it, there isn’t anything new to think about. Really? No, I just don’t and will not accept that. It’s why I keep listening out for new voices in music – I don’t care about the big genres, any genre will do, just let me hear something that moves me or gets me moving. Like 3 For Silver (genre = anti-Americana), playing at the harvest festival in Camas a couple of weeks ago. First I saw the bass… DIY’d out of a galvanised wash tub and then I heard the guy sing, this band were so brilliant even my metal head partner (Metallica fan) was dancing rather than head-banging. But each to their own, you might hate the sound, who knows.

Perhaps the big idea side of edtech has slowed down (too much money embedded in the body not enough in the long tail), but perhaps it just means we now have to play the music; we have to use the ideas and technologies to educate, to reach the promise that many of us embraced edtech for in the first place. To fund the long tail with our time and energy. To turn our thinking onto the pedagogy, on using the tech, improving the tech, in order to spread education, openly beyond the cultural silos of the English-speaking nations, so abundantly represented at #dlrn.

An evaluation of the use of screencasting and video for assessment feedback in online higher education

1st Draft Video Feedback Paper

This is the first draft re-write of a paper I wrote last year. My intention is to present this within the context an evaluation of specific software and applications that teachers can use for making screencasts and videos of feedback for their students.


Final poster

I am including this here, because otherwise the process would seem somewhat incomplete. I have used printers (Redcliffe Imaging Limited) I found via Google, who also offer a 30% discount to education users and also to NHS staff. They were incredibly efficient, returning my poster in a day. It has been printed on material so that I can fold it easily and carry it in any bag – not a cheap option but hopefully a sensible onefinal.



3rd (final?) draft of poster for conference


Following some more great feedback: “I wonder if the word ‘Online’ shouldn’t appear boldly? …. ‘fuze’ is occupying a lot of space…. Outcomes could be a little bolder .. the “quiet is okay” point would be an interesting point to pull out in a quote to catch attention.”

I have added the word “online” in a couple of places hoping that would be enough to make a difference.

What do you think?