STUDENT FEEDBACK THROUGH DESKTOP CAPTURE: CREATIVE SCREEN-CASTING

In this paper a Teaching Enhancement Research Project on screencast feedback currently being carried out at the University of Leeds is presented. Although the research is still ongoing, there is sufficient data to advance a rich typology for this type of practice, which will help software developers as well as educators to understand the full range of affordances of this type of tool and cater for the needs of students and teachers. A reflection on the wider humanistic significance of screencast feedback is advanced by presenting audio-visual feedback as a new genre in the making that empowers tutors and facilitates communication of complex ideas through enhanced multimodality. The practical consequences for the institutions of adopting this practice, for instance the need to integrate platforms and create new workflows, are considered. Suggestions such as the decoupling of feedback from grades, which came about during the author's trailing of the tool are also discussed. The paper does suggest a way forward in this ongoing research and, more widely, in the field.