Morgan,

I use both of these technologies and find them utterly amazing! Students love the interaction from their instructors, feel more closely connected to their instructors because they are receiving personalized content and feedback, and fi9nd that their overall student experience is better when these technologies are integrated. I have had nothing but positive feedback from students. Have you seen any differences on your EOCS comments? I know I have!

Kimber

Katie, Michael,

Thanks for your presentation. As I commented to John, Samia, and Sarah, I have found using Loom for video feedback to speed up my grading process a great deal. I have been using it since March of this year and use it for giving feedback to all my students in ENG 105, ENG 106, and UNV 103. They really like the feedback, and their comprehension speed has increased. They appreciate the connected feeling they experience to me and express those feelings in phone messages, individual forum messages, and EOCS comments. I have a streamlined process in which I only check the word count before going to live comments. I do not use Google docs, which also speeds up the process. The students appreciate being able to watch the video repeatedly, if they wish, and as one student put it, she feels she is saved a large amount of time by not having to figure out what I had meant by a written comment. This video feedback addresses different student learning styles, auditory, visual, and kinesthetic, since I also provide the document I am using in the video for them. I do not think there is a downside for the instructor of video feedback taking too much time, if the instructor is ready with the knowledge to provide feedback and if the instructor practices giving video feedback with an open mind. Do you agree?—Dr. Priscilla Bamba

Kimber, 

I have noticed a difference in my EOCS. Students have have offered praise in the areas of useful feedback and relaying expertise. Some of the students have noted that embedded comments can be too concise and that the video feedback allowed me to further elaborate and clarify information for them. 

Thank you for your comment. 

Katie

Dear Priscilla, 

Thank you for sharing your experience with us. I am happy to read that you have found LOOM to be an effective tool for delivering feedback to your students as well. I concur that loom is an efficient way to deliver quality, holistic feedback to students. However, I do not use LOOM feedback for all student submissions. I find that some assignments are better suited for LOOM than others in the courses I teach. What do you think?

Katie

Katie,

Thanks for your response. I find that using Loom for all writing assignments, such as the journal entries for UNV 103 and 503 as well as the essays in classes such as ENG 104, ENG 105, ENG 106, etc. works quite well for me and the students. I have noticed more positive results on the EOCS and student comments elsewhere, too. They enjoy the video feedback and find it quite helpful. As one student put it, she does not have to spend time figuring out what I meant by written comments because in the video I show her what is wrong and how to go about fixing it. 

It is faster for me, too, than writing, using Type It In, or copying and pasting comments onto the draft. I also give some embedded comments on the drafts (I return those, too, in addition to the video), but they are always accompanied by my explanation on the video. 

The only essays on which I do not sometimes use video feedback are the final drafts, usually the final essay of the class, after the class has ended. I do understand, though, that perhaps not every instructor might be a quick or comfortable in using the video feedback. I am very comfortable with it because I have taught at the higher education level for more than 35 years and can type while I also talk. I type at around 125 wpm, but I can still get the comments done more quickly when giving them via video, verbally.  Loom works so well for me and allows me to connect much more closely with the students, as evidenced by their improved writing and their feedback.

--Dr. Priscilla Bamba