CFP: Technoculture

Call for Proposals: “It’s Magic”—Volume 6 (2016) of Technoculture, 1 May 2015 through 30 April 2016
full name / name of organization:
Technoculture: An Online Journal of Technology in Society
contact email:
Any sufficiently advanced technology is indistinguishable from magic.

—Arthur C. Clarke.

Any technology distinguishable from magic is insufficiently advanced.

—Gregory Benford

Technoculture seeks critical and creative works that use new media and/or are on the subject of technology. Volume 6 (2016), “It’s Magic!”, focuses on the tropes that associate technology with magic and vice versa.

Topics could include depictions of technologies that treat a wide range of subjects related to the social sciences and humanities. These subjects might include:

Essays that address the two maxims found above (Clarke’s Third Law and Benford’s variant on it)
Wishful and magical thinking and technology
Energy use that seems or is unlimited (whether of humans or machinery)
Lack of agency for end users due to magical thinking about technology
Technological design and magic as its inspiration
Cultures that have used or now use technology as magic as a means of control of their populace
The idea of magical figures in games and other online environments
Games based on fantasy
The idea of the wizard in productivity software such as Microsoft Office and OpenOffice
Popular descriptions of technology that use magical language in literature and film
Whiz kids in young adult and adult literature
Misunderstandings of technology as magic
Other readings of technology as magic in a variety of cultural and historical periods
We are not interested in “how to” pedagogical papers that deal with the use of technology in the classroom.

We publish scholarly/critical papers in the latest MLA or APA citation style, but creative works are also of interest to us. We are not seeking text-based work. Instead, we wish to publish visual media, and especially media designed for display/dissemination on a computer monitor including still images, video or audio. Genres could include digital poems, sound pieces, video essays, short audio or video documentaries, interviews, documentation of installations, and so on.

Inquiries are welcome to:

inquiries at tcjournal dot org

Technoculture is published continuously; we will accept submissions for Volume 6 (2016) between 1 May 2015 and 30 April 2016. Accepted submissions in 2015 will not appear on Technoculture’s site until early 2016, though authors should receive a final decision within two to three months after submission.

Authors of all materials are welcome to submit abstracts and inquiries for critical works, creative works and reviews.

Research On-going

The paper for RCMF has been sent off. In that case you might be wondering, why are there still posts here?

There are a few reasons.

The first reason, and originally the only reason, is that I had additional notes, which I had failed to put into my computer. I had read the works and I like having the notes all in one place, so TCE works for that for me. (So does Evernote and iCloud and Dropbox, but ever since my hard drive crashed with all my data on it, I am way more concerned with keeping my things in multiple places.)

The second reason is that I have come up with some other ideas for papers related to the topic I was working on.

Thanks, Heather, for the CFP, the accepted abstract, and the opportunity to write the chapter. Hopefully it will be close enough to perfect for some R&R and then publication. Especially, though, I want to say thank you for giving me a way to incorporate another thing I love to do as part of my work–and the possibility for other publications because I now have ideas related to it.

An interesting thing is that for one of the papers I want to write, I may need to learn to program. (That will be an interesting challenge. I’ve been married to a programmer for years and have never felt motivated to learn to program, limiting myself to basic HTML years ago when the apps wouldn’t do it automatically.) One thing is that the paper format I want to be able to do and need to program for is also related to the way I had envisioned doing a digital story four years ago. If I can figure out how to do that, I can do both.

For an example of the kind of “look” to the work I am talking about, you can look at Jesse Schell’s website. Schell is the guy who wrote The Art of Game Design, which has influenced my work in my classroom.

Introducing TED to FYC

Today we started the Exploratory Essay, which is a pre-research project assignment, where students choose a topic that they are interested in and want to learn more about. They are required to find at least 3 sources, to write about what the sources say, and to reflect on how the information in those sources impacted their understanding of the subject. Did they learn something that conflicted with what they knew? What did they do with that? How did they decide whether to accept it or to reject it? How did they incorporate the new knowledge into their understanding of the world?

It’s a potentially revolutionary assignment as the students are tasked with watching themselves learn. Unfortunately it can also be very rote. Even the routine, though, offers opportunities for exponential growth.

I read this and learned this; it didn’t effect me because I think that is stupid.
I read this and learned this; it changed how I think about x because now I understand why someone would think y about x when I’ve always thought z.
I read this and learned this; now I think this instead.

When I told the students that they could use different types of texts, they were at a loss to understand what I meant. What could they use? They have been taught to use books and journals (though most at our university are online now); they are personally and intimately experienced with diving into the shallows of the internet. When I asked, none of them, not a single one, knew what TED talks were.

TED, I told them, is all about innovators–ideas worth spreading. The speakers are all the top, the forerunners of their fields, be that field physics or music or psychology. They are not, necessarily, skilled speakers, but have created or learned something exceptional. The original TED, I explained, has people paying $10,000 per seat, to sit in the room and listen to what will become free on the internet. (I have since found that this price is not accurate for 2014, being $2500 too high. I wonder where I heard it.) BUT, I told my students, just paying the cost is not sufficient to get a seat at TED. In addition to being willing and able to pay the high price, people who want to go to TED must also fill out an application, writing essays. Those essays determine who gets seats at TED.

My students were astounded to discover that essays might be necessary after college. They also couldn’t believe people would voluntarily write essays (six of them it turns out) in addition to paying thousands of dollars to sit in a room and listen to someone.

Because they had never heard of TED, I decided to share my favorite TED talk with them. It’s not about writing. It’s about creativity and art and poverty and beauty. It’s “How I Became 100 Artists” by Shea Hembrey.

Because I enjoyed once more watching Shea Hembrey, who “draws sticks real good,” when I came home this evening, I looked up fashion on TED and found not fashion but Objects of Desire, 12 different TED talks on things related to art.

One of the points of connection is the use of story in the presentations. Some are overtly about the stories of art and some are stories of other things impacting art.

I introduced TED talks to my composition course today and re-introduced them to myself as well.

SCMLA: Tech Questions 2

Where did you learn this stuff? Take courses?
Get the software and play with it.
OpenCourseWare—MIT, Columbia
LYNDA—database that teaches
YouTube—for information

Nuts and bolts: Where in the semester?
Write every day, 2.5% of total grade
Led to a major assignment that I had not planned.

Do you ask for attribution in the digital compositions?
Talk about it, but we don’t require.

Incoming college students? –what are they good at? What skills are they lacking? What do you try to break them of?
Most interested in bringing students into close reading and argumentative writing. Officially prerequisite.
Problems we see students want to go straight to theme or hunt and peck for symbols.
In writing skills, we are interested in seeing students who can justify arguments.

My biggest pet peeve is that they have turned writing into a formula that produces only one document. I teach it as a set of skills.

University of Kansas—research based this and that…

Mine are having trouble with… they can find a source but can’t synthesize it.

Writing as punishment, writing as school, writing as something I can’t do. How many of you wrote in the last week? How many of you read something not in school?

How integrate simple tech?
Rural NE Texas, no digital natives. Internet access doesn’t exist for many of them at home.

Have students working on Wikipedia and how it works and why it’s not an academic source. It’s very useful.
Write an article and try to make it stick. EC at end of semester if it still exists.

SCMLA: PowerPoint Movies

Thomas Reynolds
“Powerful Words and PowerPoint Movies: An Exercise in Multimodal Composition”

Assistant professor and Director of First-Year Writing at Northwestern State University in Louisiana

Thomas has presented nationally on technology and first-year composition.

60% of course is traditional requirements
40% can choose

We spend more time on the 40%, because it connects.
Learn by doing.
Read and write every day.
Begin class with video or article on social media. Related to class for the day.
Try to build community in classroom.
Let students bring media, email or FB.
Share icebreakers.
After our teaching time, will return to the media as a writing comp.
Not just an academic conversation. Can be part of the online discussion.

Football, Jan 22, 2014 game winning play, talking trash, making choking image, yelling and excited—Richard Sherman football player
Led to an insane amount of online chatter where he was labeled a thug.
Stanford graduate (3.9 GPA) Richard Sherman

Watched video of press conference

“Cultural Studies and the Composition Classroom” George, Lockridge and Trimbur
moving from critic, to microethnographer, to producer/composer
–not always easy, being forced to build things in a different way
They are trained already to write. Are comfortable trying to write
“know what the expectations are and know they aren’t going to meet them”
“New Media Principles and Attitudes” Collin Gifford Brooke
more than teaching to the text
function as a writer’s lab: encourage experimentation and innovation
operate on “internet time”—entering the “other” conversations
replace expertise with exploration and engagement: student-centered and peer-directed

40% of class, where they may have discovered something new that will keep them reading and writing

National Congress of American Indians released ad week before Superbowl
Series of images with names they give for themselves
They couldn’t afford the Superbowl prices.
Native Americans call themselves many things (mother, soldier, Creek). The one thing they don’t… Redskins.
Talked about which were more effective. Which were less effective.

What kinds of conversations are happening publicly about their ethnicity?

Better if make images so they cover the whole white space

How is a ppt presentation different from a ppt movie?
Because already have experience with ppt, easier.

“make a bad ppt” for tech writing

asked them to self-select into groups

had to publish it somewhere online. But vimeo was an option so they could password protect.
All knew would be screened in class.
Negotiated in class. Had to have some image and some sound.
Voice was significant to the ad.
Negotiated about assessment. Let them decide what they are going to be graded on.
Logical fallacies, ethos, pathos

…8 video examples… (from groups)
thug, animal abuse, poverty, Trayvon Maritin, Same sex marriage…
one of stipulations they agreed on was they had to be in their videos
what makes a thug? Gun violence, gangs, tattoos, stereotypes assumed by characteristics

plenty of things they did really well and others where they fell short
worked hard negotiating images and examples
give them a space to play, a space for their own voices and ideas

critique and assessment
Students discussed and decided on these as criteria. 50% of the grade was:
clarity of topic and stance = who saying what and why?
Importance of issue = answer So what? How is context provided?
Rhetorical appeals = how does it work? Where does it not work?
Design and style = does it meet genre expectations? Is it appealing?
Audience engagement = were you moved? Why or why not? They wanted grade based on this totally. They thought it was important enough.

Students get feedback within the screening.

Took me a week to get through the videos.
They were invested in what they had to say and defending their own work, but also to holding each other accountable.

How might they transition this video to an essay? What about an academic argument?
Develop examples. Pick other kinds of examples.
Teams and their roles
They talk about their learning.

Redeveloping for definition essay… Good way to write about words they feel labeled by and offended by and deconstruct those for the class.

Question: What if have no words they feel labeled by? Or they don’t want to deal with?
Way I am beginning project, words that are offensive, and potential of language to be empowering and disempowering
My hope is that they will all find a word. Don’t know what to do if I have a resistor.

Someone else –use term and look at connotation, denotation. Misfit words instead. Not necessarily offensive.
“sweet” or “cute”
sweet in black community also refers to gay people, broken wrist, etc
pull in connotation of plays, music, etc. Where do you see this word used.

Immigration, did you make presentations on this?
Service learning on immigration
Powerful visuals… Students found the visuals. Some were personal images.
One with guys showing off guns. They go to the shooting range, but people see that in Louisiana, they think thugs.

SCMLA: Good Tech

Amelia Emery
What Are We Doing? Hardware, Software, and Assignments: Implementing Technology Effectively

Amelia is in her tenth year at Abilene Christian University and manages all the theses in the university. She also teaches composition for the Department of Language and Literature.

ACU emphasizes tech in classroom.
Too much to list.
Some of the new things: all students have an iPad. Encouraged to use iPads in class.
New engineering building going up.
Incorporate tech into f2f semesters

Not super tech, but I like it and it’s shiny.
Intimidating to learn to use tech, particularly in front of other people.

Talk about 3 I use and a rundown of what other people use.
Ppt, Prezi, doc camera, OpenClass, zotero, dropbox, Google Drive –use all of these daily

Prezi students use for presentation, big culminating activity
More like a bulletin board than slides
My students are so much more visually oriented, so Prezi makes more sense to them.
You can search for your images while Prezi is open. That’s great.
Students like that if they have picture sideways, the camera moves.
Mixed reviews from students because know Ppt and want to use it. Others love it and want to do every different thing on Prezi.
First time I used Prezi in English class was 2nd time I used Prezi. Diaster. Couldn’t figure out how to advance.
Problem-solution of something on campus.

Easy to get carried away and do all cool stuff, takes away from message.
Too many words.
Good Prezi and good essay, but no coordination.

Google Drive:
Use it all the time.
Use it for just about everything except grades.
Kind of like mini-version of Office.
Can drop in ppt and MSWord docs in.
Easy to share.
That’s what I like.
Class discussion, I type in the notes, then share at end of class.
Make sure you turn off edit.
Don’t use Google Drive to write essays. Lags. Can’t format.

Calendar—very useful
Despite Type A personality, life is chaos.
This way I can give them a paper calendar and I change it online while we are still in class.
Making the homework a different color. Lightbulbs turn on.

Can see sign up sheet and see times. Had students signing up multiple times.

Multiple people can use the doc at the same time. Students can be commenting while showing in class.

Evaluation criteria for movie genres—I can watch them add their criteria and comment as they did it.

Research tool
Lets you add your research from wherever you are into your folder on the Zotero server. Syncs with computer or tablet.
Works best on Firefox.
Searching on library website and come across article you need, just add it to your file, it is in the URL field and it moves it to your Zotero files.

Everyone finds two articles and they write a note about
Assignment: put your name and summarize the article
Then group source.

List of what other people mentioned using:
Notability –she has a tablet and use stylus on their paper and save as PDF and send it back
JoinMe—class when you can’t be together

SCMLA: Close Reading Toolkit

Jennifer Sapio
Close Reading Interpretive Toolkit: Transforming how we teach close reading

Graduate student at University of Texas at Austin
Tasked to think about traditional large lecture format, try flipped classroom techniques

Close reading interpretive tool

text associated instructions
handout of crit steps

video, 1 minute, background
3D images
students rush to judgment—How does it connect to my life?
But we want the students to go through the process to examine the text in order to discover how a text creates its meanings.
How does a text create its meanings?

“When I Heard the Learn’d Astronomer” (1867) by Walt Whitman –steampunk?

1. Paraphrase
2. Observe –as many observations as possible. They don’t have to justify why they notice something.
Poem is single sentences
1st 4 sentences start with When
shift from quantity to quality (proofs, figures, charts ?mystical, time to time)
3. Contextualize –important, keeping history in mind illuminates
Whitman’s Transcendentalist beliefs
4. Analyze—return to observations, justify, which are most important? Which can string together?
Fourfold When helps convey the static quality of the data-stuffed lecture. Tedium, boring, …
Mood shift from quantity to quality
5. Argue—synthesize an interpretation, one argument built on the evidence gathered in previous steps
6. Reflect
Why is it important that the poem is a single eight-line sentence? And what are we to do with the fact that the astronomer received “much applause” from the audience? Do these facts support our interpretation or challenge it? …

Students at UT are able to access with Get started and electronic id.
Everyone else, adapt this process in paper copy. Did paper for two years until site up.
Database of short passages, searchable.
Students are able to keep the passage at the top of the screen on every step.
Can move between the different steps and able to review and submit.

Gave students a pre-test. No content or skills instruction.

Cold reading poem pre-test they had never seen before. Average was 4.59.
Cold reading poem at the end of the semester. Average was 7.02

STEM students felt this was “more accessible and more objective” because before “English seemed frustratingly abstract” Jason Escandell (TA F2012)

Why is contextualize after observe?
Been talking about it for 3 years.
Not tied to the language of the text. We could contextualize at the beginning. Or at the end to add contextual frame.

After observe and before analyze.

Give students opportunity to make observations without any justification.
By placing contextualize between, hoped it would emphasize the difference between observe and analyze.

SCMLA: Tech Questions

Self-graded quizzes for comp? for lit?
Large component of intro to lit is writing instruction.
Self-graded quizzes worse in lit.
Takes time to create answers.
Can program in feedback for quizzes. (go re-read p. 25 in book)
Then only need to revise after first semester.
Recommend them as pre-emptive quizzes before discussion.

Retaking tests?
Group tests. (Readiness Assessment Test)
Distance learning. Can you incorporate group tests?

Anna: We have to have 30% of my courses be strictly monitored individual. Have to be done independently.
If have access online, could set up wiki or discussion forum to discuss. Could discuss. If want to revise and explain, use a wiki. Discussion forum works in Google docs.

Where does it live? Do they have to sign up?
$15/year gets you a pro account and editing account
They have to have link to get in. Make it unsearchable. So it’s only their link. Link goes into my feedback in D2L.
There’s no grade on the video. Could make it so the name of the thing doesn’t necessarily have name of student.

Screencast-o-matic you can only save on your own site. Paying for pro account means you can save on their site.

Have students mark up their paper while they are listening to your screencast. They see your highlight but it isn’t changed for them.
Screencast, they don’t know how to put their page number and their name, you can show it. Teaches computer skills, too.

Revise and resubmit for papers is great.

Both of you are still using rubrics or do they still feel useful?
Steve: Gives ability for students to break it down on the revise and resubmit.
This goes with really detailed prompt.

Anna: Rubrics. Makes students feel more accepting.
Rubrics can be helpful before the paper is due.

Can also use an example paper with a rubric and let them help determine grades. Figuring it out. Understand the process.

Do you ever have problems with access?
Steve: one linked wrong. No server issues. As long as can play YouTube video, can play screencast. 2 of 20 something viewed on phones.

Where instructor announcements or news? Does this register for being present?

Anna and Laura both use News to maintain online presence.

Steve uses audio only for screencast.

D2L v Blackboard
D2L has host of issues, but is better. Currently less broken.
D2L has to be blue and I don’t like that, but…

Students perceive multimodal/screencast as more personal?
I do audio comments and they perceive them to be more personal as well.

“appreciate the time my instructor took”
Laura has streamlined, so it is now less time than traditional for her.

Steve: Most studies started with both typed comments.
Pretty sure that my traditional comments would have been much more

Turnitin now has audio.

SCMLA: Online Feedback

Laura Osborne
The Art of Feedback: Techniques for Effective Online Feedback in Writing Courses

Stephen F. Austin State University
Department of English & Office of Instructional Technology
She has over 16 years’ experience in the field of higher education.

Art of feedback in online writing courses

Do quizzes 2x. Make videos myself.

Adjunct for Dept of English—tech writing online
Full-time job –Center for Teaching and Learning
D2L school (used to be blackboard)

Online feedback = world of possibilities
Can cause greater harm and confusion BUT potential to do much greater, long-lasting good.

When you mark up a paper on paper, your middle of the road student looks at it and puts it away.
When leaving feedback online, you may be leaving it where their grades are. Negative is awful then (because see often) but good is wonderful.

Words right there for student over and over and over again
Be constructive
Open with something positive…. End with specifics.

Know exactly where your feedback shows up.
We use GradeMark with 3 steps. Know how students have to access and how difficult.
Consider realm of possibilities beyond text.
Voice comments, video comments.

Lead with the happy stuff.
Reframe your thinking
Stop thinking in terms of what the student got wrong—focus first on what they got right.
What are the strengths here?
Don’t ask what’s wrong but instead What can be improved?

Reframe the negative
“Looks like you are off to a reasonable start…”
“Headed in the right direction, but…”
You got the format exactly write. Times New Roman.

Love to infuse my personality in my online classes, but when giving feedback on students’ work, I try to steer away from expressing personal disappointment. Frame it to return to the directions.

Re-visioning the general
Online feedback can and should be better than pen/paper feedback
Online feedback permits you to beyond the 3-letter notations
Devise new ways of saying “huh? Or awk.

Exercise caution when using I in your feedback. Can work for you but can easily work against you.
I like the way you did x
I love your use of metaphor when discussing x
I agree with you on x

Value judgments –use with caution
Be careful with
Good, bad, great, terrible

Avoid the feedback sandwich b/c students may read the start and end and get a false impression
Bulleted lists (naming specific areas needing work)
Include references to course materials or links to websites
Remind students that you are here to help (email if you have questions, drop by during office hours)

IF limited time
–consider a tiered system of feedback that rewards timely work (sequence of feedback)
full comments for on-time/early
partial comments for later
no comments for final deadline

Consider and re-consider your words in light of the fact that any situation may end up in the hands of a Chair or Dean or may involve parents.

Quick tip:
Keep a file of commonly used comments on your computer’s desktop
Copy and paste as needed

I have a rotating set of end comments. Have learned to keep those in a running file.

Choices of feedback:
Direct feedback in a comments/reply box
Email—can be time consuming, but good with graduate seminar
Rubric—either built in or as Word file
Text comments on the paper (MSWord, Grademark, on paper—then save to PDF)—I don’t recommend this.
Voice comments
Screencast comments (video of screen with audio)
Combo of above

Grademark is easier for drag and drop comments….

Think about your objectives:
Seeking to clarify reason for grade OR will they be revising
Do you need to give line by line feedback or just general comments

Think about how often they will see it. Be brief if it will show up on their grades’ screen.

Think ahead about uni, dept, program assessment needs
Will you be asked to submit samples of student work?
Will those samples need to have comments and grades on them?
Or should those samples have No comments?

Further considerations
Cross-reference your feedback
Written at the end of a rubric ? Good work. For detailed comments, see the video feedback.
Spoken at the end of the video commentary?

Use News or Announcements (LMS different)
If many students are making the same mistakes, post feedback and advice in course announcements.
Increases visibility of feedback and saves time.

Automated feedback:
Remind students what to turn in, sets reasonable expectations for when to expect grades
Find out how release conditions and email rules work in your LMS.
(Thank you for turning in, did you remember your x on this?)

If you are going to give online, know how to delete and edit.
Know how immediately it shows to students.

Try student view in your LMS so that you can give them

Check whether they viewed the feedback.
Consider running a poll or survey.

Consider extra credit for first time they respond to
Or make it a requirement for revision

SCMLA: Screencasting Student Feedback

Steve Marsden
Screencasting Student Feedback in Literature

An associate professor at Stephen F. Austin State University, where he has been teaching for 8 years.
Steve has presented and published on gothic and American literature.

In literary analysis papers
Screencasting in an f2f class

Problems with written feedback in lit courses—my handwriting terrible and unimprovable. Also students don’t know read cursive. Typing = I spend more time on the writing than they do.

Previous research and then how my experiments came out.

Traditional feedback:
Traditionally encoded marginal comments (haven’t necessarily had a standard comp experience—You have to teach it.)
Rubric form (itemized by area, typical problems listed to be circled, scores for different elements of writing)
Holistic end comments

Frequently not read (low student engagement)
Ambiguous/low context—commonly misunderstood
Little explanation of why—no room (maybe no time)
Hard to address complex style or logic = awk

Using elliptical encoded text to address student problems in reading and writing
Often devolves to editing—students just do accept

Problems for literary analysis:
Students often lack basic skills course does not address, even though in 200-level course. Try to fix the problems somehow, so I am not contributing.
Student problems are often higher order (interpretive, logical, conceptual).
We assume they can write, so we do not encourage extensive revision, do not include conferences. Often the writing is due late.

Previous studies
Thaiss and Zawacki—s
Vinclette Moore & Filling, Brick & Holmes= multimodal feedback for written communication is valuable
Students prefer screencast

Rough and ready study:
22 students, 2 sections f2f summer
16 female, 6 male, between 18 and 37 (mostly juniors and seniors)
60% comp credit at SFA, 23% at HS (most problematic), 18% at comm college
Students reported mostly marginal feedback in previous courses.
Initial attitudes toward revision were pretty sketchy; they were unconvinced.

Study design
2 literary-analytic papers, available for a 20-point increase in revision
half randomly selected for screencast first time
controlled for assignment and priority (found weird effect with priority)

all surveys online via Qualtrics
initial survey for demographic data, previous exp w revision
online survey required after each revision
final survey about attitudes and preferences
rubrics marking improvements on revision packets (a revision memo explaining changes, old draft, new draft)
I gave no written feedback, but they had to go back and mark what I was talking about.
Eyeballed the rubrics and decided how much they improved

Traditional feedback (see above)
Said you can come in for conferencing. Those people did well, who came to conferences.

Screencast feedback
Papers read once, problem areas highlighted
Don’t write feedback.
THEN scroll through highlighted text in Word on screen, explaining. Get pretty discursive, informal. Will stop and read or stop and ask questions. There’s nothing I see I don’t mark.
Maximum 15 minutes of audio/visual (Screencast-o-matic)—6-7 minutes most of the time
No marginal or end comments
Rubric filled out, handed back separately with paper copy of paper (which means after screencast for most) —Only heard coaching comments, until they get the paper copy—which does say what they did wrong.

100% of students preferred screencast
79% more clear or less ambiguous
79% more detailed
68% more friendly-seeming
37% said more instructor work so seemed more committed

73% traditional feedback read completely (if did revision)
100% of screencast viewed completely
videos on screencast-o-matic were viewed an average of 2.5x
16 viewed the video more than once—max 8x

Process notes:
Careful screencasting feedback (view, highlight, record, fill out rubric, upload, post link to feedback area of D2L) took only slightly longer than written feedback … about 1.5x longer

Required a quiet place and time set aside.
Need a microphone that won’t catch ambient noise.
Couldn’t grade in hallway, between classes. Had to grade at a computer.

Required control of voice.

Student feedback:
Sometimes said uh when he wants to say something and then doesn’t say it. (rage management)
Screencasting helped me understand each issue I had better than just written comments

During the question session, Steve and Laura both mentioned that students responded well to screen casting, preferring it and seeing it as a way that the teachers showed they were involved with and committed to the class.