There are several technologies that may be used in providing quality, electronic feedback. Understanding a technology’s flexibility will help you find more creative ways to use them (Costello & Crane, 2015). Many methods are suitable for feedback in multiple contexts.
Word processing is easier than handwriting to read in providing feedback on work to learners. It may speed return time. You can focus on details using track changes, highlighting, or comments. Converting files to portable document format (pdf) enhances the document’s security. Pdf files can be marked with the typewriter, highlighter, text boxes or free style pen. Note that embedding audio or video files significantly increases the document’s file size.
Pen technology on a tablet allows you write comments to the document on screen and save these comments to the file. This ‘feels’ like writing feedback on a paper version. This efficient, personal method allows for specific detailed comments in context.
Audio Scribe Pens
Audio scribe pens allow you to write notes on paper and simultaneously record audio. The audio is aligned with text notes when both are imported and synchronized into the computer.
Digital audio feedback involves you recording what you say about the assignment to an audio file. The audio file itself can be returned or attached to the electronic assignment. This portable, easy to use method allows learners to attune to instructors’ nuances in messages.
Digital video feedback combines multiple communication benefits such as body language, facial expressions, objects, demonstrations, etc., to provide feedback. ‘Seeing’ the instructor also increases teaching presence, leaving a positive impact on learners. When using video feedback, it’s important to note that a variety of factors including duration and production quality impacts file size. Videos recorded at 720p takes about 13MB per minute; this will vary depending on the amount of movement in the video, and the codecs and compression techniques used.
Automated feedback is programmed feedback received after completing a task such as a drag and drop exercise, game, branching story, or a multiple-choice question. Learners may repeat these exercises and quizzes multiple times. The feedback should both correct responses and provide remedial advice on how where the student went wrong.
Personal Response Systems
Personal response systems are sometimes referred to as clickers. They provide real-time, whole-class questioning and data collection and analysis (Costello & Crane, 2009). Smart devices or bookstore purchased clickers may be used. The immediate feedback shows learners correct response and how they did in comparison giving learners a sense of their own learning while giving the instructor an indication the class’s progression.