Analysing feedback on written assignments to produce reusable audiovisual feedback

Students should expect helpful feedback on their writing which feeds into their future submissions. Cree (2010) explains that feedback often advises students that there is a problem but that a solution is not always provided. The provision of audiovisual feedback can overcome this by providing clarification immediately. This caters for students who may not have otherwise followed up on feedback and for those who may prefer information presented audiovisually. It therefore accounts for varied learning preferences and may be particularly helpful for those who are studying in a second language. The main benefits to tutors are in the time saved in the production of feedback and the potential increase in feedback accessibility. The presentation reports on a project which aims to create a set of reusable audiovisual items on common feedback topics. The project draws on the contributions of Cree (2010), by producing reusable items containing audiovisual feedback, and Ellis (2011), by determining how frequently types of feedback have previously been given on written assignments. The presentation will demonstrate some audiovisuals produced during the project and is likely to be of interest for anyone who gives feedback electronically