As part of our CUTL5106 course, I produced a short screencast for use with my students. This was then shared with three CUTL colleagues for feedback. Here I reflect on how I will use this feedback in the next iteration of my screencast. My draft screencast can be viewed here:
The feedback from colleagues can be read here:
"My first thought was that your presentation was very attractive with beautiful images and very little text. That works well for me as it encourages me to pay attention to the info that is delivered orally.
A few minor comments:
I found the "Outline" a bit jarring. Perhaps try realigning the text so that it's shifted to the right rather than aligned to the centre. Or maybe make each item of the outline appear one by one so it's less jarring.
No need for the bulletpoint on the slide introducing the Lionfish with the scientific name of the species.
Less minor comment:
Several times I was trying to follow what you were saying but it would have been helpful if you had pointed to something in the slide rather than just leave the slide up for a few mins while you spoke. Some examples where you could effectively use the pointer
- when discussing the lionfish pectoral fins (you could point to them)
- when explaining the spread of the lionfish using all the graphs. It took me a min to understand what I was looking at. You might want to explain one of the graphs and then show the rest while pointing with the pointer to the geographical spread.
- when showing the zebra mussel clog in the pipe.
In the summary I realized that though this was a general presentation on invasive species it felt very aquatic heavy especially when you spoke of the ways in which a new species gets introduced. This was unexpected since you gave balanced land and sea examples at the very start. Perhaps that's what you intended but either way you could make it clearer from the start. I imagine there are some specific features that are quite different for land vs sea invasion.
At the very end I liked how you anticipated the question I was thinking which was "can you predict which species will become invasive," and that you addressed the question.
Finally it's good that you suggested that students can look up an invasive species in their own country but perhaps you could add a few more words as to where they could get such info. Perhaps environmental agencies, species monitoring people or something like that.
Overall, very good presentation. You could have sounded slightly more enthusiastic but that might just be your natural British reservedness :-)"
"I enjoyed this screencast for a few reasons:
1. The hook was like a riddle and left time for thinking and a response.
2. The topic and approach which seemed like migration, morphed into a serious matter of ecological conservation. So, there was an excellent connection to prior knowledge, lay knowledge and scientific knowledge.
3. The phases of the screencast were well-timed and well-organized
4. I like the combination of drama, anecdotals and scientific information.
I was wondering about what was ballast water and you wove it in effortlessly.
5. The graphics were effective and the narration in place, sometimes iterating the bullets in a smooth transition
6. I wondered if you wanted to introduce the mussel in your hook or if it was introduced later deliberately to add some more material in the screencast, as you went along. The iterative structure works well, otherwise.
In summary, you managed to change my view, as a viewer about invasive species."
"I really liked the content of the screencast which is very apt to the audience because you are talking about something relevant to the Caribbean and Trinidad.
I also liked the bridge in where you put forth questions to guess the content and title of the screen cast. You put out the learning objectives clearly so was very easy for me to understand what I am going to learn by viewing your screen cast.
Having said that, I feel that you could have used the cursor and pointed out things on the slide while you were talking about them especially in the first slide and the slide where you talk about how the species grew over years. It would have been easier to follow.
The text and layout seemed good and was visually pleasing. The use of simple animations for the flow chart also was good.
I feel the content became bit extensive and perhaps you could modify your learning outcomes in such a way that it would fit within the time frame of 10 mins.
Overall a neatly planned screencast showing different sections well."
I found this exercise extremely useful. All of the criticisms or suggested improvements provided by my colleagues were pertinent and showed that they had engaged with my screencast and applied their experience and knowledge to their responses. I have distilled the major points into Actions, which I will keep to hand while editing my screencast slides.
Action 1: Use Pointer Tool
One comment that was mentioned by two out of the three colleagues was the use of the pointer tool. I was unsure how to use this but when I saw how effectively my colleagues used it in their presentation it confirmed to me that I should learn. This is certainly something I can easily incorporate into the next iteration. I agree that this would be especially beneficial for the slide with the multiple maps.
Action 2: Adjust objectives to match content
Colleague One perceptively noticed that most of my examples were aquatic. I hadn't realised that my bias for aquatic organisms had been so blatant until it was pointed out. I will now have to decide whether to change the objectives to specifically address aquatic invasives, or add in a couple of terrestrial examples to balance it out. It is true that some characteristics are specific to aquatic organisms, but all of the points made here are applicable to both.
Action 3: Be consistent with use of examples
Colleague Two noticed that all of my examples were incorporated into my first 'Bridge In' slide apart from the zebra mussel - this was not deliberate and I will now include the mussel earlier on to add coherence to the presentation.
Action 4: Provide specific resources for further reading
I really like Collegue One's suggestion to give students a starting point for where to find more information. In fact the perfect resource exists here: http://www.ciasnet.org/
and I will look into turning this into a hyperlink in the screencast itself.
As for my voice - this is harder to act on, but I will try my best to sound more enthusiastic in Version 2!
UPDATE 15/3/17: Here is my updated screencast, improved after reflections on colleagues' feedback:
This is a place where I can reflect upon both on my teaching experiences as a new lecturer, and on my learning experiences as a student on the Certificate of University Teaching and Learning course.