Screencasting for technical writing students: An opportunity to improve feedback and prepare students for the workplace.
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| Title: | Screencasting for technical writing students: An opportunity to improve feedback and prepare students for the workplace. |
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| Authors: | Cavanaugh, Andrew1 andrew.cavanaugh@umgc.edu |
| Source: | Writing & Pedagogy. 2022, Vol. 14 Issue 2, p239-259. 21p. |
| Subject Terms: | *Virtual classrooms, *Flipped classrooms, *Self-contained classrooms, *Students, Technical writing, Audiocassettes |
| Abstract: | Significant research has been conducted in the past several decades on best practices in providing feedback to students’ writing. Over the past two decades, feedback methods have evolved as writing classes have transitioned from face-to-face traditional classrooms to online classrooms and as technology has advanced. Written feedback has moved from handwritten notes in the margins of a paper to typed feedback using commenting tools. Audio feedback has gone from the cassette tape to the MP3 file. One of the most recent trends in feedback to students’ writing is in video form using screencasting technology. Video feedback through screencasting is especially beneficial in the technical writing classroom, where students often need to see the problems in their document. Students often benefit from seeing why they need more white space, why their graphics are not clear, why their alignment is off, why their instructions are not precise for their audience, why their numbered steps are not developed correctly, and why a host of other design principles could be improved. Moreover, video feedback through screencasting technology is becoming more popular in the workplace. Exposing students in technical writing classes to screencasting feedback has the potential not only to improve their writing but also to enhance their readiness for the workplace. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 164297446 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Screencasting for technical writing students: An opportunity to improve feedback and prepare students for the workplace. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cavanaugh%2C+Andrew%22">Cavanaugh, Andrew</searchLink><relatesTo>1</relatesTo><i> andrew.cavanaugh@umgc.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. 2022, Vol. 14 Issue 2, p239-259. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-contained+classrooms%22">Self-contained classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+writing%22">Technical writing</searchLink><br /><searchLink fieldCode="DE" term="%22Audiocassettes%22">Audiocassettes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Significant research has been conducted in the past several decades on best practices in providing feedback to students’ writing. Over the past two decades, feedback methods have evolved as writing classes have transitioned from face-to-face traditional classrooms to online classrooms and as technology has advanced. Written feedback has moved from handwritten notes in the margins of a paper to typed feedback using commenting tools. Audio feedback has gone from the cassette tape to the MP3 file. One of the most recent trends in feedback to students’ writing is in video form using screencasting technology. Video feedback through screencasting is especially beneficial in the technical writing classroom, where students often need to see the problems in their document. Students often benefit from seeing why they need more white space, why their graphics are not clear, why their alignment is off, why their instructions are not precise for their audience, why their numbered steps are not developed correctly, and why a host of other design principles could be improved. Moreover, video feedback through screencasting technology is becoming more popular in the workplace. Exposing students in technical writing classes to screencasting feedback has the potential not only to improve their writing but also to enhance their readiness for the workplace. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=164297446 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/wap.22505 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 239 Subjects: – SubjectFull: Virtual classrooms Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Self-contained classrooms Type: general – SubjectFull: Students Type: general – SubjectFull: Technical writing Type: general – SubjectFull: Audiocassettes Type: general Titles: – TitleFull: Screencasting for technical writing students: An opportunity to improve feedback and prepare students for the workplace. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cavanaugh, Andrew IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 17565839 Numbering: – Type: volume Value: 14 – Type: issue Value: 2 Titles: – TitleFull: Writing & Pedagogy Type: main |
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