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iPad Video Feedback: Make It Informative and Strategic (And FUN!)

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Many students seem to be highly motivated by and learn well from video formats. Video modeling has utilized this technology to support students in learning new skills. This session will present the concept of Video Feedback – using the video format to give feedback about their own learning, including communication and literacy.

VIDEO FEEDBACK TO SUPPORT LEARNERS WHO USE AAC

Video Feedback for Purposeful Scribbling with the Alphabet. Dr. Gretchen Hanser has developed a set of ‘alternative pencils’ to support students with disabilities in scribbling using the alphabet, including connecting scribble to personal meaning and providing feedback about letter patterns. Verbal feedback is fleeting and may not provide students the scaffolding they need. Screencasting allows us to give feedback in video format.

Video Feedback with Student Input. Students are far more interested in texts that they have co-constructed. Students use AAC systems to add to narrative or expository texts., then watch those videos, clearly seeing their own additions.

Video Feedback for AAC. We know that modeling AAC use is essential. We video friends and teachers using the student’s AAC system to communicate messages. These are saved as a quick video that the student can watch repeatedly.

SUMMARY

Video Feedback is an excellent way for students to learn – and re-learn – information, as screencasting is turned into an easily accessible video. Often, students do not appear to be watching during the original activity, but watch the resultant video over and over, learning on their own time, in their own way.

Author(s):

Caroline Musselwhite    
AAC Intervention
United States

Erin Sheldon    
Coordinatory, ASF Communicaiont Training Project
Canada

 

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