To make a comment simply highlight a section with your cursor and click the “comment” button. You can add as little or as much text as you would like. If you’re like me, you’ll find yourself giving students more feedback, more often, and in less time, thanks to Google Drive.
You can track the history of revisions
You can explore manytools for teachers
to leave my students voice notes
using the free Learnly Voice Comments tool
you can incorporate your own spoken comments into any Google Drive document
YouTube
As a result their writing and research skills will improve and the feedback process will become more fluid and enjoyable for you.
Research is at an early stage, but is causing widespread interest. Most lecturers add notes in the margins of students' essays, normally fewer than ten words. However, because tutors can talk as they correct the work, much more detailed and complete feedback can be given.
Imagine you could open up a student's essay on your computer screen, press a button and from that moment on everything you said and any corrections you made on the work were all recorded on video. If you highlighted something, underlined a spelling mistake or talked about the organisation of the essay, it would all be recorded.
They could then play it back, and listen and watch as you commented on their essay. You could get them to watch the video and then redraft their essay. Moreover, it wouldn't require any fancy software, just standard screen recorder software that works at a click of the mouse.
This makes feedback both oral and visual, and therefore suitable for different learning styles.
these ideas are not limited to higher education.
distance learning
Camtasia
The second step was to look at the kind of feedback provided. Is it better to provide direct correction of the mistakes within the videos or simply to highlight mistakes, but get students to correct the work themselves?
not to correct the mistakes but rather to point out where they were
Forsyth and Kerr studied the effect of positive feedback on university students who had received low grades (C, D, E and F). They found that the weaker students actually performed worse if they received encouragement aimed at boosting their self-worth.
"Forsyth and Kerr studied the effect of positive feedback on university students who had received low grades (C, D, E and F). They found that the weaker students actually performed worse if they received encouragement aimed at boosting their self-worth."