Case study: Audio and video feedback


Department of Hispanic, Portuguese and Latin American Studies, University of Bristol

Tools used


Beatriz Arias,

Pete Herbert,



A combination of audio-visual and written feedback was provided on students’ written projects at level 2, advanced Spanish. This was initially done using Jing screencasting software and Beatriz is now using the Mediasite Desktop Recorder. Students write 2000 words on a topic related to their area of study (the students come from different disciplines e.g. law , geography, economics, engineering.) The projects are divided into three sections of 650 words each which are submitted individually in turn for formative feedback.

Screencasting software can be used to record anything you can see on your computer screen and the corresponding audio. When giving feedback on essays, an advantage of using screencasting is that the student can see his/her document and listen to the explanations as the tutor highlights and/or corrects a sentence or a paragraph. It also allows you to give more detailed explanations without having to write a long paragraph of text.

What was done

Previously Beatriz used a slightly different approach in which she provided corrections on the text.  In this latest iteration she provides guidance so that students can self-correct, this was based on student feedback.

The process works as follows:

  1. Students submit a draft of one section at a time to Blackboard
  2. Beatriz downloads the work from the Blackboard Gradecentre and, using Microsoft Word, highlights and indicates the type of error that has been made, using a code system for which students are given a key containing examples
  3. She then makes a screencast in which she provides audio-visual feedback - see example screencast
  4. Beatriz copies a link to the audio-visual feedback on to the student’s annotated Word document, with a copy of the key at the end for reference - see ‌Beatriz Arias feedback sheet (PDF, 192kB)
  5. The annotated Word document is returned to the student via My Grades in Blackboard
  6. The student reviews the feedback and self-corrects using the key and the audio-video feedback as a guide
  7. The student puts all of the sections together , incorporating their corrections , and submits this for summative assessment worth 25% of their grade for the unit.


The students were asked to fill out a short evaluation form about their experience of this method of feedback‌. Beatriz also recorded a video of some of the feedback (see top of page). They identified a number of benefits:

Some of the comments from students were:

Beatriz highlighted the following benefits from the marker perspective:


Further information

This presentation (Beatriz Arias presentation audio-visual feedback (PDF, 408kB) was given by Beatriz on 12th June 2015 at University of Nottingham, in collaboration with School of Cultures, Linguistics and Area Studies at the "Encuentro ELE-UK 2015" conference. It includes a section on benefits of audio feedback

Other ideas for using TEL to support and enrich feedback.

 * 76% of students responded very positively to the provision of this form of feedback in their main subject (eg History, Maths and Geography)