Type little and give extensive feedback

Photo taken from http://flickr.com/eltpics by @sandymillin, used under a CC BY-NC 2.0 license, https://creativecommons.org/licenses/by-nc/2.0/

It all started on Twitter, as these things do. I had covid and was stuck at home, so it was as good a time as any to do some marking. Then I came across Neil’s tweet.

Hello #ELT #PLN. Does anyone know of some kind of add-on for Google Docs which would allow me to easily paste in some pre-written feedback phrases on essays – i.e. to avoid having to switch between docs to do it? I have a TON of marking and I'm looking for ways to save time. Ta!

— Neil McMillan (@neil_mcm) November 20, 2020

I recommend you click through for the answers because quite there were a few suggestions and several people mentioned text expanders, which is useful for context, but the answer that caught my eye was this one:

https://twitter.com/sensendev/status/1330107775440089093

I don’t use Linux, so I’m not entirely sure why I decided to try espanso out. Now I think about it, I’m pretty sure Neil tweeted an update on how well it was working out for him. Anyway, espanso works on Windows and Macs, although I use it on Windows most of the time.

I did need a little bit of help installing the program but I probably would’ve been able to do it myself if I’d put in a little effort. The point is, it’s pretty simple and quick. (To be fair, it was more complicated to install on a Mac.)

The idea of this post is to reflect a little on the past 6 months of using it and note down some pros and cons. 

First of all, this is what it looks like in practice. Please ignore the huge gap between the top and the bottom comment; it’s my first attempt at a gif.

Demo of how a text expander works

And it works everywhere. If I typed :main idea it would expand like in the gif regardless of whether I was commenting on a Word doc, typing in a Google doc, in the Moodle gradebook… 

My initial reaction was – this is bliss! My days of spending ages on marking are over! All I need to do is add the comments which are already in my comment bank to espanso and I’m all set. 

This is why in the end it wasn’t as easy as that. 

I have a huge number of comments in my comment bank. I’ve written about the comment bank I have in Google Docs in this post and in Google Keep in this one. At first I thought it would only take a long time to transfer them all to espanso, but then I realized that I would have to come up with as many triggers as there are comments. (The trigger is the combination of : and the word or letter combination that gets expanded.)

It probably wouldn’t be that taxing to come up with a long list of triggers, but eventually I didn’t because it became obvious I couldn’t remember them all. In my comment banks the comments are categorized by unit and activity (in Google Docs) and by aspect of writing like punctuation or formality (in Google Keep). Categorization isn’t possible in any meaningful way in espanso, so you’re probably best off if you choose a trigger that will most easily remind you of the longer comment you wanted to add (or vice versa). 

What tends to work best (for me) is if I add a whole word or word sequence, like “comma splice”. Great, I hear you say, so do that. But the longer the trigger is, the more likely you are to mistype something and then you need to delete what you’ve typed and start again (at least if you’re using Windows). Also, if you want to use “comma” as part of a trigger for anything other than comma splice comments, you can’t. Say you wanted to use “comma not needed” as a trigger. The nanosecond you type :comma, espanso expands it to your comma splice comment. You could use “unnecessary comma” as a trigger, but it’s not what I think of first when I see one – when I start typing, my brain has already categorized that as a comma-related error, and “comma” is the word that first comes to mind, not “unnecessary”. So if you’re old and forgetful, you’ll catch yourself going through the espanso bank, muttering “Why did I ever think I’d remember “unnecessary comma”?!” You get the idea. This is just an example, incidentally; I’m not that concerned about commas.

In order to really save time and reduce the potential for confusion, the triggers need to be short. Ideally, just a few letters. But the shorter they are, the easier they are to forget. Did I say old and forgetful? Add stressed out over a million things. Coming up with a trigger like “spe” for spelling sounds easy enough to remember… okay it is. That one is. But when I have a comment which is essentially just positive feedback on participating in a discussion in unit 4, that is quite tricky to reduce to a three-letter combo that I will remember longer than a day. Yes, you are right to wonder how I deal with PINs. 😛

What I tend to do now is work with up to 20 triggers. I always open up espanso before I start to remind myself of the triggers and attendant comments. Then I mark everyone’s work in the unit I am currently grading, where I won’t need that many different comments because the mistakes and the things done well tend to be quite similar. When I move on to the next unit, I prefer to work with the same triggers and update the expanded feedback in espanso. I won’t be needing the comments for the unit I’ve just marked until next semester anyway. Then the trigger for my positive feedback can always just be “yes” and for negative comments/suggestions for improvement it can be “no” – definitely easy to remember.  

What I’ve also decided works for me is adding as much text as possible to one single trigger. In other words, instead of thinking up three different triggers for three variations of positive comments, I add all three to the same trigger, delete the unnecessary/non-applicable comments when the text expands (and then customize further if needed).  

In short, the tool isn’t as ideal as I’d initially expected it to be, but it does speed up the feedback process considerably once you’ve figured out how it can best serve you. I still use the comment banks and, of course, a large number of comments are personalized and context specific anyway, so nothing really helps there.  

What do you do to speed up the marking and feedback process? If you have any tips, either on how to use text expanders more efficiently or which other tools have been useful to you, I’d love to hear them! 

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It’s been a privilege

Those who have been following this blog a little longer (as in 5 years or so) since the dawn of time may remember this post in which I talked about the first semester I had assistant moderators: (mostly) graduate students who helped me moderate forum discussions and comment on student learning journal entries. It was the first time I’d involved students in this capacity in an online course, although, to be fair, I hadn’t been teaching the course for very long at that point. It was in its fifth run. A brief digression right at the start: involving students this way online seems completely natural, yet doing a similar thing in class is much more difficult to imagine, for me at least. 

Photo “Team Work” taken from https://www.flickr.com/photos/jerixthekid/ by mønsterdestrøyer, used under a CC BY-NC-ND 2.0 license.

The original four-mod cast only stayed together that one semester, but running the course with the help of moderators has remained a permanent feature. Twelve semesters on I can say that I have had the privilege of working with twelve incredibly communicative and motivated young people (says she, sounding about ninety-three 😛 ) who I have learned a lot from and who have been hugely helpful. Here I was, all overcome with warm and fuzzy feelings and then it occurred to me that it would be really interesting to do a post in which they would talk about their moderator experience and what it meant to them. 

So I set up a Google doc and added a few questions plus the option that they add their own questions if they felt there was something more they wanted to say. Of course, I told them the answers would be shared on this blog and that they could remain anonymous if they liked. This all happened in the first half of November, so by now I’m feeling guilty for not getting the post out sooner. One lovely (partly) unexpected benefit of the whole endeavor was catching up with some of them and finding out what they were up to professionally. 

Without further ado, I’m adding the questions and answers below. I hope you’ll enjoy reading them! Oh, and if you have any questions for the mods I’ll pass them on.

Q1. How many semesters (roughly) were you an assistant mod for Writing in English? (my comments in italics)

Beatta: 1 semester (Actually, it was two now I’ve checked my records. Then you went on a semester abroad.)

Ivana: Huh, 4 i believe (Three, actually.)

Marija: This would be my 5th, but I am not certain 🙂 (Yes, you’re right!)

Dora: I believe 4 but could be more 🙂 (It was four.)

Q2. What made you decide to “accept the challenge” – it could be argued that being an assistant mod is just more work for students with already busy schedules?

Beatta:  I just really like expressing myself in English so thought this would give me an opportunity to expand my vocabulary and get a better handle on the language. It was not so much about the actual work – as challenging as it may have been sometimes, but rather just talking to other people in English 🙂

Ivana: I liked the concept of online courses, which was completely new for me at the time. Plus I looove writing and expressing myself in that way so this was a perfect way to match my passion for writing, helping students and learning some new english 🙂

Marija: To be completely honest, it just seemed like something I would actually enjoy doing that would look good in my resume 🙂 What is great about this specific course is that all of our work is online, and that I could (and I have) be active anytime, day and night. So, on top of all my other activities, it seemed like a good challenge to take on.

Dora: I always liked being an assistant, helping other students as well as professors. I didn’t mind the additional work, it wasn’t too much for sure. Also, this additional stuff in college always look good in CV and you definitely learn a lot.

Q3. How would you describe your assistant mod experience? Is there anything you’d single out as applicable outside of the course (here I’m not referring to the course content but the work of assistant mods)?

Beatta: I do not remember many details, but I remember having fun. As I said, some tasks were more challenging (i.e. getting the students to “debate” you) or boring than others (i.e. checking their homework) but all in all, I have positive memories regarding it. I really think the assistant mod experience upped my English game – I became more fluent in both speaking and writing, I expressed myself easier and my “ear” and instinct for the language developed further. Regarding some hard skills I may have developed from my mod experience, I think it pushed me to be more/better organised with my private time.

Ivana: It was a long time ago but I remember feeling amused and it really was not a problem for me to work on the tasks we had to fulfill. Sometimes I was looking forward to reading the tasks other students have done or to read about their opinions connected to the subject (and the themes that we were talking about were always rather interesting and current). I also feel like it prepared me for some future obligations that I had (doing some work online). Also I got a job because of the recommendation of prof. Vedrana 🙂

Marija: It is not so hard or too time consuming, but it makes a big difference for the students – I remember having really bad and indifferent assistants in other courses and I felt like I could contribute and make other students’ experiences better. I would like to single out the “leadership” aspect of it. We are only assistants, but we manage student communication, give instructions and directions and provide much needed feedback. It was a new field for me personally and a great practice.. It made me really improve myself and my communicating abilities which I am sure I will use later in life.

Dora: I liked the whole experience and that is why I was an assistant for all those years. We didn’t have many English classes as I would have liked, so it helped me stay fluent and learn even more. Also, it was really interesting to see what other students are thinking, how they do the assignments and how I actually got to know them without ever knowing them 😃 for my future it helped with keeping to the schedule, having obligation to other students to help them when needed and somewhat mentor them.

Q4. How do you see the work of assistant mods as contributing to the course?

Beatta: I think assistants can be of great help, not only to the professor but to the students as well. They can lessen the workload of the professor and help students open up in the debates as well as their assignments (especially blog entries).

Ivana: Sometimes students might feel more open towards the assistant and therefore open themselves in writing also. Plus, I remember that sometimes me or my mods colleagues were needed to direct the debating in a different way that was needed for the course.

Marija: My main task, I believe, is to help the professor manage all the aspects of the course (from portfolio entries to forums and debates), but also to be the link between professor and student – students tend to hesitate in asking for help and directions, but we reassure them and help them realise it is OK, even welcome.

Dora: They can help with work overload for the professor but also students might be “less afraid” to ask assistants some questions.

Q5. Is there anything about being an assistant mod that you found challenging (and how did you address that)?

Beatta: As I already mentioned, it was quite some time ago, so my memories are a bit faded, but I don’t remember it being too challenging. I remember there were lessons where the workload was heavier and/or more demanding (be that in volume or in the type of task – for me the grammar always got me :D). I addressed it by just taking more time to go through it.

Ivana: Nothing challenging about it as far as I am concerned, but it wasn’t boring either. Maybe sometimes I had a lack of time to do some tasks, but then I wrote shorter answers, simple as that. Would recommend this kind of assistance in class anytime because at the end of the day, you do your own schedule.

Marija: Everything was really well organised and I managed to stay on top of things, but sometimes I had too many other responsibilities in order to assist as well as I wanted to. It was such a terrific experience for me because of professor Estatiev too, because every time I felt pressured or thought it was too much, all I had to do was let her know and she would help out – which was greatly appreciated.

Dora: Can’t remember honestly. Just know I enjoyed it!! 🙂

Questions you wish I’d asked (add your suggestions below – possibly to be addressed in another post)

Marija: Would I recommend it and why? Absolutely! Having a great mentor who gives you responsibility and trust you do serious work is such a valuable college experience. It helps you work on yourself, come out of your student comfort zone and makes you work closely with other students and, in the end, do beneficial work for those students who really need assistance in tackling new course concepts. Plus, it sounds really good when you mention it during a job interview (I speak from experience).  

Correct me if I’m wrong II

painteverything: listen (CC BY 2.0)

Some weeks ago I wrote about correction and feedback on student work in Moodle. There are three longer pieces of writing over the semester that I look at in detail and in that post I described what I do with the first piece of writing: use track changes for (what would conventionally be seen as) errors and comment bubbles for more general observations, suggestions and recommendations. And praise, although I should probably add more of that. In my comment bank there’s a category titled “Good stuff”, which only has (gulp) 3 points. In the interest of full disclosure, I have 10 categories in total and 4 of these have 3 points or fewer.

I’ve recently corrected the second longer piece of writing and wanted to describe how this differs from the first. I got the idea for this from Clare Maas’ talk on multimodal learner-driven feedback, which she writes about in this post. I definitely recommend watching the talk as well; I thought it was embedded in the post and Google suggests it’s available on the LTSIG website, but unfortunately I wasn’t able to access it in order to include a link here.

In our face-to-face sessions we usually have a brief discussion on what the students consider important in a piece of writing, what they think they already do well and which areas they feel they would like to improve in. As they work on their second longer piece – which is usually no longer than 500 words – they have the option of looking back at the F2F activity and choosing an area (or areas) they would like more detailed feedback on.

Once they’ve handed it in, I use the same procedure as with the first submission (track changes and comment bubbles) but those students who’ve requested feedback on a specific area also receive an audio recording, in which I address these more specific issues – hence multimodal.

In terms of the tech involved, I use Speakpipe or Vocaroo, both of which are simple and intuitive, and add the audio files to Moodle along with the corrected version of the students’ submissions. The recordings are often no more than 5 minutes long – particularly with Speakpipe which cuts me off after 5 minutes – and I think this is a good thing because it forces me to be succinct and not ramble on unnecessarily. Of course, if I haven’t made all the points I wanted to, I’ll make another recording. I often make brief notes about what I want to say to help me stay on track.

Students don’t have to request feedback in a specific area and generally there are more of those who don’t. Just to give you an idea, in this semester’s group 5 out of 13 did. It now occurs to me that I could have included a question on this in the learning journal. Ideas I’ve had so far on why someone may have opted out include:

• they don’t feel there’s any area they’re particularly good or bad at
• they haven’t had practice in assessing their writing critically
• they’ve put little effort into their submission (for whatever reason) and don’t feel comfortable with asking me to zero in on any aspect
• they’re happy with “traditional” correction because it’s what they’re used to
• they wouldn’t be taking the class anyway if it were optional, so they aren’t interested in feedback

On the other hand, re those who *do* ask for specific feedback, my guess is that they’re genuinely interested in the answer and will take the time to listen to the recording. I don’t let the students know beforehand that some of them will be receiving audio comments, so I guess you could argue that more of them might ask for feedback if they knew they’d receive it in a different format, if only for the sake of novelty. But I see this as something that might happen during office hours: if someone is interested in speaking to me about something specific, they’d come in and talk to me. In this case they can’t opt to talk to me, but they can ask a question they’re interested in and hear my answer.

I haven’t done any research yet on how students feel about different feedback modes, my reasoning being that the sample size is too small for anything conclusive. I guess I could treat it as a case study. This is something that’s on the back burner and could end up staying there for a while, although as I write this I feel guilty about not making time to hear the student perspective, regardless of how few of them have opted in.

I was wondering if your learners have a say in what they’d like you to give them feedback on re writing (or another skill), which formats you prefer to use for this and why. How do your learners feel about the different formats?

Thanks for reading!