Hello everybody and welcome to Feedback Fun with SpeedGrader, part of our webinar Wednesday series at Southwestern College. Today we're focusing just on the SpeedGrader tool in Canvas, how we can give feedback to our students using it in a way that increases our connections with them, builds regular effective contact, and is actually GASP fun. There are lots of great features in SpeedGrader that can make it fun for you and for your students and we usually don't hear about grading and fun in the same sentence. So buckle up, here we go. So I am a big believer in being present with my students, having an active role in the class to humanize the online environment. We often think about humanizing and connecting and interacting with students in terms of discussions and announcements and maybe the inbox. But what I want to focus on today is how we can take that into a different area of courses and that is feedback. So if you look at this wordle in front of us, this is a combination of answers from a variety of students to the question that you see in the teal circle. What do these online students say helps them succeed? So I asked students what helps you succeed in an online class, and I took all of their answers and put it into the wordle generator. So what this does is it creates this word cloud, and the bigger the word, the more often that word came up in the students responses. So as you can see, interaction was a big one, the biggest, the most common word that we heard when students were talking about what helps them succeed. But if you look around the edges of that, you start to see some interesting things. So we have feedback as the second most common answer. So that helps them be successful. Then you'll also notice some other ones are a little bit smaller around here, things like feeling connected, having a sense of community, enthusiasm, you'll see video is here and look, there's the word fun. So this is of course why we have regular effective contact requirements in the federal and state level because students really can be helped by that regular interaction with their peers and with the instructor. I thought I would also share with you a little something from a couple of my students from a recent semester. So VoiceThread is one of the tools I use to interact with students, and outside of our class, I did a student voices project and I asked my students to share their ideas in response to these two questions or these two prompts. So the first one was in an online class, how important is interacting with your instructor and your fellow students? And I wanted to share a little bit from a couple of students who chose to participate. So here's one. For me, being in an online class, interacting with my fellow students and my teachers is extremely important. Because there's a lack of face-to-face contact with each other, the distance can really be felt and it can sometimes feel a little lonely or you can feel a little disconnected from the discussion. So interacting allows us to expand upon our ideas and thoughts, and it allows others to give us feedback and add on to the ideas that we have. So the distance is less evident. So notice some of the words that this student was using. The distance you can feel in an online class and loneliness, which is interesting. I never want my classes to feel lonely or for the students to feel like they're just out there alone. And notice that this student used the word feedback in terms of discussions and interacting with her peers, getting feedback from other students, helped her deepen her thinking. So when we think about feedback, of course there are many different levels of it. We're focusing mostly today on instructor feedback, but I did want to emphasize that as well, that students are giving really helpful feedback to each other too. Understandably, students feel a little bit of discomfort, fear at the idea that someone they've never met face to face, their instructor, is going to be determining their grade in their class, is going to be criticizing their work, which is how they often look at it. Sometimes they don't even know what their instructor looks like because they don't see a photo of their instructor in their class.  They might not even believe that they have a real live instructor because everything is just graded automatically. And they might really feel like they're just taking the correspondence course where a computer is providing things to them, they are completing work, and the computer is providing a grade. So that's obviously not what we want for our classes and our students. And so one of the ways that we can make our presence felt with our students is through giving custom feedback to them. So I wanted to share one more comment from a student here. In an online class, I would definitely say for me personally, it's super important to interact with my instructor. For example, I know during this course so far we've done a couple essays and you've recorded your responses and input and advice and instruction for us moving forward on our particular essay that we submitted. And that recording of yourself is just really helpful. I feel like an interacting and a personal level for me and to help me better, I don't know, just kind of grasp and understand what you're saying if that makes sense. I'm just going to stop right there. So I asked her about interaction and she's talking about feedback she got on the paper. So just let that sink in for a minute. If your students feel like you are talking to them in the feedback you're giving on your work, that starts to feel like a two-way conversation to them. Even though you're grading maybe in your pajamas at 11 o'clock at night or your students are looking at it at 8 o'clock in the morning or vice versa. And because in this particular example, video and audio were used, it really felt like a conversation around that work. So Canvas has the tools to make this easy and to make it fun for you and for your students. And that's what I want to focus on today. So we're going to be spending a lot of time in SpeedGrader. I have a demo course open with some fake students. So the ones you've heard from here are real students and they gave me permission to share their ideas. Where we're headed now is a fake class with fake students. So first thing I want to talk about is annotation tools. So as you can see, the paper that Gray has submitted here has been marked up by the instructor. And Canvas has some really handy annotation tools and quite a lot of them too. A couple of things that you might notice are the colors and the different forms of annotating. So I'm just going to walk through some of those with you and then we can practice a little bit too. And this is for anything that is submitted as an upload. So it's a file. It could be a PDF. It could be a Word document. It could be a file of your PowerPoint slides or an Excel spreadsheet. And any of those things can be marked up. It could even be an image. Your basic tools are up here in the right hand corner. So you're only going to see these when something has been uploaded that can be annotated. So one of them is a point annotation. There's an example of it right here where you take the point, you put it exactly where you want, and then you say something about it. So this is good if you're trying to point to a specific punctuation mark or in between two words where something is missing, that sort of thing. Highlighting is a really common one. When you click on highlighting, you'll see a color menu pop up. So you have lots of different options. And you can see that I have color coded here in my paper. I'm going to come back to that in just a second. But with the color coding, basically what you do is you highlight something and then you can pick your color. And then if you want to leave a comment related to that, you just click on the little comment icon and you can leave your comment here. And then if you wanted to change your color after leaving the comment, you certainly can. So you have a lot of flexibility there. You also can write on the paper. You can cross things out on the paper. Both of those feel a little bit invasive to me. I kind of don't want to put words into my students' mouths, but there certainly is a time where those could be helpful, depending on what subjects you're teaching. So for example, if I wanted to add, let's go to a page where there's a little bit more room. Let's say I wanted to add a comment here. Maybe I wanted to say something at the top here. So I can click on text. You'll notice I have a couple of options here. I can choose a color if I want to. I can choose a size and so on. And then I just put my cursor somewhere and I start typing. And then if I wanted to cross something out, I would click on the strikeout icon here and just move over with my cursor the area that I wanted to be deleted. And if I wanted to propose something else to be said instead of that, I do have that option to add a comment here. So I could put the different word here. So let's say I'm saying, oh no, you don't spell it because. You spell it because. And I could do that. And also next to that, you're going to see you have an opportunity to free draw. Let's say it's a math class and you wanted to map out an equation here. You could do that. If you wanted to circle something by hand, you could do that. You have all of these color choices. You have thicknesses of lines and so on. So if I wanted to draw something like this. And then, whoops, let's say I want to make that red. And then let's say I want to do something else here. Look at that. I'm such an artist. So if I wanted to draw a smiley face in someone's paper, I actually could. And then the last one I find really useful and that is a box. So if you wanted to box a whole section of the paper to say something about it, so maybe it's a multi-sentence section or a whole paragraph, you can do that with this box. And again, you can choose the color if you'd like. And the example up here, I've boxed a whole paragraph and I'm suggesting to the student, hey, this might work better as the third point in your paper instead of the first one. It'd be hard to do that with highlighting or with any of the other choices. So the box really gives a sense that I'm talking about this whole paragraph. Those are the major ways that you can annotate a paper. And I wanted to talk a little bit about this color coding. So you don't have to use color coding, of course. But I have found that it really is a helpful way for me to remind students of the focus of each one of these comments. So I have a system that I use and I share it with my students that has different colors meaning different things. So in this class, the orange has to do with grammar or punctuation issues. And you can see the note is about that. Blue has to do with the format, in my case, MLA format. Green has to do with the essay structure or critical thinking for this class. And then yellow is just a general comment. So I only use those four colors and I try to be consistent in choosing the right color and some students really aren't motivated by color and they actually wouldn't even need to pay any attention to it because the comments are telling them the point. But for students who do use color to organize their thoughts, they can skim through here if they're working on format and just look for those blue comments and work on those. And then they could come through again if they're just working on the grammar and punctuation and focus on the orange comments. So it's just an additional layer that I like to add into my highlighting. And I also wanted to show you how I share that with students. This is in the same course. I'm going over to the announcements area now. I created a little color chart and I share this in a couple of places. An announcement as soon as the essays are given back to the students and earlier in the course when I'm explaining how I grade their papers. So those are the four areas that we were just talking about. And then I also created a video which I use semester to semester and in several different classes that goes over how they can find their feedback and it walks through the color coding. Hi everybody. I'm happy to report that your essays are ready for review. Before you take a look at yours though, let me walk you through how to find your feedback because it might be a little different than what you're used to. Because this is Canvas, there are several ways to get back to your graded paper. You might be following the link from an email notification. Or you might be accessing your paper from the grades area. If you scroll through and see the essay, you will see that you can click on the comments, the rubric, the verisite originality report, or you can click on the name of the essay. I always recommend clicking on the name of the essay because this will show you everything in one place. The other way you can get to this location from the homepage is to click on a recent feedback notification. So let's look at some of the things that you can do here. The first thing you may want to do is give yourself a little bit more room by minimizing the course menu. That's better. So here you can see the essay you submitted. But what I would like you to click on is view feedback so that you can see your essay and my comments in the margins. You can resize this and you can also enter full screen to see everything. So in this paper, you can see my comments and the annotations connected to those comments. By hovering over one of them, you can see the line drawn between them. Remember that my comments are color coded and so each one of these colors means something. For example, the orange is grammar or punctuation. The blue is MLA format. Green is something related to essay writing. And yellow is analysis, insight, and evidence. So I'm just going to pause it right there. You'll see this is the same paper that we just looked at. But the other thing I wanted to point out to you is notice how the paper looks just like it did in the instructor view. So students see the same paper that you are annotating. The way you've annotated them, the colors, where the comments are is the same for the instructor and for the students. The students can download this if they wish and the colors will remain. And it downloads as a PDF. And when they hover over the PDF, a little box pops up with the comment. So the PDF looks a little different. These aren't fixed on the page. They're in a pop-up format instead. But the coloring remains. If you box something, it will be boxed on the PDF version. So if your students want to download an annotated essay after you have finished with it and you've released it in Canvas, they'll be able to go in and print that up if they would like to. Or just download or have an electronic copy. So it'll stay in Canvas, but they also can pull it out of Canvas if they want to. So we're going to move on then and that is rubrics. So right now I am actually out of the speed grader. I'm in an assignment for this class. So here's the assignment. It has the information, due dates, that sort of stuff. And then I used a rubric which is showing up right underneath the assignment. So this rubric is visible as soon as the students are reading what they need to do. They're also reading the grading criteria, which is one of the things I really like about rubrics in assignments. But this is also going to show up in the grading area. So the rubric you create here is automatically going to show up in the speed grader as long as you have checked a really important box. So if I go into the edit mode for this rubric down at the bottom is a box that says use this rubric for assignment grading. You have to check this box to be able to use it in the speed grader. And when you have this box checked, the rubric shows up in speed grader and it automatically calculates the points for you. So you don't have to do any math. You don't have to have a calculator. It'll take care of it for you. So let's go take a look at what that looks like. So this is the assignment. I'm going to click on speed grader to get there. And here we are. I've got all of my students as a fake course. I don't have many, but here they are. And as you can see, the rubric is showing up right here. And you guys probably already know this trick, but if you find the little dots on the divider between the rubric grading area and the paper, you can resize to make one of them bigger, one of them smaller, which is kind of handy when you're working in a rubric. So here's the rubric. If I click on view rubric, I can see the rubric in its entirety. And when I'm grading it, all I do is click on the boxes that correspond with the performance of this paper. And then when I click on save, it will add it up for me right there. I selected ranges for this rubric, so I'm going to make this even bigger here. So the other way I can go is I could say, hmm, I think this is actually more like 63 points. And notice when I did that, it highlighted a different box. If I just did six points, it's going to highlight yet another box. So if you would rather type the points in, the rubric will be filled out. So it's one way or the other. You either click the box and the points come over here, or you put in the points and the right box is highlighted. Either way, when you click on save, it updates the grade based on what you had checked in the box. And then also you'll notice that there's some text right here. It's a little bit smaller and it's underneath the rubric criteria. That is using the comment box. So if you want to create a custom comment just for this student, you can. So if you checked this box but you want to explain something in a little more detail, then you just click on this and you type in your comment there. So I wouldn't say you need to do this all the time with every criterion of the rubric or with every student, but once in a while it's useful to clear something up. That is the rubric in a nutshell. I wanted to, I'm going to switch over to a different student who's in this class. So this is one that we're looking at before with the annotations over here. And so this one I filled out as well. So this is gray and he, let's go ahead and save that. He has 178.5 points out of 200. So I wanted to move into talking about how you can support this rubric with comments down here as well. So the comments we're looking at with our other student were within the rubric, but you also can leave overall comments on the paper. And this is something I think most people are familiar with. But perhaps there are some other options here that you haven't played around with yet. So a really common one is just to type words, right? So you could type a comment like this. You did a fabulous job with this paper. The student will get a notification that this comment has been left, just like they get a notification that there's a new grade and they can respond back to something else you can do in this comment area is you can add a file. I gave the student a link to something, a PDF that I thought might be helpful for him based on the paper that I read. So he would just be able to click on this and download it. Let's see what it is. It's an infographic. It could be a PDF of a sample paper. It could be maybe guidelines for students, whatever you thought might be helpful. You can upload that using the little link or paper clip icon right here. And then your students could do the same thing. So all of these features that we're going to talk about in the comment area are available to students and instructors. And as you can see, you can have a little conversation going on here. So I left a comment for the student and the student responded here. So it's very easy to have a conversation develop around graded work. And in fact, when the student gets that notification in the email, they can even just reply to that email and that will show up here in the chat. It usually has the previous email at the bottom of it because you're responding to it and that's part of the email. So it brings over some extra stuff that it absolutely can be done. Okay, I'm going to pause for a minute because I see a couple of items in the chat. Yes, you do have to prepare the rubric because you're going to need to set it up initially. And I have a little bit of a help with that if you're interested. So I'm going to go ahead and go ahead and say that I have here. This is a pretty detailed rubric. It is for an English class. So writing is emphasized. It's got a lot in here. But if it looks like a useful starting point for you, I have this rubric in the canvas Commons. This whole assignment is in the Canvas Commons. So if you use the little link on the global menu to go to Commons Commons, I don't know why this first row brings in other stuff, but the second row is all my stuff. And it's right here, world literature essay assignment with rubric. And so if you were to bring this into one of your classes or your sandbox class, you would have a starter rubric that you could work from and then you could just work on customizing it. And there are other rubrics out there too. So Felicity is mentioning discussion rubrics. You could search the Commons and you could modify. And then within your class, you can always modify it too. So you might have discussion rubric one and two and three for different kinds of discussions. Or with my example, I have essay evaluation rubric. Maybe I have a project evaluation rubric too. And it could be similar to this with the same kind of criteria, maybe the same even words down here. But it's really easy to customize one and save it with a new name after you already have one. I'm going to go back to stew here. Since I have two fake students here. So we talked about doing the file attachment. There are three little buttons down here. We're going to come back to the middle one in a minute. The last one is speech recognition. And I don't know if you've played around with this but it's pretty fabulous, especially after a long day of grading. So speech recognition builds on Google's speech recognition. So as long as you're using Google Chrome, you can do speech to text comments for this comments box. So I'm going to demo this for you. I'm just going to click record. Wow, exclamation mark. You have done a fabulous job here comma stew period. So did you see how it was changing as I was providing more information? So it started out like writing the word exclamation and then once I said mark, then it turned it into an exclamation mark.  Stew is not really the name. That's more like a dish. So I need to fix that one. I might need to visualize this word, but notice when I said the word comma, it was smart enough to turn that into a punctuation mark. So you do have a little bit of editing to do before you submit it but it is pretty good at figuring out what you're trying to say. And once you do submit it, so I'm going to click on submit this looks exactly like a comma that you typed. There's no visible difference between the two. So if your fingers are numb from all of the typing and grading you've been doing, this is a really nice change of pace and sometimes it can speed the feedback process up a little bit. So to do that I just clicked on the little speaker here. I clicked on this start button to record. I recorded it. I clicked on the stop button and then that was it. And then I always have a chance to edit it before I click on submit. So that is an underused but much loved option for people who use it regularly. And then the other thing that I wanted to do before we get too much further is I wanted to show you what some of this looks like from the student perspective. So we've been making a couple of changes. We've been changing grades using the rubrics and we've been adding comments. So I am logged in in another browser as one of my fake students and I wanted to show you what those things look like from the student perspective. So here we are. I am logged in as gray writer here. And as you can see I've got a little blue notification that there's something new in the grades area. So I can click over there. And these are the areas where things have been changing recently. Those are the two that we've been playing around with. So if I click on the epic essay we can see the feedback here. And I think the one that we were just playing with is this one. No, that must have been for stew. So we can see the comments here and if it was a video comment, which we're going to talk about next, it displays here as well. And then if we wanted to look at the... Let's go back to the other one. So if I wanted to view the annotations this one has it. I can look at these. I can go full screen. And here they are. It looks the same way as it did from the instructor view. And then up here is where as a student I could download this PDF and check it out. And you'll see by the way that students have access to these annotation tools too. So as the student I could respond to the instructor here if I wanted to. The trick is the instructor has to know that that happened to go back in the paper and block because these do not trigger notifications like a comment in this area does. So that's one caveat to introducing the annotation tools to your students. So we skipped over a box in the middle and that's the box that we're going to take a look at. Audio and video feedback is a really powerful tool for students. You heard one of my students talking about it. It helps students really feel like you're there with them talking to them about your paper. Kind of like if, you know, you're meeting with a student maybe during an office hour or maybe in a Zoom session and talking about it and giving some suggestions and pointing out things that worked really well. And your student leaves with a really clear sense of what's great and what to focus on next to improve other areas. And audio and video feedback can do that same kind of thing. You have a few options for how to use audio and video feedback. There is an onboard recorder in Canvas, but I actually don't recommend it for a couple reasons.  So Firefox and Chrome no longer use flash. They use HTML5 instead. And so you're going to get this little spinning endless spinning message saying that flash is required. So you would have to load flash, which is kind of older technology, in order to record on your computer, within Canvas. The important thing to know is the recording quality, especially for audio, is pretty low if you're recording within Canvas. You'll have much higher quality if you record outside of Canvas and upload it into Canvas. The one exception is if you're using your phone, if you're using the app, then you'll be using your phone's recording technology and that tends to work pretty well. But assuming that we're using a desktop, I'm going to show you another method for getting your recorded comments in here. And first I'm going to show you one of those recorded comments. Let's see. Okay. So here we have we're going back to gray writer here. And this is what a media comment would look like. And it's just recorded with a webcam. They click on it. Hey, great job with this. Virtual high five. And I could of course go on and talk about the paper itself, but that was done by using this button and simply clicking on upload media and then selecting the file. So whether it's audio or a video, if I've recorded it outside of Canvas, I just have to find it to put it in. So here's exactly what I did for that. I clicked on select video and then I went to this folder right here. There it is. I clicked on it and it just takes a second to upload and then there it is just like that. So that's all I had to do to get the video into Canvas. Now of course I had to record it, right? So there are a few options for recording. You can use something we have a site license for like Camtasia or Snagit. You also can use whatever exists on your computer. So if you are using a PC, you have an app you might not even know about and it's called camera. Camera is a simple program that lets me take a picture or in this case record a video. I'll zoom in a little. Not that much. There we go. And I'll just press this button for recording. Hello there. You'll see the video pops in down here. Hello there. There it is. So here is my video and I will find this video in the photos folder on my computer. So that has very good audio and video quality. Macs have free onboard recording software as well. So you can use what already comes onto your computer or you could use Snagit if you're interested in another simple tool and that's something that's free as part of our site license and professional development. Andrea Ortiz who's the training services coordinator can help you with that if you're new to Snagit. The other thing that you could do is you could do a screencast which is where you're showing your students something on your screen as part of the recording. So let me show you what that looks like as well. So here's one. I did it ahead of time and I uploaded it in the way that we were just looking at but notice how this one is a little bit different. Hi, Gray. You have so many great things happening in this paper. Really clear focus and clear thesis. Your sections make a compelling point in each one and they have lots of evidence to develop. I'm talking about the positives. So the only thing that I wanted to suggest to you as you'll see in the margin notes is to work on the documentation. I pointed out a couple of things in the margins in terms of in-text citations but I wanted to take you into your paper to show you a little bit about the works cited page. So here we are in your paper. We're going to actually go to the very end and look at your works cited page. So it looks like you have the author, the title of the book, you have the publishing information, you have really everything you need here except it's not in the right format. So I'm going to pop out and show you an example of what it should look like and then we'll talk about how you can put that into your paper. So here we are at the Purdue Owl, which we have visited before and you'll see here that these are the things you have, the author, the title. So then I go on and I show this website that we visited before and then I go back to the student's paper after we've looked at an example on that website and I walk through how to fix it in the paper. So it's kind of like an office hour where I'm sitting down and showing the students one particular thing. So this video is about two minutes long, but after showing this once and walking through it with the student's paper I probably won't have to ever explain this again because now he knows how to do it. So that's one of the benefits of doing these. The other thing is I only did this in one take. So I didn't record and re-record and re-record. I just recorded my screen and you can use Snagit for that. You can use Screencast-O-Matic, you can use Camtasia, lots of different options, but I just recorded my screen, opened up his paper, opened up the website I wanted to show him and I'm just talking as I go through it and I press stop and I upload it. So it actually did not take me very much time to make a video. If I had done that trying to type out all those comments it would have easily taken me 30 minutes because I'm saying a lot here. So it saves me a lot of time and it lets me go into a lot more depth if I make a video and I don't do it for every student in every assignment. I do it as needed and sometimes I'll just take one assignment for a class and I'll do video for everybody and then I won't do video for the next one. So I just adjust it based on what this group of students needs and what our schedule looks like, and I'll just do a video like this is really powerful. Students really appreciate it and I hear from them that they often watch it several times. So when we're getting ready to do the next paper, I remind them that they had video feedback on the previous one and that whatever we talked about in that video feedback should be addressed in the new paper and they'll go back and look at it again. So that is a screencast video and then the last thing I wanted you to think about in terms of video feedback is let's go over to Stu here. So Stu has turned in this paper and let's say as I'm reading through it I'm noticing that there's a certain mistake that he is making over and over and over and over again. And let's say that half of the class is making that same mistake. You could think about video feedback in terms of developing a library of little videos that you could put into the comments for the students who need them. So this is a little pet project of mine that I think has a lot of great potential. So here's the first one in this future library that I'm envisioning. Think about how this might work for the subjects that you teach. And notice I'm not using the students name here. So this is designed to be something that I could share with several students whoever needs it. Semicolons are often misunderstood. But have no fear, I'm going to go over the secrets of semicolons with you. I am on grammar girls website where you'll find a podcast of this topic as well. So I want to go down to her example. I have a big test tomorrow, semicolon. I can't go out tonight. And notice that there's a version of it with a period here as well. So essentially a semicolon has two parts to it. It has a period indicating that we have two complete sentences and a comma indicating that those are closely related sentences. And that is the essence of a semicolon. Use it between two complete thoughts that are closely related. I'm sharing this with you because you had a couple of semicolon issues in your paper. If you'd like to find one of them tell me why it's an issue and how to fix it in the comments area for this assignment. I will bump your grade up by five points. Haha! So that is my new strategy. They watch the video, they learn what I'm teaching them in the video, they apply it to their paper and they get a chance to bump up their grade. And usually when they get a paper back they're really interested in the grade. So this is especially motivating at this particular point in time. Versus next week offering them something for extra credit that might not feel as urgent to them. So if I have one of these for semicolons and I have one of these for MLA format and I have one of these for use of sources, I can plug these in and offer this to different students. They might all have the option to get the five points of extra credit, but they might be doing different things based on what their paper suggests they need to work on. So, because I didn't use a student's name and I didn't look at that student's paper in the video, I can use this student to student semester to semester and it'll be relevant for all of them. So think about how you could use video in that sort of way and offering the extra credit is a really good way to make them pay attention to that feedback that you've given. We had a couple of things that I wanted to share with you going back to our slide deck here, which I also will share. A couple of tips for when you're doing audio and video feedback. All the examples I shared with you were pretty short. They were all under three minutes. The longest was two, the shortest was about 30 seconds. Keeping it short will prevent your students from getting overloaded. Also, don't try to discuss too many points. If you leave a half hour video going over the entire assignment, line by line, sentence by sentence, word by word, your students won't be able to see what the most important things are because you're just giving too much to them. So choose a few points and just stick to those. One idea you also could use is having some markers like saying, okay, the first thing I want to talk to you about, the second thing I want to talk to you about, and that can help them scroll through the video later and find that number two where you're holding up your two fingers or you're holding up a sign that says number two so that they can watch and rewatch the video. And then last thing is to keep it balanced. So offer some kudos for things they did well, balance by suggestions to make it even better, and then of course your tone is really important too. If everything sounds like you are criticizing the students, they tend to just not pay much attention to protect their self-esteem and limit the damage. So if you can start off with some positives, be truly enthusiastic, show them you really do believe in them and care about their progress in the class and want to help them, that will help them really pay attention to the suggestions that you're giving. And then lastly, I wanted to share this resource site with you. I'm going to put it in the chat right now. This resource site has the videos that we looked at today and a couple of others as well so that you can watch them later if you want to think about doing something similar for your classes. So the link takes you to this page and you'll see the high five video is there. You'll see the screencast video where I was talking to the student, looking at his paper, bringing in that website and so on. That semicolon video is right here for you as well. And then lastly, the video that I used as an announcement to show students how to find their feedback. So all those videos have been pulled out of my class and put on this website so you can access them easily. And then underneath that, you're going to find the canvas guide for the speed grader. So you can watch the canvas video on how to use it as well as some links to specific canvas guides that talk about some of the things that we cover today like rubrics or leaving comments or the speech recognition feature. So these are places to go for more information about some of the features we looked at today. And then there are a couple of other goodies here as well. If you want to learn more about making videos, I've got some links to some of the software we talked about. Camtasia, Screencast-O-Matic and Camtasia and Snagit are both by the same company. So they're both part of our same site license. And some reminders about how to get your video finished and captioned and all that good stuff. So there are lots of other resources about video making at the bottom of this page. And then the last thing that I want to share with you are the slides themselves in case you want to look at some of those pointers that we just checked out or you want to look at that wordle again. At the bottom of our last slide you will see the bit.ly address to the complete slide deck and also on that last slide is a link to the template that I used to make this presentation in case it's something that you would be interested in using for one of your presentations. That's it for now. Thanks so much for joining us and I hope you have fun with SpeedGrader.


Yn ystod y Llywodraeth ym Mhwyloedd Plynyddiol i'r Gweithio Gyda Slywyr ac mae'r Ceynwys Pôl, Llywodraeth, a'r Eidinburr Dynol. Mae'r cymdeithasol yn ymgyrch, felly mae'r cymdeithasol yn y Llywodraeth Cymru yn ymgyrch, fewn i'r gyfan eu bynnag yn ffrind o'r Plynydd, a ffrind i'r pethau yn Brydget Llaffan. Felly, maen nhw'n cymdeithasol am ddysgu, a'r unad deishfyrdd neu ddysgu ein bod yn Gweithio Fylonedd. Mae'n gweithio ethai cymdeithasol ym laid i gymryd i'w llunio a phobl yn ddechrau, a'r eir fryan, ein cynyddiol o Hyllwyr dylun i 2011. Roedd gennych rwy'r hyffredig yn amlwg mwyaf i wneud, yn ôl maen nhw ein er ffordd sefydliadau robi y Hyfrant, yn ymlaen i ddweud yr ysgrifennu a dweud ar gyfrifion yng nghymru o Computedur Eurupiai, ac ym ni'n fwy gweithio ymlaen i'n gwybodaeth nifer. Felly, roeddwyd yn ymlaen i'r Emanuel Pfizer- Comparedt. OK, thank you very much for the invitation. That's my first time here and I'm delighted. OK, so I'm going to talk about the elections in France but looking more at the impact it will have in Europe and on Ireland. Unlike what Robert said, I am going to have a quick look at the results because some elements are, I think, quite striking, then I'll move quickly on to the issues of Europe and Ireland. Dwi'n gilydd y tro cyflym yn ystod y llwyddoedd, y ffeinwch lefn o'r rhan o'r qunod y 5th Ym photos er oed 57,5. Bydd y llwyddoedd yn gweithio oes o'r mewn i chi i siwr yn ddachatwch a'r gweithio cynlluniau cyfyllfaeth ac mae'n byddaf ei hwn o'r gwbl yn gweithio, a'r gwbl yn dda'i gynnal o'r rhan o'r지는 ydyn nhw'r eistedd a ddechrau yng Nghymru ac y dyn nhw'n sefydlu'n我的iau � the next five years. I of course I have been working on it since the last model, on the whole majority independently of their model which is very important in face of the resignation of this morning and yesterday evening. There was a question about the under-performance of the Republic en March. a bod ydych chi'n gweld y cyfroedd, mae'n ddweud yw'r 410 o 430 cyfroedd. Felly mae'n fawr, y Rhyfblu Cymru nid yn ddigonol 15 ymlaen yw'r wych, felly mae'n ddweud ychydig ymlaen. A fyddwn ni'n gweithio yma yn cyfroedd. Y cyfroedd yma sydd yn cyfroedd o'r Rhyfblu Cymru, neu o'r Ffranc Sans-Sou-Mise, If people want to mobilise, they go out and vote, if not, obviously there's always this idea that the opposition will be in the streets and somewhere else than in the representation, the national representation. So we've seen the collapse of the traditional forces that Robert explained really well, we're now facing divisions among the republicans between the constructivists and the obstructionists like the Laurent-Vauquet and the Tyri Soler, and we have a PS industry who probably in two years time won't be talking about the PS any more. The France Assumies did perform quite well and kind of consolidated their result from the presidential election. The National Front again was projected to get between three and five seats, achieved eight plus one because there's La Ligue du Sud. So you have about nine extreme right wing MPs. Marie Le Pen, who mustn't be very good at maths, is thinking she's going to get a political grouping, but you need 15 members, so I don't know where she's getting the extra six. But this is the kind of general kind of scene for our National Assembly, and as you see the level of participation there going down in the last three presidential elections. Now what does it mean? There has been some change between the first and the second round with some local anchoring actually working to reverse the La République en Marche tsunami that was anticipated and that worked more directly for males from the Les Républicains. They tended to do better, but overall the message is French people are giving cautious chance to Macron. It also as Robert indicated showed the resilience and the force of our institutional system, like when you have a president that's elected from a party, there will be a majority automatically elected from the same party when the elections are held so close together. I tried to translate, but since I must have a lot of Francophones, I'll say it as well in French. Les Républicains campaigned on this idea first of cohabitation, and then when they realized this is not actually catching, they went on covoiturage. So it's my cohabitation and carpooling, but it doesn't rhyme in English, or it doesn't sound as good. And the covoiturage might work for some, as I said Thierry Soler now is after setting up his political grouping, whether he might enter government is another question, but there will be a part of the Les Républicains supporting Macron anyway. But it's a presidency under surveillance from the 57.5% of people who didn't go out to vote and from others who voted against Macron. So what kind of a profile for the National Assembly, we have 75% of renewal of faces in the National Assembly. It's not only because of Les Républicains March that the dual mandate legislation also pushed your standard mainstream parties to present new candidates, because a lot of the outgoing MPs decided to retreat on their local mandate. So we have 434 out of 577 new MPs, which is quite striking. And even more striking, 38.6% of women, which is an utter record coming from 26.9% before. Les Républicains March presented 47% of female candidates, nearly parity. And 223 women were elected across all the range of political parties. Obviously we have quotas, you know, from the legislation of 2000. And parties have to pay financial penalties if they don't comply with the number of candidates they put out. And traditionally Les Républicains are particularly bad at it. They've improved a little bit. But what was important is that there was no incumbents from Les Républicains March. So you had less men, as Rainbow Murray said, hogging posts and kind of holding onto posts for dear life. So it was easier to have more women put forward. OK. I want to focus a little bit on populism, because I didn't mention the Front National, really. I want to make a link with the 57.5% of people who didn't go out to vote, as well as la France Insoumise. France is really fractured in two, and it was very visible during the presidential election when you looked at the map of who voted for who. And it's fractured between the France of the Periphery and the France of the Metropolis. And it's really French sociologists that has theorised that. So basically Macron has captured the France of the Metropolis. The France that is optimistic, doing well, seeing its future in Europe in a globalised world that thinks that our opportunities come from an open France. And then the France of the Periphery are the ones that are left behind. The ones that have suffered from, you know, deindustrialisation. The ones that have seen their public services closed down, the local hospital closing down, the police station, the post office, et cetera. And they don't see their future in a globalised world. They actually think that the European Union is a threat to their future. So you can say a France of the pessimists versus a France of the optimists. I don't know, but there's definitely a divide, and this is the biggest challenge that Macron has got to face now, to try and reconcile those two frances that are very much at odds with each other. Mooda and Kat Vasser have got this saying that populism has become an illiberal democratic response to undemocratic liberalism. On democratic liberalism, for me, brings us back to people not feeling hurt. Feeling, okay, we're going with this neoliberal economy, et cetera, or economic policy, but it's not listening to our concerns. We are not moving along with, we're not on the train to a better future. And this is why I would say that there are three things which will see populism retreat in France. First, economic results. Macron has got to deliver, and it's not a surprise that he focused on his labour law through ordinance at the very start. He's got to reduce the level of mass unemployment. As we were saying over lunch, he's in a good trend. He's at the start of a positive economic cycle, even though interest rates are going back up. So our debt will be more expensive to repay. But unemployment is going in the right direction. Economic growth was confirmed by Lindsay at 1.6 for this year, 1.6%. He's got the tools, or the right economic indicators for him. He has to reduce the number of scandals involving the political elite. This is not a good start to his presidency. But he's handling it relatively well. Obviously it's not a good thing that the minister who is in charge of passing the legislation for moralisation of public life had to resign. But still, this is to reconnect and to have this feeling of trust in our political elite. We need to cut out the number of scandals that are emerging. Finally, give the people the feeling that they are heard. This is what Macron, I think, if there's one word for me that symbolises Macron's pedagogy. The crucial event, but it wasn't the only one, was what he did with the whirlpool company that was about to close. Marine Le Pen, he was meeting the trade unionists in the Chamber of Commerce. Marine Le Pen decided to get crash his gig and to go on the car park to take selfies with the workers, you know, tweet, etc. Use social media. What did he do? He left the Chamber of Commerce. He went there. He was booed. He took an hour and a half away from the journalists to speak face to face with those trade unionists. And he left shaking hands. Being told were not really fully convinced, but earning that respect. And this is what he did in the debate between the two rounds as well.  Now, what does it mean for France and Europe? We're at the start of a period of significant uncertainty. Robert has highlighted it when it comes to the party system. Macron has all the levers to carry out the reforms he outlined very clearly during his campaign. We're back to pedagogy. Macron, unlike I think all the former president that I can think of, has announced his reforms in advance of getting into position. Even the difficult ones. So there's no surprise. Nobody can turn around and say, oh, you're going through ordinance. Oh, you're touching Labour law. No, no, all this was clearly announced. So this is very important. He is also announced very clearly that he's in favour of a relaunch of European integration through a rekindling of the Franco-German partnership, which has always been at the heart of European construction. But that is very important. And we are in a climate of Germanophobia, be it Melanchon or be it Le Pen, they've both said, well, it's Merkel who's ruling France, really. So again, a very courageous move, but very clear from the start. And very importantly, because we're France, our international status on the international scene is very important. We've gone through years of French bashing, being criticized in international magazines and newspapers and New York Times, et cetera. And you saw that Macron spent his first month putting us on the map in a very positive way, replying to Trump in English, nobody had ever done that, using very cleverly his make America great again, to make the planet great again. But being very firm with Putin as well, like in a press conference saying, these are not journalists, they were just used for propaganda. So that made French people, I think, very proud and it is important for French people as well. But he needs credibility and he knows that as well. He's announced that in advance and he did say that the only way he could get leeway in reforming Europe, and I'm going to come to that, is by carrying out structural reforms in France, by finally getting France not to breach the stability and growth pact, which would be a first. And he's put key ministers in the financial and the public expenditure posts, who are from the republicans and are considered very highly in Germany, and in particular Le Maire is Germanophone, which helps. Okay, so what's Macron's vision for Europe? There are three aspects. First, a Franco-German engine of integration. Merkel, who earlier on, at the very start of the presidential campaign, was against any treaty change. She was against this idea of a budget for the eurozone. Scheuble is on the same line. Has now come out saying, minister for finance of the eurozone, eurozone budget, economic governance, I can imagine it all if the conditions are right. So that is giving a huge boost to Macron as well. He wants a more social Europe. It will have an impact on Ireland. I'm going to discuss that at the very end, but he wants a more social Europe and he wants to move on European defence with European headquarters, the creation of the European Security Council. So he has very clear ideas when it comes to Europe. Der Spiegel, about the week after he was elected, did their front cover with a picture of him and it was the title was a very expensive friend. Inside you had an interview with Scheuble, where Scheuble very clearly was like, we like all of his ideas, we're not going to spend a penny. So we're not going with his investment idea, et cetera, but the structural reforms and complying with the SGP, yes. But you know the rest? No. So we were discussing whether Scheuble could be on his way out if Merkel is re-elected. On the 24th of September, we have German parliamentary elections. A few months ago, the SPD looked like they were in contention today much less. So we'll see. But obviously, Sigmar Gabriel would be a better kind of friend to Macron than Scheuble. And Macron represents, I mean, we've all heard across Europe the sigh of relief when he was elected, but not only because he was elected against Le Pen, I think he is a response by the centre to populism and Euroscepticism. He is the only candidate and elected president that I can think of who did all of his rallies getting European flags waived together with French flags. And from the start, pitched his campaign on a European platform. I have never seen that. And I did a conference recently and I was asked, was it luck that he picked that topic? No, it wasn't luck. I mean, it was very, very courageous and very uncool to actually, if you look at the past presidential campaigns, there was no political gain in picking the European integration as a topic to campaign. And everything was done as we call the permissive consensus, like this kind of let's all be in agreement and not discuss it and rush it onto the carpet and carry on as we've done so far. When you think of 2005, 55% of the French people rejected the European constitutional treaty. 2007, Sarkozy is elected, put together the Lisbon Treaty, which is a mini version of the European constitutional treaty. And that didn't play well with the French. So Macron picked a topic that was difficult and stuck with it. Now I'm just going to conclude with that. What does it mean for Ireland? Now Macron has met with Theresa May a few times already. He's firm on Brexit. He's definitely on the German side. The EU 27 are very united anyway, but he's clear that we're negotiated the divorce arrangements first and then we'll discuss the trade agreements. But we're not mixing the two. There's no wedge kind of driven in this unity of the EU 27. He's also doing it. I think he's doing it because he's convinced of it, but he's also doing it because he needs the Germans on his side to carry out all the reforms that I mentioned, and he wants this more social Europe to take form. So talking about this more social Europe, he is well aware that Europe has been regarded as a problem rather than the solution. And he is also aware that even though he got an overall majority, even though he got elected comfortably, this is not the end of your scepticism in France. So he wants to demonstrate that Europe is there to improve the quality of life of citizens, and isn't there only for the benefit of multinationals. Therefore, in his manifesto specifically, you have a couple of lines about banning or fighting against arrangements between states and multinationals. And there is a specific mention of the apple ruling in Ireland. So this is something that he's repeated a few times, and that he wants, like for Stagger, he really wants to see that multinationals are there to contribute their share for the benefit of investments for the European citizens. This idea of a more European, a more social Europe. I'm going to mention Bridget's article a few weeks ago in the Irish Times, which was called Ireland, may have to sacrifice sacred cows to survive Brexit. One of the sacred cows being the corporate tax, obviously not changing the 12.5%, but needing a tax coach that doesn't undermine other countries, she highlights how the outcome of the apple tax ruling or the apple ruling is going to be crucial. And again, making sure that those multinationals pay the level of tax that they should pay. Obviously, everybody kind of watched the Spanish company's case, it's Santander Bank, Santusa and Autogrill, that were in a similar kind of situation, and the ruling on the selectivity criteria was very important. So we'll see how all this plays out. But what Macron wants is a eurozone budget, and only countries that comply with the fiscal and social rules set for that eurozone budget, i.e. harmonised, not homogeneous, but harmonised fiscal and social rules will have access to the eurozone budget. And this is where I would be worried about Ireland, because obviously the harmonisation won't be at 12.5%. It will probably be closer to 25%, between 20 and 25%. And it made me think of the Ymker White Paper on the future of Europe with his five scenarios, and Macron several times in his manifesto, and in a few of his speeches mentioned this idea of those who want to do more do more. Now, there are two arguments here. In a situation of Brexit, everybody will be very careful about not breaking up Europe and not having a few countries moving further towards integration with this image of leaving others behind. But there are kind of seeds for worry, I think, in terms of fiscal and social harmonisation that Macron would like to see. And as much as Germany wasn't in favour of it, now Germany knows that with the level of your skepticism in Europe, the level of populism, it has to make some effort and some gesture after a brutal economic crisis and show some kind of goodwill.