Learning theory suggests that student learning can be improved if students are required to articulate and reflect about work that they have done. This process helps students think more clearly about their work and such articulation also enables tutors to better assess student knowledge and mental models. There are various electronic tools available to help and promote such student articulation, including Cam Studio, Castalia Studio and Windows Media Encoder. These tools can also be used by tutors in order to provide a richer form of feedback to students. They belong to a category of software known as Screen casting. This paper discusses some of these screen casting tools together with some of the issues that arise in practice. It particularly looks at the use of screen casting within a software development unit that runs at Edith Cowan University in Perth, Western Australia. Movies were made by students to explain and reflect on their assignment work and by the tutor to provide feedback to students. The feedback movies have formed the basis of a vicarious student resource for subsequent semesters. (Contains 1 figure.)