Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.

1. Do you know Bob?
Adventures with technology-based
resources for teaching (and beyond)
Dr Chris Willmott
Dept of Molecular & Cell Biology
University of Leicester, UK
cjrw2@le.ac.uk
Departmental Seminar (April 2019)

2. Who’s Bob?

3. What’s Bob?

4. What’s Bob?

5. • Multimedia (esp visual media) can be integrated
into teaching in variety of ways
Use of broadcast clips
Video production
News analysis
Multimedia in UniversityTeaching
Use of capture technology

6. • Justification for use of broadcast media in teaching
• Examples from my practice
• More about BoB
• The [Subject]OnTheBox project
• Pedagogy Involving Capture Technology (PICT)
Overview

7. UsingTV for UniversityTeaching
Harry and Paul’s Story of the Twos
https://learningonscreen.ac.uk/ondemand/index.php/clip/11335

8. • Promote engagement
• Illustration of theory or technique
• Convey content
• Contextualise content
• Discussion starter
• Promote media-criticism/
science communication
Why use AV resources?

9. Reasons include:
• Content not sufficiently “academic”
• Worries that technology might fail
• Insufficient time in curriculum
• Concerns about copyright
• Lack of vision for potential uses
• Uncertain what is available and/or where to find it
Academic Reluctance to Use Media

10. Horizon: Pill poppers
https://tinyurl.com/GSKrobot
Example (1): Documentary clips

11. Die Another Day
http://tinyurl.com/BondGeneTherapy1
http://tinyurl.com/BondGeneTherapy2
Example (2): Scene setting

12. Brainiac Science Abuse: The Smell of Fear
http://tinyurl.com/SmellOfFear1
http://tinyurl.com/SmellOfFear2
Example (3): Discussion

13. • Students watch short clip describing an experiment to
investigate whether you can smell if someone is afraid
• Having watched the clip, they discuss:
- what was good about the design of the expt?
- what was wrong with the experiment?
http://tinyurl.com/terrorface1
Example (3): Discussion

14. Good aspects of Brainiac expt?
• included a negative control (no fear, no sport)
• all subjects carried out their activity for same time
• all subjects were “sniffed” by same person
• all subjects were same gender
…but little else is good

15. What was wrong with this expt?
• only one “sniff-er”
• only three “sweat-ers”
• was not the same person on crane/running/relaxing
• distance nose-to-armpit not same in all cases
• may have been other explanations for the observed
differences, e.g.
• natural body odour differences between the three
• use of deodorant
• eating of smelly foods
• olfactory fatigue/adaptation may have occurred

16. Design a better version
• work with those sitting near you to design a
better experiment looking into whether it is possible
to smell fear
http://tinyurl.com/armpitsniffing1

17. Prehn-Kristensen et al (2009), PLoS ONE 4(6): e5987
http://tinyurl.com/anxietypaper
A more scientific approach

18. The Cell (2): The Chemistry of Life
http://tinyurl.com/ChemOfLifeEp2
Example (4): A full programme

19. • Difficult to fit full episode into lecture slot
• Not best use of F2F time?
• BoB raises potential for students to watch
programme before lecture or tutorial
- Flipped learning
- Viewing lists
Example (4): Context and use

20. Flipped learning
• “Flipped learning is a pedagogical approach in which
the conventional notion of classroom-based learning
is inverted, so that students are introduced to the
learning material before class, with classroom time
then being used to deepen understanding through
discussion with peers and problem-solving activities
facilitated by teachers.”
AdvanceHE
https://www.heacademy.ac.uk/knowledge-hub/flipped-learning-0

21. • In addition to Reading lists
• Required? e.g. prior to tutorial
Suggested? e.g. additional input for interested
• “Guided Independent Study” in Module Specification
• The “Reading Lists” tool allows inclusion of links to
AV materials, including BoB
Viewing lists

22. Adding AV to Reading lists

23. Adding AV to Reading lists

24. Adding AV to Reading lists

25. Adding AV to Reading lists

26. Adding AV to Reading lists

27. Adding AV to Reading lists

28. • Recommendations for TV (and radio) footage that
can be used for enriching teaching & learning
• Programme tips equally valid without BoB, just
harder to get hold of
• Sharing best practice
- metadata & keywords
- describe usage
• A collaborative project
- students as producers
- different institutions
[Subject]OnTheBox Project

29. • Biologyonthebox.wordpress.com
• Started September 2014
• Post of various styles
Biology on the Box

30. Awareness of
digital availability…
… plus notes
Various Styles of Post

31. Clip within programme…
… plus structured
activities
Various Styles of Post

32. News story
News overview
Various Styles of Post

33. Radio
Re-posting
Various Styles

34. AudioVisuals In
the Disciplines
(AVID)
Posts by Students

35. Posts by Interns

36. Posts by Colleagues

37. Other disciplines starting to develop similar sites
Astrophysicsonthebox.wordpress.com
Englishonthebox.wordpress.com
Historyonthebox.wordpress.com
Other [Subject]OnTheBox sites

38. • All of the existing sites need fresh reviewers
• No pay, but authors get “byline”
• Good for CV
• Science
communication
• Start a different
[Subject]OnTheBox?
[Subject]OnTheBox needs you!
WEBSITE

39. BoB: Sign in Screen
https://bobnational.net

40. BoB: Home page

41. BoB: Playlists

42. BoB: Clips

43. BoB: Guide

44. BoB: Guide

45. BoB: Guide

46. BoB: Guide

47. BoB: Search

48. Search:“Genomics” (n=101)

49. • Search yields eclectic 675
• Reason?
Search:“Campylobacter” (n=675)

50. • Search yields eclectic 675
• Reason?
American Express
Search:“Campylobacter” (n=675)

51. Teaching… and beyond?
• Catching up with your favourite programmes?

52. Teaching… and beyond?
• Research?
• BoB, in conjunction with TRILT, as means to locate
materials for analysis
www.trilt.ac.uk

53. Teaching… and beyond?
• Research?
• BoB, in conjunction with TRILT, as means to locate
materials for analysis
www.trilt.ac.uk
How accurate is the presentation of Alzheimer’s
Disease in broadcast media?
Representations of personalised medicine in
broadcast media: an ethical perspective

54. Using Lecture CaptureTechnology
• Panopto system for lecture capture
• Principal usage to record lectures
• Technology can also be used in other ways
• Pedagogy Involving Capture Technology (PICT)

55. Lecture recording: Controversial
Good aspects
- Students can listen
again to materials
- Can slow down or stop
recording to aid note-
making
- Staff can use to
refresh themselves of
own/colleagues content
- Back-up in case of
illness (student or staff)
Poor aspects
- Existence of recording
raises notion of skipping
the session
- Impact on delivery
style
- Reliance of recordings,
which can fail

56. PICT Project
• To capture local examples of CT use over and
above standard LC
• To examine emerging trends and issues
• To share advice on best practice

57. “Flipped”Teaching - examples
• Various examples, including:
- Hate crime module (MA Criminology)
- Bioethics in core module (Yr 2 Bioscience)
- 20 min Thermodynamics mini-lectures
(Yr 2 Chemistry)

58. “Flipped”Teaching - examples
• Hate extremism and everyday prejudice MA
• The intervention
- No traditional lectures
- One 1-hour seminar per week
- Two or Three 15-20 min videos each week
- One video = introduction
- One video = theories
- One video = guest lecture, or
victim lecture, or
further context
- Connection to set readings overt
- Students encouraged to pause videos

59. “Flipped”Teaching - examples
• Bioethics in core Research Topic module for
Yr 2 Bioscientists (n>300)
• 15 online videos (duration 3:30 to 23:30 mins)
replacing 3 previous F2F lectures
• Formative online quiz
• Complete ethics form as part of team-based
assessment

60. Worked Calculations
• Maths-based disciplines using CT to record staff
walking students through calculations
– Prior to assessment: demonstrating tasks
– After assessment: part of generic feedback

61. Student Presentations
Variety of identified reasons for recording talks
• When students have anxiety issues re presenting
in public (Psychology)
• When logistical issues gathering academics for
assessing talks live (Politics)
• Made available to External Examiners for Quality
Assurance (Politics)

62. Diversifying Lecture Content
• Unanticipated significance at start of project
• Creative use of Visualiser/Data camera
• Tends to involve over-riding the automatic
recording system
• Various examples

63. Visualiser use: Example (1)
• Protein expression lectures for bioscientists
• Mini dry-wipe board as hard to capture material
written on main board

64. Visualiser use: Example (2)
• Mathematical Physics lecture
• Addressing same issue re capturing board-work

65. Visualiser use: Example (3)
• Anatomy lectures for medics

66. Mobbs, Mitchell & Willmott (in preparation)
Taxonomy of CT use

67. Project outputs
• Primers for STAFF
- why take these approaches?
- what is possible?
(e.g. many do not know you can upload
into the Panopto software)
- how to…? Point to other resources
• Not developing resources for STUDENTS in the
current project (though a body of work needs to
be done on that) – expectation management

68. • Recommendation regarding educational blogging
on the #ALTC blog https://bit.ly/2pJDAG2
See also
• Longer workshop on use of BoB available on
Slideshare https://bit.ly/2FeLXPK

69. Acknowledgements
• University of Leicester Teaching Enhancement Fund
• University of Leicester Graduate Gateway Fund
• Thanks to authors & curators of sites

70. E-mail: cjrw2@le.ac.uk
Twitter: cjrw
Slideshare: cjrw2
Blogs: www.bioethicsbytes.wordpress.com
www.biologyonthebox.wordpress.com
www.biosciencecareers.wordpress.com
www.lefthandedbiochemist.wordpress.com
Any questions?