Slides from my presentation at the 9th UNESCO Bioethics Conference, Naples, November 2013. The talk describes an activity in which we require students to work in teams to produce short videos on aspects of bioethics. The presentation also included evaluation of the task and advice for anyone considering a similar exercise with their students.

1. UNESCO Chair in Bioethics 9th World Conference
Teaching bioethics via the production
of student-generated videos
Dr Chris Willmott
Dept of Biochemistry,
University of Leicester
cjrw2@le.ac.uk
University of
Leicester

2. Overview
• Multimedia (esp visual media) can be integrated into
teaching about bioethics in variety of ways
Use of
broadcast clips
Video
production
News
analysis

3. Overview
• Multimedia (esp visual media) can be integrated into
teaching about bioethics in variety of ways
Video
production

4. Context: Leicester
• University of Leicester
School of Biological Sciences
• Second Year Undergraduates
- Medical Biochemistry (n=40)

5. Context: UK Curriculum
• Quality Assurance Agency (QAA)
• Subject Benchmark Statements
• “Subject benchmark statements set out
expectations about standards of degrees in a range
of subject areas. They describe what gives a
discipline its coherence and identity, and define
what can be expected of a graduate in terms of the
abilities and skills needed to develop understanding
or competence in the subject.”
www.qaa.ac.uk

6. QAA Benchmarking for Bioscience
“Students should expect to be confronted by some
of the scientific, moral and ethical questions
raised by their study discipline, to consider
viewpoints other than their own, and to engage in
critical assessment and intellectual argument”
“Recognising the moral and ethical issues of
investigations and appreciating the need for
ethical standards and professional codes of
conduct”

7. QAA Benchmarking for Bioscience
All students should:
“Have some understanding of ethical issues and
the impact on society of advances in the
biosciences”
Good students should:
“Be able to construct reasoned arguments to
support their position on the ethical and social
impact of advances in the biosciences”

8. Film production
• Since 2008
• Require students to produce films
• Work in teams of 4 (set by me)
• Make 3-5 min video on allocated topic
• Best films are made available more broadly via
YouTube (linked from Bioethicsbytes)

9. Film production
• Concerns that “you cannot say
anything meaningful in 5 minutes”
not substantiated
• Rare opportunity within biology curriculum for
students to express creativity
• Genuine team activity rather than just “group work”
• Authentic Assessment – real-world relevance
• Students as Producers

10. Topics covered
Bioethics
and Sport
Forensic
use of DNA
3-parent IVF
Pharmacogenetics
Neuroimaging
Organ trading
Genetic
enhancement
Transhumanism
Use of animals
in research
Ethical issues in
public health
Xenotransplantation
Egg donation
Gene
therapy
Cognitive
enhancement
Use of human
material

11. Student films: Genre
Interviews
24hr News

12. Student films: Genre
Role-play

13. Student films: Genre
Animation

14. Student films: Genre
Finger puppets
VideoScribe

15. Student self-evaluation

16. Student self-evaluation

17. Student evaluation of exercise
Positive
• “Video project allowed us to research areas and topics
of science that were different, new, and exciting, and
also challenged us to using new equipment and
computer software”
• “The video project was interesting way of presenting
ideas on ethical issues and made sure preparation was
not last minute as with essays”
• “A positive, enjoyable experience – was something
different than writing essays etc, and allowed us some
creativity, something I miss doing the ‘sciency’ (sic)
course that we do”

18. Student evaluation of exercise
Mixed
• “Whilst doing it I thought it was a bit of a pain to be
honest! But by the end I was quite pleased with the
result!”
• “Fun to do and spend time on, however… the marks
allocated for this project were disproportionate to the
amount of time and effort we had put in.”
Negative
• “No more video assessment (we’re scientists not media
students)”.

19. If you wish to run this activity...
• Digital video:
- Excellent way to boost engagement
- Develops transferable skills
- Produces resource for wider community
• Recommended equipment:
- HD quality cameras recording to SD card
- Tripods and external microphones
• Decide if you will accept submissions made using
GoAnimate or Videoscribe
• Don’t use their own names in role-play
• Award appropriate credit – this is not an easy task

20. Any Questions?
E-mail:
cjrw2@le.ac.uk
Twitter:
cjrw
Slideshare: cjrw2
Delicious: chriswillmott
Blogs:
www.bioethicsbytes.wordpress.com
www.biosciencecareers.wordpress.com
www.lefthandedbiochemist.wordpress.com University of
Leicester