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Do you know Bob? Adventures with technology-based resources for teaching (and beyond)

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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.

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Do you know Bob? Adventures with technology-based resources for teaching (and beyond)

  1. 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. 2. Who’s Bob?
  3. 3. What’s Bob?
  4. 4. What’s Bob?
  5. 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. 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. 7. UsingTV for UniversityTeaching Harry and Paul’s Story of the Twos https://learningonscreen.ac.uk/ondemand/index.php/clip/11335
  8. 8. • Promote engagement • Illustration of theory or technique • Convey content • Contextualise content • Discussion starter • Promote media-criticism/ science communication Why use AV resources?
  9. 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. 10. Horizon: Pill poppers https://tinyurl.com/GSKrobot Example (1): Documentary clips
  11. 11. Die Another Day http://tinyurl.com/BondGeneTherapy1 http://tinyurl.com/BondGeneTherapy2 Example (2): Scene setting
  12. 12. Brainiac Science Abuse: The Smell of Fear http://tinyurl.com/SmellOfFear1 http://tinyurl.com/SmellOfFear2 Example (3): Discussion
  13. 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. 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. 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. 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. 17. Prehn-Kristensen et al (2009), PLoS ONE 4(6): e5987 http://tinyurl.com/anxietypaper A more scientific approach
  18. 18. The Cell (2): The Chemistry of Life http://tinyurl.com/ChemOfLifeEp2 Example (4): A full programme
  19. 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. 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. 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. 22. Adding AV to Reading lists
  23. 23. Adding AV to Reading lists
  24. 24. Adding AV to Reading lists
  25. 25. Adding AV to Reading lists
  26. 26. Adding AV to Reading lists
  27. 27. Adding AV to Reading lists
  28. 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. 29. • Biologyonthebox.wordpress.com • Started September 2014 • Post of various styles Biology on the Box
  30. 30. Awareness of digital availability… … plus notes Various Styles of Post
  31. 31. Clip within programme… … plus structured activities Various Styles of Post
  32. 32. News story News overview Various Styles of Post
  33. 33. Radio Re-posting Various Styles
  34. 34. AudioVisuals In the Disciplines (AVID) Posts by Students
  35. 35. Posts by Interns
  36. 36. Posts by Colleagues
  37. 37. Other disciplines starting to develop similar sites Astrophysicsonthebox.wordpress.com Englishonthebox.wordpress.com Historyonthebox.wordpress.com Other [Subject]OnTheBox sites
  38. 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. 39. BoB: Sign in Screen https://bobnational.net
  40. 40. BoB: Home page
  41. 41. BoB: Playlists
  42. 42. BoB: Clips
  43. 43. BoB: Guide
  44. 44. BoB: Guide
  45. 45. BoB: Guide
  46. 46. BoB: Guide
  47. 47. BoB: Search
  48. 48. Search:“Genomics” (n=101)
  49. 49. • Search yields eclectic 675 • Reason? Search:“Campylobacter” (n=675)
  50. 50. • Search yields eclectic 675 • Reason? American Express Search:“Campylobacter” (n=675)
  51. 51. Teaching… and beyond? • Catching up with your favourite programmes?
  52. 52. Teaching… and beyond? • Research? • BoB, in conjunction with TRILT, as means to locate materials for analysis www.trilt.ac.uk
  53. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 63. Visualiser use: Example (1) • Protein expression lectures for bioscientists • Mini dry-wipe board as hard to capture material written on main board
  64. 64. Visualiser use: Example (2) • Mathematical Physics lecture • Addressing same issue re capturing board-work
  65. 65. Visualiser use: Example (3) • Anatomy lectures for medics
  66. 66. Mobbs, Mitchell & Willmott (in preparation) Taxonomy of CT use
  67. 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. 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. 69. Acknowledgements • University of Leicester Teaching Enhancement Fund • University of Leicester Graduate Gateway Fund • Thanks to authors & curators of sites
  70. 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?

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