Some tips for developing online educational repositories

As part of my work enthusing about the use of broadcast media in teaching, I am in the process of writing a guide to the use of Learning on Screen’s Box of Broadcasts resource. However my reflections on this project, coupled with the development of other blog-based resources such as Careers After Biological Science, set me thinking about some more generic recommendations for anyone thinking of setting up an online collection of educational resources. These crystallised quite naturally into a series of questions to ask oneself about the purpose, scope and authorship of the materials.

On the advice of a couple of colleagues, I submitted this to the Association for Learning Technology blog. I was delighted when they accepted it, since members of that community are likely to be developing similar resources. My self-check questions can be found via this link.

altcblog

 

Advertisements

“Please send a photo”

streetrunning2

One recent email exchange related to someone else’s order for running shoes, sent to me in error

I’ve recently had cause to contact three different companies about inadequacies in their service. The reasons for doing so in each case were very different, but there was a common thread to their replies: “Please send a photo of the [relevant item]”. When the third request came in, I started to see a pattern and this set me ruminating on why they were adding this extra step to dealing with my query.

And then it struck me, that this was exactly the reason – it was an extra step. It is part of a filtering process. It is easy enough for all and sundry to fire off email requests willy-nilly. As a mechanism to weed out the serious appellant from the time-waster there needed to be an additional hurdle. [I have vague memories from school history lessons that monasteries used to offer a similar process. Potential novices were never admitted at their first attempt, they were required to return on several occasions before securing entry into the monastic life.]

I mention this here, on my education blog, because I actually operate a similar system when it comes to requests from students. If you are involved in academia I am sure you recognise emails, particularly as exams loom, that go something like: Continue reading

Biosummit 2017

The University of East Anglia (Norwich) was the venue for the annual Biosummit, a gathering of UK bioscientists with an active interest in pedagogic research. As usual there was much to reflect upon. A summary of the event is captured in this Storified summary of tweets. My own formal contribution was limited to reflections on the value of using the Royal Society of Biology’s CPD framework as a valuable mechanism for capturing the evidence of activity, and reflection upon that activity, which is increasingly required for appraisals, accreditation and applications. The slides from my talk are available below (and via this link).

This continues to be a bona fide “Community of Practice”. One of the highlights is seeing like-minded friends and catching up on what they’re doing in their lives as well as in their work. The content of the conference, however, remains central. This year there were a number of highlights for me. Continue reading

The NSS and Enhancement (Review)

Coverage of the findings from the recent, new style, National Student Survey drew my attention to the Making it count report for the Higher Education Academy, coordinated by Alex Buckley (I’m afraid I’ve lost details of who pointed me towards the report, so cannot offer credit where credit is due).

make it countMaking it count is not new, it was published by the HEA in 2012, and therefore predates both the new-NSS and the introduction of the TEF. Nevertheless I found it a fascinating and worthwhile read – hence this reflective summary.

As most readers of this blog will know, the UK National Student Survey was introduced in 2005 and draws inspiration from the Australian Course Experience Questionnaire (CEQ), which had been in use since the early 1990s. From inception until 2016 there were a standard set of 23 questions in the NSS (see this link for complete list). The questions were all positively phrased and students in their final year were invited to respond using a standard five-point scale from “definitely agree” through “mostly agree”, “neither agree or disagree”, “mostly disagree” to “definitely disagree”  (“not applicable” was also an option). Following extensive consultation, the questions were changed for the first time in 2017. A total of 27 questions were included, with some original questions retained, some rephrased and some brand new added (see this link for 2017 questions). Continue reading

A case for Box of Broadcasts

I have recently been featured as a case study describing ways in which I use the Box of Broadcasts service from Learning on Screen. The full article can be found here.

BoB Case Study

 

Reflecting on lecture capture: the good, the bad and the lonely

reflect-logoWe have been using lecture capture for about two years. I have to say at the outset that I am a big fan. Having said that however, there are aspects of lecture capture that I find problematic. Here I offer some quick and dirty reflections on my experience of lecture capture so far. This is not a scientific study, and I certainly haven’t gone away and done an extensive literature search, so I may well be rediscovering old truths.

The Good. There are many attractive features of lecture capture. These include:

  • Availability for review and revision. This is, of course, the main raison d’être of lecture capture, but it is important not to overlook the value this provides – students can go back over the sections that were unclear the first time.
  • Similarly the recordings can be used by those with legitimate cause to be absent (e.g due to illness, away sports fixture, etc)
  • Recordings can be useful for the lecturer themselves. We know that the first time you prepare a set of lectures you are likely to have recently read around the subject and be naturally “on top” of your material. The second year can be a different challenge – the slides are in the can, but you may not recall some of the wider points you had made to embellish the on-screen text and images. Listening back to recordings of your own lecture from the previous year can help to fill in the blanks.
  • The recordings can also be useful when we have to provide a substitute due to lecturer illness. A few year back, before we had our official lecture capture system, I had to take a semester off due to ill health. Fortunately I had audio recordings which could be provided to my “stunt double” along with the slides. Officially captured lectures can now fulfil this role.
  • In times of absolute need the recording can be officially made available in lieu of the live session. We had to use this route when a colleague was ill during the last week of a semester – there was no time to warm up a replacement and rescheduling was not feasible, so we actually showed a recording of the previous year’s equivalent lecture. I “hosted” the session and was really encouraged by the large proportion of the class who turned up in a 5pm slot, knowing that a recording was going to be aired (and that it was already available to them via the VLE).
  • Recordings can be built into reflection to help improve one’s own teaching or as part of an informal peer review process.
  • The tools for lecture capture can be used to pre-record material as a contribution to a “flipped teaching” model.
  • Lecture capture software (certainly the Panopto tool we use at Leicester) includes remarkably powerful inbuilt stats on usage by students. This can shine light on the aspects of a lecture that they felt needed clearer explanation.
  • You can change the speed of the recording. This might be slowing it down slightly for better note-taking, or it might be speeding it up (one of my students confessed that they like to listen to lectures by a colleague at a quickened pace because the lecture naturally delivers their material at an unduly leisurely pace).

Continue reading

Getting referencing right: applying the 4 Cs

For a variety of reasons, I have been reflecting on principles that undergird good citation practice. So far I’ve come up with “the 4 Cs guide” (I say I’ve come up with them, as I’ve not done any reading on this, but I wouldn’t be surprised if this or something similar has co-evolved elsewhere).

When advising students or colleagues on appropriate organisation of their references at the end of a document, I encourage them to check that they’ve followed the 4 Cs guide:

Correct: Have they cited the correct sources? This might mean drilling back to the first occurrence of an observation (e.g. in the primary literature) rather than a review article. Clearly we don’t want to be encouraging people to cite the original paper if they’ve not read it, but you sometime see statements such as “Smith and Bloggs have shown…” when actually Smith and Bloggs wrote the review in which they discussed the experimental work of Ramone and Farnes-Barnes who made the observation described. Continue reading

  • Awards

    The Power of Comparative Genomics received a Special Commendation

  • April 2018
    M T W T F S S
    « Mar    
     1
    2345678
    9101112131415
    16171819202122
    23242526272829
    30