Analysis of Broadcast Science as a Capstone Project

For a number of years I have been offering final year projects for undergraduate bioscientists at Leicester in which they examine the science (and sometimes the ethics) of broadcast media coverage on a topic of their choosing. The key tools that facilitate this work are Learning on Screen’s archive of screened media BoB (sometimes called Box of Broadcasts) and the related Television and Radio Index for Learning and Teaching (TRILT). I was delighted on many levels to be invited to give a presentation on Analysis of Broadcast Science as a Capstone Project for the second #DryLabsRealScience network. Slides here.

Firstly, I think the #DryLabsRealScience initiative is a brilliant example of grassroots collaboration across different institutions at a time of unprecedented change [it would be great if University top brass were pulling together in the same manner, but I digress]. Here are academics helping each other to help their present and future students have the most valuable university experience possible, regardless of whether or not social distancing measures restrict some aspects of traditional teaching.

Secondly, I’m always delighted to talk about the potential of BoB and TRILT as resources for both teaching, and I suggest, research in a University context. These are fabulous tools and they really deserve be more widely known and used across many disciplines in the UK HE sector.

Finally, the invitation was a chance to pull together some of my thinking on this type of project – it will hopefully prove the catalyst to finally write up this work in a more formal way. Systematic analysis of print media (using tools such as Nexis and Factiva) is a well-established research model in many disciplines and BoB now offers the scope to conduct similar studies on a boundaried collection of TV and Radio resources.

Using lecture capture tools for uses *other than* recording lectures (1): Taxonomy of applications

Back in 2018 my colleague Matt Mobbs from the Leicester Learning Institute and I undertook a project to identify innovative uses of our institutional lecture capture (LC) system, in our case Panopto.

taxonomy

An outline of the variety of Pedagogies Involving Capture Technology at the University of Leicester (in 2018). The uses are discussed more fully in the text.

Universities around the world have invested huge amounts in both the software and associated hardware to facilitate the recording of lectures, which can subsequently be made available for student to watch asynchronously. A whole conversation already exists around best practice in use of the LC systems for this primary function.  In this project, however, we were more interested in innovative uses of the technology over and above the standard recording of large venue, and largely didactic, teaching; we wanted to know about Pedagogy Involving Capture Technology (PICT) beyond the classroom. With the help of our research assistant Gemma Mitchell (now University of York), we carried out a series of interviews with staff at the University of Leicester to find existing examples of good practice, with a view to producing a guide for the benefit of the wider community. Continue reading

7 tips if your exam has turned into an online assessment

Faced with the sudden closure of campuses, many student expecting to have traditional summer exams in a sports hall or similar venue, are now facing online assignments with revised regulations. The following post offers tips for students facing such a scenario. Note it has been written in the first instance for Bioscience students at the University of Leicester, so some of the specific details may need to be adapted to your personal context.

  1. 24 hours does not mean 24 hours. 24 hour periods have been set for each assessment, but you should not expect to work solidly on it for all of that time. The broad time window is to allow for connectivity, accessibility and/or time zone issues; remember that the intention is to be close to the original exam format.
  2. Revise before the assessment day. Although it is an “open book” format, aim to do the relevant revision in the days before the assessment. Ideally you want to know roughly what you intend to say without looking anything up, and just consult sources to confirm the details.
  3. Stick to the word limit. Since you don’t have the usual 2-3 hour time constraints, a word limit has been applied. The word count has been calculated by looking at past papers to see how much previous students managed to say in exam essays. The limits have been set at, or even slightly above, the length of good answers – you really don’t need to be writing more than this.
  4. Quality > Quantity. As always, the quality of content remains more important than writing “enough” words – i.e. have you answered the actual question asked, in sufficient depth and in a well-constructed essay (e.g. with an introduction and a conclusion?)
  5. Save your answers, and back them up. Remember to save your answers regularly during the day – you don’t want to lose all your work. Save every time you lean back in your chair, go to get a drink or go to the loo. If you don’t automatically have saving to the cloud activated then make back-ups periodically as well. Check whether the system has been set to allow upload of single or multiple versions. If an assignment has been set up to accept multiple submissions before the deadline, you can upload a version of your answer once you’ve got sufficient to make it worthwhile but remember to replace with the final version before the deadline (see point 7).
  6. Use your own words. Remember that answers are going through plagiarism detection software so don’t cut and paste from a source into your answer, not even whilst you are working on it and intend to rephrase later! If you are reading from one or more sources, close them, write what you want to write, then check you got it correct.
  7. Don’t miss the deadline. Aim to submit well in advance of the stated deadline. On this occasion late submission = 0% not a sliding scale of penalties. (And if you are in a different time zone make sure you have the correct time in mind). Know in advance what the procedures are if you experience connectivity issues.

 

12 Things I learned from the “From Emergency Remote Teaching to Effective Online Teaching” webinar

AdvanceHEOn April 28th AdvanceHE hosted another in their series of online webinar run in response to the Covid19 pandemic. The focus of the session was on differentiating between the unanticipated switch to online teaching and assessment that Universities have had to adapt to in recent weeks, and the development of more thought-through digital learning once the dust has settled.

The session had three presentations. First up was a recorded talk by Dr Torrey Trust (@torreytrust) from University of Massachusetts (Amherst) on The Difference Between Emergency Remote Teaching and Quality Online Instruction. This was followed by Dr Eva Wong from Hong Kong Baptist University sharing, in particular, some insights learned the earlier experience of a sudden campus closure, triggered by the social and political unrest of 2019. Finally, Prof Dave White (@daveowhite) Head of Digital Learning at University of the Arts, London.

Rather than taking you blow-by-blow through each of the talks, I’d like to pick out some highlights and reflections drawn from across the whole session. Continue reading

Time to call on BoB for help?

[Post updated April 24th, see additional notes at bottom – including details of new playlists, and free trials of BoB]

The unprecedented COVID-19 pandemic has forced a radical rethink regarding so much of “normal life”. The cessation of face-to-face teaching at universities is just one of the areas in which people are having to investigate workarounds to usual practice. One of the interesting observations over this past week has been the sudden adoption of technologies which have been around for a while, but have never quite found the level of engagement that they deserved.

bobhomeIf you are a UK academic or student, I would like to add another example into the mix – the online TV and Radio repository BoB (https://learningonscreen.ac.uk/ondemand sometimes known as “Box of Broadcasts”).

BoB has been around in a variety of formats for about a decade. It currently has over 2.2 million copyright-cleared broadcast programmes available to stream, and over 120 universities and colleges are subscribed – if you are at a UK university you probably have access already but never knew it!

I am a massive enthusiast for BoB, and for the related Television and Radio Index for Learning and Teaching (TRILT). For full disclosure I am a Trustee of Learning on Screen, the organisation that runs both resources – but that role stems from my enthusiasm for their potential not vice versa!

I have written several articles and run workshops about ways BoB can be used in teaching. Rather than repeat myself now, here are a couple of pertinent links:

  1. An article Boxing clever in Times Higher Education from 2014 (link)
  2. A seminar Do you know Bob? Adventures with technology-based resources for teaching (and beyond) which I ran in in April 2019 (link)
  3. Another talk As seen on TV: Using broadcast media in university teaching from December 2018 (link) – there are inevitable overlaps between this and (2) but they were tailored for different audiences, so probably worth looking past the initial similarities – the “back end” of the two talks are rather more diverse.
  4. My work in this area was also written up as a case study (link)

In the recent past, Learning on Screen have started to develop subject-specific playlists. A few of us have also tried to co-ordinate disciplinary blogs, which allow for more description of the content and discussion of potential applications. As an example, see our Biology on the Box site.

These are tricky and uncertain time, but I’m hoping that when we get a chance to look back after the storm, the appropriate rise of online tools for pedagogy will be one of the plus points to emerge from the tragedy.

UPDATED (24th April): As the lockdown has continued and with the increasing realisation that emphasis on online teaching will persist for a much longer period afterwards, Learning on Screen have started a series of disciplinary playlists as the cornerstone of the development of more teaching resources. The lists themselves are within the members-only site (via this link).

I was asked to curate a Biology in Broadcast Media list (see this link, again within the members area I’m afraid). Learning on Screen made a promotional video (open access) about the playlist (see https://vimeo.com/407951233) and they also asked me to host a two-hour “takeover” of their Twitter account. I have make the latter thread into a PDF file, which can be accessed via this link.

Introduction to the other playlists can be found on the Learning on Screen Vimeo account (here). Where you can also find a video (here) about other current developments, including free trials of BoB until July 2020.

Avoiding Scientific Misconduct in Prague

I recently spent an excellent few days in Prague, attending the 43rd FEBS Congress, at which I gave a talk about the importance of bioethics teaching, and ran a workshop on developing case studies in ethics teaching. A session on the final morning Scientific (mis)conduct: how to detect (and avoid) bad science illustrated one reason why this is a crucial dimension in the education of scientists.

prague1

I live-tweeted the presentations and organised them at the time within five threads. The post below represents a first attempt to use Thread Reader (@threadreaderapp) which operates a very straightforward “unroll” tool. Following the sad demise of Storify, I was curious to see if this would be a suitable alternative for curation of tweeted content. I have elected to offer both links to the unrolled threads and screenshots of the resulting notes. I’m relatively pleased with the outcome.

Getting back to the content of the session, it proved a really insightful overview of several aspects of research misconduct, and publication ethics. Continue reading

Taking part in a Twitter-only conference: some reflections on #PressEDconf18

pressedED18

On 29th March 2018, I participated in the Twitter-based conference, #PressEDconf18. Those who follow me on Twitter (@cjrw) may know that I am an occasional contributor to the weekly Wednesday night #LTHEchat live discussion which has been running since 2014. I am also an enthusiastic live-tweeter at conferences, usually including the official Hashtag which allow for interested parties to follow what others are saying about the event as well as facilitating aggregation using the soon-to-be-sadly-missed Storify service.

This event was slightly different from a regular conference as there was no associated physical gathering. As keynote contributor Jim Groom noted, “I’ve been to conferences that used a hashtag, but this is my first conference that is a hashtag“.

JimGroomTweet

Although this was not the first event to take this format, it was certainly one of the first, and it was interesting to be part of a pioneering approach. #PressEDconf18 was the brainchild of Natalie Lafferty (@nlafferty) and Pat Lockley (@Pgogy). The theme was educational uses of WordPress blogs (for full schedule see here). I submitted two proposals; they were in the format of a tweet, so it wasn’t an especially onerous task. One related to my use of a WordPress blog to host Careers After Biological Sciences, a repository of careers awareness resources built up over the past decade. The second was more generic advice for anyone considering starting up an educational blog. It was the latter that was accepted. Continue reading

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