Making the Most of Broadcast Media (Conference summary)

On 14th January 2014, the University of Leicester played host to a day conference on Making the Most of Broadcast Media in your Teaching. The event was organised on behalf of the Higher Education Academy STEM network, and we are grateful for the financial support that enable the meeting to take place.

The purpose of the day was to promote the use of television programmes and clips in bioscience education. There has always been huge, but often untapped, potential for use broadcast media in teaching. However, several recent developments have made it very much easier to identify appropriate materials and/or obtain copies in an easily usable format.

Slides from all of the presentations on the day are available below. The intention was to combine these with audio recordings from the day. Unfortunately Slideshare have recently announced that they are withdrawing their Slidecast facility and so, at present, only the images are available.

“But we’re not a media course!”: the relevance of broadcast materials to bioscientists (and others)

To start the day, I gave a presentation outlining some of the ways in which we have used TV and film in bioscience teaching. These include clips to set the scene, to convey factual information and/or as discussion starters. Delegates took part in an activity in which a clip from the populist science show Brainiac can be used to kickstart discussion about experimental design (see here for a fuller write-up of this task).

Copyright, the Education Recording Agency and all that: you can legally do more than you think!

Murray Weston (former CEO of the British Universities Film and Video Council) talked us through some of the evolution of the UK rules governing legal use of broadcast media for education. He explained what the current rules are, but also highlighted that important changes are expected from April 2014.

Short presentations offered by delegates

The next phase of the day allowed delegates to describe existing ways in which they use broadcast media in teaching. Three case studies were offered.

1. Critical reviews of TV science documentaries

First up, Prof Jon Scott (University of Leicester) outlined an exercise in which final year students are required to conduct a critical review of TV documentaries on neuroscience topics.

2. Using cold case files TV shows to develop forensic students’ scientific approach

Dr Ian Turner (University of Derby) then described a tutorial in which video clips from cold case series, and associated resources, are used with forensic students to help them improve their crime scene methodologies.

3. Headline grabbing: Using BBC news clips as an essay springboard

Dr Steve Maw (University of Leeds) described an activity he conducts with his foundation-level students in which they write an essay on ethical aspects of a biological or biomedical mews story. More details regarding a similar task can be found here.

Looking for resources? BoB’s your uncle!: An introduction to the Box of Broadcasts

Dr Sandy Willmott (University of Lincoln) gave a demonstration of Box of Broadcasts (BoB), an exciting new resource developed by the British Universities Film and Video Council and their technical partners. BoB allows academics and students in subscribing institutions to access an enormous catalogue of previous and current television for educational purposes. Sandy showed programmes can easily be selected and how the package allows users to select clips within episodes and, if appropriate, develop playlists.

Television and Radio Index for Learning and Teaching: making the most of TRILT to know what’s on and when

To complete the day, we had a computer-based session allowing delegates to set up or develop their own accounts using the Television and Radio Index for Learning and Teaching (TRILT). TRILT allows users to check what has been on UK television (including a longer time period and broader range of channels than BoB) and to set up a weekly email alerts based on keywords of their choice.

*NOW* is the time to include more TV material in your teaching

A new version of Box of Broadcasts (launching in Jan 2014) will be a powerful tool for teaching and research

A new version of Box of Broadcasts (launching in Jan 2014) will be a powerful tool for teaching and research

The pedagogic merit of TV has a noble tradition. For people of a certain generation (my generation) this may conjure up images of Open University lecturers in tweed jackets talking about non-euclidean geometry at 5am. Although this model very definitely had its place (My mother is one of many thousands who studied for an OU degree in this way), this stereotype massively underplays the educational potential of broadcast media.

TV footage (and, to a lesser extent, radio recording) can be utilised in a variety of engaging ways across all academic disciplines. Significant changes taking place at the start of 2014 are going to make access to thousands of hours of material very straightforward. I’m going to be as bold as to say if you are not buying into these resources for your students, then you are selling them short.

In particular, the first week of January will see the roll out of version 3 of Box of Broadcasts. BoB (as it is known to its friends) is like a giant “on demand” service offered across the UK Higher Education sector. But this is only to scratch at the surface of its potential. I’ve seen a demo and I am very excited about this resource. In particular I can see BoB playing a significant role in moves towards a “flipped classroom”, not least through the potential to develop “viewing lists” to offer to your students alongside the more traditional reading lists.

I’m probably not at liberty to say too much more ahead of the official launch (you can see some details in this BUFVC press release) but I mention this now because BoB is one of a range of multimedia tools that we will be demonstrating at a day conference in Leicester on 14th January 2014.

The programme for the day (draft) looks like this:
10.00    Registration and refreshments
10.20    Welcome and introduction
10.30    “But we’re not a media course” – the relevance of broadcast materials to bioscientists (and others!)
11:00    Copyright, the Educational Recording Act and all that – you can legally do more than you think! (Murray Weston, former Director of BUFVC)
11:30    Refreshments
11.50    Television and Radio Index for Learning and Teaching: making the most of TRILT to know what’s on and when
12.20    Looking for resources? “BoB’s your uncle!” – an introduction to the Box of Broadcasts (Dr Sandy Willmott, University of Lincoln and member of the national BoB user group).
12.50    Lunch
13.30    Swap shop: Delegates will have the opportunity to demonstrate their use of multimedia in their teaching. Already offered:
Critical reviews of TV science documentaries (Prof Jon Scott, University of Leicester)
14.45    Refreshments
15.00    Setting up TRILT alerts (a hands-on computer session)
16.00    Reflections and close

This event is particularly geared at colleagues from STEM disciplines (and the examples used will primarily be drawn from the biosciences). However, the central principles will be applicable to academics from any subject area. If you are interested in attending, please book via this link. If you would like to offer a 7 minute description of your current use of moving image content, please email me.

The best and worst of the OU

I have been a long-time admirer of the Open University; my mother completed a degree with them when I was a child and another of my relatives was one of the first ever cohorts of OU students. At a recent conference a presentation on the OU’s new “Science Investigations” module* was truly inspiring – the notion of involving novice scientists dispersed across the planet in collaborative experiments shows real vision.

The ERA allows for legal use of TV and radio programmes

At the same time, however, there is something about the OU that I have found increasingly frustrating. As a frequent user of multimedia clips in my teaching, I take advantage of the Educational Recording Agency (ERA) licensing scheme that permits educators to hold copies of TV and radio programmes specifically for teaching purposes and provided that they adhere to a number of straightforward rules regarding both the storage and use of the material (I have written about the merits of the ERA licensing scheme).

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For some reason, however, programmes that are produced by the OU fall outside the ERA scheme. To hold and to show OU broadcasts you need a different licence. I imagine the source of this anomaly may be historical – the OU may have set up their arrangement with other institutions before the ERA scheme was developed (I speculate, I don’t have any data on this). Unlike the ERA scheme, there is an annual fee (of about £30) to hold a copy of an OU programme and if you decide you no longer want to use the programme then you need to physically return your copy to them. For a number of reasons, which I will outline below, it strikes me that this arrangement is increasingly anachronistic.

The OU run their own off-air scheme, distinct from the ERA

What brings this issue into sharp focus for me is the increasing number of programmes that are branded as OU/BBC co-productions. If these fell within the ERA scheme I would happily use clips of all of the following co-productions within my teaching:

Bang Goes the Theory
The Cell (3-part series)
The Gene Code (2-part series)
Mental: A History of the Madhouse and Sectioned
Justice: A Citizen’s Guide to the 21st Century (and associated Justice lectures)
Can Gerry Robinson Fix the NHS?
Charles Darwin and the Tree of Life
Inside the Ethics Committee (Radio 4)
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For the most part I would be looking to use a clip of perhaps 2 or 3 minutes in each case, rather than showing a full episode (though there may be an exception here for Adam Rutherford’s excellent series The Cell and The Gene Code).
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The popular series Coast, and Jim Al-Khalili’s current series Shock and Awe: the story of electricity  are also OU/BBC co-productions but don’t really fit with my teaching which focuses on bioethics and/or molecular biology. Continue reading
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