"But we're not a media course!": The relevance of broadcast materials to bioscientists (and other)

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These slides are from a presentation given at the "Making the Most of Broadcast Media in Your Teaching" day conference at the University of Leicester. The event was sponsored by the Higher Education Academy. They showcase a variety of ways in which television programmes can be used to enhance student engagement with teaching.

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"But we're not a media course!": The relevance of broadcast materials to bioscientists (and other)

  1. 1. Making the Most of Broadcast Media, January 2014 “But we’re not a media course!”: the relevance of broadcast media to bioscientists (and others) Dr Chris Willmott Dept of Biochemistry, University of Leicester cjrw2@le.ac.uk University of Leicester http://tinyurl.com/39zaw6q
  2. 2. Premise • There is huge pedagogic value in the use of broadcast media • Video (and audio) clips: - familiar and engaging medium - to help scene-setting - as discussion starters - to convey factual information - clips more efficient than full programme
  3. 3. Obtaining programmes “Titles are available for as little as £125...” ... or much less! E-mail: October 2008
  4. 4. Premise • There is huge pedagogic value in the use of broadcast media • Video (and audio) clips: - familiar and engaging medium - to help scene-setting - as discussion starters, and/or - to convey factual information - clips more efficient than full programme • Video and audio material can be obtained freely and legally for use in education, provided you know what you are looking for
  5. 5. Example uses: (1) Documentary A Child Against All Odds BBC1, November 14th 2006
  6. 6. Example (1): Context and use • Used in Year 2 lecture on Preimplantation Genetic Diagnosis • I might have described the technique, but showing it conveys more
  7. 7. Example uses: (2) Scene-setter Die Another Day ITV2, November 10th 2006
  8. 8. Example (2): Context and use • Introduction to Year 2 lecture on Gene Therapy • Used precisely because it is so wrong • Set scene for more accurate discussion on the approach (including another clip, from Horizon)
  9. 9. Example (3): Context and use • Video from Brainiac: Science abuse • Used in a Year 1 tutorial on Experimental Design
  10. 10. Example uses: (3) Discussion • 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
  11. 11. Example uses: (3) Discussion Brainiac Science Abuse: The Smell of Fear Sky1, 07:00, 28th January 2009 (http://tinyurl.com/brainiacfear)
  12. 12. 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 “sniffer” by same person all subjects were same gender …but little else is good
  13. 13. 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
  14. 14. 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
  15. 15. A more scientific approach Prehn-Kristensen et al (2009), PLoS ONE 4(6): e5987 http://tinyurl.com/anxietypaper
  16. 16. Example uses: (4) Full programme The Cell (2): The Chemistry of Life BBC4, 21:00, 19th August 2009
  17. 17. Example (4): Context and use • Year 1 lecture session (video lasts 60 mins) • A beautiful walk through the history of expt that identified DNA as the molecule of inheritance • Students provided with a structured worksheet to aid note-taking during episode
  18. 18. Example (4): Context and use • Raises potential for “viewing lists” as well as “reading lists” for your module (Sandy - BoB) • OU co-production – used to require separate fee • Raises issues of copyright (Murray)
  19. 19. 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

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