More With Less - A Tale of Two Modules A.J. Cann School of Biological Sciences University of Leicester
Social media: A guide for researchers Cann, Dimitriou & Hooley (2011)  Social media:  A guide for researchers  Research In...
Guardian University Guide 2011: Biosciences
Key skills - problems <ul><li>Key skills teaching not embedded as </li></ul><ul><li>much as it should be, separate modules...
That’s the way we’ve always done it <ul><li>Too much work </li></ul><ul><li>Too many students </li></ul><ul><li>Loss of qu...
Solutions: <ul><li>Online (Blackboard in our case - platform doesn't matter) </li></ul><ul><li>Curriculum: </li></ul>Semes...
Online Assessment <ul><li>Via Blackboard </li></ul><ul><li>Every topic </li></ul><ul><li>Summative </li></ul><ul><li>Quest...
Over-assessment <ul><li>Via Blackboard </li></ul><ul><li>Every topic </li></ul><ul><li>Summative </li></ul><ul><li>Questio...
Good Video <ul><li>StatsBytes </li></ul><ul><li>MicrobiologyBytes Video Library </li></ul><ul><li>Not talking head! </li><...
Video Feedback
What’s a middle aged man doing sitting in front of a video camera holding imaginary conversations  with a sock puppet? D.W...
But: Video externalizes &quot;experience&quot;,  reading internalizes it.
 
 
Peer Networks Friendfeed  =  Facebook but not Facebook Minimalist guidance Reflection Feedback Discussion (object centred)...
Friendfeed
Engagement? <ul><li>10 weeks, 134 students: </li></ul><ul><ul><li>5,376 entries </li></ul></ul><ul><ul><li>8,151 comments ...
 
 
Gephi.org
Quality? Does online = less? More with less - is it cheaper? More with less - is it quicker? Laboratory skills? 2D Boy tin...
www.slideshare.net/AJCann &quot;Communications tools don't get socially interesting until they get technologically boring....
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More With Less - A Tale of Two Modules

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Presentation for HUBS Spring Meeting, May 11th 2011: "The Future of Bioscience Teaching: Doing More With Less"
http://www.biochemistry.org/PublicAffairs/Events/HUBSSpringMeeting2011.aspx

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  • That’s all folks.
  • More With Less - A Tale of Two Modules

    1. 1. More With Less - A Tale of Two Modules A.J. Cann School of Biological Sciences University of Leicester
    2. 2. Social media: A guide for researchers Cann, Dimitriou & Hooley (2011) Social media: A guide for researchers Research Information Network
    3. 3. Guardian University Guide 2011: Biosciences
    4. 4. Key skills - problems <ul><li>Key skills teaching not embedded as </li></ul><ul><li>much as it should be, separate modules </li></ul><ul><li>~300 students in 2011/12 </li></ul><ul><li>Staff ownership, input </li></ul>
    5. 5. That’s the way we’ve always done it <ul><li>Too much work </li></ul><ul><li>Too many students </li></ul><ul><li>Loss of quality </li></ul><ul><li>etc </li></ul>www.flickr.com/photos/wessexarchaeology/109591736
    6. 6. Solutions: <ul><li>Online (Blackboard in our case - platform doesn't matter) </li></ul><ul><li>Curriculum: </li></ul>Semester 2: Microsoft Excel Descriptive Statistics Normal Frequency Distribution Student's t-Test Chi-square Test Correlation Regression (From 2012: http://bit.ly/StatsBytes ) Semester 1: Scientific Literature Google Reader & RSS Who Owns Information? Google Docs Report Manipulating Numbers Units & Conversions Molarities & Dilutions Areas & Volumes Exponents & Logs
    7. 7. Online Assessment <ul><li>Via Blackboard </li></ul><ul><li>Every topic </li></ul><ul><li>Summative </li></ul><ul><li>Question banks </li></ul>
    8. 8. Over-assessment <ul><li>Via Blackboard </li></ul><ul><li>Every topic </li></ul><ul><li>Summative </li></ul><ul><li>Question banks </li></ul>Midterm, end of module
    9. 9. Good Video <ul><li>StatsBytes </li></ul><ul><li>MicrobiologyBytes Video Library </li></ul><ul><li>Not talking head! </li></ul>Blah Blah Blah
    10. 10. Video Feedback
    11. 11. What’s a middle aged man doing sitting in front of a video camera holding imaginary conversations with a sock puppet? D.W. Winnicott, Playing and Reality. (Penguin 1971). Play is important in counteracting the implicit threat in transitional spaces which limit learning.
    12. 12. But: Video externalizes &quot;experience&quot;, reading internalizes it.
    13. 15. Peer Networks Friendfeed = Facebook but not Facebook Minimalist guidance Reflection Feedback Discussion (object centred) Staff support, not lead
    14. 16. Friendfeed
    15. 17. Engagement? <ul><li>10 weeks, 134 students: </li></ul><ul><ul><li>5,376 entries </li></ul></ul><ul><ul><li>8,151 comments </li></ul></ul><ul><ul><li>5,232 &quot;likes” </li></ul></ul><ul><ul><li>199,853 words - average of 1,491 words each </li></ul></ul><ul><ul><li>(not including private messages) </li></ul></ul><ul><li>~15% of students continued to use the service more than one month after the end of assessment - </li></ul><ul><li>( ePortfolios <1%) </li></ul>
    16. 20. Gephi.org
    17. 21. Quality? Does online = less? More with less - is it cheaper? More with less - is it quicker? Laboratory skills? 2D Boy tinyurl.com/26569e
    18. 22. www.slideshare.net/AJCann &quot;Communications tools don't get socially interesting until they get technologically boring... It's when a technology becomes normal, then ubiquitous, and finally so pervasive as to be invisible, that the really profound changes happen.&quot; Clay Shirky, Here Comes Everybody, 2008

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