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As Seen On TV: Using broadcast media in bioscience teaching

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Slides from a workshop conducted at the Higher Education Academy Science Technology Engineering and Maths conference in Manchester (UK) in February 2017.

The presentation included examples of ways TV can be used in teaching and introduced the Biology on the Box resource. For the first time it also walked delegates through the new version of the Box of Broadcasts "On Demand" service and TRILT, the associated Television and Radio Index for Learning and Teaching.

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As Seen On TV: Using broadcast media in bioscience teaching

  1. 1. HEA STEM (February 2017) Dr Chris Willmott Dept of Molecular and Cell Biology University of Leicester cjrw2@le.ac.uk As Seen OnTV: Using broadcast media in bioscience teaching
  2. 2. Outline of session • Examples uses of TV in teaching • Finding and sharing materials - Biology on the Box • Introduction to TRILT and BoB
  3. 3. Overview • Multimedia (esp visual media) can be integrated into teaching in variety of ways Use of broadcast clips Video production News analysis
  4. 4. Using TV for University Teaching Harry and Paul’s Story of the Twos https://learningonscreen.ac.uk/ondemand/index.php/clip/11335
  5. 5. A Child Against All Odds https://learningonscreen.ac.uk/ondemand/index.php/clip/11337 Example uses: (1) Documentary
  6. 6. Die Another Day https://learningonscreen.ac.uk/ondemand/index.php/clip/11336 https://learningonscreen.ac.uk/ondemand/index.php/clip/11161 Example uses: (2) Scene-setter
  7. 7. 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)
  8. 8. Holby City: “Better The Devil You Know” https://learningonscreen.ac.uk/ondemand/index.php/clip/12052 Example uses: (3a) Discussion
  9. 9. • Pete has kidney failure and is being offered the last opportunity of a transplant, using a kidney from a pig • What ethical arguments might there be for/against this operation? • What scientific concerns might there be about an operation of this sort? • If you were Pete’s friend would you suggest that he accepts the doctor’s offer? Why/why not? Example uses: (3a) Discussion
  10. 10. Example (3b): Context and use • Video from Brainiac: Science abuse • Used in a Year 1 tutorial on Experimental Design
  11. 11. • 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 Example (3b): Discussion
  12. 12. Brainiac Science Abuse: The Smell of Fear https://learningonscreen.ac.uk/ondemand/index.php/clip/11297 https://learningonscreen.ac.uk/ondemand/index.php/clip/11298 Example (3b): Discussion
  13. 13. 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 “sniffed” by same person • all subjects were same gender • …but little else is good
  14. 14. 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
  15. 15. 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
  16. 16. A more scientific approach Prehn-Kristensen et al (2009), PLoS ONE 4(6): e5987 http://tinyurl.com/anxietypaper
  17. 17. The Cell (2): The Chemistry of Life https://learningonscreen.ac.uk/ondemand/index.php/clip/11246 Example uses: (4) Full programme
  18. 18. Example (4): Context and use • Year 1 double lecture session (video lasts 60 mins) • A beautiful walk through the history of expts that identified DNA as the molecule of inheritance • Students provided with a structured worksheet to aid note-taking during episode
  19. 19. Example (4): Full programme • Difficult to fit full episode into lecture slot? • Not best use of F2F time? • BoB raises potential for requiring students to watch programme before lecture or tutorial • Flipped classroom • “Viewing lists” as well as “reading lists” for module • But how do I know what’s worth showing?
  20. 20. Biology on the Box • Recommendations for TV (and radio) footage that can used for enriching bioscience teaching • Primarily designed for use in conjunction with Box of Broadcasts • Programme tips equally valid without BoB, just harder to get hold of • Sharing best practice - metadata & keywords - describe usage • A collaborative project - students as producers - different institutions
  21. 21. Biology on the Box • Biologyonthebox.wordpress.com • Started September 2014 • Post of various styles
  22. 22. Various styles Awareness of digital availability… … plus notes
  23. 23. Various styles Clip within programme… … plus structured activities
  24. 24. Various styles News story News overview
  25. 25. Various styles Radio Re-posting
  26. 26. Posts by Students AudioVisuals In the Disciplines (AVID)
  27. 27. Posts by Interns
  28. 28. Posts by Colleagues
  29. 29. [Other discipline] on the Box • Other subject areas starting to develop similar sites • e.g. Englishonthebox.wordpress.com Historyonthebox.wordpress.com
  30. 30. Box of Broadcasts • “On demand” service, archive of TV and radio broadcasts from over 65 UK (& International) channels • Already contains about 2 million records, growing daily • Available for subscribing institutions • Currently user must be in UK (issues re overseas DL)
  31. 31. TRILT www.trilt.ac.uk • Television and Radio Index for Learning and Teaching • Run by Learning on Screen (formerly British Universities Film and Video Council) • Learning of Screen also offers range of other services including DVD back-up service for missed programmes, and Box of Broadcasts
  32. 32. TRILT www.trilt.ac.uk offers: • Weekly e-mail alert advising about programmes coming up in next two weeks that match your keywords - up to 150 stored “Auto Alerts” - sent on day of your choice - can be keywords or programme ID codes - can include “non-work” queries
  33. 33. TRILT www.trilt.ac.uk offers: • Weekly e-mail alert advising about programmes coming up in next two weeks that match your keywords • Searchable database of transmission history covering broadcasts since 1995, in which all programmes are given an ID code • Latter can frequently be used to identify recordings available through BoB and/or BUFVC back-up service (inc all terrestrial TV since June 1998)
  34. 34. TRILT www.trilt.ac.uk
  35. 35. TRILT & BoB www.trilt.ac.uk
  36. 36. TRILT: Logging in www.trilt.ac.uk Institution-specific interface (Athens/Shibboleth)
  37. 37. TRILT: Preferences www.trilt.ac.uk
  38. 38. TRILT: Auto alert www.trilt.ac.uk
  39. 39. TRILT: Auto alert www.trilt.ac.uk
  40. 40. TRILT: Searching www.trilt.ac.uk
  41. 41. TRILT: Searching www.trilt.ac.uk
  42. 42. TRILT: Searching www.trilt.ac.uk
  43. 43. TRILT: Searching www.trilt.ac.uk
  44. 44. Example: “Genome” (618 hits)
  45. 45. Example: “Genome” (618 hits)
  46. 46. Example: “Genome” (618 hits)
  47. 47. Example: “Genome” (618 hits)
  48. 48. Example: “Genome” (618 hits) No “save alert” option
  49. 49. Example: “Genome” (618 hits)
  50. 50. Example: “Genome” (618 hits)
  51. 51. Example: “Genome” (618 hits)
  52. 52. Example: “Genome” (618 hits) “Back-up” (quota)
  53. 53. Example: “Genome” (618 hits) BoB
  54. 54. BoB
  55. 55. BoB
  56. 56. BoB: Sign in Screen
  57. 57. BoB: Home page
  58. 58. BoB: Playlists
  59. 59. BoB: Home page
  60. 60. BoB: Guide
  61. 61. BoB: Guide
  62. 62. BoB: Guide
  63. 63. BoB: Guide
  64. 64. BoB: Search
  65. 65. BoB Search: “Acrylamide” (n=28)
  66. 66. TRILT Search: “Acrylamide” (n=4)
  67. 67. Searching with the right tools • Although “new BoB” is built on the TRILT archive searching in TRILT and BoB have different strengths • TRILT includes older broadcasts + original metadata - good for cross-checking multiple transmissions • BoB includes transcript (& playlist) searches • Results with two services overlap but differ • e.g. “Camplyobacter”
  68. 68. Campylobacter • Search on TRILT = 35 programmes • Search on BoB = an eclectic 631 • Reason?
  69. 69. BoB: Making clips
  70. 70. BoB: Making clips
  71. 71. BoB: Making clips
  72. 72. BoB: Making clips
  73. 73. BoB: Making clips
  74. 74. BoB: Making clips
  75. 75. BoB: Recording programmes • All staff and students are entitled to initiate up to 10 recordings per day, includes: - requesting new programme into archive - making a new clip • Programmes can be requested up to 30 days after transmission • Can be found using search or guide
  76. 76. BoB: Recording programmes • All staff and students are entitled to initiate up to 10 recordings per day, includes: - requesting new programme into archive - making a new clip • Programmes can be requested up to 30 days after transmission • Can be found using search or guide
  77. 77. BoB: Recording programmes • All staff and students are entitled to initiate up to 10 recordings per day, includes: - requesting new programme into archive - making a new clip • Programmes can be requested up to 30 days after transmission • Can be found using search or guide • BoB *won’t* capture regional programming (except London and “national” channels)
  78. 78. Time to give it a go… • Opportunity to start using TRILT and/or BoB • If setting up autoalerts, think carefully about wording
  79. 79. Acknowledgements • University of Leicester Teaching Enhancement Fund • University of Leicester Graduate Gateway Fund • Thanks to authors
  80. 80. Any Questions? E-mail: cjrw2@le.ac.uk Twitter: cjrw Slideshare: cjrw2 Delicious: chriswillmott Blogs: www.bioethicsbytes.wordpress.com www.biologyonthebox.wordpress.com www.biosciencecareers.wordpress.com www.lefthandedbiochemist.wordpress.com

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