Slides for a presentation promoting the use of "BoB", an online repository of TV and radio programmes for education. This presentation was given at the Education in a Digital Age event at the University of Lincoln, UK, in November 2017.
As Seen On TV: Using broadcast media in university teachingChris Willmott
Slides from a presentation given at Lights, Camera, Learning: Teaching with the moving image - a conference held at Birkbeck, University of London in November 2018. The event marked the 70th anniversary of the setting up of the organisation known now as Learning on Screen (http://bufvc.ac.uk)
Analysis of Broadcast Science as a Capstone ProjectChris Willmott
Slides from a presentation delivered virtually (via Zoom) on 20th May 2020, in the #DryLabsRealScience series as UK Universities seek to adapt some of their teaching and projects to online formats
Biology on the Box: Recommending TV clips for teaching bioscienceChris Willmott
Slides from my presentation at the OUP Bioscience symposium in Belfast (September 2015) describing the Biology on the Box project, a resource for sharing TV programmes appropriate for teaching
Making the most of broadcast media in science educationChris Willmott
This document outlines how broadcast media can be used effectively in science education and provides guidance on obtaining material legally. It discusses the pedagogic value of video and audio clips, how to search for relevant broadcasts using TRILT, and how the Educational Recording Agency license allows recording and use of off-air material for educational purposes. Specific examples are given of potential uses of clips from South Park and a BBC documentary in teaching.
Do you know Bob? Adventures with technology-based resources for teaching (and...Chris Willmott
Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.
Making the Most of Broadcast Media for TeachingChris Willmott
Slides shown as part of a workshop on the use of "off-air recordings" in teaching. The session looked particularly at copyright exceptions for non-commercial, educational use of recordings for institutions in possession of an Education Recording Agency licence and at the Television and Radio Index for Learning and Teaching. TRILT is an excellent resource for UK-based educators.
www.lefthandedbiochemist.wordpress.com
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
Slides from a presentation at the Horizons in STEM Higher Education conference (University of Leicester, June 2016). Having briefly discussed the general merits of using broadcast media in education. I introduced Biology on the Box a resource we have been developing to share good practice in the use of TV and radio in Biology teaching.
As Seen On TV: Using broadcast media in university teachingChris Willmott
Slides from a presentation given at Lights, Camera, Learning: Teaching with the moving image - a conference held at Birkbeck, University of London in November 2018. The event marked the 70th anniversary of the setting up of the organisation known now as Learning on Screen (http://bufvc.ac.uk)
Analysis of Broadcast Science as a Capstone ProjectChris Willmott
Slides from a presentation delivered virtually (via Zoom) on 20th May 2020, in the #DryLabsRealScience series as UK Universities seek to adapt some of their teaching and projects to online formats
Biology on the Box: Recommending TV clips for teaching bioscienceChris Willmott
Slides from my presentation at the OUP Bioscience symposium in Belfast (September 2015) describing the Biology on the Box project, a resource for sharing TV programmes appropriate for teaching
Making the most of broadcast media in science educationChris Willmott
This document outlines how broadcast media can be used effectively in science education and provides guidance on obtaining material legally. It discusses the pedagogic value of video and audio clips, how to search for relevant broadcasts using TRILT, and how the Educational Recording Agency license allows recording and use of off-air material for educational purposes. Specific examples are given of potential uses of clips from South Park and a BBC documentary in teaching.
Do you know Bob? Adventures with technology-based resources for teaching (and...Chris Willmott
Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.
Making the Most of Broadcast Media for TeachingChris Willmott
Slides shown as part of a workshop on the use of "off-air recordings" in teaching. The session looked particularly at copyright exceptions for non-commercial, educational use of recordings for institutions in possession of an Education Recording Agency licence and at the Television and Radio Index for Learning and Teaching. TRILT is an excellent resource for UK-based educators.
www.lefthandedbiochemist.wordpress.com
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
Slides from a presentation at the Horizons in STEM Higher Education conference (University of Leicester, June 2016). Having briefly discussed the general merits of using broadcast media in education. I introduced Biology on the Box a resource we have been developing to share good practice in the use of TV and radio in Biology teaching.
So you want your students to produce digital video: some practical guidanceChris Willmott
These slides formed part of a workshop at the 3rd Science Learning and Teaching Conference organised by science subject centres of the Higher Education Academy (UK). The Conference took place at Heriot-Watt University, Edinburgh in June 2009.
The workshop was based on our experience organising two distinct projects in which students produce digital video. In one, students keep a video diary of their experience as an undergraduate. In the second, students produce short videos about a bioethical topic they have been assigned. The video content is not included as part of this presentation.
(c) Chris Willmott and Chris Cane, 2009
"But we're not a media course!": The relevance of broadcast materials to bios...Chris Willmott
This document discusses the pedagogic value of using broadcast media clips in biochemistry courses. It provides examples of using documentary clips to demonstrate techniques, using incorrect science fiction clips to introduce topics, and using clips as discussion starters for experimental design. Clips can engage students, help set context, and convey information more efficiently than full programs. Proper attribution and obtaining clips legally for educational use is important.
This presentation, delivered at the 3rd Cambridge Consortium on Bioethics Education in June 2013, looks at three ways multimedia are being used in teaching bioscience students about bioethics at the University of Leicester, UK. Visual media, primarily short clips, are used in teacher-led sessions. Secondly, students are required to produce their own short films. Thirdly, students write an analysis of a recent news story, which must be available as an online news clip.
Multimedia in bioethics education: examples of authentic assessmentChris Willmott
These are slides from an invited presentation I gave at a Higher Education Academy Arts and Humanities network meeting, held at St Mary's University, Twickenham in February 2014. The talk used two examples of work on bioethics we conduct with students at the University of Leicester, to illustrate some of the key principles of Authentic Assessment.
BoB is here to help you with your teaching: introduction to the Box of Broadc...Chris Willmott
The document introduces the Box of Broadcasts (BoB), an online archive of TV and radio broadcasts for use in teaching. It provides examples of how clips can be used, such as for scene setting, discussion starters, and conveying factual information. Full programs can also be used, with students watching before class. The document outlines how to search and make clips/playlists in BoB, and notes some known issues like browser compatibility. It emphasizes the pedagogic value of incorporating broadcast media into teaching.
The document discusses practical approaches for teaching bioethics in the classroom, including case studies, debates, newspapers, and television programs. It provides examples of using short clips and structured activities from news broadcasts and dramas to introduce bioethical topics. Specific cases and questions are given that teachers could use to get students thinking critically about issues like genetic screening and therapeutic cloning. Helpful online resources for finding media examples and background information are also mentioned.
Dr. Chris Willmott developed a program called Careers After Biological Sciences (CABS) at the University of Leicester to improve careers advice for biology students. CABS involves inviting alumni from various career paths to speak about their careers and how they got there. Speakers are asked to discuss their current job, career path, and tips for students considering their field. Recordings and materials from the speakers are archived online for students. Evaluation found the approach helped increase students' career awareness and the diversity of careers they considered.
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
1. The document discusses using broadcast media clips in bioscience teaching. It provides examples of using documentary clips, movie scenes, and television episodes to introduce topics, spur discussion, and even serve as the focus of an entire lecture.
2. Resources like Biology on the Box, TRILT, and the Box of Broadcasts (BoB) allow educators to find, share, and access broadcast media clips and full programs. TRILT notifies users of upcoming relevant broadcasts while BoB hosts an archive of over 2 million broadcast recordings searchable by transcript or playlist.
3. Educators are encouraged to utilize these resources to incorporate multimedia into their teaching and facilitate flipped or active learning through student discussion and activities related to broadcast
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
Slides from presentation given at the Society for Experimental Biology annual meeting in Brighton (UK). The presentation is similar to one given the previous week at the STEM Horizons conference. To reflect the more international audience, the content is slightly altered, with a little more emphasis on use of broadcast media in general and less emphasis on Box of Broadcasts (given that the latter is a UK-specific service).
As Seen On TV: Promoting the use of broadcast media in HEChris Willmott
This document discusses promoting the use of broadcast media in higher education. It provides justification for using broadcast clips by arguing it can enhance teaching through illustration of theory, demonstrating practical application and contextualizing content. Broadcast media can also improve the learning process by enabling active learning and increasing student engagement and retention. Additionally, the medium itself can support critical thinking, student-driven curriculum development and moral development by exposing students to real-world issues. Examples are given of integrating broadcast clips and full programs into coursework. Challenges to adoption are also outlined along with recommendations for setting up online repositories like the proposed [Subject]OnTheBox project to expand access and sharing of educational broadcast materials.
How the use of multimedia enhances teaching, learning and researchChris Willmott
Slides from a webinar delivered by Dr Chris Willmott (University of Leicester) on behalf of Learning on Screen and Association of Learning Technologists (ALT).
Chris discussed the use of Box of Broadcasts (BoB) in university teaching, illustrating the potential with examples from his own practice. He also discussed the emerging potential of BoB as a tool for multimedia research
These are slides from a staff development workshop I ran at the University of Leicester, UK in September 2014 (they are lightly developed from an earlier version, from July, also available on slideshare). The main purpose of the session was to introduce colleagues to Box of Broadcasts, a tool for streaming clips of TV and radio programmes for educational purposes.
For more on the potential of TV for teaching, also see an article I wrote for the Times Higher Education magazine http://tinyurl.com/pjzbrrb, (http://www.timeshighereducation.co.uk/comment/opinion/boxing-clever-television-as-a-teaching-tool/2015375.article).
Please note that, for copyright reasons, Box of Broadcasts is only available to UK-based students at subscribing institutions.
Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording o...Chris Willmott
This document summarizes a project examining uses of lecture capture technology beyond standard lecture recording. It describes several examples where lecture content was broken into shorter pre-recorded videos to facilitate flipped classroom approaches. Preliminary findings found higher student engagement for optional advanced modules compared to mandatory core modules. Effectiveness seems to depend on ensuring videos are directly relevant to assessments and weekly in-person sessions provide opportunities to apply content. The project aims to develop best practice guides on using technology to diversify teaching methods.
This presentation was from a talk I gave at the International Association of Technology, Education and Development conference in Valencia, Spain in 2010.
Students as Partners: Three Leicester vignettesChris Willmott
The document describes three collaborative projects between students and faculty at the University of Leicester. The first project involved revising the Code of Practice for Student-Staff Committees through a working group with student and faculty representation. The second and third projects involved students producing educational resources on bioethics - either by analyzing BBC news stories or creating short educational videos. The projects provided authentic learning opportunities for students and disseminated their work to engage broader audiences on issues related to bioethics.
Scooteroer pg cert talk introduction to open education by v rolfe sept11Vivien Rolfe
This document discusses open educational resources (OER) and open practice. It defines OER as teaching and learning materials that are freely available online for anyone to use and adapt. The document provides examples of global OER projects and repositories where materials can be found. It outlines considerations for using and producing OER, including attributing sources, selecting appropriate licenses, and ensuring accessibility. Producing high quality OER requires considering copyright and obtaining necessary permissions to share or adapt existing materials.
Slides from my invited presentation at the Heads of University Centres of Biomedical Science (HUCBMS) conference at the University of East London on 1st September 2014.
Slides from a presentation at the Improving Experimental Approaches In Animal Biology: Implementing the 3Rs (London, 1st July 2016), sponsored by the Society for Experimental Biology. I discussed four ways that I've used multimedia in bioethics education. #SEB3Rs.
Youngsup Kim, board member of the OCW Consortium and Igor Lesko, membership services coordinator present on the future of OCW at the Asia OCW Meeting in Taipei.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
So you want your students to produce digital video: some practical guidanceChris Willmott
These slides formed part of a workshop at the 3rd Science Learning and Teaching Conference organised by science subject centres of the Higher Education Academy (UK). The Conference took place at Heriot-Watt University, Edinburgh in June 2009.
The workshop was based on our experience organising two distinct projects in which students produce digital video. In one, students keep a video diary of their experience as an undergraduate. In the second, students produce short videos about a bioethical topic they have been assigned. The video content is not included as part of this presentation.
(c) Chris Willmott and Chris Cane, 2009
"But we're not a media course!": The relevance of broadcast materials to bios...Chris Willmott
This document discusses the pedagogic value of using broadcast media clips in biochemistry courses. It provides examples of using documentary clips to demonstrate techniques, using incorrect science fiction clips to introduce topics, and using clips as discussion starters for experimental design. Clips can engage students, help set context, and convey information more efficiently than full programs. Proper attribution and obtaining clips legally for educational use is important.
This presentation, delivered at the 3rd Cambridge Consortium on Bioethics Education in June 2013, looks at three ways multimedia are being used in teaching bioscience students about bioethics at the University of Leicester, UK. Visual media, primarily short clips, are used in teacher-led sessions. Secondly, students are required to produce their own short films. Thirdly, students write an analysis of a recent news story, which must be available as an online news clip.
Multimedia in bioethics education: examples of authentic assessmentChris Willmott
These are slides from an invited presentation I gave at a Higher Education Academy Arts and Humanities network meeting, held at St Mary's University, Twickenham in February 2014. The talk used two examples of work on bioethics we conduct with students at the University of Leicester, to illustrate some of the key principles of Authentic Assessment.
BoB is here to help you with your teaching: introduction to the Box of Broadc...Chris Willmott
The document introduces the Box of Broadcasts (BoB), an online archive of TV and radio broadcasts for use in teaching. It provides examples of how clips can be used, such as for scene setting, discussion starters, and conveying factual information. Full programs can also be used, with students watching before class. The document outlines how to search and make clips/playlists in BoB, and notes some known issues like browser compatibility. It emphasizes the pedagogic value of incorporating broadcast media into teaching.
The document discusses practical approaches for teaching bioethics in the classroom, including case studies, debates, newspapers, and television programs. It provides examples of using short clips and structured activities from news broadcasts and dramas to introduce bioethical topics. Specific cases and questions are given that teachers could use to get students thinking critically about issues like genetic screening and therapeutic cloning. Helpful online resources for finding media examples and background information are also mentioned.
Dr. Chris Willmott developed a program called Careers After Biological Sciences (CABS) at the University of Leicester to improve careers advice for biology students. CABS involves inviting alumni from various career paths to speak about their careers and how they got there. Speakers are asked to discuss their current job, career path, and tips for students considering their field. Recordings and materials from the speakers are archived online for students. Evaluation found the approach helped increase students' career awareness and the diversity of careers they considered.
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
1. The document discusses using broadcast media clips in bioscience teaching. It provides examples of using documentary clips, movie scenes, and television episodes to introduce topics, spur discussion, and even serve as the focus of an entire lecture.
2. Resources like Biology on the Box, TRILT, and the Box of Broadcasts (BoB) allow educators to find, share, and access broadcast media clips and full programs. TRILT notifies users of upcoming relevant broadcasts while BoB hosts an archive of over 2 million broadcast recordings searchable by transcript or playlist.
3. Educators are encouraged to utilize these resources to incorporate multimedia into their teaching and facilitate flipped or active learning through student discussion and activities related to broadcast
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
Slides from presentation given at the Society for Experimental Biology annual meeting in Brighton (UK). The presentation is similar to one given the previous week at the STEM Horizons conference. To reflect the more international audience, the content is slightly altered, with a little more emphasis on use of broadcast media in general and less emphasis on Box of Broadcasts (given that the latter is a UK-specific service).
As Seen On TV: Promoting the use of broadcast media in HEChris Willmott
This document discusses promoting the use of broadcast media in higher education. It provides justification for using broadcast clips by arguing it can enhance teaching through illustration of theory, demonstrating practical application and contextualizing content. Broadcast media can also improve the learning process by enabling active learning and increasing student engagement and retention. Additionally, the medium itself can support critical thinking, student-driven curriculum development and moral development by exposing students to real-world issues. Examples are given of integrating broadcast clips and full programs into coursework. Challenges to adoption are also outlined along with recommendations for setting up online repositories like the proposed [Subject]OnTheBox project to expand access and sharing of educational broadcast materials.
How the use of multimedia enhances teaching, learning and researchChris Willmott
Slides from a webinar delivered by Dr Chris Willmott (University of Leicester) on behalf of Learning on Screen and Association of Learning Technologists (ALT).
Chris discussed the use of Box of Broadcasts (BoB) in university teaching, illustrating the potential with examples from his own practice. He also discussed the emerging potential of BoB as a tool for multimedia research
These are slides from a staff development workshop I ran at the University of Leicester, UK in September 2014 (they are lightly developed from an earlier version, from July, also available on slideshare). The main purpose of the session was to introduce colleagues to Box of Broadcasts, a tool for streaming clips of TV and radio programmes for educational purposes.
For more on the potential of TV for teaching, also see an article I wrote for the Times Higher Education magazine http://tinyurl.com/pjzbrrb, (http://www.timeshighereducation.co.uk/comment/opinion/boxing-clever-television-as-a-teaching-tool/2015375.article).
Please note that, for copyright reasons, Box of Broadcasts is only available to UK-based students at subscribing institutions.
Pedagogy Involving Capture Technology: Uses of Panopto beyond the recording o...Chris Willmott
This document summarizes a project examining uses of lecture capture technology beyond standard lecture recording. It describes several examples where lecture content was broken into shorter pre-recorded videos to facilitate flipped classroom approaches. Preliminary findings found higher student engagement for optional advanced modules compared to mandatory core modules. Effectiveness seems to depend on ensuring videos are directly relevant to assessments and weekly in-person sessions provide opportunities to apply content. The project aims to develop best practice guides on using technology to diversify teaching methods.
This presentation was from a talk I gave at the International Association of Technology, Education and Development conference in Valencia, Spain in 2010.
Students as Partners: Three Leicester vignettesChris Willmott
The document describes three collaborative projects between students and faculty at the University of Leicester. The first project involved revising the Code of Practice for Student-Staff Committees through a working group with student and faculty representation. The second and third projects involved students producing educational resources on bioethics - either by analyzing BBC news stories or creating short educational videos. The projects provided authentic learning opportunities for students and disseminated their work to engage broader audiences on issues related to bioethics.
Scooteroer pg cert talk introduction to open education by v rolfe sept11Vivien Rolfe
This document discusses open educational resources (OER) and open practice. It defines OER as teaching and learning materials that are freely available online for anyone to use and adapt. The document provides examples of global OER projects and repositories where materials can be found. It outlines considerations for using and producing OER, including attributing sources, selecting appropriate licenses, and ensuring accessibility. Producing high quality OER requires considering copyright and obtaining necessary permissions to share or adapt existing materials.
Slides from my invited presentation at the Heads of University Centres of Biomedical Science (HUCBMS) conference at the University of East London on 1st September 2014.
Slides from a presentation at the Improving Experimental Approaches In Animal Biology: Implementing the 3Rs (London, 1st July 2016), sponsored by the Society for Experimental Biology. I discussed four ways that I've used multimedia in bioethics education. #SEB3Rs.
Youngsup Kim, board member of the OCW Consortium and Igor Lesko, membership services coordinator present on the future of OCW at the Asia OCW Meeting in Taipei.
This document provides an overview of the OpenCourseWare Consortium and open educational resources. It discusses the current and future roles of open courseware in expanding access to education, strengthening teaching, and connecting secondary and higher education. Case studies from Africa, South Korea, Brazil, India, and other regions show how open courseware initiatives are being implemented. The document concludes by outlining ways to get involved in the OpenCourseWare Consortium through events, committees, projects and staying informed.
AudioVisuals In the Disciplines: Developing libraries of recommended TV and r...Chris Willmott
Slides from a presentation given at the Enhancing Student Learning Through Innovative Scholarship Conference (Durham, July 2015) about the AudioVisuals In the Disciplines (AVID) project. #ESLIS15
The presentation describes the rationale and initial outcomes of a project to develop libraries of subject-specific recommendations of TV and Radio broadcasts available to UK Universities via the Box of Broadcasts service.
Exploiting Capture Technology for Other PurposesChris Willmott
This document discusses the use of lecture capture technology beyond simply recording lectures. It notes that 75% of UK higher education institutions now have lecture capture systems. The document outlines several potential alternative uses of capture technology, including for flipped classroom approaches, pre-recorded demonstrations, and recording fieldwork. It then describes a project investigating how one university is using capture technology for these other purposes. The project involves interviews with academics and a review of module surveys. Preliminary findings suggest pockets of excellent practice exist, but more guidance is needed for staff on the full capabilities of capture technology and how to implement alternative approaches.
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
1) A research study conducted by Dr. Chris Tisdell at the University of New South Wales investigated how useful closed captions are for learning through online educational videos.
2) Students volunteered to manually create closed captions for 45 educational math videos, which were then made available on YouTube. First year students were encouraged to watch the captioned videos over 2 months.
3) A survey found that the majority of students agreed that closed captions were useful for their learning, not just for those who are hard of hearing or have English as a second language. Captions were found to be beneficial for learning in noisy environments or understanding different accents.
4) The research concludes that the educational benefits of closed captions extend beyond expected
In the Hokkaido region, Japan’s second largest island, 7 public universities are pursing such an approach, having recently concluded an agreement to cooperatively develop and deliver components of liberal arts education in a way that will leverage local characters and specializations and will integrate a credit transferring system across the consortium. As part this effort, Hokkaido University, as a leading institution in the consortium, has launched a new organization called Center for Open Education as a central part of the cooperative program. In this context, Center for Open Education simultaneously make use of OER in blended and hybrid settings to improve student engagement and learning outcomes while also contributing back to the commons MOOC and the best of consortium-developed materials. From spring semester in 2014, the consortium starts credit-bearing courses using OER on flipped classroom among institutions. In this July, Hokkaido University opens MOOC on edX reusing consortium-developed materials with English translation.
Similar to As Seen On TV: Using broadcast media in university teaching (20)
Slides from a presentation given by Holly Large, Emma Sewell (in absentia) and Dr Chris Willmott at the launch of our guide on the use of BoB ("Box of Broadcasts" and TRILT (the Television and Radio Index for Learning and Teaching) as tools for academic research. The launch event took place in London on 23rd September 2022.
"Discussion boards don’t work": Evaluation of a course blog for teaching with...Chris Willmott
This document describes a course instructor's evaluation of replacing an exam with a shared resource collection assignment for a second year medical biochemistry module. The assignment required students to submit blog posts and comments reviewing resources related to module topics over four windows. While some high-quality resources were shared, most posts lacked critical analysis. Engagement with other posts was limited due to late submissions and a lack of feedback examples. While skills were built, the discussion format did not maximize learning as intended. Future iterations would provide explicit examples and require timely, anonymous contributions and comments to improve interactivity.
Journal Club: Role of Active Learning on Closing Attainment GapChris Willmott
Slides from a Biological Sciences Scholarship of Learning & Teaching journal club held at the University of Leicester (UK) in May 2021. We discussed Theobald et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math PNAS 117:6476-6483. Note slides relating to Fig 2 have been edited after the meeting to better reflect the discussion on the day.
Turning teaching innovations into education publicationsChris Willmott
Slides from a workshop run [online] on behalf of colleagues within Biological Sciences at the University of Leicester (UK). One or two of the slides are specific to local context, but most are pertinent for anyone wanting to get started in educational research by looking to make evaluation of their existing or future teaching initiatives more robust.
Measuring actual learning versus feelings of learning (Journal Club)Chris Willmott
Slides from Bioscience Pedagogic Research Journal Club meeting at the University of Leicester, UK. The meeting discussed "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom" a study by Louis Deslauriers and colleagues at Harvard University.
Adventures in Flipping the Teaching: A bioethical exampleChris Willmott
Slides from a presentation given at the AdvanceHE STEM Teaching and Learning Conference in January 2019. The talk is a warts and all description of a four year journey trying to develop flipped lectures for teaching core bioethics to second year undergraduates at the University of Leicester, UK
Teaching ethics in the UK: A Bioscience perspectiveChris Willmott
Slides from a presentation given via Skype to the First International Bioethics Conference, on Teaching and Learning in Bioethics. The meeting was organised by Víctor Grífols i Lucas Foundation and held at the Universitat de Vic - Universitat Central de Catalunya in January 2019. The talk was a personal reflection on the teaching of ethics to bioscience students as it has occurred over the past 17 years or so.
A back-up version of the talk (in case of technical difficulties) was recorded and is available at https://youtu.be/JS--0SDAYTk.
Not so flippin' easy: Adventures in "flipped teaching" in the biosciencesChris Willmott
Slides from a presentation given to the Biological Sciences Scholarship of Teaching and Learning group at the University of Leicester (November 2018). The talk gave a step-by-step reflection on the evolution of bioethics teaching via a combination of online videos and face-to-face discussion of case studies. As noted, aspect of the process remain problematic.
Developing WordPress blogs as shared educational resources: some practical tipsChris Willmott
These are the slides I prepared for an innovative Twitter conference held on 29th March 2018. The #PressEDconf18 event organised by Natalie Lafferty (@nlafferty) and Pat Lockley (@pgogy) focused on educational uses of WordPress. Each speaker had 15 tweets, one per minute for 15 minutes. I chose to plan my contribution out as a standard PowerPoint presentations for which I turned each slide into a separate JPG to embed in my tweets.
RSB CPD PDG IMHO: A mechanism for capturing your “evidence”Chris Willmott
Slides from a presentation describing the merits of the Royal Society of Biology's CPD scheme. I can take no credit for the creation of the scheme, but have found it an extremely helpful way to capture the kind of "evidence" of ongoing professional development which is required for appraisals, awards and applications. This talk was given at BioSummit2017, an annual gathering of teaching-dominant UK Bioscience academics.
The document outlines the career journey of a Teacher of the Deaf. It discusses obtaining qualifications like a degree in Biological Sciences, a Postgraduate Certificate in Education, and a Postgraduate Diploma in Special Education focused on hearing impairment. It describes working as a primary school teacher and then as a Teacher of the Deaf in Rutland and Melton Mowbray. Key aspects of the role include building relationships with students, families, and other professionals. The goals are to minimize the impact of deafness on language development, learning access, and life chances by supporting students through areas like literacy, math, and personal independence.
Turning teaching initiatives into pedagogic publicationsChris Willmott
Slides from keynote presentation at Discovering Teaching Excellence at Leicester event, July 2017.
The talk outlines some lessons I have learnt about getting started in publication of pedagogic research and other education-related publications.
Slides from a workshop on taking recent news stories and developing them into case studies for teaching about ethical aspects of developments in biology and medicine. We used an audit tool derived from the standard set of questions used on the excellent NHS Choices "Behind the Headlines" site.
Slides from my presentation at the Spring Meeting of the Heads of University Biosciences Spring Meeting (May 2017) in which I look at some of the reasons for including bioethics in undergraduate bioscience programmes, and some practicalities regarding so doing.
A Decade of CABS: Reflections on the first 10 years of the Careers After Biol...Chris Willmott
These are slides from a talk given at the Higher Education Academy Science Technology Engineering and Maths conference at Manchester (UK) in February 2017.
The talk was a lightly revised version of a presentation given previously in summer 2016. It describes some recommendations derived from ten years of running the CABS careers seminars.
Slides from a presentation given by Suzanna Hawkey (Public Health England) as part of the 2016 Careers After Biological Sciences season at the University of Leicester, UK.
As well as describing her role, Suzanna gave insights into the principles of handling highly contagious organisms, and generic tips for anyone considering applying for a similar job.
These slides are from a presentation given by Dr Andrew Logeswaran during the 2016 season of Careers After Biological Sciences talks at the University of Leicester, UK. Having initially completed a degree in Medical Biochemistry, Andrew went on to study dentistry at the University of Central Lancashire (via an MSc).
WARNING: These slides contain images of surgery which may distress some viewers.
Student-generated videos: An authentic assessmentChris Willmott
Slides from invited presentation at the Creativity in Science Teaching organised by the Society for Experimental Biology. The talk showcased work at the University of Leicester in which second year students produce short videos on bioethics topics as an assessed activity.
Making Spaces For Cases: Using lecture capture tools to promote "flipped lear...Chris Willmott
These slides are from a presentation I gave at the Cambridge Consortium for Bioethics Education (Paris, July 2016). Interested parties should note this is most definitely *not* a "how to" guide - the talk describes frustrations regarding engagement with "flipped" videos which the students were expected to watch prior to more interactive lecture slots. Some suggestions for how this might be (partially) resolved in the forthcoming academic year are noted.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Gender and Mental Health - Counselling and Family Therapy Applications and In...
As Seen On TV: Using broadcast media in university teaching
1. Education in a Digital Age (November 2017)
Dr Chris Willmott
Dept of Molecular
and Cell Biology
University of Leicester
cjrw2@le.ac.uk
As Seen OnTV: Using broadcast
media in university teaching
2. Using TV for University Teaching
Harry and Paul’s Story of the Twos
http://tinyurl.com/Homage2OU
3. Overview
• Multimedia (esp visual media) can be integrated
into teaching in variety of ways
Use of
broadcast clips
Video
production
News
analysis
4. Overview
• Multimedia (esp visual media) can be integrated
into teaching in variety of ways
Use of
broadcast clips
… Especially using BoB
5. BoB (bobnational.net)
• “On demand” service, archive of TV and radio
broadcasts from over 65 UK (& International)
channels
• Already contains over 2 million records, growing daily
• Available for subscribing institutions (inc Lincoln)
• Currently user must be in UK
(issues re overseas DL)
11. 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)
12. Holby City: “Better The Devil You Know”
http://tinyurl.com/HolbyXeno1
Example (3a): Discussion
13. • 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 (3a): Discussion
14. Example (3b): Discussion
• Video from Brainiac: Science abuse
• Used in a Year 1 tutorial on Experimental Design
15. • 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
16. Brainiac Science Abuse: The Smell of Fear
http://tinyurl.com/SmellOfFear1
http://tinyurl.com/SmellOfFear2
Example (3b): Discussion
17. Example (3b): A better version
• students then asked to work with those sitting near
them to design a better experiment looking into
whether it is possible to smell fear
http://tinyurl.com/armpitsniffing1
18. A more scientific approach
Prehn-Kristensen et al (2009), PLoS ONE 4(6): e5987
http://tinyurl.com/anxietypaper
19. The Cell (2): The Chemistry of Life
http://tinyurl.com/ChemOfLifeEp2
Example (4): Full programme
20. 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
21. Example (4): Context and use
• 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
22. 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
23. Biology on the Box
• Biologyonthebox.wordpress.com
• Started September 2014
• Post of various styles
31. [Other discipline] on the Box
• Other subject areas starting to develop similar sites
• e.g. Englishonthebox.wordpress.com
Historyonthebox.wordpress.com
32.
33. Acknowledgements
• University of Leicester Teaching Enhancement Fund
• University of Leicester Graduate Gateway Fund
• Thanks to authors
35. 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
36. 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)