The document outlines the BMS227 career development module aimed at enhancing the employability and transferable skills of level 2 science students. It includes practical components such as CV writing, job application workshops, and digital media skills projects like LinkedIn profile building, video production, and website creation using Google Sites. The course emphasizes collaboration, student engagement, and the development of relevant digital skills, with a focus on applying these skills in both educational and career contexts.

1. BMS227 Career Development Skills
Using Google Sites to teach web design skills
to Science students
Neil Everill
Information and Learning Technology Officer – Biomedical Science.

2. This semester 2 six week (practical) module provides an
opportunity for level 2 science students to develop and practice a
variety of communication and transferable skills.
The main aims are to:
• Boost graduate development portfolio;
• Enhance employability skills.

3. Split into two assessed components:
1. CV and job application skills (6 weeks):
• CV and covering letters;
• Mock job applications;
• Oral and presentation skills.
Careers service – BMS representative Alison Clay.
Module coordinator: Gordon Cooper (BMS).

4. 2. Digital (new) media skills project (3 week course)
We currently offer 3 IT or learning technology projects (pre-promoted with
learning goals and career benefits) that students can choose from:
1. LinkedIn (Social Media) - professional portfolio (60 students).
Individual. Alison Clay (Careers Service);
2. Video production (YouTube) – create promotional or teaching video.
Chris Clow (CiCS Media team). 40 students (groups of 4);
3. Google Sites – teaching website based on a Biology topic or BMS
module (60 students). Pairs.

5. BMS227 is a core module. 150 students (240 for 2015). The new
format allows students to choose 1 of three projects (possibly 4
for 2015).
The IT projects have proved very popular over the last few years
due to the boom in new media (Web 2.0) technologies, an
excellent University infrastructure and student enthusiasm to
develop new skills. Also add to CV.
We’re also finding that IT literacy is much higher which certainly
helps teaching the projects (net generation).

6. Brief overview of projects:
LinkedIn – Social Media - Alison Clay (Careers Service):
Alison’s workshop and course:
• Building an online profile (LinkedIn) as a BMS student; professional
networking; researching occupational and employer information;
prepping for job applications and interviews.
• The best of the rest: using Facebook, Twitter and other up-and-coming
social networks to progress career plans.
• How to generate a positive ‘digital footprint’: online privacy; managing
the content of your social media accounts; creating the right impression
with potential employers (Social Media awareness).

7. Brief overview of projects:
Video production (YouTube): Chris Clow (CiCS Media Team):
Create a short and engaging video presentation that lasts between 3
and 5 minutes. Team-based project - groups of four. Choice of topic:
• A biology-based teaching video (i.e. a training guide, case study or
e-learning package etc.);
• A student profile (or story) portraying University experiences so
far;
• A promotional video for the department.

8. The workshop teaches students the basic techniques on
• film-making;
• video editing;
• copyright and legal considerations when using video online.
Up to each group how to plan the workload (i.e. one pair writes the script;
one pair films and edits etc.)
Selected videos are hosted on the department websites and Faculty of
Science YouTube channel; possibility for inclusion on iTunes U.
As well as enhancing a student’s portfolio, the video project also generates
useful material for the department, Faculty and the University.

9. For example, one of the groups produced a new Prospective
Students promotional video for the BMS website:

10. Google Sites -Website Design and Publishing Skills
Work in pairs. Aims to provide students with the skills to create a teaching-based
(educational) website.
• The course focuses on how to effectively communicate and
present content to a wider online audience (the basic principles of
writing for the web) rather than the more technical aspects of
website design.
• Also covers current web issues, such as accessibility and copyright
when publishing online content.
• Students learn how to construct a site using a popular Content
Management System

11. Why Google Sites?
• Part of the educational Google Apps suite installed on the Sheffield University
network. User-friendly, ideal for beginners, few technical skills required;
• All UoS student users already have a GS account;
• Private to all users – option to restrict the project internally;
• Collaboration and teamwork is made simple by using the Google Apps sharing
tools. Working in pairs, students can:
• design together in real time (through a browser) or ,
• update a co-authored website independently
• On completion, the project can be shared (submitted) with the BMS227
account for marking.

12. Workshop
• Run 1 two hour workshop to familiarise the class on how to create a Google Site;
• Student centred. Plenty of ‘active user’ participation;
• Students get to create a sample ‘mock-up’ site based on a previous year’s project:

13. Log on to your Google Sites account via MUSE.
In a Google Sites account, you can create as many projects as you like.
Once in your account, all sites you create will appear in a listed order.
You can Create as
many projects as you
like in your Google
Sites account.
Two Site Projects
In Account

14. Design a template from scratch or choose a pre-designed one.
Workshop: choose one of the five BMS227
ready-made templates (private).
For their main project, students
can also elect to choose one of
Google’s public templates.

15. Name the Site. i.e. Huntington’s Disease (previous year)
Once template is selected, simply add
navigation, pages, content and images (YT
videos) to your site using the editor tools

16. We also add the list of websites to our level 2
community on MOLE.
Level 1 students coming in to L2 can view the list
of projects as a resource for the academic year.
Prize for best project.

17. Help & Resources
To assist the group throughout the three week course, we have a support website:

18. Includes Tutorials for the two sessions of the workshop,
Step-by-step guides, videos, hints tips and more.

19. Summary
Students submit (share) their joint project to the BMS227 Google account at the
end.
Since we re-organised the course in 2012, the
Google Sites project has proved very popular. In
particular we’ve seen:
• improved student engagement and knowledge
development;
• a high level of creative skills;
• a responsibility to participate in student directed
activities and gain alternate career skills.
Marking scheme:
• Design and Planning
• Writing for the web
• Accessibility
• Copyright awareness
• Academic content

20. A high number of students build and expand on the web design
project; often produce more than what is required. For example,
one group developed their own Apps script to include a scored
Quiz complete with feedback.
Student’s are also using
the skills now – both in
an educational and social
context. i.e. Students’
Union sports/activity
sites - Sheffield
University TaeKwonDo
Club.

21. Final thoughts:
While new media technologies like Google Sites present few
technical barriers to students taking generic skills projects, don’t
underestimate the amount of time, preparation and resources
required to support the student experience.

22. Session Feedback
We would welcome your feedback on this session, via this URL
http://goo.gl/ReRYkH
Thank you