Digi Know: Making videos from Box of Broadcasts more inclusive

Adding subtitles to Box of Broadcasts videos

One of the key features which makes the use of videos from Box of Broadcasts (BoB) more inclusive is to use subtitles. Most programmes on BoB have subtitles available and switching these on whenever you use videos or clips within class can mean understanding what is being said and heard easy for everyone. Simply click on the S icon once the recording has started to play.

screen grap of subtitles button in Box of Broadcasts

This can be particularly important for international students and those who are hearing impaired. It is also a good idea to highlight this feature for students so they are aware how to turn these on when they might be viewing videos outside of face-to-face sessions. Adding a small image of how this can be done next to the video clip in Course Resources might assist with this.

Accessing a transcript for a programme on Box of Broadcasts

Transcripts of most programmes are also available which can be useful for students to access in order to be able to read what has been said in their own time rather than trying to keep up with the video on screen. Where a transcript is available this can be viewed by clicking the Show Transcript button.

Show Transcript button in Box of Boradcasts

It also allows you to search the programme for key words which will be highlighted within the transcript and at the same time the video will move to this point in the video. Further uses of the word can then be cycled to using the forward and back arrows. This enables quick navigation to key points which students may want to view again.

Search transcript screen grab

Students are usually unaware of these features and it is worth highlighting these when you first use BoB whether in class or online.

Digiknow: How to use Lecture recording to support inclusive learning and teaching

room with rope barriers leading to tv

Capturing lecture content, whether in the classroom or from your desk, and making this recording available to students, can give students the opportunity to re-watch content, enhance note taking and revise topics. This assists all students not just those with additional support needs.

However, these recordings can be made more inclusive and useful to students by following a number of simple practices.

Adding notes to the slides

Adding notes to slides, whether within PowerPoint or alongside the lecture recording, can make a big difference to how inclusive this learning resource becomes. Not only does it enable the student to draw upon the key points you make during the recording it also helps to provide an alternative to a transcript of what was said. You can either add notes to the PowerPoint slides in the note section (potentially converting this into a handout) or alongside the slides in your lecture recording.

Making the slides available to download alongside the recording

Making the slides available allows students to annotate and add notes to their slides either manually or digitally. This also makes learning more flexible as some students may want to take the slides with them on the move but would not have the ability to take the recording with them. There are two ways you can add these files, either upload them in Course Resources alongside the link to the recording or add them as a PDF to the recording.

Using holding slides to help students navigate within the recording

Sometimes within a recorded session time may be taken to participate in active learning within class. This part of the lecture recording will become less useful to students. In order to help with navigating past this part of the recording, consider using a place holder slide in your presentation. This makes it easy for students to use the slider to move past this slide and therefore this part of the recording.

Using the keyword search to aid navigation within the recording

You can easily navigate through a lecture recording using the search function, which allows you to use key words to search the recording and notes to get back to specific point in the recording. It then makes where this word occurs and means you can navigate to each point within the recording.

Use the Panopto app to view recordings on your mobile device

You can download and use the Panopto app on Android and iOS (Apple) via the iPad and iPhone to view lecture recordings. This enables you to take them with you on the go.

Making students aware of these features

In order for students to take full advantage of the practices and features of lecture recording which support an inclusive learning experience it is important to inform students how to access these. It might be during the first time lecture recording is used these features are highlighted to students or this is done within a short recording supplied alongside the first lecture.

More on the accessible features of our lecture recording system

Digi Know: Engaging students in the classroom


It can be difficult for students to stay engaged in a lecture especially if it is long or towards the end of the day. One of the easy ways you can break the session is by getting the students to participate using quiz tools. You can pop questions of different types like Multiple Choice, True/False or even Text Response.

Here are some of the tools:

Students are given the TurningPoint handsets to use for the selection of their answers during the class quiz. Handsets can be borrowed from the library. Book well in advance of your session to ensure they will be available on the day.

Students use their own mobile devices to select the answers. The tool can be freely used from the internet. Tutor needs to create an account so that they can create the quiz questions. Socrative can bring competitiveness to the lecture making learning fun for students.

Like Socrative, students use their own mobile devices to select their answers and the tutor needs to create an account. PollEverywhere has an additional question type that allows students to click on an area on a given image. The tutor is able to see the different areas students were clicking on.

Also have a look at our Help Guides and the Ideas Factory for other ideas. For help with any of these tools, contact tel@derby.ac.uk. If you are using or have used any other quiz tool you found useful, could you please let us know by commenting on this post.

Flipped buildings! Wolverhampton University’s STEM building visit

A delegation from Derby University’s TEL were kindly invited to Wolverhampton to see how Wolverhampton’s new STEM facility had flipped teaching built into the design on the building.

Front faced lecture style teaching has been replaced with flipped teaching where all of the practical demonstrations of experiments and equipment usage are recorded using Panopto and made available to students before the practical lab.

The recording station for teachers comprises multiple video sources and audio.

In picture 1, a webcam acts as an OHP, a camera records the teacher and the microscope’s output is recorded (picture 2)

teachers stations

Picture 1 – Teacher’s recording station

teachers stations scope

Picture 2 – The microscope is also recorded as a video source

Student workstations have been provisioned with tablet computers in protective cases on flexible arms. Students use these to either re-watch the video, or record their work for review or assessment. Because the tablets run Windows 8.1, they are joined to the network and can access student folders and software.


Picture 3 – Student workstations in the lab

workroom cu.png

Picture 4 – Close up of tablets in the lab workstation

Read more about this: Using Lecture Capture for Learning and Teaching in Science at the University of Wolverhampton.


Going to the Polls

I had the opportunity to participate at a conference intended to highlight current use of Polling/Voting technology in Teaching and Learning at the University of Birmingham.

The keynote speech was given by Dr Fabio Arico, a senior lecturer in Economics at the University of East Anglia. He talked about how he uses polling data to produce learning analytics and pedagogical research. He has actively adopted the active learning approach in his practice which he says took him 3 years to get it to work. He emphasized that planning is key. The participants were able to practically participate in the demonstration of this methodology. Some Economics questions were presented on the screen and participants were given time to respond using TurningPoint / Responseware, and then the results were displayed on the screen. Then participants were given the opportunity to discuss their responses with their peers or neighbours in the conference room then the same question was asked and participants selected the answers again this time influenced by their discussions. It was interesting to notice the change in results graph with more participants actually getting the answers right after the discussions. Dr Fabio Arico has been able to successfully influence more than 50% of his colleagues to use the peer learning approach. He uses the students’ feedback to improve his teaching.

Another very interesting presentation was given by Professor Prem Kumar, Professor of Physiological Science at the University of Birmingham. He talked about his journey from traditional teaching to using the flipping approach hence the title of his presentation: ‘If in doubt, try, try and then try again: the very real perils and pleasures of adopting a flipped approach’. He particularly mentioned his use of this approach with medical students. Some of the key points from his talk included the fact that, to successfully use the flipped approach, a lot of preparation has to be invested before the session and that the lecturer has to be self-confident and believe in the methodology and be very knowledgeable of their subject. He also advised to ensure there is value added to the session after students have already seen the Panopto videos in their own time.

Other contributors included Bob Ridge-Stearn from Newman University who talked about their attempt to use OMBEA voting tool to run exams of which they experienced some challenges. David Mathew from the University of Berdfordshire talked about using TexWall to help shy students to participate. Annette Margolis from the University of Birmingham talked about her use of Socrative in her classes to provoke debate and to get students’ feedback. I presented on a few quick case studies to highlight the different ways technology is used here at Derby and that includes for: recapping, revision, mock tests, to provoke discussion and to get feedback among other uses. Both TurningPoint and Socrative are popularly used at the University of Derby. Socrative has also been used with collaborative partners in Malaysia.

Those who are using voting technology are clearly seeing the benefits of it in helping students to learn and engage with learning material. While flipping approach is upheld, a point was also raised that different learning styles should be considered as some people still preferred the traditional approach.

Digi Know: Using video in the flipped classroom

Flipped classroom is where you provide instructional information content prior to a face-to-face session. The face-to-face session is then used to explore concepts together with the aid of the lecturer. Rather than limiting pre-session activities to academic reading the flipped classroom approach promotes the idea that you can combine a number of different approaches together to make these activities more engaging. The use of video can play a key part of this with Lecture Recording (Panopto) offering an ideal medium to record short presentations with audio and video feeds for students to view through Course Resources. These videos can then be combined with other activities like online discussions, blog posts, Padlet walls and quizzes to help reinforce key information students should bring to the face-to-face session for further exploration.

Lecture Recording can also do more than just record your lectures. Watch the video to see how others at Derby are using this versatile tool for things like student assessment, student feedback, feedforward and the flipped classroom.

TEL me more – February 2016

Picture of pancakes

Image from: rob_rob2001 shared under CC BY-SA 2.0

At this month’s TEL me more session we talked about quite a range of topics this included being able to see what the student sees in Course Resources (Blackboard), getting students to create posters using PowerPoint, the use of video case studies for formative and summative assessment, the quiz tool Socrative and the use of Twitter to engage students.

A common problem for academic staff when trying to assist students with their use of Course Resources is not being able to see what they see. As a tutor there are many more options available to you than as a student, so when you try and talk them through how, for instance, they access their feedback or apply for an EEC, it can be difficult to do. However, there is a way academic staff can see how a module area in Course Resources looks from a student’s perspective using student preview. To access student preview, go into the module and then click on the student preview icon near the top right hand corner.

Student preview icon in Course Resources (Blackboard)Once you have finished using preview mode click on Exit Preview on the yellow bar. Further support resources for students on using Course Resources, Udo and eSubmission can be found on the Guides page on UDo.

Attendees also talked about getting students to create posters using PowerPoint and whether there are any support resources to advise students on how to do this. You can access poster templates within PowerPoint itself using the method described in this help guide from the Study Skills Team. This works in both PowerPoint 2010 and 2013. There are also some useful video tutorials online via YouTube. it is worth having a watch of a few to see if they cover the key points you want to communicate to students. Here is a useful one on how to make a research poster! You can also get students to create infographics, visual representations of information, which help to communicate information, knowledge or data quickly and clearly to others. There are a number of different online tools you can use to create infographics, however you can also use PowerPoint. Here are some useful templates and some instructions on creating infographics in PowerPoint.

Rob Higson from the Technology Enhanced Learning team also talked about some recent examples of how video case studies have been used to support formative and summative assessment. This was particularly relevant for the attendees as they are looking at using the forensic house for a safeguarding children activity with students and would be interested in how this could be filmed and utilised again at a later date. The examples from the College of Health and Social care use videos to bring to life a case study, where students are required to use the skills they have previously learnt within the course to make a judgement about a scenario and this is then discussed within the class for formative assessment or as part of a summative assessment where students receive a grade and feedback about their performance. Previously, many of these activities have utilised paper resources to communicate the case study, where as the use of video has brought this to life and positive feedback has been received around increasing levels of student engagement.

Debbie Alston who came to the last TEL me more in January talked about how after the event she had gone away and used the quiz tool Socrative with her students. This had gone really well with engagement from a large (73) group of students in OL1. Debbie started by getting her students used to Socrative, asking them some simple questions about whether they had encountered particular terminology used within the course as well as the technology she was looking to use to support their learning. This helped her to get to know her students and ensure she introduced any technologies students were not familiar with. She also set up questions in advance of the session and then got students to contribute their responses to share these with the group. This not only helped to engage students outside of the session but also to help formatively assess what students had picked up from the lecture content. Debbie found the system simple to use and students seemed to get a lot out of it. It was great to hear from someone who had taken away and implemented a learning technology discovered at TEL me more!

Finally, Debbie also shared with us how she has been using Twitter within her module, encouraging students to post resources, articles and pictures related to the course and using the modules code as a hastag. She has embedded this feed within her Course Resources (Blackboard) module to make this information available to all her students rather than just those who use Twitter. In addition, she has found that since starting to use Box of Broadcasts with students they have now started to tweet links to programmes which are available via this service.

If you are interested in exploring any of the technologies mentioned in this summary, feel free to come to the next TEL me more event on the 2nd March or contact the Technology Enhanced Learning Team at tel@derby.ac.uk, ext1865.

Appy Monday – Poll Everywhere

Banner showing Digital Derby and Appy Monday: Exploring mobile apps for learning and teaching

What is Poll Everywhere? 

Poll Everywhere is a tool which allows participants to respond in real-time to questions posed by the presenter within a presentation. Participants can respond using a laptop, mobile device (tablet, smartphone) or via text, with results being displayed live on screen if needed.

Introducing Poll Everywhere from Poll Everywhere on Vimeo.

What can it do? 

  • Pose different types of questions such as multiple choice, free response, true or false, clickable image or brainstorm poll.
  • Receive responses from your audience (40 per poll for the free version).
  • View the results in real-time.
  • Results can be displayed in a variety of ways including bar charts and word clouds.
  • There is an add-in so you can use Poll Everywhere in Microsoft PowerPoint or Google Slides.

Download it now

How could it be used for learning, teaching and assessment?

  • To check understanding of teaching content within a live session.
  • Gain instant feedback from students during a live session on their learning experiences.
  • Encourage reflection around the topics covered within a session.
  • Ask students to discuss their answers in pairs before revealing the correct response.

More ideas can be found in this useful guide from UWL: 8 ways to use Poll Everywhere in your teaching

Short task: 

  • Download the app
  • Open the app and tab I’m participating
  • Join technologyen795
  • Respond to the questions within the poll
  • Look at the results from others here
  • Try signing up as a presenter and setting up your own poll

Important note

Before using any mobile application or online service please check the terms and conditions to ensure you are aware of the implications of using the service. In particular, look out for items covering data security, ownership of content and public/private sharing options.

Further support

If you would like further support to get an idea of how you could use Poll Everywhere within learning and teaching, please contact the Technology Enhanced Learning team on tel@derby.ac.uk or ext 1865.

Useful resources

TEL me more about…OneNote

4. DiaryOne of the tools discussed at the last TEL me more event was OneNote a Microsoft tool which enables you to create digital notebooks which you can then access online either via an App on your mobile device or via an internet browser. The University has this available as part of Office365 and using these login details you can then access OneNote and create notebooks which are then saved securely within your user area. OneNote can be used to collect thoughts and ideas, to-do lists, capture images of documents, whiteboards, or take clips from websites all organised within a Notebooks.

So how can this be used for learning and teaching?

The tool itself has a wide range of applications for eduction and the TEL team are only just starting to explore what its potential is for supporting learning and teaching. Some ideas from the team so far include:

For students:

  • Collaborative note taking of lectures
  • Organising group work
  • Building a portfolio
  • Collecting research notes
  • Writing a reflective journal
  • Planning an assignment

For staff:

  • Providing templates to students for them to complete for assessment (e.g. portfolio template)
  • Recording feedback of student presentations based on a pre-defined template
  • Adding hand written notes alongside types notes

If you would like to explore further how OneNote could be used for learning, teaching and assessment please contact tel@derby.ac.uk