Enhancing the student learning experience through the use of technology

The Derby Business School and the TEL Team have worked together to create and showcase an effective practice of student partnerships, by enhancing the student learning experience with technology. Creation of digital materials supply staff and students with the potential to expand their learning opportunities within both teaching and learning.

Nick Turner, Senior Lecturer in Marketing, has been running a student assessment on the Marketing Fundamentals module to create an infographic based around a company. Assessments of this kind give students the opportunity to develop their digital skills and capabilities that they can effectively apply in their future careers. Nick has been running this assessment for a few years, however feedback suggested that “students felt that not enough time had been spent discussing the infographic – both in terms of creating the content, style and the actual technical mechanics”.

Therefore, following this feedback Nick decided he needed to create some help guides for future students. A colleague suggested he create a short video screen capture of how to create the infographic, so he contacted the TEL team who suggesting getting a student involved. A student who has been through the assessment process and performed well could explain the process and how they resolved any issues that they came across. Danni Jupp, year 1 student in BSc (Hons) in Marketing (Consumer Psychology), was happy to create this video and with the help from Nick and the TEL Media Team she created a great source for her fellow students. This peer-to-peer learning meant they could share their knowledge, ideas and experience with others.

Peer learning can offer academics the efficiency of bringing an enhancement to the students’ learning in a time-effective and scalable process. This example of students creating and sharing resources as part of their studies is a great example of practice within the programme (Enhanced (Gold) Level, Element 1.1 in the Digital Practice Programme Baselines.

How to create an infographic videoInfographic Image

The final video has been used in seminars/lectures as well as embedded into the course module. Alison Lawson, Head of Division, Marketing and Operations, has stated “This is completely BRILLIANT. It shows how simple it is to put this assignment together as long as you have the facts at your fingertips. The skills development is immense in terms of research, lateral thinking, design awareness, IT skills and presentation skills. Fabulous”

Just over 100 students are enrolled on the marketing fundamentals course, with half of them having access to this video during their assessment process. The other half had already created the infographic the semester before.

Student feedback suggests that they all found it useful, with over 60% viewing it more than once throughout the process. Their responses suggested that it gave them an “indication as to how images and writing can be combined”, especially “step-by-step using PowerPoint” to create the infographic.

Students could work independently and remotely, and were able to relate to the process as the video was created by a student who had previously completed the work. They also thought that this gave it “a better perspective” of what was needed, making it a “simple video and very easy to understand”.

This project has highlighted how technology use not only produced a positive student learning experience with the principle benefits of peer to peer learning are also upheld.

If any other academic staff would like to include the video within their teaching for a module it is available via the Shared Repository. Please contact your Media Adviser if you would like any further assistance with this.

If you would like any further help or guidance with using Media Gallery and the Shared Repository, see the guides below or contact the TEL Media team at tel@derby.ac.uk

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.

Appy Monday: Genius Scan

picture of phone in pocket Nokia LumiaDo you or your students wish you had something in your pocket which can scan documents to make them electronic? Meet Genius Scan. This clever app helps you to use your phone camera to scan in documents, instantly save them as a PDF file and then you can email these to yourself for later use.

This works well for placement students who often have printed documents which they need to get signed by their mentors but would like to send or submit them electronically. The app is free to use (although there is a paid for version with extra features) and can be downloaded on both the Apple Store and Google Play.

screen shot of genius scan

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

Forced Marriage Video Resource

The TEL Media team recently worked with the College of Education and the charity Karma Nirvana to produce a video about Forced Marriage. The video informs and educates about the issues raised and give awareness to the signs to spot in young people who might become a victim of this crime.

Forced Marriages where one or both parties is married without their consent and are illegal in the UK but still pose a massive threat to thousands of individuals. This video talks to survivors of both forced marriages and honour-based abuse; a violent crime committed to defend the honour of the family/community, South Wales protection unit and Jasvinder Sanghera the CEO of Karma Nirvana.

Karma Nirvana is holding their second annual Day of Memory on the 14th July 2016 to honour the memory of those whose lives were tragically taken in abuse related to honour and/or forced marriages. #weremember

To find out more please go to http://www.derby.ac.uk/education/ or for Karma Nirvana http://www.karmanirvana.org.uk/

Lego for Learning

I recently attended a Lego for Learning workshop hosted by Manchester Metropolitan University and led by Chrissi Nerantzi and Dr. Steven Powell. The idea of the workshop was to look at how Lego Serious Play methods can be used in teaching and learning. A range of colleagues from different educational sectors attended, which gave the day a nice, well rounded perspective.

Rob's Lego AnimalThe day began with a reflective warm up exercise using Lego – first create an animal, then add something to it which represents yourself, which wasn’t that easy when you’ve only got a minute to do it! The group then shared thoughts on their own creations and the representative elements we had each added. The idea of this was to get us in the mode of thinking about creating metaphorical models using Lego, and also reflecting on what they represented.

One of the interesting things about this process, even in the early part of the day, was that everybody in the group contributed, and this would continue throughout as we took part in the various exercises – it all felt very democratic.

Lego Learning EnvrionmentIn the next exercise we were asked to build a model of our ideal learning environment and then draw out shared themes which we could identify in each others models. We then constructed a shared model which collated our thoughts on the various themes – ours turned out to be a boat.

Lego Boat

 

Whilst this all might seem to be a bit fluffy on the surface, it actually led us into a deep discussion around learning environments and find commonalities that we felt were important in their design. It wasn’t really the Lego model which was important, it was how we used it to express our thoughts on learning design, and we articulated our thoughts differently than we would have if we had written them down. It was a very reflective process,  and by making something, however abstract, we’d engaged with the thought process in a different way and one which enabled us, very quickly, to engage in a creative discussion and generate a lot of ideas.

There’s plenty of theory around how and why Lego Serious Play methods work and the ArtLab website has lots of information on research projects which have been conducted. This video from Professor David Gauntlett is also well worth watching in which he explains the theory behind some of the methods he used to gather research using Lego:

Overall, the workshop was very enjoyable and I came away with a lot of ideas for different methods for using tools like Lego to engage students with theories, ideas, research or reflection. I also got some free Lego 🙂

What’s Hot on BoB: Leading the Global Kawaii Generation!

This week’s What’s Hot on BoB  captures the essence of the Tokyo’s fabulous pop-culture in ‘Kawaii’ style. Everything Kawaii followers worldwide want to know can be found here! Today’s topic: Leading the Global Kawaii Generation!

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About BoB

Box of Broadcasts (BoB) lets you record any TV and radio programme from over 60 UK and international channels. Clips can be embedded directly into Course Resources or shared with a link. All staff and students have access to BoB at: www.bobnational.net. Visit www.derby.ac.uk/bob for guides and information.

Using BoB is easy. Find out how to find, record and embed a TV or radio show into Course Resources in five minutes.

What’s Hot on BoB: Das Schicksal der Kinder von Aleppo

This week’s What’s Hot on BoB is a German documentary on a family of refugees fleeing from Aleppo to Germany, and their life in a foreign country.

Deutschland 2016 Am schlimmsten für Hala Qasmo ist es, morgens den Kaffee allein zu trinken. Ohne ihren Mann. In einem fremden Land, ihrer neuen Heimat Deutschland. Sie hat mit ihm und vier Kindern in Aleppo direkt an der Front des Bürgerkriegs gelebt. Der Filmemacher Marcel Mettelsiefen dokumentierte 2013 das Leben der Familie im Film “Die Kinder von Aleppo” und wurde mit dem Emmy Award und dem Grimme-Preis ausgezeichnet. Buch/Autor: Marcel Mettelsiefen Kamera: Marcel Mettelsiefen

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About BoB

Box of Broadcasts (BoB) lets you record any TV and radio programme from over 60 UK and international channels. Clips can be embedded directly into Course Resources or shared with a link. All staff and students have access to BoB at: www.bobnational.net. Visit www.derby.ac.uk/bob for guides and information.

Using BoB is easy. Find out how to find, record and embed a TV or radio show into Course Resources in five minutes.

Recording training videos of equipment usage for forensic chemistry students, and sharing through Course Resources

Samantha-DrakeSamantha Drake. Lecturer in Forensic Science, College of Life and Natural Sciences, University of Derby.

Samantha has flipped! Flipped teaching has entered the educational consciousness over the past few years. Teachers record materials for students to study outside of class so when they meet for lessons or seminars they are already prepped with an idea of what to do, rather than use contact time for demonstrating procedures or explaining material. This leaves more contact time to discuss or practice under the supervision of the expert teacher who can feedback tips or facilitate discussion.

Samantha comments “The practical ran far more smoothly, with fewer initial queries about the lab techniques, than previous years without the videos. It was also great not to have to spend the first half hour or so demonstrating everything in the video – more time efficient and less work for me in the long run as the videos will be used again in future years.”

Samantha used a consumer grade video camera, borrowed from the TEL Media Team, to record for her forensic chemistry students a series of equipment demonstrations and do worked examples of maths question. Titles included “Making a Solution in a Volumetric Flask”, “Amine Calculations”, and “How to do a Titration”.

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Still from How to do a Titration

She then edited and uploaded the videos into Media Gallery, and shared the videos directly into Course Resources for students to watch before coming to lab, and to review afterwards.

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The videos embedded into Course Resources

The cohort comprised 57 students, and as you can see from the statistics of plays the videos were well used.

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Number of plays per video

In conclusion, using some basic commonly available recording equipment, Samantha was able to make her teaching more effective and efficient, and although recording and uploading required some more effort upfront, this will be paid back manifold in future as the resources are reused. Media Gallery is a simple to use video distribution resources which integrates directly into Course Resources and enables staff to create and distribute flipped teaching materials quickly, and directly to students.