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

Appy Monday – Prezi

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

What is it?

Prezi is dynamic presentation software which creates visual movable parts on a large canvas allowing you to zoom into areas to emphasize an idea.

What can it do?

  • Share big ideas and their relationships by zooming in
  • Create highly visual presentations
  • Share and collaborate ideas in Prezi

Download it now

You can access it on the web or via the mobile app on Apple and Android.

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

  • Present ideas and concepts in a more visual way
  • Encourage students to create a Prezi presentation when they have a project set
  • Use to share and collaborate ideas

Short task:

  1. Sign up for a Prezi account
  2. Create a new Prezi
  3. Browse through and choose a template
  4. Edit the template, with text, chosen fonts colours
  5. Add a YouTube link
  6. Add an image
  7. Finish and present

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 Prezi within learning and teaching, please contact the Technology Enhanced Learning team on tel@derby.ac.uk or ext 1865.

Useful resources

Get started in Prezi
Simple steps to a great Prezi

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: Shooting Video Interviews

Shooting an interview can be challenging but can add a lot to your learning material.

Tip 1: PLAN

It’s always a good idea to plan as this will help in getting a great interview. Plan a set of open-ended questions you want to ask the interviewee which will create a more interesting response and concentrate on the topics you want to discuss. It is important that you obtain consent from your interviewee, particularly if the video is going to be used publically. If you need to book equipment the Media Production team will be happy to recommend equipment. Contact Video Production Team.

Tip 2: LOCATION

Get a good location for the interview. Somewhere that’s quite quiet and well lit, as the camera performs worse in low light. Avoid placing the interviewee with the light source behind, e.g. in front of a window, as this creates a silhouette. Instead place the interviewee facing towards the light. Also avoid setting up directly under overhead lighting. Move backwards or forwards to avoid the unwanted dark shadows this causes on your interviewee.

Setting up the correct lighting for a interview

Tip 3: COMPOSITION

When positioning the interviewee use the rule of thirds to place the interviewee on one of the vertical intersections of the 3×3 grid, with their eye line one-third from the top of the image. Leaving some ‘talking space’ on the screen in the direction that the interviewee is facing (this will be the side where the interviewer is sitting). Avoid moving the camera during filming and try not to cut the interviewee off at the neck/waist/knees/ankles.

The rule of 3rds when placing an interviewee when filming

Tip 4: CREW ROLES

Take two people to shoot the interview, one to film and the other to ask the questions. This will also mean the interviewer can keep the interviewee comfortable and talk to them while the camera is being set up to try and take away any nerves they might have.

Tip 5: REPEAT THE QUESTION

Get the interviewee to repeat the question in their answer, as this will give a well-rounded interview where the interviewer can be removed for the final edit. For example: “what is your favourite colour” “Red” – doesn’t give us much whereas “My favourite colour is red” – tells us what we are referring to.

Tip 6: STAY QUIET

When the interviewee is answering make sure you stay quiet as to not interrupt the answers given. However make sure you are still listening and nodding or smiling as your responses as this will make sure the interviewee keeps the correct eye line.

Tip 7: PERMISSIONS

Make sure you get signed permission from your interviewee. For a copy of the form please Contact Video Production Team.