Melanie Cole achieves tremendous praise from her students who undertook their study using the Xerte e-learning package.
Melanie Cole-learning package.
Newborn airway skills teaching and learning
Second year student midwives are required to demonstrate knowledge and manual dexterity skills in key elements of newborn resuscitation while undertaking the undergraduate module ‘The Compromised Newborn’. All those responsible for the care of the newborn infant should be able to provide basic assistance including essential airway management to a baby that does not make a normal transition to extra- uterine life.
The ‘4 stage approach’ is a recognised tool to facilitate acquisition of skills in resuscitation of the newborn infant and is advocated by the UK Resuscitation Council (2015).
Stage 1 – a silent demonstration of the skill by the tutor, allows the learner to observe the skill to real time.
Stage 2 – a demonstration with the addition of tutor dialogue, allows deconstruction of the skill and provides rationale for techniques and the structured approach.
Stage 3 – another tutor led demonstration which encourages the learner to verbally predict the next step and provide commentary for the tutor.
Stage 4 allows the learner to perform the skill independently with tutor and peer support.
Planning an online teaching and learning package
With our future learning environment at Waterside and a shift towards blended learning in mind, I explored the prospect of combining video assisted technology with face to face teaching and learning. My aim was to provide Stage 1, 2 and 3 online and bring the students to the university to consolidate learning and practice new skills during scheduled tutor facilitated contact sessions in small groups. While Kaltura enables the students to engage with stages 1 and 2 in viewing pre-recorded demonstrations of the skill, the challenge was related to Stage 3 and in providing an opportunity for students to be able to engage and contribute online. I contacted Anne Misselbrook from the Learning Technology Team and during a meeting we discussed my requirements and vision for the online resource. Anne quickly identified the Xerte learning package as an e-learning tool that would support my needs and enable Stage 1, 2 and 3 to be delivered online.
Selecting the correct mask
Creating an online package
Andy Stenhouse helped me to create the video of the skill being performed in real time (Stage 1) and the video of the skill being performed with tutor dialogue (Stage 2). The video of the skill in real time was then spilt into 10 smaller clips to enable Stage 3 to be created. The students would then be able to view a small clip and choose an answer from a multiple choice question to predict what should happen next. A correct answer takes the student to the next clip while an incorrect answer takes them back to the beginning of Stage 3. The student has to answer each question correctly to get to the end of the sequence and they can have as many attempts as they wish, accommodating individual needs and learning styles.
Stage 1 Video
Six months after I contacted the learntech team the final xerte was embedded into NILE within a series of timetabled learning units and was accessed by the pre-registration midwifery students in October 2016.
Stage 2
These are some quotes from the students who engaged in an online survey following uptake of the xerte learning tool:
Positive Comments
“I found this learning tool extremely helpful and it had the perfect mix of written information and pictures/videos. I feel this will really help me in my practical assessment, if you got a question wrong you had to go back to the beginning which I thought was a really good idea as it enabled you to revisit information that you may not have completely took in and allowed you to keep going over it until this information has stuck”.
“I think the xerte learning tool is of great benefit as it enabled me to go through the learning stages at my own pace and I am able to revisit the information as often as I want in preparation for my assessment. I especially found the videos useful and with these found the content easier to understand”.
“I thought it was extremely useful. The videos were excellent. A good variety of media used too which encouraged learning. I found it very helpful”.
“Overall this tool was brilliant to aid our learning and being able to go back to the videos and quizzes will be very helpful before the assessment”.
“I thought the learning tool was excellent and a great help to my understanding of the topic. So much better than reading a book about it”.
“I believe this to be an excellent method of learning, as you can view the correct way to manage the airway and view it as many times as you wish”.
“A really good learning tool. Easy to follow and in order, making it easy to revise and understand”.
“The videos were really good, easy to understand and clear”.
“I felt the videos very useful especially as I believe I am a visual learner”.
Stage 3
Suggestions for modification
“Instead of going back to the beginning when getting an answer wrong, perhaps just show it is the wrong answer and give another opportunity to select correct answer”.
“Having to go right back to the beginning if you had got a question wrong was slightly frustrating although it did make me remember information so there were definite pros and cons to that process”.
Concluding reflection
Anne provided customised training and valuable support throughout the design and implementation phases. Time for early engagement and collaboration between myself and the Learning Technology Team proved to be vital in the planning, configuring and embedding of Xerte into the module. Inputting theory (text and images) is relatively straightforward on Xerte, creating the activity in Stage 3 and embedding the videos was more complex.
I imagine this approach might be suitable for other practical skills based teaching and learning within the university and I would encourage academic colleagues to give it a try with the support of the Learning Technology Team.
The LearnTech Team is pleased to bring you the next three months programme of LearnTech lunchtimes, following on from the success of our inaugural offerings.Thanks to those of you who have already attended: we hope that you have managed to apply & implement some of what you have learnt for the benefit of your students. For those of you as yet unfamiliar with the concept, read on….
We will once again be introducing you to the various NILE tools, their potential applications and how these technologies can enhance your teaching and learning. Sessions are being offered at both Park and Avenue Campuses and we have a few new additions to whet your appetite, so book now and come along to receive updates, refresh your skills and find out how your peers are working using UN-supported LearnTech tools. Feel free to bring along your own lunch – tea and coffee will be provided.
We look forward to welcoming you over the coming weeks. Details, dates and booking links follow:
Kaltura/ MediaSpace (video)
As the University has now moved to a single video solution in Kaltura (MediaSpace), this is a chance for those who have already started to engage with this tool and those as yet to experience it. The session covers an introduction to MediaSpace; video capture using CaptureSpace; uploading video to MediaSpace; embedding video content in NILE; using quizzes in Kaltura.
Friday 17 March – 12:30-13:30 – Park Campus, Library, IT Training Room
Friday 30 March – 12:30-13:30 – Avenue Campus, Library, CTC
Tuesday 11 April – 12:30-13:30 – Park Campus, Library, Tpod
Monday 8 May – 12:30-13:30 – Park Campus, Library, Tpod
Please sign up here:
(Park Campus): http://bit.ly/2fWkTbG
(Avenue Campus): http://bit.ly/2gAKcQx
Collaborate (Virtual Classroom)
This session will introduce those new to using online virtual classrooms (Northampton is licensed for Collaborate: Ultra Experience) as well as for those who are curious to learn about new functionalities now available in the tool. Topics covered include: setting up the tool in your NILE sites; inviting attendees; sharing files/ applications/ the virtual whiteboard; running a virtual classroom session; moderating sessions; recording sessions; break-out rooms.
Tuesday 21 March – 12:30-13:30 – Park Campus, Library, Tpod
Thursday 23 March – 12:30-13:30 – Avenue Campus, Library, CTC
Friday 21 April – 12:30-13:30 – Park Campus, Library, Tpod
Monday 22 May – 12:30-13:30 – Park Campus, Library, IT Training Room
Please sign up here:
(Park Campus): http://bit.ly/2eG7mZR
(Avenue Campus): http://bit.ly/2hwElOv
MyPad / Edublogs (blogging tool)
MyPad (Edublogs) is the University’s personal and academic (WordPress) blogging tool and can be used in a number of ways to communicate and share learning resources. Topics covered include: creation of individual / class student blogs; use of menus/ media; blog administration within modules; creation of class websites.
Tuesday 4 April – 12:30-13:30 – Park Campus, Library, Tpod
Friday 28 April – 12:30-13:30 – Park Campus, Library, Tpod
Friday 30 May – 12:30-13:30 – Park Campus, Library, Tpod
Please sign up here: http://bit.ly/2f4BEUM
Assessments (Rubrics)
Have you heard about the use of rubrics in NILE and wondering what all the fuss is about? Want to find out how to grade your assessments electronically using rubrics? Curious to know how you can streamline your marking by using quantitative and/ or qualitative rubrics?
Come along to this LT lunchtime session to find out more about how to enhance and enrich feedback for your students using these tools in NILE.
Tuesday 28 March – 12:30-13:30 – Park Campus, Library, Tpod
Please sign up here: http://bit.ly/2n1m8xu
Assessments (Groups)
Groups are a powerful tool in NILE that can be used to facilitate and manage group assignments, and enable communication and collaboration for students.
If you are interested in seeing how to easily create groups, set an assignment (e.g. Group Presentation or online Debate), AND potentially reduce administration and marking time, whilst still maintaining quality of feedback, then please sign up ….
Thursday 4 May – 12:30-13:30 – Park Campus, Library, Tpod
Please sign up here: http://bit.ly/2n1sRI1
Assessments (Turnitin Feedback Studio)
Turnitin has a new interface that will be adopted institution wide later on this year – Feedback Studio. Would you like to get ahead of the crowd and get a sneak preview of the new look and feel; to see the features offered by the new interface; see a demo and find out where to seek help and further support?
Sign up to this new LT lunchtime session to find out more.
Monday 15 May – 12:30-13:30 – Park Campus, Library, Tpod
Please sign up here: http://bit.ly/2mjnTml
Spaces are limited, so do not delay, book today!
In addition the following training sessions are currently scheduled for Xerte – N.B. these are 2.5 hours in duration:
Xerte (online content creation tools)
Xerte is a University supported tool used to create interactive e-learning and online content.
In this training session you will be introduced to the software templates, page types, features and tools available to enable you to produce an interactive e-learning session or online content provision.
You will also learn about the importance of instructional design for your e-learning and online content projects, and benefit from some useful hints and tips, technical advice and items relevant to developing e-content generally.
Places are limited to six per session. Contact: anne.misselbrook@northampton.ac.uk for more details.
Park Campus, Library, LLS IT Training Room or Tpod
29 March 2017 – 10:00-12:30 (IT Training Room)
13 April 2017 – 10:00-12:30 (Tpod)
5 May 2017 – 10:00-12:30 (Tpod)
23 May 2017 – 14:00-16:30 (Tpod)
14 June 2017 – 10:00-12:30 (IT Training Room)
29 June 2017 – 13:30-16:00 (Tpod)
13 July 2017 – 10:00-12:30 (Tpod)
15 August 2017 – 14:00-16:30 (Tpod)
6 September 2017 – 10:00-12:30 (IT Training Room)
Please sign up here: http://bit.ly/2fYwKpY
Avenue Campus, Library, CTC
Wednesday 3 May – 14:00-16:30
Wednesday 24 May – 14:00-16:30
Please sign up here: http://bit.ly/2ng6wqq
Unable to attend on these dates? More will be offered on a rolling basis so watch this space. In the meantime, please visit our NILE Guides and FAQs. Still need help? Please contact your assigned LT direct.
We’ve written a few posts about learning styles in the past, and an important letter in yesterday’s Guardian added yet more support to the anti-learning styles side of the argument. Thirty academics signed a letter to the Guardian calling for teachers to end the use of learning styles and to make more use of evidence-based practices instead. Regarding the use of learning styles, the letter said that they were “ineffective, a waste of resources and potentially even damaging as … [they] can lead to a fixed approach that could impair pupils’ potential to apply or adapt themselves to different ways of learning.”1
You can read the entire letter here: https://www.theguardian.com/education/2017/mar/13/teachers-neuromyth-learning-styles-scientists-neuroscience-education
References
1. Sally Weale (2017) Teachers must ditch ‘neuromyth’ of learning styles, say scientists
Discussion boards aren’t the latest NILE tool on the block, however FBL lecturer Samantha Read proves it can be an effective tool for extending learning beyond the classroom.
Conversations about discussion boards often reveal how these require ongoing commitment and thoughtful planning. For this post I spoke to marketing lecturer, Samantha Read, and learning designer, Elizabeth Palmer. These are their top tips for successful discussion boards:
- Link your discussion board with classroom activities and teach the tool
As a lecturer who uses discussion boards extensively with large cohorts in FBL, Samantha Read explained the way she combines discussion boards with classroom teaching in these simple points:
- As part of an e-tivity before the workshop session, I encourage students to share their initial ideas and research, with each other and myself, before we discuss them in more detail and apply the theory in the classroom
- During the classroom session as part of group-work students record what their group has covered during the face-to-face time and use this as feed-forward to the next group session
- After the classroom session, students are asked to reflect on what they have learnt during our workshop and receive tutor feedback on their understanding of the classroom content
Of her students’ digital literacy she says, “It is easy to assume that our ‘tech-savvy’ students will be able to use the discussion boards but I have found that many find them difficult. I would therefore suggest that time is taken during a face-to-face session to go over the purpose for using discussion boards as well as demonstrating the basics – what is the difference between a forum and a thread, how to add a post, how to reply to a post, how to embed an image or a video, and how posts can be deleted.”
2. How do I set a task that is sufficiently interesting for discussion?
One of the biggest challenges of discussion boards is motivating students to engage with topics. Learning designer Elizabeth Palmer gives some clear advice on how to maximise online discussions:
“Make sure you set the parameters of the discussion to include guidance on both ‘how’ students should complete the task and ‘why’ it is important. Students that are unable to see the purpose of the task (in both the short and the long term) will be unlikely to engage. Actually this is true of any task in whatever format, class or on-line, not just discussion boards. Equally, if they do not have clear instructions for the task this impacts motivation and likely engagement. Instead of ‘respond to at least two of your peers’ try something like ‘select one answer you disagree with and justify your opposing view with evidence’.
Generally, I advise staff to avoid setting a task that only has one or a limited set of answers because whoever gets there first completes the task. So either encourage personal responses or select an area for discussion that has sufficiently contentious issues for debate to make discussion lively, worthwhile and complex.”
3. Set your students’ expectations for feedback and provide rewards
Imagine a motivated student’s reaction when after spending hours writing a post they find no one has taken the time to read it. Flip this and think about the less motivated student’s feelings if they know their efforts are not being monitored or checked. In both cases students will quickly lose interest in online discussion.
Samantha Read’s structured approach to discussion boards involves placing a deadline date for all posts to be posted, with a given date that the tutor will go into the discussion board and provide feedback.
On modelling best practice she says, “Discussion boards need to be seen as a ‘safe space’ in order for students to feel comfortable posting to them. I always begin each thread with an example post so that the students know the kind of information to include, as well as the suggested length. It is also vital that the discussion boards are monitored and responded to.”
For maximum effect careful planning and maintenance is required. However, if you are aware from the outset that you have limited time to invest outside of the classroom, then you may wish to consider thinking creatively about how the students will interact with the task.
Approaches such as splitting the discussion into groups and allocating group leaders to report back at the beginning of the next lesson will ensure that the students’ efforts are rewarded with feedback.
Gilly Salmon (2017) promotes online socialisation as the bedrock of successful online engagement, identifying the ‘e-moderator’ as ‘a host through which students learn the framework of an e-activities, ‘providing bridges between cultural, social and learning environments’.
Samantha Read reflects on how active participation in discussion boards is an easier path to better grades within her face to face time in the classroom, “I usually make a point at the beginning of the session where discussion board feedback was necessary as part of the learning experience, that those who did participate now have less work to do in the session than those who did not and highlight how these students have shown analytical thinking that will earn them good grades once this is applied to their assignment.
I sometimes even ask the students who did not participate across the course of the week, to make their contribution during class so that we can all benefit from their opinion. This only really works however if a great deal of research was not required for the discussion board task. I also reward students through positive feedback to their posts, making suggestions for how their opinion or research could be used in relation to an upcoming assessment or workshop activity.”
In her final thoughts, Samantha says that “It is worth trying discussion boards as part of your blended learning module to try out virtual ways of increasing engagement. I have found some of my groups have really enjoyed interacting on discussion boards, whilst other groups have found them daunting and needed more support. Each student is going to have a different response but as long as support is available to them, it is definitely worth introducing and seeing that happens.”
What are your experiences?
If you have used discussion boards, what are your thoughts? Be sure to post below and share your experiences and thoughts.
Continue reading »
Dr Paul Beeson BSc, MSc, PhD, CSci, FCPM, FFPM RCPS(Glasg), FHEA, a Senior Lecturer in the Faculty of Health and Society attended two Xerte training sessions with Anne Misselbrook the Content Developer on 19 April 2016 and again on 11 August 2016.
After attending the August session, Paul started to build his Xerte e-learning packages. Paul took a sensible approach to the Xerte development and contacted Anne for support and they met on 16 August to discuss the plan for Xerte. Paul acknowledges the importance of storyboarding with instructional design. Paul was able to put the content in order in a plan before using Xerte software. Anne helped Paul with designing the structure of the Xerte package with instructional design, provide recommendations about page types to use, and show Paul how he could ‘duplicate’ his Xerte for re-use with different content, thus saving time.
Anne emphasised that the Xertes need to be interactive and future proof.
Andy Stenhouse and Rob Farmer from the Learning Technology team got involved with supporting Paul with video clip recordings.
Video clip describing cheilectomy surgery
Paul needed video clips to complement his content and has since embedded quizzes to some of these using Kaltura CaptureSpace.
Paul has developed an impressive 21 Xerte e-learning packages (11 Xerte packages for the 2nd years and 10 Xerte packages for the third years).
At the end of September Paul added the survey questionnaire to his NILE sites.
Sample questions asked include:
- Overall do you think that the Xerte’s are of benefit to learning and why?
- What are your feelings to this approach to teaching?
Paul made the survey a mandatory part of the course and got the 2nd and 3rd year students to complete the survey at the end of term once they had used the different topic Xertes.
Anonymous feedback comments referring to the first question above include:
“Yes, the visual learning of video clips is especially beneficial”.
“I really enjoy the pre learning xerte, it sets me up with some base knowledge and understanding – giving me the foundations to build on within the lecture but also allowing me to bring something to the lecture”.
“It has been very helpful with pre-lecture learning”.
Anonymous feedback comments referring to the second question above include:
“I found it very useful”.
“It’s really good! It has everything we need to know about the topic”.
“Very satisfied, uses a different approach”.
However there does seem to be a misunderstanding about the delivery of teaching. See the feedback comments below:
“It is a good extra to the lecture but nothing can be better than good time spent with the lecturer. The face to face style is needed for this course”.
“I enjoy this style of learning when used in conjunction with the lecture”.
“Teaching is favoured fills the gaps of the Xerte’s”.
The Flipped Classroom is the teaching style being promoted and this is a mix of online and face to face learning. Some students are indicating that they think online is replacing face to face, but this is not the case.
Neurological Causes of Forefoot Pain
Paul states:
“Lessons learnt include making sure the e-learning package is varied and not too long. Also, the importance of making a plan prior to construction of the Xerte. This can’t be emphasised enough”.
What Paul liked:
It was useful to have the opportunity to attend a Xerte training session more than once as this helps reinforce learning.
Paul liked the direct phone support provided by Anne Misselbrook and the opportunity of being able to share his Xerte examples with Anne for her feedback.
In addition, Paul looked at websites to find examples of good practice.
Conclusion
Students need to have a shift of attitude from the thought that “they (Lecturers) are making us do this” to accepting the message (from Lecturers) “we’ve done this for you and we are helping you by giving a structure and a piece of work useful for your learning and for revision” says Paul.
Paul states that we are giving the e-learning to students to enable their learning and to help facilitate learning in a different way.
Paul feels that using Xerte e-learning packages makes his course cutting edge and interesting for students. E-learning gives another option for how students learn.
Following the successful roll out of our first LearnTech Lunchtime sessions we are delighted to announce that we are now able to offer parallel sessions at Avenue Campus.
The first two will cover Kaltura / MediaSpace (video) and Collaborate (Virtual Classroom Tool). Details as follows, with more sessions to be announced in the New Year (so please watch this space!):
Kaltura/ MediaSpace (video) –
Wednesday 18 January 2017 – 12:30-13:30 – Avenue Campus, Library, IT Training Room 1
As the University has now moved to a single video solution in Kaltura (MediaSpace), this is a chance for those who have already started to engage with this tool and those as yet to experience it. The following areas may cover an introduction to MediaSpace; video capture using CaptureSpace; uploading video to MediaSpace; embedding video content in NILE; using quizzes in Kaltura.
Please sign up here: http://bit.ly/2gAKcQx
Collaborate (Virtual Classroom) –
Thursday 2 February– 12:30-13:30 – Avenue Campus, Library, IT Training Room 1
This session will introduce those new to using online virtual classrooms (Northampton is licensed for Collaborate: Ultra Experience) as well as for those who are curious to learn about new functionalities now available in the tool. Topics may cover some of the following: setting up the tool in your NILE sites; inviting attendees; sharing files/ applications/ the virtual whiteboard; running a virtual classroom session; moderating sessions; recording sessions; break-out rooms.
Please sign up here: http://bit.ly/2hwElOv
Spaces are limited, so do not delay, book today! Unable to attend on these dates? More will be offered on a rolling basis so watch this space. In the meantime, please visit our NILE Guides and FAQs.
Denise Creisson a Project Management Lecturer in the Faculty of Business and Law recently produced a Xerte poster for the FBL Christmas Showcase held on 2 December 2016.
Denise attended Xerte training on 11 August 2016 with Anne Misselbrook the Content Developer at the University, and has been using Xerte e-learning software to produce interactive content for some of the online delivery of BUS2017 Information Technology for Business.
Take a look at the poster created by Denise below. You can download the PDF version of the Xerte Poster
Xerte Poster created by Denise Creisson, Faculty of Business and Law
“Now is the time of the essay film.” So said the film-maker Mark Cousins to the Guardian’s Charlotte Higgins in 2013. This realisation came to Cousins during the making his film, The First Movie, which was filmed in the Kurdish region of Iraq in 2009. One major problem that Cousins faced when making the film was that because the region was so dangerous, there were no cinematographers who were willing to work on the film. This did not stop Cousins though, and he decided to make the film himself using tiny, handheld cameras. What may have been perceived as an insurmountable obstacle was not only overcome, but actually created new ways of working and a new sense of freedom for Cousins. As he says,
“‘What I used to hate about filming is that I’d want to get up before dawn in Calcutta and film the sunrise. But you’d have to go knocking on the door of the director of photography, who’s sleeping, and say, ‘Please can you get up?’ This tiny camera, no bigger than a mobile phone, has become like a pen, he says: he can work alone, with the freedom of a prose essayist. ‘Now is the time of the essay film: that way of taking an idea for a walk.’”
Of course, the idea of the essay film, or cine essay as some film-makers like to call it, is not new, it’s just that it’s taken some time for technology to get to the point where the video camera and editing equipment are truly as portable and lightweight as the pen and the notebook. The idea of the film camera as a pen (or camera stylo as it is sometimes known) was introduced by Alexandre Astruc in his 1948 essay The Birth of a New Avant-Garde: La Camera-Stylo.
Astruc was one of many film theorists who had high expectations about the potential of cinema to go beyond mere entertainment and spectacle, and who believed that cinema was capable of expressing complex, philosophical thought. He believed that cinema could be the intellectual equal of the novel or the philosophical essay, and nearly seventy years ago he said,
“Maurice Nadeau wrote in an article in the newspaper Combat: ‘If Descartes lived today, he would write novels.’ With all due respect to Nadeau, a Descartes of today would already have shut himself up in his bedroom with a 16mm camera and some film, and would be writing his philosophy on film: for his Discours de la Methods would today be of such a kind that only the cinema could express it satisfactorily. […] From today onwards, it will be possible for the cinema to produce works which are equivalent, in their profundity and meaning, to the novels of Faulkner and Malraux, to the essays of Sartre and Camus.”
But was Astruc right? Well, the philosopher John Gray might agree that he was. Indeed, Gray might well go further and say that the film-makers of today are doing a better job than academic philosophers in exploring some of the key philosophical issues of our time. In his review of a collection of Nietzsche’s lectures on education, entitled Anti-Education: On the Future of Our Educational Institutions, Gray tells us that,
“Justin Kurzel’s film of Macbeth presents an uncompromisingly truthful vision of the human situation unlike anything in the academic study of the humanities at the present time. The Wire and Breaking Bad explored the contradictions of ethics with a rigour and realism that is lacking in the baroque disquisitions on justice and altruism that occupy philosophers. Amazon’s version of Philip K Dick’s The Man in the High Castle is a more compelling rendition of the slipperiness of consensus reality than you will find in any number of turgid volumes of critical theory.”
Of course, neither Gray nor anyone else is saying that one form of expression is, per se, better than another. And Astruc’s point about Descartes is deliberately designed to be provocative and polemical. To argue that the cine essay is better than the essay is as pointless as trying to argue which account of the Holocaust is the best; Claude Lanzmann’s film Shoah, Primo Levi’s memoir If This Is A Man, or David Cesarani’s book The Final Solution. The point is that the essay and the cine essay can present different perspectives on the same subject, and will reveal different things about that subject through the specificity of the different media.
But the question we need to ask is what does this have to do with teaching and learning? Well, if we are persuaded that film is capable of expressing complex, philosophical thought, and if we are also persuaded that the equipment with which to make films is small, portable and already in the hands of many students, then it may follow that, on occasion, we might want to ask their students to submit a cine essay instead of an essay. And this is where the work of LSE lecturer Professor William A. Callahan comes in. Professor Callahan leads a course in Visual International Relations at LSE, and his students are regularly assessed via documentary films. The reason for this is, he says, that
“Documentaries encourage students to work collaboratively, reinforce concepts learnt, and generate new knowledge as well as resources that can be used by future students. Allowing students to create knowledge (and materials) together seems an excellent practice, so it’s a surprise it isn’t more widespread.”
Professor Callahan’s decision to introduce documentary making as an assessed component of his course came from his own experiences of making films, after he took a short course in documentary film-making and started making his own films. As he found out from his own experiences as a filmmaker, the camera is capable of recording the
“nonlinguistic and nonrepresentational aspects of knowledge: the laughs, sighs, shrugs, cringes and tears that are provoked in the on-camera interview process, which then can be edited into an engaging set of images that, in turn, can produce laughs, cringes and tears in the film’s audience.”
And it is this ability to convey meaning and to persuade through the use of images that he wants his students to understand when they take his course.
“That’s what the students get by the end of the course. They know how to write an essay but by the end of the course they should know how to, not just convince us with their academic, rational thinking, but move us through their images, move us emotionally.”
While it may not be possible to get access to the kind of equipment used by Callahan and his students, mobile phone manufacturers are continually trying to persuade us of the high quality of the cameras in their phones. Apple’s Shot on an iPhone campaign was a major part of the iPhone 6 release, Samsung have their own Captured on a Samsung S7 gallery, and most of the other big mobile manufacturers make great claims about the quality of the cameras in their phones. And there are now film festivals entirely dedicated to screening films shot on mobile phones, including the Mobile Motion Film Festival and the Mobile Film Festival, which is running for the twelfth time in 2017. Given than many of these devices are already in the pockets of our students, is now a good time to consider the cine essay?
Tips and recommendations
1. Probably the most important recommendation for anyone thinking about asking their students to submit a film or documentary, is firstly to have a go a making a film yourself. If you don’t have your own film-making gear, the LearnTech team can lend you an iPad so that you can have a go at making a film. The LearnTech iPads come with iMovie (a film editing program), so you can film and edit on the iPad. You can also borrow an iPad tripod from the LearnTech team.
2. If you don’t know where to start there are some usful introductory guides about making films on mobile devices. This one from Tom Barrance is worth a look: http://learnaboutfilm.com/making-a-film/filmmaking-iphones-ipads/
3. You can learn how to use iMovie to edit your film by signing up to the course on Lynda.com. All staff at the University can access Lynda courses for free (unfortunately students cannot access Lynda courses for free at the present time). The iMovie on iPad course is here: https://www.lynda.com/iMovie-tutorials/iMovie-iOS-Essential-Training/165441-2.html
4. If you can get a few people together then it may be possible to run a one day workshop for staff who are interested in learning how to film and edit using iPads. If this is something you’d like to do, feel free to email me: robert.farmer@northampton.ac.uk
5. This one is important. While the LearnTech team can lend iPads to members of staff for short periods of time, there is nowhere in the University where students can borrow film-making equipment (unless they are film/media/photography students). Thus, any film or documentary assignment will rely on students having their own equipment. Although most students do have smartphones, not all will have one, so you may want to make any film assessment into group projects.
6. If you do decide to alter an assessment to make it a film submission you will need to have your module re-validated. This is not an especially onerous process, but you may like to ask a Learning Designer to help you with this. Learning Designers can help you to design a suitable moving image assessment and can check through your learning outcomes to ensure that new assessment aligns with the learning outcomes. To change a module for the forthcoming academic year, you will ideally need to be ready to submit the revalidation paperwork in the January of the current academic year.
7. Prior to making any changes to a module and introducing a film/documentary assignment, it may be worthwhile asking your current students what they think of the idea.
8. Film-making can be quite time-consuming, so it might be best to err on the side of caution and keep the film length short, especially if it is the first time your students have sumitted a film. Five minutes is plenty of time, and could easily equate to 2.5 assessment units in a group project with two or three students per group. Again, a Learning Designer can help you with this process.
9. NILE fully supports student moving image submissions. Students can upload their completed films to http://video.northampton.ac.uk and can submit them to assignment submission points in NILE. Staff can view these film submissions directly in NILE without having to download them. Staff can also use http://video.northampton.ac.uk to upload their own films and embed them into NILE modules.
10. If you find that you really start to enjoy film-making and want to take things to the next level, you can learn all about making films from one of the great modern masters, Werner Herzog: https://www.masterclass.com/classes/werner-herzog-teaches-filmmaking
More information about William Callahan
If you would like to know more about William Callahan’s approach you can read about it here: http://lti.lse.ac.uk/lse-innovators/william-a-callahan-visual-international-politics-student-movies/
You can also watch him talking about it here: https://vimeo.com/140330542
You can view his films and the films of his students here: https://vimeo.com/billcallahan
And you can read his paper, The visual turn in IR: documentary filmmaking as a critical method here: http://eprints.lse.ac.uk/64668/
Useful Links*
21 tips, tricks and shortcuts for making movies on your mobile: https://www.theguardian.com/technology/2016/feb/12/21-tips-tricks-and-shortcuts-for-making-movies-on-your-mobile
10 tips for editing video: http://blog.ted.com/10-tips-for-editing-video/
7 interviewing tips for video storytellers: http://blog.ed.ted.com/2016/11/23/7-interviewing-tips-for-video-storytellers/
How our mobile-only TV package made the network news: http://www.bbc.co.uk/blogs/academy/entries/c1b5506f-c627-417e-8958-ca36aaf86f01
Instead Of A Book Report, My Students ‘Wrote’ A Video: http://www.teachthought.com/the-future-of-learning/technology/instead-of-a-book-report-my-students-wrote-a-video/
6 Steps to Media Creation in the Classroom: http://dailygenius.com/6-steps-media-creation-classroom/
* Many thanks indeed to Belinda Green for the useful links.
Back in early June 2016 Ricky Murphy, Associate Lecturer and Wendy Turner, Senior Lecturer in the Faculty of Education and Humanities attended a Xerte training session with Anne Misselbrook the Content Developer at the University.
Ricky had never used the Xerte software before and Wendy had used the Xerte software previously.
Ricky Murphy
The Xerte software training provides instruction on how to use the software and how to develop interactive e-learning with strong instructional design. The course also provides technical advice and useful hints and tips.
Ricky was responsible for re-developing the Xerte e-learning packages for the ‘Promoting Children & Young People’s Emotional Wellbeing’ module (EDU1022-AUT). The e-learning packages had to be ready for the students by October 2016, so Ricky had four months to complete them.
The students are currently working with the new Xerte e-learning packages.
Here is Ricky’s story…..
The Xerte Journey
As an associate lecturer, I teach a module to undergraduates on the Childhood and Youth degree pathway, it covers children and young people’s emotional well-being. The course is taught via an E-Learning programme on Xerte and a corresponding set of taught classes.
The E-Learning was developed a number of years ago using content from a mental health professional that was commissioned by the university. In reviewing the Xerte module we came up with a list of enhancements to be completed by October 2016. These were to condense 11 Xertes into 6 more logically connected presentations, to redesign its look, feel and content, and to update and edit out the outdated material.
I approached Xerte as a novice. My first position was to storyboard the full module, rearranging and designing the content as appropriate, to ensure that the module grew in complexity over time. For example, in the initial Xertes, students learnt child protection near the start and mental health near the end. Interrelated topics such as resilience and emotional competence were separated, and content around how to build relationships came between them. I selected the suitable content and drew up a storyboard which initially taught about brain development, then about emotional competence, on through mental health, before progressing on to how to manage and respond to challenging behaviour and to safeguard children. In this way the students were slowly progressing from general to more complex issue-based content, and I replicated this model within each Xerte.
Once I had moved the content into this storyboard, my focus was to design a template Xerte that would create a feeling of familiarity between the six different presentations. This was as much about using the same font size, colour, and symbols as it was to maintain a rhythm of 3-4 slides then question, 3-4 slides then question, interesting fact, video, 3-4 slides then question, and so on. I went as far as to create templates from the Xerte templates themselves, such as on every Question template I used a picture of 300 width, a text of 22 point for the question, a text of 18 point for the answer, and so on. This is because the original Xerte templates, in my view, lend themselves to being disengaging, where all text size, colour, font, and so on, is replicated on each template. I felt this was important to change because the feedback from students has been that the courses can be text-heavy, and so I designed the pages to look free from “noise” or extra text, and then fitted the content into the design, rather than the design around the content. This meant that I stripped all text down to its basic message. If I felt the need to explain more, I framed it as a question, used my 3-4 pages of content, or attached a document via an information symbol. This had the effect that the presentation increased from 30 pages on average to 50, but, crucially, reduced the text to around 30% of the original – meaning more interaction and less reading.
Another technique I used was to “interview” the student throughout the Xerte. For example, before I explained what mental health or depression was, I gave them a scenario of a girl crying in the lunchroom because her and her friend had argued and she had said that she wanted to be left alone. The student was asked whether or not to refer her to a school counsellor. I gave 3-4 slides of what “ordinary” development involves, of which this is of course a good example, and then enhanced the scenario so that two weeks later the girl remained in low mood persistently, showing further signs of distress and so on, asking the student at each point what they would do, following it up with advice. In this way the student becomes a decision maker in what feels like a real case study, and they are able to develop their learning as the case progresses. I used the case study as a template and adapted each storyboard to fit into it. For example, here I was teaching the signs and symptoms of common mental health concerns, and was using the case study as the anchor. But in the Xerte for Child Development, I used the same idea, but, instead, as I was about to show an MRI scan of a neglected brain, I asked the student what they would expect to see on the following page, and gave them multiple-choice answers to select from. The idea behind the template was to engage the thinking before offering the learning.
After this, and because I am a novice, I reviewed each Xerte template to identify those that had not been used but were either fun or interesting to students. I did this based on intuition as time was short. These were things such as annotated pictures or YouTube feeds. Once I had identified them, I scrolled through each Xerte presentation to “feel” when the content became a little dull or disengaging and I changed those sections with the more interesting templates. I did this in order to ensure the course was not too formulaic, and that each Xerte maintained the interest.
Finally, I reviewed the content, scrolling each Xerte to ensure it meets the learning outcomes. Here I identified around 10 gaps that had been created from my slimming down of the content. One gap for instance was to provide realistic de-escalation techniques for the challenging behaviour section – this gap only existed in the new layout, and did not become apparent in the previous one. This then concluded my work and I sent it for evaluation by the course leader (Wendy Turner), a professional (Social Worker) and the content developer (Anne Misselbrook). This highlighted a number of structural issues such as inactive links and issues with pop-up windows, and in October the Xertes were launched.
Overall, the result is that we have a stylised programme where students progress in incremental steps, using multiple-learning styles. The students have given positive verbal feedback in two separate classes. One student said they found the explanations very clear. Another student mentioned that it was fun, and the class in general agreed that it was helpful to their learning. We are open to a more rigorous evaluation if there are any resources available for this and would be happy to take part in any evaluation process of the content and design of this Xerte course.
Ricky Murphy
Associate Lecturer.
To book a place on the Xerte e-learning software training course contact
Anne Misselbrook on email: anne.misselbrook@northampton.ac.uk
The practice of teaching a class using PowerPoint is common at the University, with seating, video projectors and PCs in every teaching room all arranged to contribute to its adoption as the standard teaching method.
As a way of displaying information to a group, PowerPoint is effective, and whilst there are lots of other pieces of software (such as Prezi) that could lay claim to creating more vibrant and exciting presentations, few match PowerPoint’s effectiveness for its flexibility, ease of use, and the widespread digital literacy that comes with using such a popular Microsoft product.
It may sound like I’m rather fond of it, and yes I think it’s a good piece of software, especially as it’s fit for purpose, and almost certainly that there’s no better software for giving widespread presentations by a large group of staff.
So what’s the point of this blog post you may wonder?
Well, aside from the obvious technological differences, a lecturer standing at the front of a classroom talking over a set of PowerPoint slides is very much a reproduction of traditional teaching (otherwise known as didactic, direct instruction, or teacher centred learning).
That is, it’s a reproduction of how (most) lecturers taught 100-500 years ago when it was (and possibly still is) believed that students learned best by memorising the content that the lecturer taught and then reproduced that knowledge in an essay. Whilst it’s obvious that the educational landscape has changed radically, traditional teaching as a method has seen very little revision.
So before I jump into how active learning is different, let’s take a few moments to consider the benefits of traditional teaching with PowerPoint and the reasons it’s been so widely adopted.
- It is (comparatively) easy to create teaching materials
- It is easy to replicate lessons between groups
- Materials can be easily shared online and between tutors
- Many lecturers will have grown up with traditional teaching methods (and have been successful academically)
- Lecturers are often specialists in their fields rather than trained as teachers and therefore unaware of other teaching methods.
- There is often little communication between staff on teaching methods
- Staff have tended to stay in post for long periods (because we love the job)
- Classrooms with video projectors, smartboards and seating arrangements perpetuate the practice of teacher-centred learning
- Lecturers are busy and do not always have as much time as they would like to think about how they might develop their teaching
- PowerPoints are useful in consolidating your understanding of a subject
Clearly, it’s not all a bed of roses. We all know that creating quality PowerPoint presentations can take time, skill and a great deal of thought to get right.
In order to keep PowerPoint presentations up to date we have to:
- Learn new software / keeping up to date
- Research the subject, write and design slides
- Learn how to upload for students via Blackboard
- Load to PCs in class
- Constantly revise content
With such an investment in time and effort and understanding the problems of teaching at this level, perhaps it’s little surprise that many lecturers are wedded to their traditional teaching materials (who wants to lose their babies?)
But what if I could offer you a better deal … less work with better student results? More motivated and engaged students, a more vibrant and exciting learning environment?
Yes that’s exactly what’s on the table,
An alternative to traditional teaching is active learning (also known as student centred learning) This is learning centred around activities rather than a lecturer presenting content and students listening.
An activity could be any number of things: a presentation; a debate; a picture; video; poster; notes on a discussion board. And students could work in groups or individually.
The main emphasis here is that the student learns by participating in an activity: they may research, discuss, and consolidate their understanding into an output. One key difference in this teaching method is that lecturers act more like a facilitator than a ‘sage on a stage’.
I think it’s important to note at this point that PowerPoint itself is neither a traditional or active teaching tool, it is the means of how we (mostly) deliver traditional teaching, however it is also often adopted by students for active learning.
What does that mean and how will it look?
Well let’s replace that hour long PowerPoint presentation (that takes three hours to produce) with something like the following:
1. a few introduction slides that introduce the topic
2. an activity for the students to engage in, (perhaps some online research, and a discussion)
3. verbal feedback
4. a few slides at the end to wrap-up the activity
5. an ongoing task, for students to consolidate their learning on their personal blogs
It needs fleshing out a bit but I hope you’re getting the idea. It’s placing the focus on the participant rather than on you and allowing the students to do all the hard work.
The funny thing is that active learning is precisely the process that you go through when preparing a new PowerPoint (the process of research, writing, and reflection are all in there). We know it works as we do it all the time ourselves. The irony is that as lecturers we are getting a better learning experience than the students are.
You may be wondering what to do with all the PowerPoint files you’ve already made, and the answer is to keep them as your reference material. Not only can you dip in and out of them from time to time, stripping out slides as needs be, and share parts of them with students both in class and online, but they’re also a consolidation and document of your own ‘active learning’ journey, you can be confident that your time hasn’t been wasted.
Before I sign off, here are a few FAQs
How do you know my teaching methods aren’t effective?
I don’t, only you, the students, maybe an observer in your room, and feedback can tell you (honestly) if your teaching is effective. But generally speaking lecturers using ‘traditional teaching’ methods complain of ‘looking out on blank faces’, ‘students that are unengaged’, and a lack of understanding within assessments. This is an widespread observation and certainly not a criticism of your ability to teach.
Some of my students do very well at ‘traditional teaching’ why should we cater for unmotivated students?
It would be wrong to say that traditional teaching is not effective, for motivated students (especially those with a good memory) it can be very effective. But research shows that active learning provides better results for all students, especially those who are not traditionally academic. Rather than cater for the minority of motivated students, active learning offers a solution that’s more inclusive.
Is this new method of teaching tried and tested?
Yes, many teachers already adopt this style of teaching, especially those who have taught in language schools and HE, it just happens that it is yet to be widely adopted as the preferred method of teaching at this level.
Why should I learn a new way to teach?
It’s almost certain that your teaching is constantly evolving, every new piece of content, module you teach and method of delivery involves new skills learned, whilst changing to active learning may seem a giant leap in teaching style, the reality is that the process will involve lots of small steps, much in the same way as any other changes you have made. As educators we don’t stop learning, it’s just that by ‘doing it’ we don’t often notice.
What happens if I don’t have the time to do this?
We all know that time is precious, especially mid term when you are in the thick of teaching. However Rome wasn’t built in a day, and if you’ve read it this far then I’d strongly advise you to reach out for a helping hand from the Institute of Teaching and Learning (ILT) and from our friendly team of Learning Designers. ILT are very keen to promote improved learning techniques through their PGCAP programme and their C@N-DO workshops and they have the pedagogic knowledge to set you off on the right course. Another good source of help is to arrange a face to face, 1:1 session with one of the Learning Designers and see what happens – you will almost certainly find they’re full of good ideas and are there to help (email: LD@northampton.ac.uk).
If I already to this do I need to do anything?
There’s a good chance I’m preaching to the converted, but it’s still worth discussing this with a Learning Designer to promote good practice. If you’re doing this already then great, they’ll help you identify best practice and may want to use your teaching methods as a case study so you can help others discover the benefits of active learning.
Hopefully I’ve whet your appetite and you want to know more.
I hope you’ve found this blog post interesting, if so you may like to read the following posts:
Designing e-tivities – some lessons learnt by trial and error.
http://blogs.northampton.ac.uk/learntech/2016/08/18/designing-e-tivities-some-lessons-learnt-by-trial-and-error/
CAIeRO & Waterside.
http://blogs.northampton.ac.uk/learntech/2016/10/06/caiero-and-waterside-readiness/
What is the flipped classroom?
http://blogs.northampton.ac.uk/learntech/2015/01/16/what-is-the-flipped-classroom/
Will flipping my class improve student learning?
http://blogs.northampton.ac.uk/learntech/2015/08/27/will-flipping-my-class-improve-student-learning/
In the next post I’ll be reviewing a number of digital learning tools you can use in the classroom for active learning, the pros and cons of each and looking at a few examples of how lecturers are currently using these in the classroom.
Richard Byles
Learning Technologist.
