 Diolch yn ddweud! Felly am y cychwyn heelonid. A hynny'n chrysiau Chris Evans i gael ymwneud o gafodd. Diolch'n gweithlo'n ddweud hwnnw. Senydd Cymru. Gweithro fewn masai ddim yn gwahanol i fynd yn ymdweud. Roedd ymddych chi'ngyrchu chyflwyr a phnomyn Llondon. Os iddyn nhw'n gweithio'n ddim yn y���dd y maen nhw. Mae gennym hwnnw. Yn fy ngheithio'i模n â randdau ond yn ymddych chi'n gweithioencei'n ddrachion a fwyllt, The research that I'm going to present you today was a collaboration with Professor Anna Cox, who I'm very grateful to. Basically I'm going to be talking about how we can use interactivity to enhance learning in higher education. I'm talking about university education, and here's roughly what I'm going to cover. I'm going to start by talking about a traditional method of teaching, the lecture. I'm going to talk about what's different about students these days compared to the past. My model of teaching is the flipped classroom. Most of you, I'm sure, are familiar with this notion, I'll be talking about that. How we might use interactive technology to enhance the experience of learners. And I'm going to be telling you what students think of our interventions in one of our courses. And some of the challenges that we face, particularly the kind of institution where I work. So I'm going to start by talking about conventional lectures. Here's a conventional lecture. It may be very familiar to you. Here's the expert at the front of the room. Here are the learners listening. Some of them are taking notes. I don't know if you can see it, but the ones at the back, some of them are asleep. So I'm sure this is a familiar scenario to you. And this format of teaching has been around for quite some time. In fact, I want you to tell me, how long do you think we've had university lectures? Or when was the first university lecture? Does anyone know? When do you think the first, what year was the first university lecture? I'll give you a clue it was in the first university. So if you happen to know. Anyone like to guess? No volunteers? Okay, I can tell you. Go on. 1500, okay? Not quite as long as that. The first lecture, or the first university was 1088. It was the University of Bologna. So we're talking about nearly a thousand years for university lectures. Here are the characteristics of a university lecture. It happens at a particular time. I hate the nine o'clock on Monday and the seven o'clock on Friday. It happens in a particular place, timetable by the institution. It happens at a fixed pace. We use a one size fits all method chosen by the lecturer. Predominally, it's a teacher centered method of teaching. What I want to talk about is what I refer to as three revolutions that might affect the relevance of the lecture for today. The first one is the information revolution. Students have unprecedented access to information. There's plenty of material out there about how things work. The second revolution is the learning revolution. In the last few decades, we've changed our understanding of how students learn. The model at which lectures were based is the information transfer model. The idea here is that the job of the teacher is to transfer information out of their heads into the heads of the learners. So the job is information transfer. Under this model, learners are portrayed as kind of like blank cassette tapes or, if you don't remember cassette tapes, formatted USB flash drives. The most dominant model of understanding how people learn today is the constructivist model. Under the constructivist model, the process of learning is an interactive process between the learner and the teacher. It's a two-way process. It's also an interactive process between the learner and the world because learners don't come as blank books or blank cassette tapes. They have some prior knowledge and they have to take what they're being told and fit it with what they already know. So the process of learning becomes the process of selecting, organising and integrating information with what you already know. And the third revolution is students today. If you look at students of the past, in 1980, the top 2% of the population would go to university. They would go to university instead of getting a job to postpone the process of employment for three or four years. Often, not always, but often, they were motivated by a love of the subject and many of the students were funded by a grant from the government and if you looked in their satchels, they might have one of these. If we contrast that with the student of today, the government aims that 50% of the population should go to university and they go to university often in addition to getting a job because many students need to get part-time employment in order to fund their education. They're motivated by necessity. They need to have a degree to get a job or they need to have a degree in order to get the job that they want and they're funded by debt. If you look in their satchels, they're likely to have one of these or maybe one of these. So students of today are very different from the students of the past. What I want to do is find out about students at my institution, UCL. So what I did is I got the students to write some survey questions and they surveyed themselves and they put together this video to show the results and I thought I would share with you a vision of UCL students today. So students of today are different and what I want to do is talk about our attempts to enhance the learning experience of students at UCL. We have a particular problem at UCL because it's in the centre of London. We have no space. We can't expand. Lecture spaces are premium. We often have students sitting on stairs because there aren't enough seats for them. So we're looking at ways in which we could use technology to improve their experience. What we did is we used a postgraduate course in MSc and Human Computer Interaction. This was a module on persuasive games. They're games designed to change your attitudes or behaviour about things. They would have two or three hours of lectures every week for this and there were about 40 students enrolled on the course. What we did is we introduced five interventions which helped us flip their learning. Here are the five interventions. I'm going to go into a bit more detail in a second but they are interactive e-lectures, weekly online assessments, social media, quizzes and a buzzer game. Start with the interactive lectures. This is the core part. What we did is we replaced one hour of their learning with an online lecture. This is an interactive lecture. There are non-interactive lectures. You might have seen some of these. At UCL we use lecture cast. I think this is Echo 360 where we record lectures. This is not interactive. We just record the screen and record the lecturer speaking. We will now begin. It's another non-interactive lecture. This is a series of statistics which is really a way to understand and get our head around data. This is Salman Khan from the Khan Academy. Again, a non-interactive lecture. You just sit there and you watch him talk about in that case statistics. These are the interactive e-lectures that we introduced. They break down the lecture into a series of topics and subtopics. The students can control the order in which they go through the material, the pace in which they go through material. There are interactive self-assessment questions where they can check their learning, their embedded videos, and a few other features that I don't have time to mention. One of the advantages of the interactive e-lecture is they can study it when they want, where they want, at the pace that suits them, so they can adapt it to their individual learning needs. They can use their own process if they're familiar with things. Often we have some students who've done some of these things before, then they can skip some material, or if it's all new to them, they can spend longer on it. In other words, the interactive e-lectures are a learner-centred method of teaching. Interactivity is very important to me, so what do I mean by interactive? I mean that the system responds to input from the learner. I've done several studies into what the effect of introducing interactivity is in e-lectures. In this study we found that students would perform 12% better in deep learning tests if the e-lectures were interactive. In other studies we had one where the increase was 10%, another one where they're 18%. The performance of students is actually better if you make the lectures interactive. So that was one of the five. The second one was online assessment, where the pass-fail grading assessment where we would ask the student to answer a question, it's an open question, and either their answer was good enough or it wasn't, they would get 100% or they would get nothing. It was weekly. The third one was social media. We used Slack. Anyone here use Slack? Okay, quite a few people use Slack. We introduced the user Slack and we used Kahoot for quizzes and we introduced these buzzers. We had to divide people into groups of 10. Each group of buzzer, the buzzers make different noises and we gave them a series of questions and they would press the buzzer and the first people to get it right would get the point. I'm sure you're familiar with this idea. I want to show you a Kahoot, a run a Kahoot with you, so I'm going to need your devices. If you're not familiar with Kahoot, you're going to get three questions and there are 20 seconds to answer each question. To join in, all you need to do is visit this website kahoot.it and enter this pin number. You'll be asked to enter your name and it'll be useful to have a meaningful name to see how well you do, but you can make one up if you want to remain anonymous. People to join. Three questions if you're ready. Pins still there if you want to join. When was the first university lecture given? Do you remember? If you think it's 1988 you press the red button at the triangle. 1988, absolutely correct. University of Bolognaire, well done. Good memory. Well done Chris R for being the fastest finger. Second question, if you add interactivity to a lecture, an e-lecture, how much does it affect the scores? You can think it's 0%, it's the red triangle, if you think it's minus 12%, it's the red diamond. 12%. Saf, congratulations. Last question. I've introduced some new technologies. Here are four of them. Which one do you think the students value the most? Was it e-lectures? Weekly online assessments? The buzzer game or cahoo quizzes have a guess. That would be the online assessment back to my presentation. So this is what the students actually thought of these interventions. So what we did is gave them a survey on the open-ended question. The outside the class interventions, the e-lectures, the majority of people thought they were a valuable contribution. Interestingly, the number of people who disagreed is higher than we're used to. I've been doing this for seven years now and normally the number of people who disagree is much lower. The reasons for this I suspect are we had a greater disconnect between the e-lectures and what they did in the practical sessions. The online assessments, 74% agreed, so this was the most valuable one. One of the things they liked about it was every week it made them reflect on the material in the e-lectures. Social media slack was valuable. A majority of people agreed. A lot of people didn't find it particularly useful. Not entirely sure why. Inside the class, cahoo, 68% liked cahoo. They found this particularly good to making them review what they'd done in the e-lectures. The buzzer game, I was very disappointed. I thought this was going to be really successful. 61% didn't think it was valuable at all. We did some inferential statistics and we found that there was a correlation between valuing cahoot and overall satisfaction. Also between the e-lectures and the buzzer game. There was actually a correlation, so all is not lost. Three minutes. This is the qualitative feedback from the students. The e-lectures provide nice materials to start the class. The use of external videos in the e-lectures is amazing. Remote learning is good. Unfortunately, we were not able to discuss the e-lecture more. Again, this was the disconnect between the e-lecture and the practical class where perhaps we could have done more to make connections between the two. The weekly online assessments force you to synthesise your knowledge. Cahoot can motivate doing the e-lecture before the class. Which brings me neatly to the end. Thank you very much for listening. Hi, Chris. Do you have any sort of evidence that any of these things have an impact on attainment in some of the assessments? So with the e-lectures, yes. That's the research that I presented you. So I've been looking into the effect of e-lectures for about seven years now. And it increases the performance in tests in both retention and transfer. So both surface learning memory and also in deep learning. The others yet to be investigated. Any other questions? I missed out one of my conclusion slides. Perhaps if there's a second, I can... One of the problems we had at UCL, which I just wanted to mention, is that people at UCL are hired because they're experts. And the paradigm shift is away from experts to facilitators. So one of the problems we have is what to do with people who think of themselves as leading experts in the field. Is to turn them into facilitators. In other words, how can you connect research with teaching? And that's, I think, one of the challenges that we've got for the next decade to... Just one quick question. How did you create the e-lectures and how did you create the assessments? So the e-lectures were done in Storyline, which I did myself. Articulated things as the company behind Storyline. Storyline 2 we used. And the multiple choice questions. I'm not sure what you're referring to, but there's the code questions. But we also had the weekly assessments which were done in Moodle as our virtual learning environment. Just open-ended questions which we then marked by hand. OK. Thank you. So just whilst the others get set up, can I just ask whether Stephen and Jamie are here? Are our final speakers of the session? No. OK. It's good to know. OK. So we're moving on to Chris and Graham. Exactly. Thanks very much for coming this afternoon everyone. Good to see so many people here. My name's Graham McLearney from the University of Sheffield. I'm very pleased to be joined by my day colleague, Mr Chris Clough, who's the manager of our creative media service which we're going to talk to you a little bit about now. So we'll give you a bit of background and then we're going to Chris is going to unpack a little bit more about what the creative media service actually does, how it works, some of the journeys we've been on. My job was really just to give a bit of background and this follows on quite nicely from what our previous presenters have been talking about. So why have we got into doing what we're doing here? So we come from a very strong tradition of using video multimedia resources within our university to do a fairly conventional kind of transmission based teaching. About 15 years ago, driven by some thinking in our own team and from other academics, we started to get into the whole field of student generated media. And of course the pedagogical rationale for that, again following up from what Chris is saying, is very much based in constructivism that's based around Bloom's taxonomy and this is the fundamental idea that in getting students to be producers rather than consumers of video material, they can use these journeys, these experiences or ways of constructing their own knowledge about a subject in a whole new level of depth and so on. And this started as a fairly niche, a specialised kind of activity and I should emphasise that all the students we're talking about here are students who do not come from a conventional or vocational media based courses. So we're talking about people studying projects such as law and Hispanic studies. And what we actually did was we do very specialist ad hoc projects and we closely supervise students and as I said it was all a bit ad hoc, all a bit niche but it became more and more popular so it became apparent to us that what we needed to do was to be able to find a better way of embedding this, a better way of supporting this and what that then took us on to quote the theme of the conference was a journey whereby we went from niche to what is becoming more of a normal. So I'm going to hand over to Chris now but first I'm going to ask the question what do we mean by creative media? Hello and welcome to Kicks Creative Media we're based here in the Diamond. We provide equipment, resources and training for every University of Sheffield student and staff member. All of our services are based here on level four of the Diamond and all of our equipment and rooms need to be booked in advance on my rooms and resources. We have eight media recording and editing booths, two edit suites and a fully equipped three camera TV studio. Each of our editing booths comes fully equipped to the professional recording microphone that records straight into the iMac. To log into any of our creative media computers you will need a CTM account These can be requested by filling out the form on the creative media website. All of our Macs both in the media booths and here in the edit suite can pre-install the range of Adobe creative cloud apps and you can work on these 24 hours a day, seven days a week. The TV studio opened in January 2016 and is available 9am till 5pm on Monday to Friday. You have a fully equipped green screen and green floor as well as black and white wrap around curtains and a full lighting rig. The studio can be used for presentations, dramas, interviews, pretty much anything really. The three cameras are remote controlled and over the main camera is a fully working auto cue system, so no need to learn all your lines or have a piece of paper infront of you. Twice a week we hold workshops to help students improve their skills and knowledge. These cover everything from basic video production to photography and image manipulation. That's one of our promotional videos about creative media but we didn't just get there overnight it took us roughly around 6 years to get there so how did we get there we actually first started off in a building called the information commons back in 2011 and in that building it was just myself that set it up and we had one production room, a edit suite of four iMacs and a very very small pool of equipment loans. We also supported as Graham said a very niche area within the universities it kind of stemmed out of a centre for excellence whereby they worked heavily within the faculty of arts and humanities and social sciences and we were very keen to broaden out and our aim was to be able to offer our services to every student at the university no matter what degree they're doing. So we went from there to the diamond as of 2015 it was roughly around 130 thousand pounds investment, capital investment it required increase of staff provision and on average it was five times larger than our service which it was in 2011-2012. Our equipment stock also grew heavily we have a huge wide range of equipment available for students to use and we also operate a dedicated help desk for dropping services and to loan and issue the equipment. But our fundamental aim is to help students to become creative and we do that in many ways and in particular through our training we offer over 16 different types of sessions different sessions regarding things like post production, pre production video editing, animation storyboarding etc. But in particular we work with modules so we often get the module leaders coming to us and we have a dialogue with them to find out what they want in their students to be able to do what is there through the aim of the assessment, what medium they want to do, what time frame have they got and we sit down with them to work out the best way in which we can help support their students in to be able to not only learn how to produce video but obviously to have the expertise on hand and the equipment available and the knowledge and the resources accessible to them. We've also been running weekly open sessions to all students and these go from very basic introductions to quite high advanced areas. And then we roughly about over three years ago we started working on building up online courses. We worked with student ambassadors to find out the ways and so my objective with that student ambassador was saying my aim is so that every student at the university knows about creative media and that their student experience at the university is better as a result. What can we do about it? And one of the things she came up with was actually to make an online course for all to come together for students to not only collaborate because they collaborate part of their modules with the students they already know but with people across different disciplines different courses, different degrees different years. And we've been running that on our VLE and up until two years ago we've been doing it so it's here accredited so students from the actual in terms of completing it will get a here accreditation award. In 2016 we ran that course and we had 111 people signed up and we had 21% success rate in terms of actually completing the course. The course contained various different tasks that it had to complete interact with discussions fill out different quizzes as well. Last year we run it again and 142 signed up and it had a 33% completion rate as well so it's going up. We are limiting it as well at this moment just purely because of staff resources even though any student can do it we're literally having to stop the amount of people that can do it because we need to make sure that we can also give the time to students to be able to then to comment and to give feedback on what they're actually doing to help them learn. So 142 signed up within a matter of I think it was five hours so open and closing in five hours and we had to stop it there. We've also put a lot of emphasis on support we've produced the range of user guides that our resources are 24-7 accessible our media booths are open all the time our edit suite is open all the time students can borrow equipment, take it away from them bring it back three days later they can book up in advance so it's very keen that our user guides both printable, online videos are as good as it can be for them. We offer dropping service tips and appointments as well so students can contact us saying can I meet with you etc etc. As a result the demand on a service has grown over the last 12 months we've had over 7500 edit suite stations bookings we've trained over 2,000 students we've had over 200 TV bookings in the TV studio we've loaned over 13,000 items of equipment and we've delivered over 30 training for over 30 modules next year that should be going up to over 50 modules in which we're going to support You can't really see this unfortunately the actual graph but what it shows is that we've actually got data about from which departments use our service and it's every department doesn't matter how small it is every department across the university who's actually using our service and the top five are management mechanical engineering biomedical science, electronic and electrical engineering civil and structural engineering not the arts and humanities not social sciences so we have come really far and the people who are using it where we wanted to be they're still using it but areas of other departments are really embracing it which is really great so we know staff and students do use our service and it's very keen for us to get feedback from students through questionnaires in workshops now are the actual the way in which we deliver workshops are students finding it useful has it got enough content is the actual balance between practical and theoretical just right for them is it too long, too short do you think the skills in which they've learnt they're going to use outside of the actual module which they've set are they going to use it in the future and it's all very very very positive so we know we're going in the right direction and we know the demands there what we're still trying to do is improve go with it, it's grown it's been very ephemeral it's been natural in terms of where we've come to and where we can still go and we ask students for the ideas for change we put through the idea scales and people can actually put ideas and other students can vote and then we look at what's the best ones the top ones and then work out how we can implement that for example more microphones so this actually is happening and today should be completed we're having a podcast studio installed so to enable students to produce higher quality audio recordings that's what we're missing at the moment and that's as a result of students recognising what they want and obviously we can actually hope to give it to them so what I want to do is just quickly show you a few examples of some student work sugar is an important part of our diet foods like sweets and fizzy drinks are some of the first things we think about when it comes to sugary foods but too much can have significant negative impact on our health but what about the way we start our day it's out of ten parents believe that their children are having a healthy breakfast but do we know just how much sugar is in our favourite breakfast cereal? the results may shock you Frank illustrated absolute and relative position using two different worlds according to the standard neoclassical economic model of choice which holds that utility depends on the absolute amount of consumption the correct answer would be world A however most people vote for world B where the absolute house size is smaller where the relative house size is larger Solnick and Hemingway also replicated this study and found similar results and Able 1990 supports relative positioning stating that people have decided to keep up with the Joneses so there's just a few examples there's a lot of examples and what we also try and do is ask students if they're willing to submit their material to actually for us to be able to then help promote and also give ideas for other academics and modules in ways in which they can work as you can see there because the material there is produced from students from management animal plant sciences geography those students never came to university with any media related skills they're not doing a media related degree but the quality in which they're producing and the content in which they're being able to carry across through the medium of video in particular is amazing so the lessons that we've learnt is that training large numbers of cohorts is the way in which we deliver it we can't do it in small lovely workshops we have to change the way we do that flip to that style kind of teaching there is also the balance of practical and theoretical how we can then look at which points within the session to break it up to give the students the ability to digest it to go out there to actually experience it to come back to ask questions etc because time is obviously very important to them not only that for this is at the moment for assessment to that point students were actually submitting their material on various different platforms and one of the areas that we were always struggling with is what we can really advise for academics and students in particular about what platform they need to use to make it easier for everyone involved for the student journey and the academics to be able to upload their material and for it to be assessed so I'm going to pass back over to Graham thank you very much Chris so this now broadens out to a slightly wider institution view because this fits into some initiatives of being doing a little bit more broadly so did you say Chris that this image was linked through can I go through it all right we'll come on to this what we'll do at the moment we're going to show you something we've just spent an amount of time moving over to a new platform which has been provided for us by Calchura who you may be familiar with is actually into Blackboard and now makes it possible for students to submit assignments in the same way that they would perhaps a normal conventional document type assignment it plugs directly into the Blackboard assignment handler and that's really important for us because it then means that in fact the submitted work goes into a robust and secure system is also then within if you like an ecosystem which enables us to reuse and re-purpose on so we think it's really important that our students work can be showcased I think nothing says speaks of the excellence of your institution louder than showing the fantastic work that one student do so that's really important to us going forward it also fits into a broader institutional strategy which a number of us have been involved in leading over the last year which is an institution wide aim to maximise the use of audio visual media to support the university across all its key strategic area so that's for us is learning and teaching of course but being a very strong research university that means now meeting the demands of our researchers and new ways that researchers can disseminate their research but we're also as a civic university we take our public engagement strategy very seriously so it gives us a new way of doing that as well so that's where it's going for us in the bigger picture and we're just kind of rolling that forward from this academic year so it's quite exciting times we'll certainly be seeing how well it's working when we get back to Sheffield in the next few weeks when usage really starts to pick up so I think for us that's pretty much it there's future challenges we want to just have a quick look at so in terms of just a note on the challenges I'm sure many other people are finding as well that capital and we're getting lots of cuts across the university for various different reasons and that is one of our challenges the demand on the service is still growing but we're obviously having to make cuts and also restrictions on capital staff resources so we need to find ways not only to deliver the services we have to the same standards but can we still develop our service and really if you've got any more questions I know obviously there's a lot to actually we're trying to get into this 20 minutes please do speak to us afterwards but from our presentation that's it, if you've got any questions that would be great we can hopefully answer them that's it, thank you right at the back, yes so it's the furthest point from you someone at the back as well I didn't hear that sorry Chris absolutely hello, I was wondering with all the videos that are being created are the students keeping the international property to those videos or are they something that would ever considered being sort of sub-licensed to third party publishers at all because there's some very good quality things that obviously directly reflect module requirements that's a very interesting and potentially quite a contentious subject so up until quite recently like many universities students at the University of Sheffield had to sign a disclaimer to say that anything they did in their studies became the intellectual property of the university now a couple of years ago that had been challenged and has been challenged at other institutions so at the moment unless you're on something that's a directly sponsored kind of industrial research project more or less the students is their own copyright so in fact even just us putting it on a student hosted environment and putting it forward as work of the university they have to license their rights to us but the thought that that might be followed up actually by commercial interest I have to say is a bit of a new one I'm very glad you mentioned it because I don't have an answer for that but it's something we would need to think about we know who the creators of the content are because they're submitted electronically from now on so yeah we'd have to look at that actually that is very interesting though thank you Chris Rogers at the front oh no it's Sarah thank you that was really interesting I was interested to know actually how much you had to fight with the managers the senior management in your organisation to help support this move towards creative media that can't have been done as a small voice scaling up I feel very privileged because there hasn't been any fight it's been really been very supported from day one there is the opportunity to do it the platform to do it in terms of the diamond I never put anything forward for that to actually have what is a third of the floor space of the level 4 of the diamond for creative media it just came from the top saying we recognise this as a growing service and we want to have it in our new flagship building so really it's been great that they've recognised that they've backed us and they've continued to give us the capital tool to do it it's now a fight possibly now is how do we still maintain that and continue to develop it I've not had that fight just yet it may happen yeah good luck exactly I've got stats to back me up now I was interested you were saying that the production values weren't necessarily what was being assessed for many of the projects was there any ambiguity as far as the students were concerned or as far as lecturers were concerned and marking what that actually meant in practice so from a creative media point of view in terms of this staff we're not there to tell academics how it's going to be assessed and what grading it should be we there to advise but we also try to liken it to how they would assess an essay in terms of the content going across is the medium which they're using the most appropriate for their target audience for instance is there anything within that in terms of the production value is the lighting the right is the sound quality those don't really kind of come into it it's more about has the message come across something we find this is a challenge we've been looking at for a while and how do you actually assess media creation by non-vocational media students so if there were film students we could say your sound quality is not good enough your lighting is wrong, your camera work is not right we can't do that with these a very common approach is to have as a proxy to the assessment to the media piece to get the students to write a reflective piece and that's an opportunity to surface some of the things that Chris has spoken so what are the aims and objectives of the module it may have been your objective is to make a three minute popular science programme that would be suitable to go on the one show how do you tackle the topic how do you identify the correct audience copyright is also very important of course and basically really in a nutshell is has the media item met its stated aim and if it's to say my objective is to teach you about you know the biochemistry of photosynthesis for example does it actually reach that target and that's what we do really but reflecting on the journey is a very important point because that actually recapitulates the value of the journey for the student themselves I think as well so Claire is our third unfortunately final speaker of this session today the other speakers aren't available but Claire is going to lead us away in some interesting work around immersive environments and CSI element at the end but it's on near pod so if anybody would like to get the devices I and you can even just google near pod and it will let you sign in and I will give you the code to access everything in a second and hopefully the internet connection works because it was having a few issues out here so this is the code that you need to put in if you have not got near polydap and it will also go through my slides as we go and I will explain a little bit more about it my name is Claire Rhodes and I'm a principal lecturer at the University of Portsmouth and I'm also the programme area for the undergraduate courses within the Institute of Criminal Justice Studies I am presenting this this morning on behalf of my colleague on behalf of my colleague Helen Earwaker who unfortunately couldn't be here and she is a lecturer but she is the unit coordinator for the unit that we have trialled all of this in has everybody put the code in that I want to put the code people are looking I can get the code back up for you in a second just to give you a little bit of background we are one of the largest criminology departments in the country so I currently manage and coordinate six full time undergraduate campus based degree programmes so we have approximately 2,000 students on those and each of those are interlinked so some of the students will do individual units like this crime scene based unit that I'm going to talk to you about and all students will cover criminology and criminal justice units so we have some that are really large and some that are slightly smaller the problem that has come with that is that we have distance learning students we are postgraduate students and as a department we have a lot of staff we all work together quite well I think but the students seem to fall into silos and they seem to put lectures in one pile, seminars in another different units in different piles and they don't tend to connect them that's what we find anyway so as a department and as part of my role I try and bring together the cohesion across the units and how the students learn and that's how this project started really the unit that we have trialled this in is a level 4 introductory unit and it has approximately 150 students on it per year and we're also I'm not going to turn this into one of our distance learning units so we're going to look at how we can progress that it's delivered by various academics and various operational police staff so at the university we have a unique partnership with Hampshire Custabury they are based on campus and some of their staff are honorary lecturers they also deliver on this lecture program so not only do we have to coordinate the students and university staff we also have external people that we need to coordinate and teach on the units as well in order to make our whole program interactive this whole idea started with an augmented reality video which is called Operation Matilda I haven't got the video to play for you today because with the internet connection it doesn't work very well I tried it and decided not to but essentially this video brought the whole university together it just started as an idea sat down with some colleagues and our amazing team of online course developers we had to write a script but it covers a whole crime scene from the very beginning all the way through to the court process it involved drama students as the actors it involves police staff as well it involved the law students in the court room we have psychology students we have journalism students so the script is written in a way that it can include lots of different departments we can take elements out of it and put them in different ways and we brought lots of different staff across university together so it was interdisciplinary and we wanted to use that as a blended learning tool so originally we were just going to use it in some of our seminars and maybe show on some of our lectures and use for part of our assessment but over the past year it has grown into something a bit more than that which is very similar to some of the interactive things that you've heard about in the first talk and the approach decided not to work never worry I'll just carry on so it's missing a slide don't worry about it so in order to deliver what we wanted to do we decided to use Neapod which hopefully some of you are logged into our VLE is also Moodle so we have incorporated a lot of interactive things through Moodle but we've now tried to bring them together with Neapod and it allows you to upload a PowerPoint slide so you don't have to completely rewrite them and it also allows you to be interactive so we can take clips of Operation Matilda we can add sort of the questions that you've seen with Cahate it does it all on Neapod for you and the students can be more interactive in the lectures so if you imagine a lecture of 150 students we can actually get them to work in small groups and collaborate with each other which hopefully I'll be able to show you at the end we can also get them to draw crime, run crime scenes we can get them to pinpoint the evidence and that's why we decided to go with Moodle and Neapod and as some of you will see as you go through the lectures it also slides through at the same time and you can keep the lecture once you finish it stores it in your library so that's why we decided to do it it's also free which is a bonus because obviously at the university it's hard to get money out of people for things so everything that we've done was done on the goodwill and expertise of people within the university so it hasn't cost us any money it's just cost us time we have found that with the Moodle activities when we've designed them so they go to the lecture during the week we do the interactive stuff on Neapod and then we design the activities on Moodle throughout so they link to the lectures and they link to the seminars so it's the flipped learning idea again so they take away the stuff from Neapod they then go home go to the coffee shop do their group work watch clips of Operation Matilda online they can answer questions they can prepare their crime scene notes they can prepare their court files they can whack on the story lines around it and then in the seminar classes they can come back and we can be more interactive with them again and try and find out what they've come up with and how we're going to progress that towards their assessments we use competitions and quizzes in the lectures so everything is delivered online as well we're also trialling livestream so that the students don't actually have to be in the classroom because now we're also finding I'm sure it's the same for quite a lot of you but we have quite a lot of students and trying to fit them all in a lecture theatre is quite difficult we're now having to double or triple teach in some cases so we'd like to try and get rid of that and the students seem to be quite happy with the livestream idea so I'll let you know where that goes we also wanted to try and include the industry input so we now have other partners and other industries so we have different special effects teams that want to come in and we've now through Neopold and Moodle and the lectures we allow them to have online discussions with the students remotely and this is for the campus based students not just the distance learning students so we've tried to combine that with all of our lectures because I didn't play the video these are just some clips of Operation Matilda I don't know if you can see those but if you have it on Neopold and Frontview you should be able to see them essentially you need to know what has happened because with the interactive bit that we're going to do in a second you need to know the story behind it so it was originally called Prodorothy but we thought that was a bit mean but a lady called Dorothy was found unconscious in her house she's been taken to hospital she made an allegation of rape against her nephew and subsequently when she's released from hospital she dies so Prodorothy has been through quite a lot there is obviously a police investigation that goes around that the nephews find not guilty but that leaves the question as to who actually did it and that's part of the thing that the students have to discuss and all the legal complications around that so that's the basic premise you need to remember that for a minute and this is just a basic example of some of the Moodle quizzes so is everybody aware of Moodle quizzes who does Moodle stuff yeah so you can do it on Blackford as well it just looks slightly different we use these Moodle quizzes throughout the year so this is a year long unit we get them to answer the questions they can do that as summative or formative assessment it depends what you want to do so it's very flexible and what we have actually done to help encourage student engagement and I'll be interested to find your views on this is after each lecture and each seminar and each activity we don't release the next part of the unit until they've done the questions so encourage a student engagement because they have to do it before they can get the next lot of learning material and we haven't currently had a problem with that but I might ask you later what you feel about that if anybody has any different opinions so before we go into the quick interactive bit the impact that we find apart from the time constraints on us as academic staff and my team of online course developers it has taken a lot of time but we feel that the benefits have outweared that because it has been valuable to other departments within the university the impact is that the students haven't complained as much about group work because we know that's an age old problem they seem to want to interact with each other more they seem much happier with the team ethos and the work that they do we have seen that the students are attending more lectures they have had an improvement in marks although obviously that could just be the year group because it's only been running for a year so we're not really sure if that's down to the online immersive learning they are able to play the theory from the lectures to the practical classes and we're also nice in more links between their criminology units and the crime scene unit and how everything goes together which was the point of everything in the first place but because of that we're right into the criminology and the criminal justice unit so that we can try and blend everything together and the students seem very happy about the immersive nature they feel that they're getting more interaction with us as academics and practitioners and they feel that they are more part of a community so from the distance learning students that don't necessarily come to campus all the time they also feel that they're more part of a community when they get involved in this sort of thing so if you are on the airport I have got a little interactive activity for you so as I've given you a story of our pro Dorothy for Operation Matilda you should be able to see a map I've got three slides and then it will let you do the interactive bit these are aerial images so these are clips from the video that we have and this, I don't know if you can see but this bottom height is where Dorothy was found dead so you are going to pretend that you're a police officer and you're the first person that's arrived on the scene so you've had your blues and twos you've had all the excitement you've got there and a bit like the bill so who remembers the bill you are responsible for deciding where the cordons are going to go so that nice bit of police tip that stops all the press getting in and all the public getting right up to get their pictures of whatever's happened you are going to decide where they go so just to give you a little bit of background information this is a row of houses in Portsmouth this is the communal car park this is the bin area and this is a main road if I go to the next one it's a zoomed out image this is a university building but it has nothing to do with the houses and this is a railway line and the main road goes under the railway line so you just need to be conscious of how big you might want to make your scene and this is just zoomed out another bit but this is another major road so you are houses in here so if I click on the next you should see can you all see just a screen and it gives you an option to draw is that what you can see this hasn't come up quite as well as it should have but if you have it you should be able on your image it should give you the option there should be a little pen and you should be able to draw your cordons so if you'd like to draw your cordons on for me I'll give you a couple of minutes to do it I don't know if that's going on the internet connection because it's quite slow it takes a while to upload is it working for everybody else or is it just me do you all draw on them one I can now see what everybody has put so when we do this in the lectures the students normally start having a chat with each other and pointing there might be some giggles as to who's done what some interesting shapes interesting I think most of you have drawn your shapes on where you're going to put your cordons so next you should be able to collaborate and you should be able to tell me why you've put your cordons why you've put them so you should be able to type in a little message does it work does it let anybody put anything in I should have clicked okay to let you do it so it should I should also point out that at the minute it has got your names on now but you can as a lecturer take people's names off and make it anonymous and that you think the students might not want to engage with we can go back to that whole discussion about being anonymous and I have the power to do that as a lecturer before the class starts but for today I've just left it left it off because I was a bit unsure about technical difficulties fairly random guess that's good and that's fine cover and car park closed area if somebody's not sure what the cordon is that's fine because obviously if you were a student I would have explained everything about the cordon so this is just to show you how it interacts some good answers obviously then as part of the lecture I can go through I can interact with the students thank you and I can put answers on now as they're putting the answers up as well so we can have a whole class discussion virtually so actually our distance learners can have the class and the lesson at the same time as the full time undergraduate campus based students and I can also have a lecturer sat remotely answering some of their questions as well so it works a little bit like live stream at times and then we can set this up so once I've finished the near poor presentation you should be able to keep this and we can set that up for the students to use later on in their seminars and their workshops and that sort of thing that is the end of the presentation because I wanted to leave enough time for questions because I was conscious of the time and I didn't want to try and fit too much in has anybody got any questions I will try and answer them because obviously it wasn't my unit it sounds like there was an awful lot of organisation involved in this I'm just kind of I'm sure you can't do it in detail could you just give an estimate of the sort of the investment in terms of resources and time it's taken us a year to produce the video itself it is actually quite professional I would say I don't want to I don't want to sound big headed about that but it did involve the professional sort of drama teams and the media people within the university so it's quite professional it took a long time to get the script right I think that was part of the issue because so my role is to coordinate everybody and manage them from the full time undergraduate point of view I had to get volunteers that wanted to be involved in this because obviously not everybody is comfortable with online learning not everybody is comfortable with new technology so I've had to convince some of the other staff now that this is working and we need to move forward so we have to identify extra training as well the thing that took the longest with the script was all the people involved wanted different things added we have done our best to leave a lot of things open so that other departments and other areas of the university can come and take a little snippet from it and add their own things around it once we got that done the actual filming and the process itself didn't take that long and the other thing that has taken the most time is putting all of this together on Moodle and our online course developers so we have a team of five now and they're dedicated just for our department because our department is one of the biggest in the university so we're very lucky to have them because they have helped my colleague Helen put all of this stuff on to Moodle and make it interactive so it's taken her about three months so not solidly because she obviously has her day job and her own research today it's taken her three months to set all the lectures up and give the online course developers the quizzes and the questions and those sorts of things and the online course developers have been working on it on and off so about six months for them to put everything together so in total it took about a year but we were able to do a rather kind of day jobs around it so you have to be dedicated and you have to want to do it which is what I ask for volunteers rather than just force people to do it is that answered it? Any other questions? So the technology is a bit flaky for us is it ever like that with the students and does that ever put anyone off? So far our university hasn't been like that because I was just a bit wary that when I take everything outside the university I'm never quite sure what the internet connection is like I think we've been quite lucky in that a lot of our rooms have just been done up with better internet connection it does we always have a backup because obviously this is something that we're trying but so far it hasn't happened and we've been running this for about a year or nine so it's kind of been a two year process a year of development and a year of running it and it hasn't gone wrong yet but it's just the high-fast internet connection is that's the only problem with it so yeah I was conscious I did have a powerpoint backup just in case it all went horribly wrong And what was the answer with the cordon? If I had longer I would have explained but some of you have actually done a pretty good job the thing we always tell students is with cordons there is never a right or wrong answer it's to be it in high much disruption you're going to have on what's necessary for the crime scene so there is never really a right answer Any other questions? I don't have my time sorry Hi I'm quite interested to see you've got this for your subject specialist area how could you see that that could be then scaled up into other sort of areas would you have a sort of a method that you could then share with another department so this is how we've done it in? Yeah if you take the operation Matilda and the video right of it everything else that we've done you can use on anything so it's just more thinking about how you can make your lectures interactive and how you can link that with other activities to link with the seminars and other things that you do so apart from the video being very specific the rest of it is open for anybody to try so yeah if you want to have a chat with me later or I can explain we just show appreciation for the three speakers now it's up to the so we have finished early