 Okay, good morning everybody and welcome to how the use of multimedia enhances teaching, learning and research. My name is Kerry Penny. I'm interim chief executive of the Association for Learning Technology. As I've mentioned already to those of you that have joined, if you have any questions or comments during today's webinar, please use our chat function. So that's down in the bottom right hand corner. There's a purple menu with two arrows on it. If you click on that, that'll open up the menu and you'll find the first icon in there is the chat icon. So if you have any comments, any questions throughout the day, please pop them in there. We will be keeping an eye on the chat throughout and we'll have time for questions and comments at the end. So please do pop them in there. We'll be keeping an eye on it and make sure that your question gets asked at the end of today's webinar. So welcome and our webinar today is a collaboration between the Association for Learning Technology and Learning on Screen. I'm going to tell you a little bit about Learning on Screen if you don't already know about Learning on Screen and we'll have some more throughout this session about what Learning on Screen does, their mission and aims. But Learning on Screen is a charity and membership organisation that firmly believes that multimedia, that includes moving image and sound, is fundamental to engaging dynamic and learning teaching practices. Their focus is on ensuring post-16 students excel and thrive in education and their mission is to help shape the future of education. One way that Learning on Screen does this is via their platform, Boxer Broadcast, which many of you will already be familiar with. Often we call it Bob and I remember using Bob many times in my previous life as a learning technologist in universities. Bob is a resource that provides access to over 3 million on-demand broadcasts across various channels including TV programs, documentaries and news. And Bob not only provides educators with access to its content, it also provides them with the tools to curate and seamlessly integrate content into their teaching content and practices. And it is really my pleasure to welcome and thank the team from Learning on Screen who organised our speaker for today. We're joined by Kerry Jane Packman, Learning on Screen's Chief Executive who will be closing today's webinar and facilitating the Q&A. Francesca Lestrade and Marianne Open as well. I also get the honour of welcoming our speaker for today, Dr Chris Willmott. It's a pleasure to welcome Chris to the Association for Learning Technology and thank him for his work and for everything he's going to share with us today. Chris has a long association with the University of Leicester having studied biological sciences. He stayed on to complete a PhD on antibiotic resistance. After working for a Christian charity and as a secondary school science teacher, he returned to Leicester as a lecturer in 2000, becoming a senior lecturer in 2006. He was awarded the Distinguished University Teaching Fellowship in 2003 and a National Teaching Fellowship in 2005. Away from Leicester, Chris has served as editor-in-chief of both the Bio Science and the Biochemist magazine. He served a full term on the Education Committee for the Nuffield Council on Bioethics and is on the Executive Committee for Learning on Screen. Over the years, Chris's particular academic interests have been in bioethics, authentic assessment and the representation of science in broadcast media. Chris was an invited contributor to the annual Biomedical Ethics Film Festival in Edinburgh for nearly a decade and he is an author of a number of books and book chapters on bioethics, including where science and ethics meet, dilemmas at the frontiers of medicine and biology, for which he and co-author Salvador Massip, I apologize if that's incorrectly pronounced, were awarded the European Prize for the popularization of science in 2013. Chris retired in 2022 and now works as a freelance science communicator. He remains an honorary associate professor at Leicester and a keen enthusiast for the benefits of multimedia in education. Chris, a huge thank you from me for joining us today into the Learning on Screen team for inviting you along to present today. So when you're ready, I will hand over to you. Thank you, Kerry. And morning everyone. So I will be swapping over onto my slides in a moment. Here we go. Just a double check that everyone can see those and can hear me. Kerry, is that fine? Yep, all good, can see and hear you and your slides are up. Great, good. Thank you again. Welcome to everyone. So as has been said already, I'm going to be talking a little bit about the use of multimedia in teaching, learning and research. And to give a bit of an outline of where I hope we're going to go in the next half hour or so, I can talk a bit about the rationale for using broadcast media in teaching, illustrate that with some examples from my own practice, talk about ways in which you can share some of these materials with a wider group of people using viewing lists, playing lists and the potential for blogging as well. And then move finally in my section on to talking about research involving broadcast media and the potential for use of Bob in that before going on to the Q&A, which as was said before, Kerry Jane will be moderating for us. When we think about use of television in university teaching, I guess a lot of people will default to thinking about the classic 1970s, early 1980s, open university type model as caricatured here in the Harry and Paul story of the twos sketch. I'm not going to play the clip for now. In fact, I'm going to probably to save time. I'm not going to show any of the clips except for one that I'm going to talk about in the rest of the presentation. But I've put some URLs down in case people want to look these up in the future. And just on that, this isn't how I owe you it's pull OU at the bottom. So as one of those ones when it's only when you type it out that you realize the issues have chosen a different short acronym. So, yeah, so people think about the open university type model. And there's you probably all experiences as well. In general terms with learning technology, there's a certain reticence amongst academics to use different tools and technologies. And with regard to media, I think there are several of those. One of them is that the content is not sufficiently academic. So certainly when I was presenting about a related project at a conference a number of years ago, one of the delegates said TV science is dumbed down science. Now, some of it is, let's be perfectly honest some some of it is a lot of it is not and certainly a lot of radio coverage is really very good indeed. But even where something is a bit dumbed down. As I hope I'm going to demonstrate later on we can make educational use of that in a session. So, secondly, people worried about technology failing again something I'm sure you as learning technologists will be very familiar with. People might feel insufficient time in the curriculum. We get more and more things occurring. Particularly my field of bioscience the the frontiers of biology and medicine move forward year on year at such a pace that you you can't possibly be putting more things in the arguments all about what do we drop out rather than saying well let's put some more things in. There's concerns about copyright and there. Some of those are legitimate and valid and important so it is helpful when when academics have got that on their radar. People perhaps can't see the way in which media would be useful to add to their to their course. And even if they were they might be uncertain what was available and where they could find it. So, I want to argue this morning that actually AV can be used in a number of useful ways we can promote engagement. Watching, listening to things is something that students are very familiar with doing. So it's not an alien method for them to be to be picking up information. I think about in particular my my sons who are now both well have have done PhDs in one case is doing a PhD in the other. They have since a young age turned to things like YouTube videos for how to do anything rather than look it up in a book so they use they use to this kind of format. We can use AV to illustrate a particular theory or a technique. It would be one thing to talk about it, but all the best if we can actually demonstrate something to the students. It may be that there's other content that we want to convey that actually that somebody spent an awful lot of money producing a short package that explains something very clearly. So why not benefit from that as well. It could be that you want to set a broader context of framework in which you want to then explore a particular topic in more details or as a discussion starter or actually for the benefit of media criticism or science communication itself and look at some of the ways in which people are conveying information and what we can learn from that. So we've actually had Bob introduced already. This was my question I was going to say who's Bob. I put this up partly to remind me that although many of us including myself have worked with a number of other multimedia platforms. For example, I've done some work using lecture capture technology for things other than recording lectures. But today we're going to focus particularly on thinking about Bob and as we know already Bob is not in fact the who it's a what. But if you if you Google Bob this is some of the main things that you get up to begin with. So what's Bob again carries introduced some of this already. So Bob is learning on screens on demand TV and radio service for UK higher education in particular. And it is a membership service. So in that sense, institutions have to be members, but most UK he is our members. It's just a lot of academics don't know that and I think that's one of the key things which I think we need to kind of try and share is actually the existence of box of broadcasts and the potential that it's got for people. There are now something in excess of three million broadcasts and around about 65 channels that are recordable from from the service. So we've got a very large database then of materials that can then be utilized. There is actually connection to one of the bulbs on the previous slide so I have it on good authority from those who were there at the time that the name Bob was actually an homage originally to the black adder character Bob. Otherwise known as either Kate or driver driver Parkhurst, and that that was the name that was used for the system in the first place, and the longer name box of broadcast was actually retrofitted to that at a later stage. Take that as as you may. So, why use Bob what is it that Bob is bringing that perhaps is different to some of the other resources that we've got available. And one of the important things is provenance so the materials that are in Bob are copyright cleared for use in education, and that's important in comparison with some of the other places where we might find materials. But they haven't actually been authorized for use in the ways that we want them to be used. So Bob is okay in that regard. I've mentioned already that it's extensive, more than three million programs, several tens of channels that are being recorded. Persistence and consistency I put here because one something is in Bob it's in Bob it's not going away and that's very important when we compare for example with if people were using something from YouTube, or from some other sources. One of the things that many of us have learned the hard way with online resources is that at the drop of a hat your favorite platform your private service delicious is one that springs to mind in my case. And that is gone and it's no longer there but Bob is Bob is there and the episodes are going to remain there. And they can be streamed. So, again, I'll mention one particular example is later on but not so long ago, if you wanted to share audio visual media with with students, you would perhaps have one or more copies of a DVD available in the library and students would be able to stream you there. Streaming allows for the potential for more students to be watching more materials in their own time. And that opens up some of the pedagogic opportunities that I'll talk about in a second. You can use Bob to make particular clips from within something that you want to address. And then you can tag program so you can add them to playlists and that's something I'll talk about a bit more later on. And finally there's the search ability of Bob so both Bob and the companion service trilt which I'll again I'll mention briefly later on can be can be searched so you can look through these for materials that you think might be helpful in your teaching or the teaching of those that you're helping. Okay, so I'm going to just talk through a few examples I say in most cases I'm not going to show the clip in question but these illustrative of some of the kinds of uses I was talking about just now. So to begin with a clip from a documentary. I mean many episodes in my context many episodes of Verizon are great in their in their entirety, but in this particular case, a lecture introducing students to to pharmaceutical in to thinking about clinical trials to thinking about how medicines are developed. I could tell them that companies have data banks of millions of compounds, and they go to them randomly and start to find things which will be lead compounds for then developing into further tests. And I could tell them about that so much the better if I can show two minute clip from this episode of Verizon in which the Glaxo Smith Klein robot is seen working its way along the shelves taking some of these two million or more bottles off the shelf and taking them so they can be using a particular experiment they talk about some of the rationale of that so that's better than just describing it to them. Secondly, as a scene set I'm going to give two couple of different examples here. This is one from the film die another day to separate clips from within the film in the one that shown in the image there. Bond is explaining to him that he's discovered that there is a service being offered where they're offering gene therapy as a way of changing people's identity. In the particular, in the context of the film, the, I think is Korean some Korean army officer gets turned into a British aristocrat by using this technique now. Absolute nonsense, and you can reinforce the nonsense of it by going to the second clip, which is where the scientists who carries out these beauty treatments tells Halle Berry that you take DNA from runaways, people who won't be missed, and, you know, it's great to work on such a marvelous person as you etc etc. utter nonsense, but it does help to say that's not what gene therapy is. What is gene therapy and what kind of things are possible instead so again just as a scene set. Secondly, I mentioned just now talking about pharmaceuticals so in a session thinking about the way in which research is being done with microorganisms. There are so called containment levels that you can restrict work in depending on the on the risk factors associated with a particular organism. And the start of the film outbreak. They walk the audience through the development of the four safety levels that people looking at now it's it's an American context, but the levels are pretty similar in both here in the UK. It's not 100% accurate, but it is very good. It's very helpful in kind of setting the scene. And one thing that it's not good at. Again, it's something that you can ask the students to look at in more detail. So, for example, in two of the settings including attainment level three containment level three. The workers remove their PPE before they leave the room so you can students always spot that in the in watching it. What I want to talk to in slightly more detail is this so what we're going to just think about now is a 50 minute session that I've run with students for a number of years, thinking about experimental design. And so the questions I put on the screen here now because I would like you to think about these as well whilst we show this this one clip in a moment. And so the. We show the clip and asked the students think about what's good about the experiment that's that's been shown. What's wrong with experiment and then we move on to think a bit about how they perhaps do a different experiment. So the the clip is from brainiac science abuse. And so we haven't got opportunity to do much in the way of kind of group work that's for organizing break up groups that wasn't worth it for this particular purpose. But just perhaps to be thinking for yourselves for just literally a minute or two. What were some of the good things about the experiment that was shown there. And what are some of the things that were wrong with the way that that experiment was being done and then I'll explain what we did with this activity in the session. Okay. So I'm just going to talk us through this for the purposes that I say this will be part of a 50 minutes session usually. In terms of good aspects of the brainiac experiment. There weren't many, but they did include a negative control. So somebody who was neither fear nor sport. So that was a good feature. All the subjects carried out that activity for the same amount of time. And all the subjects were sniffed by the same person and all subjects with the same gender so that's pretty much the extent of good things about the experiment. In terms of things that were wrong. There was only one sniffer. So that was very limited population likewise there's only three people who were the sweaters in the experiment. It wasn't the same person who was on the crane running or relaxing at different points in time. You might have noticed that the distance from the nose to the armpit was different in the various cases in one case the guy didn't even lift his arm up. There could have been other explanations for the observed phenomenon. So perhaps they've been different usage of deodorant. Perhaps they had differences in natural body odor. Perhaps somebody eaten smelly foods the day before. And then you've got physiological features like olfactory fatigue or adaptation that could have occurred. So a number of things that are limitations of the experiment and students are very good at picking most of these out as they watch the clip. So we can ask them to think a bit about with their with their neighbors and again we won't have time to do this today but think with their neighbors about how they could design a better experiment to smell fear. And the beauty of this is that actually around about the same time there was a proper scientific publication that had looked at this particular phenomenon as it turns out. And apparently as a participant couldn't know that you'd smell fear but they detected in the brain some changes so it's something which they termed empathy contagion as a phenomenon. And if you want to know more about that particular one it was written up in the Journal of Biological Education. Back in 2011. Okay, so two examples now full programs just move through this slightly more swiftly. The, the three part series run by Adam Rutherford called the cell the second part of those is on the experiments that showed that DNA was the molecule of life if you like so very good episode 60 minutes long lecture slots are 50 minutes so you can see a problematic clash there straight away. So I needed a double lecture slot. Originally I used to run this and I ran it off a DVD which was kind of pre pre Bob days. And it also was one that was under particular legislation for the open university, because it was an open university co-production so that also is something that Bob has helped help through. Secondly, Storyville. So this is a 90 minute documentary it probably remains my favorite science documentary of recent years it really is an exceptional program looking at the capacities for changing people's genomes that we now are on the cusp of having as a sort of thing that can be done. So great program, clearly not showable in an hour's context. And in fact, alongside the difficulty of fitting those into the time table the question could be raised. Is that the most appropriate use of face to face time so that's one of the issues that's addressed by using Bob instead, because it opens up the opportunity of flipped learning we can require students to watch things before a session. This also raises the possibility of viewing lists. Okay. I actually took that activity, the one based on the storyville story and developed some interactive questions for the students to use as part of our lockdown teaching. So I produced a guide that the students would use with that and some questions and they were intention of a variety of styles. Some were simply content recall. Some people picked up from the video the relevant topic. Some required additional reading. Some required rephrasing of some of the content in order to demonstrate understanding and others involve different higher order thinking skills. Then in terms of sharing materials. This module leads will be developing some kind of reading list and in this day and age those are no longer kind of paper based lists those are lists which are more likely to be held electronically and possibly provided by the library. It is feasible to develop viewing lists that go alongside a reading list. And so we could again we could have something that was a necessary viewing before a tutorial, or it might be something that said if you're particularly interested in this topic, you could watch this as an extra. And one thing when you're when people are developing modules. There are so many hours that are supposed to be associated with the credits for a module, often in my experience that leads to packing out a certain amount of the program with guided independent study. And here is a classic example of something that could is or could be guided independent study or recommending things that people could view. In terms of setting these up for a particular module in a particular institution. I think the, the, the talus chrome plug in so most universities again are using the reading list service provided by talus. If you were to go to this URL here, you can get the talus extension and what that means is that when you then are looking at a program within Bob, you get a little extra additional button. And if you click on that, it can put that straight into a reading list for your module. And so in best blue Peter style here's one prepared earlier. So I've heard this earlier in the week, particularly for this demonstration now so we've got that episode of gene revolution I talked about which I've labeled as essential. The chemistry for life that talked about essential, and then an episode of extra life about vaccines, something about antibiotics. And just for difference that a radio documentary about Dorothy Hodgkin, which I put down there as background or possible additional reading, and it was very easy to develop that within the, the talus system. However, within Bob itself, there's the opportunity to develop playlists and these are very useful for sharing things more broadly than an institution, although you could use them still within institution as well. And one of the things I like about this and my recommendation for people would always be to add a program to as many playlists as they thought was appropriate. And that's really because, to my mind, this this sort of tagging or playlist is to enable us to rediscover things at a later stage. And so this particular list here from biology and broadcast media down to liquid biopsy, all refer to a radio program, an episode of inside health about liquid biopsies which are a way of diagnosing cancer. So that's something that I think is a very useful way of using the playlists. And then also since 2020, there have been a number of curated playlists. Now there's over 100 of these now. And the additional advantages that you get with these is often there's a little video that's been specifically made to explain what the playlist is about. Here's my own one. But actually, there's a better example. This one here, classical music and films. And the reason I say this is a better example is that you've got the bottom here access to teaching activities and Jonathan Godsell at Roy Holloway has done a great job here. Listing the episodes that have been used in the playlist. And then for each of those is a drop down menu where he's added some additional information. So a short video and or some notes and or a link to a further references that you could look up on that particular topic. So a really top quality way of using those playlists. I saw a question pop up earlier about can people access Bob overseas. Now that is an important and very current question because the standard era license doesn't allow for things to be played outside of the UK. But there is a pilot project on at the moment and more people are welcome to join this in which playlists that have been prepared by an academic can be shared with students on UK courses overseas that could be students studying abroad. Or it could be students who are enrolled in a UK course but are currently studying in their own country for perhaps the first or second first one or two years of that course. And it's the simplest clicking a button on the playlist to do that. There are a couple of restrictions that apply. There's an exemption for films produced since 2000 they can't be included in the global project and wanting to be careful about culturally sensitive materials. And then finally on this I mentioned the opportunities for blogging. And so I think there's scope for using blogs where expanding the amount of information that you're able to share. And of course there was a potential audience out there who's interested in the subject but hasn't necessarily got access to Bob and some of the clips would be available by other sources as well via sounds or I play and so on. And so I've been using this as a way of sharing details about programs and it's also an opportunity for collaboration. So this was a project that predated the the Bob playlists started in September 2014 and just to flip through some examples of the kind of post that we've got there. Some are simply raising awareness that the resource exists. So in the intervening period since I made this original post. The BBC has produced the green planet which is a more recent series about David after on plants, but they're still excellent content from a very old series originally shown in 1995, but it was repeated on BBC to later on, and is therefore available within Bob. Others are examples where I've added notes, study guide notes. There could be clips from within a program or again there's my old friend the smell of can you smell fear popping up with structured activity. It could be something that is a new story. So here's one from a couple weeks ago about use of genetics to improve hop varieties. On the right hand side here, you'll notice there's no data we tend to try and include the same information about each clip. But this was an amalgamation if you like of different clips about the O'Neill report antimicrobial resistance which got a lot of news coverage at the time and that she features my one appearance on the BBC is buried in there as well. And then just to raise the possibilities both of radio programs but also reposting things that have come from elsewhere so we had written a longer post on a companion site, by ethics bites about rise of planet of the apes and so that was something that was used there. I was fortunate to get some funding which allowed us to get students to write blog posts. I got that from the university audio visuals in the disciplines the avid project. So these examples of post written by students. And I also had some interns for a while as well so again some posts written by some of those. And finally some posts written by colleagues from other universities examples here one from Exeter and one from Leeds and just demonstrating this was a resource for a broader community. We did put as part of the avid project also get the opportunity to develop some other projects as well as well other subjects specific blog sites so we have astrophysics on the box, English on the box and history on the box. But as is commonly the case with things like blogging. All of those are currently multiple because the relevant people have moved on or their time has been squeezed out by other necessary contributions so demonstrating both the potential with the limitations of that type of approach. And again there's more written about that particular project on this link to the the alt C blog. Okay, research finally just to talk about a few research possibilities. There are some formal learning on screen research projects underway using Bob. One of those is as we mentioned looking at overseas usage and the potential for that. Another is looking at the transcripts that are available from programs as a way of training AI for future uses. But there are also the possibilities of developing your own projects as well. And I mentioned earlier the the trill which is the television radio index for learning and teaching. I think most people on the call will be familiar with Bob, perhaps fewer with trill but it really is an excellent resource as well. But if I'm honest it looks a bit at the moment like we're trying to hide this this great nugget under under a bush of some sort so it's quite hard to find. You actually need to go on to the the Bob site and then log into your own account at the beginning. And that is because there is some content within trill that is personalized to your account. So, if you know it makes logical sense to find it there but it does actually know we're seeing it until you've logged into your account, at which point you can then get this separate archive trill which overlaps with Bob in terms of the content but it's not based on transcripts and so on but it's based on other metadata that's available with the program but also includes as well other things like the radio times index the Shakespeare index and things can be linked from that. So it is worth investigating that if you're not familiar with it. I first used Bob in a research context with final year dissertation setting students non lab projects looking with titles such as the ones that we've got on the screen here. The last of those, then actually turned into a PhD project and the PhD student and one of the students had done exceptional work in developing the methodologies to use with this. And so, the aim really here is to develop something where broadcast media is as accessible for research as print media is so it's become long established that print media, via tools such as lexis nexus and factiva can be used to to research things and now for the first time really Bob represents a boundary collection of broadcast material which can be analysed in a similar way. And this is just to say just emphasise the fact that TV viewing remains an important thing in people's lives. Some of the parameters you might set some of these are obvious, but there's there's complexity within it. The dates you might want to you're likely to want to have a range of dates, perhaps they'll be centred around or start with a particular key event. Will you look at TV radio or both. Will you look at all channels or just particular ones. What genres will you think about drama documentary and what tools will you just use Bob will you use trill or will you use both and some of those kind of questions are some of the things that we've built into a guide that will for doing this. It's on the learning on screen website. Those two links are the same that I thought the first one was quite long so I've made a tiny URL for Bob for research at the bottom and the sections within that guide are illustrated here so some of the questions I was just raising there are in the conducting your search section but we also then think about ways in which the data can be handled refined and so on so again I recommend that to you. And that really brings me to the end of my bit of the presentation certainly running towards the end there because I was conscious that we're against the clock. But thank you for your attention. If people would like to get in touch I'll leave this slide up for the time being email address some of the details of some of those sources of ways to get in touch with me are listed here. And if you'd like me to be perhaps doing some work with some of your own academics I'm happy to discuss that as well. So I'll hand back to to Kerry and Kerry. Thank you. Thank you Chris. Hi everybody I'm Kerry Jane Patman I'm the CEO of learning on screen that was absolutely fascinating Chris and thank you very much for delivering that. This is the opportunity for us to put you on the spot and to ask you any questions. So there are some questions that have come through and there's been a lot around the off the offshore students pilot and whether Bob is accessible around that. I wonder whether a member of my team could put a link into the chat around where people can go and sign up and find out more about that that would be really helpful. But Chris is there anything else that you wanted to expand on that as you're part of the working group as well. So I not in particular think on that aspect I just ready to raise people's awareness of it. I mean I think for a while people have been conscious that for copyright reasons Bob was only available in the UK. And we know that there's a growing number of ways in which there are students who are overseas either on a placement year or study abroad semester or people who are on. You know these kind of three or four year programs where they do a first three or four year programs where they do a first bit overseas and this now gives legitimate way to use those. So I would encourage people to sign up and think about doing that. Again, it has to be an academic curated playlist, but it could be for example that if you made a playlist that was tagged around a particular module code so in my case kind of BS 3068 or something that that could be used as an anchor point for collating resources that students could then watch watch for that. Fantastic. It's a really exciting project for us because it's been something that members have been asking for for a long while so working with you are very closely on that is is fantastic. In terms of there has been a couple of questions around the links to the learning management systems and whether Boxer broadcast Bob links to learning management systems. You mentioned Tali's of one of the learning management systems and how that links in. I suppose it do you have any experience of any others that link with Boxer broadcast. So we've been a blackboard based institution and it's possible to put links within there. The thing I would say is that you do still need them to click through that link and so the student or whoever else is looking will need to sign on to their own. Bob account when they when they've gone through through that link to the to the episode so it won't run automatically for them just by having an embed there. Okay, and just something for us as an organization we're constantly looking at improvements for Bob and all of our platforms so I know integrations with learning management systems is something that is on our agenda to look at over the coming months. As we develop further, I'm really sorry about this one because there's an acronym in it and I'm not sure what the acronym is. So if you can't answer it Chris, my apologies, but can Bob be used for the NBCHB program or is it focused on more generalized he programs. Okay, so NBCHB is a medical program so that's the medicine courses. And so you know people absolutely can use this in medical. I mean clearly a lot of television output is medical in content. So you've got I know people who are using House for example episodes of House for random with diagnoses or people are using other clips of more, more serious science documentaries or news stories. So I think medicine is actually one of the areas where it's super rich for peace. Scrubs is good says Captain in the chat. So yeah, so there's plenty of use and potential for medicine. Absolutely. Fantastic. One of the comments that did come through that made me have made me laugh when you were doing about the experiment around that was the ethics of terrifying someone. Yeah, I mean, you know, that I think that would be a useful thing to include. You know, so the purpose of that session is to think about experimental design and ethical aspects of that would would be something there and you know so intentionally fear of putting somebody. So you could get into questions of informed consent and those kind of things within that. You know the guy clearly playing it up but crying out to be let down you know the non responsive letting him down. You've got a pretty misogynistic approach to having your one female sniffer going through. So there's all sorts of things that could be discussed around about that as well as core things of experimental design. Fantastic. There is a comment around LTI would be great search and embedded direct from the LMS. Okay, so I need someone unpack that as learning tool interoperability. I'm afraid that's outside my area of knowledge. Yeah, I think that is something that we can come back to seems to be around embedding the amazing for analytics. Yeah, yeah, I'm just reading the comment there to that regard. So, I mean, yes, the the I think that is an important question. I think that is an important question. So it's one of the things that, for example, some of the the Peno Pto type lecture capture systems allow you to know which students have watched how many students have watched a lecture. How much of it they watched and those those kind of things and when they when they watched it so that kind of analytics is very useful so we know with many of the concerns with flip teaching is that actually people don't participate in the in the bits that you've required them to do before you get to a session. So those kind of ethical tools will be a useful addition, but I'm not a coder. I'm afraid. No, me neither. And please put further questions in the chat. In the meantime, Chris, I've got a question for you and it's around you. You've been teaching for a number of years. Fudging that and introduced like audio visual into your teaching. Do you think that you get a better response from students through having that interaction? I think it certainly doesn't. I think, you know, you get in sessions where you are using some of this as a discussion starter. You do get a good response. You know, I had a good reputation as a lecturer and things. So I think some of this would fit with that. So, yeah, I haven't got hard and fast data in terms of testimony that says you were rubbish until I used the video clip and then it. I wasn't expecting that. Is there any more questions from anyone? Just give you the last opportunity to kind of come in. We've got one around. Can VPNs are becoming commonly used? If a student abroad points their VPN to the London server, would they be able to view Bobclips? That's out of my remit, but we could definitely come back, get back to that person that's asked that question. And also there's been a question around, can universities in other countries like Sweden get membership? So we do have an associate membership level where you can have certain access, but access to Bob wouldn't be part of that. So I think we've probably come to the end of the questions. Chris, is there anything that you want to kind of add as a final point before I close? Just I think that the point I raised really about the number of colleagues that I've met in the biosciences who are just not aware of Bob. And I think that that's true for a lot of academics. So I think learning technologists could be one of the people who have an important role in institutions and just raising the awareness of the potential for Bob. And as I mentioned at the end of the talk, I'm happy if people want to talk with me further about that or to get me involved in trying to help them, I'm happy to do so. Thank you, Chris. So thank you, Chris. And also thank you, Kerry and ALT for having us today. Bob is something that we are very passionate about in the organisation because it enables us to, as Kerry was saying in the beginning, to really get our message out that moving image and sound is just as important as the written word in post-16 education. And we're really championing that as we go forward. We're constantly looking at ways to improve our box of broadcasts for a platform as well as our other platforms. And I think it's important to recognise you mentioned Chris around like copyright as well that we do copyright training. So if there's anything that you're unsure about, we can answer questions around that. So if you are a member, there's been a couple of comments in the session around where can you get more information. So if you are a member, the team are going to put a link in there so that you can find out more about our amazing benefits that have come in this year. If you're not a member, there will also be a link going in the chat that you can complete to try out Bob for free so that we will give you a demo and you can have a look at that and have a poke around and see whether that is beneficial to you. I think it's been absolutely fantastic to have you here today.