Skip navigation

BioEye - Bespoke laboratory videos to engage students and to aid laboratory skills development

BioEye - Bespoke laboratory videos to engage students and to aid laboratory skills development

Sawle, P., Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, R. (2018) BioEye - Bespoke laboratory videos to engage students and to aid laboratory skills development. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 29th 2018, University of Hertfordshire, Hatfield. (Unpublished)

Full text not available from this repository. (Request a copy)

Abstract

All UH bioscience programmes are designed to develop practical laboratory skills; skills essential for the workplace. Traditionally laboratory techniques are communicated via paper guides and demonstration by staff. Students then model techniques, but this often results in students lacking confidence and requiring multiple interventions from staff to guide them during classes.

To move away from passive to more active and autonomous pedagogic approaches, and to align with learning outcomes, we created a series of short, self-directed ‘BioEye’ videos (3 mins) for students to watch before coming to class. Previously we recommended the use of YouTube videos. However, there were problems including:

- Inappropriate pitch/level/tone

- Aimed at commercial audiences as a marketing device

- Video length too long

- Content irrelevant/poorly aligned to module learning outcomes

- Variable quality and veracity

- Non-British English with non-standard terminology and idioms

Within a UH laboratory a ‘GoPro’ body camera was worn by UH lecturers to demonstrate techniques, using cut-away shots and short descriptions of the method. These ‘BioEye’ videos were shown to a student focus group to get feedback regarding their potential value/use. Using a qualitative thematic analysis approach, participant narratives clearly indicated that the videos were student friendly and useful, with all students positively endorsing them as valuable resources to support their learning. This included watching them before, during and after laboratory classes to consolidate and/or refresh knowledge. Further benefits included those relating to inclusivity and students with English as a second language (ESOL), and the flexibility to watch them on personal mobile devices.

Item Type: Conference or Conference Paper (Poster)
Uncontrolled Keywords: bioscience lab teaching; video learning; authentic learning
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Educational Development Unit
Last Modified: 19 Feb 2021 16:46
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/30658

Actions (login required)

View Item View Item