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Box of Broadcasts August upgrade

JessicaGramp3 August 2016

Box of Broadcasts TV

UCL staff and students have access to audio and video content from free-to-air TV and radio channels through UCL’s Box of Broadcasts subscription. Staff can also make clips and embed this media into their Moodle courses without worrying about infringing copyright. And unlike YouTube, the clip will remain indefinitely.

On 1 August 2016 the new Box of Broadcasts (BoB) went live with a fresh look, enhanced video quality and more powerful searching capabilities. The search now returns ordered results in a much easier to follow format.

From September, BoB will deliver a whole host of improvements:

  • A platform working across desktop, iOS and Android devices.
  • More powerful searching capabilities (using TRILT metadata).
  • Better programme coverage and a permanent archive of content from nine channels:
    • BBC1 London.
    • BBC2 .
    • BBC4.
    • ITV London.
    • Channel 4.
    • More4.
    • Channel 5.
    • BBC Radio 4.
    • BBC Radio 4 Extra.
  • Better thumbnail previews on search results.
  • Preview clips before saving.
  • Label your own clips.
  • Personalised email alerts when programmes are ready to view.
  • More detailed citation data.

Limited content and functionality during upgrade period

Throughout August some of BoB archive content and some functionality won’t be available during the upgrade period.

On 1 August you won’t be able to access your saved clips and playlists, but don’t worry these will be accessible again in September. Also, you may not be able to access some archive content broadcast before 1 July 2016. There will be some programmes in the archive available before this date but not everything.  The archive content and enhanced functionality will be restored in September, along with all the exciting new features. We apologise for any inconvenience caused during the upgrade period.

Find out more

You can now find Box of Broadcasts on their new Twitter handle @OnDemandBoB. All followers and previous tweets will stay attached to the new handle, so if you’re following us you don’t need to do anything. Just make sure you tag @OnDemandBoB in your BoB tweets, as the old handle will no longer be active.
To promote the BoB upgrade to staff and students here’s a short video highlighting all the exciting improvements.

Check out the new Box of Broadcasts

The new link to BoB is learningonscreen.ac.uk/ondemand.

However, bobnational.net  will redirect here so you can still use that.

Introducing the new E-Learning Baseline

JessicaGramp7 June 2016

UCL E-Learning Baseline 2016The UCL E-Learning Baseline is now available as a printable colour booklet. This can be downloaded from the UCL E-Learning Baseline wiki page: http://bit.ly/UCLELearningBaseline

The 2016 version is a product of merging the UCL Moodle Baseline with the Student Minimum Entitlement to On-Line Support from the Institute of Education.

The Digital Education Advisory team will be distributing printed copies to E-Learning Champions and Teaching Administrators for use in departments.

Please could you also distribute this to your own networks to help us communicate the new guidelines to all staff.

Support is available to help staff apply this to their Moodle course templates via digi-ed@ucl.ac.uk.

We are also working on a number of ideas to help people understand the baseline (via a myth busting quiz) and a way for people to show their courses are Baseline (or Baseline+) compliant by way with a colleague endorsed badge.

See ‘What’s new?’, to quickly see what has changed since the last 2013 Baseline.

 

Feature Focus!

Domi CSinclair8 March 2016

There’s a wide web out there, with lots of possibilities to be achieved by utilising the plethora of creative and helpful online tools. MyPortfolio is a great resource to pull all of this external content together, in one easily viewable and shareable space. To compliment the external tools, there is also a lot you can do with internal tools such as journals and files. Once you are happy with your page(s) you can even choose a Creative Commons License to help make your content more easily shareable, and help create a bigger impact with your work.

To see a demonstration of some of possibilities of what you can embed and create with MyPortfolio check out our Feature Focus! MyPortfolio collection.

Explore. Play. Learn.

Spotlight on Engineering’s Learning Technologists in 2015: STEAPP

JessicaGramp9 January 2016

Learning Technologies in Science, Technology, Engineering and Public Policy (STEaPP)

In Science, Technology, Engineering and Public Policy (STEaPP) learning technology support is provided by the department’s Learning Techologist (Alan Seatwo).  Part of this work involves assisting colleagues to explore the use of emerging teaching themes prior to the start of the MPA Programme. These sessions focus on implementing the UCL E-learning baseline, exploring classroom learning technology and using video for students’ presentation assessment and as a self reflection tool. Prevalent learning technologies in the department include the UCL Moodle Virtual Learning Environment (VLE), rapid eLearning development tools, video editing & production, cloud storage, webinars, screencasts, online surveys and classroom learning technologies, such as electronic voting handsets. In this post Alan explains how his department used learning technologies in 2015.

 

The department was already equipped with a collection of good quality video recorders and in August the department further invested in new hardware and software for video recording & editing, such as a range of camera/ mobile phone mounts, a tripod, wireless microphone and a copy of Adobe Creative Suite. In addition, streaming video and webinar platforms were explored during the organisation and delivery of a seminar by Professor Daniel Kammen and a written report was presented to the department for possible use in the future.

Doctoral student virtual presentation

Doctoral student virtual presentation

There have been no reports of teaching staff and students experiencing major issues using Moodle. Although there have been some maintenance down time from UCL networks, overall access to Moodle is excellent. Colleagues are supportive of the idea of using classroom-learning technology. Specifically, Word-Cloud was used in How to Change the World 2015; Kahoot! and Socrative were used in Policy Making and Policy Analysis; Communication and Project Management Skills; and the Vodafone – UCL Public Policy Intensive Programme. Feedback about the use of such software from colleagues and students was very positive.

UCLeXtend is a separate Moodle platform for external use. The Vodafone – UCL Public Policy Intensive Programme was granted the use of the platform to deliver the online learning elements. This enabled the department to experiment with organising and delivering online learning programmes to non-UCL users that might be useful for future use.

Vodafone UCL Public Policy Intensive Programme UCL eXtend course

Vodafone UCL Public Policy Intensive Programme UCL eXtend course

Students’ presentations were recorded, stored and made available for course assessment and self-reflection. The experience of exploring video streaming in Professor Kammen’s event enabled the process of screencasting, video recording and webinars to be refined. The average turn around time to deliver edited student presentation videos is around 24 hours after recording takes place.

Two Virtual Open Day sessions were conducted in Blackboard Collaborate (webinar software). A series of online interviews using BB Collaborate, Skype and Google Hangouts were also held with potential students.

Other learning technologies being used in the department include:

  • Opinio to support research activities in STEaPP Grant Research Funding Proposal Form, City Health Diplomacy and Science Diplomacy;
  • Articulate Storyline 2 to create two online self assessments in the undergraduate programme: ENGS102P: Design and Professional Skills 2015/16.

There have been no major issues reported by staff using Moodle to organise and disseminate learning content and facilitating discussion via the forums. The level of usage from students is also good. Data from Moodle shows that students responded to staff instructions to access learning content and submit their assignments electronically. One of the areas that can be further enhanced is the use of learning analytics, which can assist staff to identify usage trends of their designed activities and content.

Looking ahead: We are in the planning stage for How to Change the World 2016 and have two areas of focus at the moment: Online Attendance Recording and Reporting; and a Peer Reviewed Video Assignment. We are also making good progress on designing and developing an open-source learning object as part of a project funded by a grant from the UCL Centre for the Advancement of Learning and Teaching (CALT).

On the box

JessicaGramp6 October 2015

At the University of Leicester students are helping to find TV and radio clips that help students learn.
Those involved in this programme review clips or entire episodes available via Box of Broadcasts.
Box of Broadcasts TVThe Box of Broadcasts (BoB) service is available to UCL staff and students and allows them to view shows recorded from  free to air channels, including everything broadcast on the BBC (TV and radio) since 2007 (800,000+ programmes). Programmes aired in the last 30 days can be recorded by an user and then remain available to anyone else who wants to access them.
At the University of Leicester students are helping integrate these resources into their modules, by blogging reviews for others to read and comment on. There are also plans to develop viewing lists of useful programmes for particular subjects. Each blog post is tagged with relevant keywords to make it easier for others to find relevant resources. Staff involved in the pilot also link to the blog from their online course pages.
Students at Leicester received training and support in writing for the web and were also paid for their contributions once they blogged a minimum of 5 posts.
One limitation these students encountered with Box of Broadcasts is that the search is difficult to use. University of Leicester students have begun using a service called TRILT to search and set alerts for deeper/future searches: http://bufvc.ac.uk/tvandradio/trilt/
You can see some examples of these blogs here:

The first example above (Biology on the Box) was run with tutors amending the tags on the 50 posts to fit with their teaching. Subsequently, these are better tagged than the posts in the English on the Box, where students led the entire process, including tagging. For ‘English on the Box’, 4 students contributed 35 posts and half of these were radio programmes. These students explained that they found it difficult to tag the posts with accurate keywords that were relevant to their modules, therefore it is important to involve the module tutors in this process. 

There were may positive outcomes for this project, including:
  • Students who participated improved their written communication skills and developed their digital footprint, which will help them to demonstrate their skills to future employers.
  • Students used knowledge obtained from these media clips within their exam answers, so it had a positive impact on their learning.
  • Academic staff could easily incorporate rich media into their modules.
This project was presented at the recent ALT-C conference in Manchester, UK.

UCL is developing a similar, student-led project and is calling for both staff and students to take part.
  • We need students to volunteer to become bloggers and approach their tutors to incorporate their blog posts into their Moodle courses – E-Learning Environments can help with the technicalities.
  • We need tutors to volunteer to promote this to their student;  incorporate the ‘viewing lists’ into their Moodle courses and help with tagging.

Find out more and sign up here…

UCL lecturers on video

10 September 2015

ema-naval-lovAndrewCookcasestudy

Once confined to a few teaching enthusiasts and specific disciplines, over the last decade video, audio and interactive media have become an increasingly mainstream part of UCL’s academic repertoire.

Media has definitely become part of many of our students’ study processes.

Students consistently report that video content assists their learning, either as a revision tool or as a new way of engaging with material. Student demand for example has largely driven the growth of lecture capture. More broadly the success of Khan Academy video-based MOOCs and especially at UCL Lynda.com has helped digital video become recognised as a means to support high-quality academic learning. Key to this is integration with Moodle enabling any media to be enhanced by other online resources and support.

Media itself has become easier and cheaper to produce, edit, store and deliver, enabling both our academics and students to become producers with ‘media literacy’ is widely becoming identified as a valuable education and research asset.

Tony Slade and Clive Young from the ISD Learning, Teaching & Media Services team have been working on a project this year to develop a UCL Educational Media service. The research project investigates how and why lecturers use video and what their future video requirements are for successful student teaching. Interviews have been compiled with staff project examples to form case studies. An education producer, Mike Howarth was commissioned to produce the content for the research project

The team has have found widespread use of media to change the way we design programmes. Media seems to act as a catalyst enabling new blends of virtual learning and conventional delivery to create rich media and face-to-face learning experiences. ‘Flipping’ is also increasingly considered at UCL as a way to maximise the educational opportunity of face-to-face learning.

For examples of these ideas, follow the links below to six short video case studies on UCL’s T&L Portal.

As a bonus if you are asking yourself “Can using free online video tutorials through lynda.com enhance my teaching?” try this additional case study.