Overview

Background

Initial feedback from Neil Turner:

Dear Paul, 

I’d request that if we have a College project, it should go beyond video. There’s an opportunity to do great things, and some very recent thoughts about online provision for UG medicine that could step up the pace. 

We have Media Hopper and it’s looking really good.  If we are to get Panopto widely (I hadn’t heard that, though there’s a local implementation?), that’s great too, but different because recorded traditional lectures are usually less re-usable than, for example, a short film on wave dynamics (1). UoE teachers mostly haven’t yet changed their styles in response to TED talks. Recognising that it will take a while, lecture theatre capture is a shrewd way in, as well as getting strong positives from students.  

Creating video for Media Hopper and elsewhere

Enabling people to create resources is essential, and we want this to be possible for nearly anyone. Media Hopper does this, which is why it looks so good.  What teachers can’t do, students could probably often help with, but within limits because

• NHS teachers have crippled machines
• some will want to do things that are complex, e.g. in live settings rather than an office or even studio
• high production values, post-filming editing (2)

Jonathan has begun to work through this in Medicine. 

Creating more

Our real opportunities are in producing reusable cassettes, and being able to pull different things together, to present them in different ways to suit different courses, curricula. This way, something about The Breathless Patient can show in Cardiovascular as well as Respiratory; Acidosis plays in Renal as well as Respiratory; and many resources will be equally useful in PG as well as UG courses. 

These cassettes go beyond video, and for example should include

• web pages with text and images (and embedded video, podcasts, etc) that are not necessarily locked in Learn, so they can be accessed from multiple courses and programmes, and may also contribute to Edinburgh’s Open resources.   
• CALs - strings of short web pages, plus quiz technology (3) - work is under way on what to do about our existing Medicine PathCals, and how to make new ones. 
• more advanced eBook-type presentation (4)  

Most of these would be much smaller developments than Media Hopper, Panopto, but they do raise some requirements.

A key one would be to be able to see what we’ve each produced.  

EXAMPLES

1  bit.ly/1nUvIiS (short video clips to add to teaching - Clive Greated)

2  youtube.com/channel/UC82ebykCjfECGwPsvCXVLwA - quality Linguistics lectures, with overlaid lovely animation, e.g.youtu.be/kwBEHF-SVSg at 20-21 mins. MOOCs have a number of presentational refinements to videos too, but several of these are I think either in or planned for Media Hopper. 

3  mylungsmylife.org/topics/group-2/what-is-asthma/how-the-lungs-work-2 is in the middle of a CAL for patients (ours are locked in EEMeC) 

4  skincancer909.com (Jonathan Rees, Skin Cancer - though that isn’t actually an eBook, it could be that too) (videos also at reestheskin.me/videos)

Best wishes

Neil

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