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2. Communicating Science and Technology: using video in learning science communication Julian Ingle, Thinking Writing, Queen Mary University of London

3. An overview of the background: Electronic Engineering and …Computer Science (EECS) A newly amalgamated School: UG students on 11 programmes (e.g., Electronic Engineering & Communications, Audio Systems Engineering, Media & Arts Technology) Large student numbers: 280 + in 1 st year Drivers: Poor retention rates, Graduate Attributes, Employability, Professional Accreditation, etc… EECS required a ‘soft skills’ core module for the first year programme

4. Our thinking about module design 1.To integrate ‘skills’ with content, so they are part of disciplinary knowledge-making 2.To explore the potential that 2 different media, audio visual and verbal, afford to learning disciplinary content and its communication 3.The importance of group work in the first year

5. Broad aims of course structure & assessments Learning to communicate requires purposeful tasks Introducing a culture of research Using video and the VLE for teaching 2 key assessments: a scientific article and a video

6. Why video? Its ubiquity Public interest in science Constraints of video Group work Communication: genre switching, planning, audience

7. The task

8. The process PROJECT PROCESS PORTFOLIO 1.A Cover Sheet including project title 2.Team Contract (signed by all members)Team Contract 3.Team Roles Outline( including names and roles allocated)Team Roles Outline 4.Meeting Notes Meeting Notes 5.Film Plan OutlineFilm Plan Outline 6.Storyboard- tips and templates for creating a storyboard can be found on the following website: Printable Paper Printable Paper 7.Storyboard Peer Feedback FormStoryboard Peer Feedback Form 8.Script Script 9.Team Contribution Statement (agreed and signed by all members)Team Contribution Statement 10.Bibliography (Harvard referencing style)

9. The results High standards of visual literacy Supportive groups Improved attendance and retention ‘Students as Producers’ A valuable artifact

10. Student sentiments ‘I definitely think that this module would be very well taught if it was done at the end of the second year, where the research skills will be very helpful to us for our final year project.’ ‘Be clearer about what we have to do for each assessment and NOT work in groups!’

11. More student sentiments ‘It should be replaced with a more technical module. The things it's meant to teach us (group work, how to write an essay) can be acquired through doing a real module or taught in a seminar.’ ‘The part of the module where we are required to create a video seems very awkward and out of place.’

12. Even more student sentiments, getting better… ‘Learning to communicate through different media. I think is really important nowadays to reach out to the public using new technologies.’ ‘I like working in groups since it allows me to meet new people and also find out my qualities in a group.’ ‘Extremely helpful for developing essential transferable skills.’ ‘Working in groups and creating a project such as the short video [is good].’

13. Questions … ? Thinkingwriting.qmul.ac.uk How do non-specialists evaluate the quality of video?