This document discusses the pedagogic value of using broadcast media clips in biochemistry courses. It provides examples of using documentary clips to demonstrate techniques, using incorrect science fiction clips to introduce topics, and using clips as discussion starters for experimental design. Clips can engage students, help set context, and convey information more efficiently than full programs. Proper attribution and obtaining clips legally for educational use is important.

1. Making the Most of Broadcast Media, January 2014
“But we’re not a media course!”:
the relevance of broadcast media
to bioscientists (and others)
Dr Chris Willmott
Dept of Biochemistry,
University of Leicester
cjrw2@le.ac.uk
University of
Leicester
http://tinyurl.com/39zaw6q

2. Premise
• There is huge pedagogic value in the use of
broadcast media
• Video (and audio) clips:
- familiar and engaging medium
- to help scene-setting
- as discussion starters
- to convey factual information
- clips more efficient than full programme

3. Obtaining programmes
“Titles are available for as little as £125...”
... or much less!
E-mail: October 2008

4. Premise
• There is huge pedagogic value in the use of
broadcast media
• Video (and audio) clips:
- familiar and engaging medium
- to help scene-setting
- as discussion starters, and/or
- to convey factual information
- clips more efficient than full programme
• Video and audio material can be obtained freely
and legally for use in education, provided you know
what you are looking for

5. Example uses: (1) Documentary
A Child Against All Odds BBC1, November 14th 2006

6. Example (1): Context and use
• Used in Year 2 lecture on Preimplantation Genetic
Diagnosis
• I might have described the technique, but showing
it conveys more

7. Example uses: (2) Scene-setter
Die Another Day ITV2, November 10th 2006

8. Example (2): Context and use
• Introduction to Year 2 lecture on Gene Therapy
• Used precisely because it is so wrong
• Set scene for more accurate discussion on the
approach (including another clip, from Horizon)

9. Example (3): Context and use
• Video from Brainiac: Science abuse
• Used in a Year 1 tutorial on Experimental Design

10. Example uses: (3) Discussion
• Students watch short clip describing an experiment to
investigate whether you can smell if someone is afraid
• Having watched the clip, they discuss:
- what was good about the design of the expt?
- what was wrong with the experiment?
http://tinyurl.com/terrorface1

11. Example uses: (3) Discussion
Brainiac Science Abuse: The Smell of Fear
Sky1, 07:00, 28th January 2009 (http://tinyurl.com/brainiacfear)

12. Good aspects of Brainiac expt?
•
•
•
•
•
included a negative control (no fear, no sport)
all subjects carried out their activity for same time
all subjects were “sniffer” by same person
all subjects were same gender
…but little else is good

13. What was wrong with this expt?
•
•
•
•
•
only one “sniff-er”
only three “sweat-ers”
was not the same person on crane/running/relaxing
distance nose-to-armpit not same in all cases
may have been other explanations for the observed
differences, e.g.
• natural body odour differences between the three
• use of deodorant
• eating of smelly foods
• olfactory fatigue/adaptation may have occurred

14. Design a better version
• work with those sitting near you to design a
better experiment looking into whether it is possible
to smell fear
http://tinyurl.com/armpitsniffing1

15. A more scientific approach
Prehn-Kristensen et al (2009), PLoS ONE 4(6): e5987
http://tinyurl.com/anxietypaper

16. Example uses: (4) Full programme
The Cell (2): The Chemistry of Life
BBC4, 21:00, 19th August 2009

17. Example (4): Context and use
• Year 1 lecture session (video lasts 60 mins)
• A beautiful walk through the history of expt that
identified DNA as the molecule of inheritance
• Students provided with a structured worksheet to
aid note-taking during episode

18. Example (4): Context and use
• Raises potential for “viewing lists” as well as
“reading lists” for your module (Sandy - BoB)
• OU co-production – used to require separate fee
• Raises issues of copyright (Murray)

19. Any Questions?
E-mail:
cjrw2@le.ac.uk
Twitter:
cjrw
Slideshare: cjrw2
Delicious: chriswillmott
Blogs:
www.bioethicsbytes.wordpress.com
www.biosciencecareers.wordpress.com
www.lefthandedbiochemist.wordpress.com
University of
Leicester