Wearable Technology in the Lab - a useful new perspective?
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Presentation delivered by Patrick Doyle & Clare Gormley at ECEL 2015 on use of wearable technology in a laboratory context. Note that a short video demo of the wearable camera in action is available through a link within the presentation.
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Wearable Technology in the Lab - a useful new perspective?
- 1. WEARABLE TECHNOLOGY IN THE LAB A USEFUL NEW PERSPECTIVE? A study conducted by Dr Tatyana Devine, Clare Gormley & Patrick Doyle Twitter: @clare_gormley @dyagetme
- 2. HOW DID THIS PROJECT COME ABOUT? Team member had purchased action camera TEU & Biomedical Science faculty were working on an online Immunology Module ASU showcased use of wearable camera in their internal projects Sparked Idea for Our Wearable Camera Project
- 3. WHAT IS THE RESEARCH QUESTION? How is wearable camera-created video perceived by students as a learning tool? Academic created an authentic video of a procedure using wearable camera We asked 29 undergrad and 9 postgrad students to review this video We issued questionnaires to each cohort We analysed their feedback according to comment frequency
- 4. HOW AND WHAT WAS CREATED? Demo Link: https://db.tt/qdnLchQZ
- 5. WHY A POV STYLE? “POV shot occurs when the camera assumes the spatial position of a character in order to show us what the character sees; the camera lens is, so to speak, the eye of the character (hence the metaphor “camera eye”), with the result that our sensory perception is restricted to that of the character.” Brannigan (1984, p.6) Point of View in the Cinema: a Theory of Narration and Subjectivity in Classical Film
- 6. WHY A POV STYLE? TRADITIONAL METHODS • Expensive • up to £5000 per day • Time consuming • Cast, crew, equipment, set up, reshoots, academic in front of cameras which leads to anxiety • Storytelling • Narrative convention (Establishing shot, medium shot, close up)
- 7. WHY A POV STYLE? POV METHOD • Expensive? • One camera – up to £400 • Time consuming? • Equipment and crew not needed – Lights / microphone operator / camera operator. • Easy set up - academic concentrates upon task at hand • Storytelling? • Narrative convention is not needed. Just film the learning task – the context is provided in supplementary learning material
- 8. WHAT DID STUDENTS THINK ? – PART 1
- 9. WHAT DID STUDENTS THINK? – PART 2
- 10. WHAT DID STUDENTS THINK? – PART 3
- 11. WHAT ARE THE BENEFITS FOR THE ACADEMIC? Ability to record under normal lights anywhere Ability to concentrate on the subject Academic’s voice is accepted as expert NOTE Academic needs to practice with the camera and app Slow head movements Review and begin filming
Notes de l'éditeur
- The idea for this project came about through a fortunate series of events: TEU were engaged with faculty from Biomedical Science to develop a fully online module in Immunology as part of an International MSc in Biomedical Diagnostics Patrick, then Learning Technologist with the TEU, had purchased a wearable actionable camera (in a personal capacity) with the intention of trying it out and using it in teaching, potentially Our partners, Arizona State University, were in Ireland on a visit and were showcasing some of their innovative projects. One that caught our eye in particular used a wearable camera in a geography teaching context. It was the combination of these events that led us to think about creating a video (using this technology) in a laboratory context. It could be said that the professional relationships and the technology was in place – our next task was to try it out and see if it had value as a teaching and learning tool.
- TRADITIONAL METHODS Expensive – up to £5000 per day Time consuming – Cast, crew, equipment, set up, reshoots, SME in front of cameras which leads to performance anxieties Storytelling – Narrative convention (Establishing shot, medium shot, close up) POV METHOD Expensive? One camera – up to £400. Time consuming? Equipment and crew not needed - lights / microphone operator / camera operator. Easy set up. SME concentrates upon the task at hand Storytelling? Narrative convention is not CAMERA EYE A benefit of the POV style is the delivery via the “camera eye”
- TRADITIONAL METHODS Expensive – up to £5000 per day Time consuming – Cast, crew, equipment, set up, reshoots, SME in front of cameras which leads to performance anxieties Storytelling – Narrative convention (Establishing shot, medium shot, close up) POV METHOD Expensive? One camera – up to £400. Time consuming? Equipment and crew not needed - lights / microphone operator / camera operator. Easy set up. SME concentrates upon the task at hand Storytelling? Narrative convention is not CAMERA EYE A benefit of the POV style is the delivery via the “camera eye”
- TRADITIONAL METHODS Expensive – up to £5000 per day Time consuming – Cast, crew, equipment, set up, reshoots, SME in front of cameras which leads to performance anxieties Storytelling – Narrative convention (Establishing shot, medium shot, close up) POV METHOD Expensive? One camera – up to £400. Time consuming? Equipment and crew not needed - lights / microphone operator / camera operator. Easy set up. SME concentrates upon the task at hand Storytelling? Narrative convention is not CAMERA EYE A benefit of the POV style is the delivery via the “camera eye”
- The most popular reason stated by students (mentioned in 14 comments) was that the video explained what was happening during the ELISA process and why. As one student stated: “I found the video extremely useful. Sometimes in the laboratory when you are carrying out these practicals yourself it can be confusing and often you are unsure as to the reason behind the steps you are carrying out. “ Almost as many (13) comments referred to the video showing/modelling how the steps should be performed and how useful this was. Together, these were the most frequent comments made. Seven comments were made in relation to the clarity and conciseness of the video and how that contributed to understanding. The staged, step-by-step structure of the video also received positive feedback, with students valuing the fact that each separate step was clearly explained. Six comments were made about how the demonstration made it easier to understand the theory and principles underpinning the procedure being demonstrated. Four students described how valuable it was having a visual alternative to a text-based manual and how the visuals significantly enhanced understanding of the text. Three comments each referred to the usefulness of seeing the apparatus in use and the time-saving aspects of having repetitive steps deleted from the final film. In addition to the comments summarised above, individual comments were made to the effect that the video was ‘not boring’ (1), provided a useful insight into alternative ways of doing things (1), provided a useful overview/refresher of the ELISA process (1), and showed what results to expect (1). Providing constructive criticism, some comments were made that written descriptions would be better (1), diagrams would be helpful (1) and it would be better to view the video not having attempted ELISA ever before (1).
- Most of the suggestions for improving the video were to add subtitles and include more interactive questions (5 comments each). Regarding the inclusion of subtitles/annotations, students requested: “If you could subtitle exactly what was being added at each stage, just so it’s really clear why you’re adding each thing at each point.” “One suggestion I might make is having annotations of volumes added, chemicals used etc. It can sometimes be hard to hear or see first time round watching the video.” The requests for more interactive questions refers to a multiple choice question which was embedded within the video and which is discussed further in Devine, Gormley & Doyle (2015), currently in review. Other production-oriented feedback (4) requested slight improvements to the sound and stability of the camerawork, mentioning the slight ‘shakiness’ of the video at times. Three comments were also made requesting ‘zooming in’ to the specific equipment being used in order to see details of what is happening. For example: “Zoom clearly on the reagents, plates used when witnessing a change of colour to make it clearer for the viewer. For example, when Bovine Serum Albumin (BSA) was mentioned in the video, it would be more helpful if it was clearly zoomed in on without shaking of the video camera.” It should also be noted that although students generally welcomed the fact that unnecessary/repetitive steps were not shown, one student expressed the view that more detail should be provided about the washing steps in particular. Also two comments were made that different equipment was used compared with the equipment used by the students in their own lab so “it would have been nice to see it done with the equipment we use”. In addition to the suggestions made, five comments referred to the viewing angle, all of them positive about the fact that the video mirrored what they would see if attempting the experiment themselves: “The video was shot well as it shows exactly the way a person would see it if they were performing the experiment.”
- Again the clarity of the explanations was particularly noted by students (13 comments) with some specifically mentioning the value of the verbal commentary (2). “I liked how clear the video was, it was very easy to follow what was going on. The fact you were being talked through each step I felt was very helpful.” A point that came up several times in response to this question was the angle employed for filming (7 comments). Several respondents found the fact that filming from the point of view of the person performing the experiment kept the viewer focused on what was going on and encouraged them to pay attention to the finer details of the technique. “I liked the view angle from which the video was recorded. It feels like the viewer is performing the technique and everything was shown from the way we would see it if we were performing it. I believe every demonstration video should be recorded this way.” “I liked the way/point of view it was filmed from, as if we were performing the ELISA It was performed at a steady rate so it was easy to follow.” “I liked the perspective it was filmed at and seeing each step while it was being talked through.” However one student commented that s/he would prefer to see the person performing the demonstration.
- WHAT IS NEEDED? SME needs to practice with the camera. Slow head movements. Review and implement steps.
- Projects within DCU SNHS + A&E dept in Beaumont Hospital, Dublin – “Surgical Skills for Healthcare Practitioners” commences in February 2016 “Preparation for Clinical Nursing Practice” Assessment comprised of six components that run concurently. 200 students are split into 6 groups. The camera is used as part of an orientation videos for each component. Students are informed before they begin each component.