Digital playground

Topic: Event Review

Panopto Re:View Event - Reflection (incl. Session Recordings)

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📥  Event Review, LITEbox Event


On Thursday 25th May 2017, William Gaffney and Dave Hannan from Panopto came to to the University to provide training related to the Panopto Re:View system. There were 4 main sessions, covering a variety of material relevant to all direct and indirect users.

The event was recorded via Panopto, and the training sessions can be viewed by clicking on the links below:

Basic Recording, Editing and Publishing Features:

The first of the 4 sessions focused on the basic functioning of the Panopto desktop client; and the session included methods of accessing the Panopto hub, recording manually and selecting different sources of recording (i.e. internal/external audio or visual devices). Demonstration was given on how to access the hub via the desktop (although assistance from IT services may be needed to download this on networked machines), as well as coverage of the differences between the video, screen and slide recording states.

The customisability of different features were discussed, including the enabling of hotkeys, allowing you to Start (F8), Pause/Resume (F9) and Stop (F10) recordings at the press of a key. The session then moved onto folder options, and storage of recordings into specific areas, with each Re:View profile having a “My Folder” by default, and within that sub-folders can be made with titles specific to their content i.e. Recordings 2017 - a useful feature in keeping recordings organised. Other coverage regarded stopping/starting the recording when outside of the Panopto environment, i.e. browsing a webpage, as well as the ability to set default authoring for a session (i.e. automatic or pending approval).

Throughout the session the groups were given opportunity to break out and try the newly learning skills for themselves in a simulated environment, with the first session providing an excellent "whistle stop tour" of the key features and functions.

Advanced Editing and Publishing Features:

The second of our sessions covered advanced editing and publishing features, focusing on post-production capabilities. The ability to crop videos was a popular feature, with many of the group knowing the mechanism for removing wasted recording at the start and end of a lecture capture. However the session also covered methods of editing specific source content, whereby audio can be cut, slides deleted and video shortened at desired points throughout the recording, not just limited to the start or finish. The “Publish” button allowed the user to save these changes, however importantly the original content was still retrievable – in case one was over zealous with their editing.

The session then covered the different functions of the task bar, and in turn the captioning service (a.k.a. transcription), which completes automatically from the microphone recording with at least a 70% accuracy rate (although the algorithm is always getting better). This transcription can then be edited to ensure coherence to the presentation. The final editing feature discussed was that of slide duplication, illustrating the process of re-inserting slides at points throughout the lecture, as well delaying the end of slides, which are useful in aligning with audio references.


Using Panopto to Capture Student Work:

The third session covered Panopto from the student-interaction perspective. Basic features including filtering by date, duration and name were covered, alongside the widely underused “Notes” feature. Despite its presence from the start of the Panopto implementation within the University, usage of “Notes” are largely ignored by students. Available on the viewer’s sidebar, notes can be made and timestamped next to specific parts of the recording to allow easy revisiting, they can be made public or private (private by default), grouped into different channels for group work or personalised communication, and a similar “Discussion” tab can be selected to promote communication both amongst themselves and with the lecturer.

The use of Panopto as a video assignment function was also covered, allowing the creation and access provision of “assignment folders” for specific individuals or groups of individuals. This would facilitate both individual and group work, alongside the ability to provide video feedback, creating a video trail of communication. Methods of providing access inherited from registration to groups on Moodle facilitates specific module based work, while access transference of the folder to fellow teaching staff for moderation and second marking was also demonstrated.

New/Extended Functionalities:

The final session provided opportunity for Dave Hannan to demonstrate the new features and functionality possible within Panopto:

Panopto App: 

Released very recently, the Panopto App, available on IoS and Android, allows the management of videos within your Panopto profile environment. Recordings can be downloaded and viewed through the App, and basic recording can be accomplished through the phone/tablet speaker-video system. This is ideal for managing and viewing content on the go. It is worth noting that this does not work in tandem with Moodle, therefore should be used more for a portable management tool, as opposed to downloading videos for external use and dissemination.

Adding quizzes:

The next new feature was that of Quizzing. Accessible on the post-recording edit hub, a Quiz can be inputted to test the knowledge and understanding of the viewers at certain points. These can be in the form of Multiple Choice, True/False or Multiple Select (i.e. select 2 of the following that are correct). Quizzes can be customised to prevent the viewer moving on until it has been answered, or until it has been correctly answered, and the results can be downloaded to Excel for performance tracking. Contextual explanations for right and wrong answers can also be provided by the user, which will automatically show when complete.

An interesting question, aptly related to quizzing, was in relation to open text quizzes. Currently only MCQs, quantitative approach questions are possible, as it facilitates automated grading and marking, however the possible introduction of open-answer quizzing is under consideration.

Live notes:

Although the note taking facility was already in place, live notes is now present, allowing viewers to access a live recording and take notes as they go. These will be recorded in real time, and have the same capabilities i.e. public/private, channels, as the post-production note taking discussed previously.

YouTube Embedding:

An important new feature due to be introduced on June 10th is that of YouTube embedding. This allows the user to take a YouTube video and embed it into the recording post-production, without having to simply reference the link for viewers to access independently. This again is customisable, with the option to keep the YouTube controls for pause/resume, as well as select the start and end point desired within the video. This has positive implications for ease of use and Copyright, discussed below.

Following demonstration, audience members were given the ability to try out these features in their environments, and the event ended just before 3pm.


Key Considerations:

Closed Captioning: An important consideration was that of Closed Captioning. With Panopto offering a free service that provides at least a 70% accuracy rate, this still leaves potentially 3 in 10 words possibly incorrect, which could make the entire transcription meaningless. While this is due to improve with time, and there is more expensive software that can provide this service more accurately, it is recommended you check and change your transcription when available. This assists with student learning, with all viewers having the option to turn on Closed Captions when they access the recording. Transcription can be uploaded manually, either via the editing of the automated service, or the upload of a pre-written transcription file.

Copyright Considerations: Another important topic discussed was that of Copyright limitations, that currently prevent the user from being able to continue recording while viewing a video on YouTube or Vimeo, for example. Although still not possible, the new embedded YouTube feature will allow a useful work around, effectually pausing the Panopto recording and playing the YouTube video in real time – directly from YouTube. The functionality of this on the Application is still to be confirmed, and currently this is only limited to YouTube, however this does provide a useful alternative to the stop/start method currently employed. It is also useful to remind you of the BoB service (, which has an extensive archive of aired television and radio programmes that can be edited down to small clips, and inserted into your presentations – without any copyright limitations.

Relationship with Moodle: As discussed throughout, the access and rights are largely transferred directly from Moodle based upon the linkage between the two. Access to Panopto itself can be done through Moodle or directly through their Re:View Portal. The two dedicated pieces of software do work in tandem, and the current system ensures recordings are directly uploaded to the selected Moodle page. To illustrate this, access to the student assignment folders, for example, will be selectable from the list of enrolled students and staff to the module Moodle page.


Further Help/Advice:

The event was organised superbly by Sacha Goodwin, part of the AV Team. This was the first Panopto training event offered, and it is suggested that if you need any further support implementing any of these features, please submit a ticket item to AV team via and fill out a "General Inquiry".

As mentioned earlier - the sessions were recorded and are accessible here:

Morning Sessions - Basic and Advanced Recording/Editing
Afternoon Sessions - Student Interactivity and New/Extended Features


BoB TV and Radio Workshop - Reflection

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📥  Event Review


On Thursday 11th May, Alex Morris from Learning on Screen visited the University to give a presentation on the capabilities of BoB, Learning on Screen’s Television and Radio Archive.


The session began with Alex giving a background on the development of “Learning on Screen”, the company behind BoB, and discussed the role they play in facilitating teaching across a host of UK Universities. The session then moved onto the capabilities of the BoB service, with BoB providing the ability to record television content from 65 channels at the click of a button, including a large selection of Freeview and foreign language channels to choose from. These can be selected from an archive of past BBC and selected programmes, or up to 31 days in advance of their air date. The ability to access old television and radio is not only useful for personal information purposes, and the utilisation of these recordings in teaching and learning can be innovative and compelling.

Alex then ran through the process of clip creation, allowing the condensing of key programme content into short clips and allowing the incorporation of these into teaching slides. Clips can be made from a variety of programme types including documentaries and news reports, and with copyright protection through the University, providing these clips have been created through BoB, they are useable with Re:View (Panopto) lecture recording software.

The session finished by considering some of the other key capabilities of the BoB system, including the ability to search the archive via keyword, transcript content, date and channel, as well as the formulation of academic citation for both entire programmes and clips for referencing in papers and assignments, in turn aiding the confusion surrounding media referencing.


Creating a BoB profile:

To sign up for BoB, a profile needs to be created, and verification made through your University email address. Once this has been done, the access is automated through your Single Sign On, therefore accessible with ease when at the University. You will then have full access to the BoB service, and this is available through the following link -

Further Help and Support:

For further help and support with using the BoB system, or other possibilities Learning on Screen have to offer, Alex suggested you can contact him directly on: or 020 7393 1515 and he will assist you however possible.

Alternatively, for internal queries, contact the Audio-Visual team on:


TurningPoint Lunch and Learn - Reflection

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📥  Event Review


On Friday 5th May, Robin Smyth from Turning Technologies visited the University to discuss the features of version 8 of TurningPoint Responseware, including numerous novel methods of promoting student participation while providing a mechanism for monitoring and reporting the progress of student learning.

The Session:

The session began with the audience asked to access the Responseware web address, or access the group via the Smart device application. The audience were then actively engaged in a demonstration of some of the key features that TurningPoint Responseware had to offer, and were to take the role of students participating, as they would in a teaching environment. Features discussed included non-competitive rankings and infographics to represent results, alongside competitive functions, including "team allocation" - allowing audience members to choose a team (in this instance Batman or Superman) to play for, "fastest responders" - giving scoring of the fastest correct responders to a question, and "most valuable players" - to show the most correct and efficient responders on each team. Different and visually appealing graphs and scoreboards were highlighted to give real time monitoring of team scores.



New features specific to TurningPoint version 8, due to be implemented across the University over the summer of 2017, were also highlighted, offering staff members the opportunity to increase awareness of the functionality ahead of the new academic year. These features included the use of Word Clouds - offering an infographic representation of keywords from responses, as well as bug fixes and general enhancements to smoothness in implementation.

The session broke for lunch where audience members had opportunities to sit down with a sandwich and coffee and discuss their personal experience in groups, as well as difficulties they had faced. This sparked discussion for the post-lunch Q&A session, and Robin fielded questions from several members about their experience using the software/hardware.

During the second part of the session, Robin further demonstrated the different techniques of implementing TurningPoint, via Powerpoint, Anywhere and Self-Paced Polling. Powerpoint Polling, the most popular style, allowed the embedding of polling questions into tradition Powerpoint slides, while Anywhere polling facilitates spontaneous and non-powerpoint based implementation (albeit the spontaneity comes at a cost of style). Self-paced polling was something the group seemed to be less aware of, with this feature allowing asynchronous administration of questions for a group. For example, setting questions with a 24 hour period to complete, and once this period is done, the poll will close and responses recorded.

The audience had opportunity to field any final questions, and the session finished promptly at 1:30pm.


The Audience:

The audience contained an array of different faculty staff members, from Computer Science to the School of Management, with opportunity to discuss their experiences in using the software in teaching and support. A pleasing observation was the different stages in the polling software lifecycle in regards to implementation across the audience members, with some new to the concept of interactive polling and investigating methods of incorporation in their teaching, while other "veterans" of the polling system usage seeking ways to clarify feature capability and gain understanding of the new system improvements. All audience members were able to offer a diverse insight into their experience and the possibilities present within their faculty.

The size of the group was near perfect, providing an environment where members were comfortable interacting and offering their experiences, answering each other's questions and interacted fluidly with both Robin and their fellow colleagues.

Next Steps and Support:

Should you wish to implement TurningPoint Responseware within your teaching, or are looking for clarification as to how to accomplish something - or even whether something is possible - there are a variety of different options for you to get the help you need.

Webinars are held often on a weekly basis on a variety of subjects, including the aforementioned Self-Paced Polling, Anywhere Polling and Powerpoint Polling, involving instructional methods to implement each of these with most impact. To access them, you will need to Click Here and select "Register" next to one you are able to attend. Once you attend the webinar, the video training will be sent to you to keep for reference.

Contact TurningTechnologies directly:
Robin suggested the best method of contact was via himself directly, either via email, at, or via telephone, on 028 9008 0182. This would allow him to answer any questions directly, and help with implementation issues while on the phone.

Other staff members:
Based upon the turn out for the session, it was clear that TurningPoint is used across a diverse range of faculties across the University. Should you know of anyone in your department using this technology, it may be as easy to ask them for help and advice in utilising this useful tool.






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📥  Event Review

This event on copyright was very well attended by staff from all areas of the University, and was presented by:
Lisa Slater – Solicitor, Legal Office
Caroline Brooks – Abel & Imray (Patent & Trade Mark Attorneys)
Simon Clegg – Battens Solicitors
Hannah South – Head of Library Academic Services
Claire Tylee – Bibliographic Services Librarian
Rob Hyde – Audio Visual Service Manager

There is soon to be a recording of the event available to watch

Lisa Slater began by introducing the context of this event. Copyright at the University needs to be paid more attention with the ever increasing use of technology (to access, use, store and publish ‘works’), as well as the confusion between content which is in the public domain and content which is publically available.

The University has a Revised IP policy which has largely been brought on by the increasing use of lecture capture, and the event followed by raising awareness of the importance of copyright & support available around campus.



Using Voicethread to make the most of student authored online presentations

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📥  Event Review

This session on using student authored online presentations was presented by Dr Felia Allum and Dr Rita Chawla-Duggan, and facilitated by Geraldine Jones. Both presenters use Voicethread as the presentation software, as it is free and intuitive to use. Recordings for each slide/image/video are separate to each other so no complex editing needs to take place. You can watch a recording of the event to catch up.

Rita Chawla-Duggan's use of student authored online presentations

Felia Allum's use of student authored online presentations


Benefits of using student authored online presentations

  • Can engage with relevant people from all around the world
  • Allows seminar time to be used for active learning rather than watching other students present
  • Students can continually develop their language skills by hearing their own voices and repeating presentations until they are happy with what they have produced
  • Feedback from peers is much appreciated by the students
  • Builds the self confidence of those who may not like to perform a face to face presentation in front of a group
  • Useful skill to learn as now many job interviews are online


Event write up

Rita started the event by explaining how students can benefit from these presentations by linking theory with observed practice from a mini placement experience. A large benefit of these presentations in the Department of Education is that students are able to engage with teachers in professional practice locally and around the world. Observations and data gained through virtual school visits are presented via Voicethread. Then feedback is offered via Voicethread from peers and the teachers involved. Rita showed some examples of presentations which students had created using Voicethread. Two first year students then gave their opinions and reflections on using this software, including how they have developed their analytical and research skills.

Felia then presented reasons why she uses these online presentations, again with Voicethread, focusing on how seminar time is freed up for more engaging face to face activities. Felia noted that this does mean harder work for the seminar leader, as activities have to be carefully planned rather than just listening to and marking presentations. There is an added benefit of confidence building for both international students being able to rehearse their English language until they are satisfied, and native English speakers being able to practice and listen back to themselves when presenting in a foreign language.

Please be aware that even though the privacy of each video on Voicethread can be change, they are uploaded outside of single sign on so students have to be made aware of copyright issues and how to source and attribute materials available under creative commons licences.


Questions and answers

What is the student feedback?

They find these presentations less stressful, but they still need to develop their real presentation skills so that needs to be taught elsewhere on the course. The more shy students tend to interact more with these presentations. As mentioned before, the international students really do appreciate being able to hear their own English and repeat it a few times until they are happy with their results.

Are there any barriers to students using this technology, and if so do you have tips to help overcome these?Geraldine, E-Learning Officer, runs a short induction for students with examples of how the software works, provides a digital guide on Moodle. In addition there are 'how to' videos on the Voicethread website. As such there have been no issues or problems with students creating presentations.
Students can use any computer to create their presentations, including those on campus. Headphones with microphones are offered for those who need them, generally only one or two students a year borrow them.

Do you provide a structure for students to follow, and in there generally less of a format when students create online presentations?
The academic guidelines are similar to face to face presentations in that students still need to demonstrate their understanding of concepts, including readings and analysis. The assessment criteria remain the same, and sometimes the students can get very creative in what they produce. A slide limit (10) and a time limit (not more than 10 minutes) helps to keep the presentations focussed

Do peers have to look at each other's work?
Felia responded. Yes but sometimes they don't comment at all when looking at the work of others, but now they are being encouraged to make a comment at the end just to say that they have read and understood the presentation. This means that students are much better prepared for seminars.

Is Voicethread free to use or licenced to the University?
It is free to use software, and anyone can sign up for a free account. It was chosen for this reason as well as being very intuitive to use.

Are there any privacy issues?
Each presentation is given a secret URL, and the students post these to a closed Moodle group. By default the presentations are private to the author. You have to explicitly share the presentation in Voicethread so that others with the link can view and comment.


Exploring augmented reality


📥  Event Review

While augmented reality is usually used for public engagement and marketing around campus, it can be used to enhance learning and teaching. For example, the Department of Pharmacy and Pharmacology use augmented reality to simulate conditions to support diagnosis and prescription discussions with students.

LTEO recently ran an event titled Exploring Augmented Reality. You can view a full recording of Exploring augmented reality event.

If you would like help incorporating augmented reality into your teaching, please contact e-learning.

Learn more about Aurasma: augmented reality software which can be used on your smartphone around campus:


Moodle for summative assessments to reduce marking time, minimise selective learning, and provide timely feedback

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📥  Event Review

Dr Momna Hejmadi, Department of Biology & Biochemistry, gave a presentation on the topic of using multiple choice questions (MCQs) in Moodle for summative assessment, with many tips and points to consider. Momna's experience comes from having been involved with a TDF project to investigate the use of Moodle quizzes for assessment across multiple departments.

Read Momna's case study including: context; how it was set up; benefits; and points to consider when trying this yourself

Watch a full recording of the event (27 minutes plus discussion)

The main drivers for moving towards using Moodle MCQs for asssessment were:

  • NSS/PTES scores
  • Students prefer timely feedback rather than quality feedback#1
  • Increasing student numbers (349 cohort in 2015/16)
  • Time pressures on staff in enhancing research metrics
  • Selective/Strategic learning in years 1 and 2.

The first year in which Momna trailed this new system ran smoothly, however the second year with an even further increased cohort size did not. At this point the contingency plan was used, which is why Momna stressed that involving AV, registry and e-learning at all stages of design and implementation was necessary.

If you are interesting in using MCQs in your teaching, read the case study on using Peerwise which allows students to create and answer their own MCQs across the cohort.



Peer evaluation: Moodle Workshop Tool and Web PA

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📥  Event Review

This session was jointly ran by Jeff Barrie, Department of Mechanical Engineering, who presented WebPA for peer moderated marking, and Dr Richard Kamm, School of Management, who presented Moodle Workshop for peer evaluation on essay proposals.

You can watch back a recording of the full session on Panopto for a presentation on WebPA, Moodle Workshop, and a discussion at the end.



How to manage your online profile

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📥  Event Review, Students' Union

Another successful event ran by the Students' Union Skills Training team took place recently, on the topic of managing your online profile. Topics include social media, privacy, and tips for the perfect LinkedIn profile. The event can be viewed back at any time, although if you attend the sessions there are some beneficial interactive group activities.

Check out Skills Training's up to date list of skills training activities.

online profile


Using tablets and other technology in research-inspired teaching

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📥  Event Review

Dr Kit Yates shared his experiences of using the media to publicise research, research inspired teaching, and also using iPads in class for teaching. A brief write up is below, and you can also download the full presentation for more detail. A recording is available to watch now.

Public engagement

Public engagement focused on your own specific research has the benefits of allowing you to:

  • become more familiar with your own research and being able to explain it engagingly and in an easy to understand way
  • think about impact and then generate grant applications
  • generate publicity for your work and get the recognition you deserve.

When entering into public engagement for the first time you should consider starting off small, such as Ignite Talks, Bath Taps into Science, Pint of Science, etc.

Kit spoke about his experiences of writing for The Conversation (a news site written by academics from around the world, to which the University of Bath pays a subscription), having his work covered by various journalists for different publications and even speaking on BBC radio 4’s Today programme

For more information, read a research marketing blog post titled Making headlines with research, visit the public engagement website, or talk to the press office.

Research inspired teaching

Research inspired teaching in beneficial for both students and teachers. Students have some real world context of what they are learning, begin to think like experts and develop a deeper knowledge rather than rope learning. Staff can then give more engaging and interactive lectures, while also being able to reflect further on their own research while learning from students.

Flipping the problem class

Intended learning outcomes of the unit were out of line with what was actually being delivered, and the material taught didn't fully align with summative assessment.

Rather than running through problems and pre-written code in class, pre-recorded solutions with audio feedback were recorded with an iPad were put onto panopto/Moodle for students to learn in their own time. This then allowed Kit to construct code from scratch in the face to face sessions, in a much more engaging and useful way to teach the students coding.

Dr Kit Yates discusses how and why he changed his mathematical biology problem classes to focus more on the act of coding, inspired by a combination of flipping and apprentice model approaches.

Dr Kit Yates describes how he recorded his working through problem solutions on a tablet as an online resource to replicate some of the advantages of the live session over the solution sheet.


Lecturing with an iPad

Lecturing with an iPad is the alternative to using white/blackboards, visualisers or slides, each with their own advantages and disadvantages.

Dr Kit Yates reflects on his experience of using iPads in mathematics lectures as part of a trial to provide his pros and cons for their use.

Advantages of lecturing with an iPad:

  • Lectures can be uploaded quickly
  • Can efficiently switch between media
  • Can quickly back reference previous sections or lectures
  • Great for large lecture theatres as the text is always readable
  • No focussing problems which can occur on visualisers
  • No moving sheets up and down, so students can follow easily
  • Facilitates flipping
  • All the features of pen and paper, and many more (colours, highlighters, etc.)

Disadvantages of lecturing with an iPad:

  • Requires (lots of practice)
  • Set up is difficult and requires time each lecture
  • Lots of gear needed: iPad, HDMI/VGA adapters, styles, case, etc.)
  • Doesn't get significantly better feedback from students
  • Need a special pen/stylus for optimum writing

Kit uses an app called GoodNotes to write on. His iPad is connected to the first projector, and then also syncs the document to his laptop which projects the previous page onto a second projector. This means students can see the current page which Kit is writing as well as the previous page. In University Hall there is Apple TV which means he can wirelessly connect his iPad allowing him more mobility in lectures.

Kit's setup for using an iPad in class

Kit's setup for using an iPad in lectures

Student feedback on the use of the iPad is varied, but the iPad is generally considered to be no worse than black/whiteboards or visualisers. A selection of feedback received is given below:

“I don't think the use of the iPad enhanced learning.”
“I like the iPad with the two screens showing old and new material.”
“I prefer the iPad/visualiser as white board pens are usually quite low on ink.”
“No preference.”
“Prefer whiteboards – if I fall behind I know it will still be somewhere on the boards.”
“Standing up and writing on the board is more engaging.”