scientists and schools spring 2011
DESCRIPTION
Evaluation of a videoconferencing project at the Natural History Museum in LondonTRANSCRIPT
1
Scientists and Schools: Videoconferencing at NHM Autumn 2010- Spring 2011
Grace Kimble School Programme Developer
2
Contents 1. Summary 1.1 Existing videoconferencing at NHM 1.2 Pilot sessions 1.3 Evaluation 1.4 Other organisations 1.5 Recommendations 2. Videoconferencing process 2.1 Background- existing programmes for primary 2.2 Multipoint Videoconferencing 2.3 Session planning 2.4 Nature Plus 2.5 Session structure 2.6 Evaluation 2.7 Issues and areas for improvement 2.8 Case studies 2.9 Next steps 3. Additional Information 3.1 Appendices:
• Existing Programme
• Session plans
• Versions of Scenario Science via VC 3.2 Organisations and contact details 3.3 References Acknowledgements Thanks to Tim Boundy and JA NET for support for multi point videoconferences at NHM.
3
1. Summary 1.1 Existing videoconferencing at NHM Since 2005 the Natural History Museum has offered videoconferencing for Primary Key Stage (KS)1, KS2 and Secondary KS3 pupils via the NHM Learning VC unit. These half hour activities, available every Wednesday of term, take the format of sessions with Gallery Characters. Videoconferencing is provided by JA NET. NHM has three locations: NHM Learning in the Earth Science Prep Room, the Attenborough Studio, and SES Mobile. SES mobile has recently been used in different places for events, such as a live link to Wandsworth during the Press briefing in autumn 2010. 1.2 Pilot sessions A planned expedition to Paraguay, due to take place in November 2010, allowed the development of a multipoint videoconference offer using the Attenborough studio. The aims were to engage a wider range of school pupils in science through meeting role models. Multipoint videoconferencing connects many organisations at once, and NHM had participated in a successful multipoint session with a gallery character in June 2010.
How multipoint Videoconferencing Works
4
In early September the following sessions were advertised via the VC schools user group mailing list and at the National Science and Engineering Week start up meeting:
1. September 15th 2010: Introduction- Grace Kimble 2. October 19th 2010: Pre expedition session with Entomologist Erica McAlister
and Nature Live Host Tom Simpson 3. December 6th 2010: Expedition session- link to research in the field with
Palaeontologist Lorna Steele, and live link to Borneo with Lil Stevens
4. January 17th 2011: Lab work session with Zoologist Farhan Khan Session content was modified in the light of amended expedition plans. 10 participant schools were selected and the majority took part in all four sessions. 330 pupils were involved, comprising 150 primary pupils and 180 secondary pupils, leading to over 1200 learning contacts during the series of events. Nature Plus was used as a platform for pupils to submit questions in writing and as video clips (permission forms were supplied as downloads). These were used by hosts and scientists to plan session content. Schools included London schools who had visited the Darwin Centre (e.g. Featherstone High School, Southall), and regional schools too far away to visit NHM (e.g. from Wigan, Norfolk, and Devon). Tim Boundy from JA NET supported sessions in person, and developed NHM staff capacity to manage multipoint VCs independently. Sessions were modified in the light of reflection on each event. The diagram below illustrates the overall process, which will be examined in detail in the following sections.
The above is taken from a presentation at prezi.com, and will be referred to for illustrations. Contact Grace Kimble to view it in more detail.
5
1.3 Evaluation Evaluation was carried out with support from Caroline Thalund, Learning Evaluator. The following results summarise comments from scientists and NHM staff, online surveys with 10 teachers, and paper worksheets completed by 50 pupils aged 9-18 years old. Pupils
• Learnt about NHM science and scientists
• Requested more practical activities linked to VCs
• Prefer a smaller age range of pupils, but liked seeing other schools Teachers
• Thought sessions were beneficial
• Requested more interactivity
• Appreciated the Nature Plus question upload facility Scientists
• Welcome recordings of the session and a novel way to participate in public engagement
• Prefer to know how learning activities fit in strategically
• Requested more information about pupils prior to the event NHM learning and media staff
• Developed experience in how best to support VC events from the Attenborough studio
• Recommend streaming existing Meet the Scientist/ Nature Live sessions. In addition, there is potential to develop a separate multipoint VC offer for 3 schools at a time, with no studio audience.
Unexpected Outcomes
• We have participated in Tower Hamlets initiative to raise boys’ attainment in Science, through pupils from Stepney Green school taking part in the VCs.
• Advertising this series of videoconferences has raised NHM’s profile as a videoconference provider. Talks about multipoint VCs were requested at the JA NET school user group event at the Royal Society, at the BIAZA Annual Conference at Paignton Zoo, and from LGfL’s New York partnership. London Zoo staff visited to observe our VC practice and start to plan how to extend the reach of their pilot ‘Scientist on the Sofa’ sessions.
• We have been inundated by requests for videoconferences for National Science and Engineering Week.
1.4 Other organisations Practice from Denver Science and Technology Museum, the Australian Museum and National Space Centre will be considered, to show examples of sponsorship, integration with activities and specimens, and charging in VC programmes.
6
1.5 Recommendations and Opportunities Use specific lessons learnt from evaluation to inform development:
This document provides evidence that the following steps would progress our videoconferencing offer in line with stakeholder considerations:
Developing programmes in this way would support the Learning Department Strategic Objectives:
1. Enable the development of knowledge and understanding about the natural world 3. Encourage learners to progress further in science, both through formal and informal learning 4 Provide access to its resources and expertise for learning to existing and new audiences In particular, videoconferencing also supports the following Science objective 5: To provide access for wider audiences to our people and specimens Through our scientific activities we are able to extend our knowledge and passion for the natural world to a much wider public audience than is typical for a scientific institution. We participate in the development of our galleries, a variety of public programmes and participatory outreach (both physically and through the web). We have an extensive enquiries service for the public.
Many organisations in the USA offer student facilitated or produced VCs, which would be an ultimate aim for developing pupils’ skills and engagement with science using our collection.
Group Issue/ opportunity Solution
Teachers and pupils
Too wide an age group Limit the VCs to 2 adjacent school years. Opportunity to support secondaries plus feeder primaries as transition activities
Pupils Presentation speed Make content more visual, including key vocabulary displayed on powerpoint
Pupils More colourful Screens in AS, use video clip as introduction to set scene
Teachers and Pupils
Request for practical demonstration
Investigate activities that link to museum science and can be carried out at school
All Microphone muting Remove schools from VC if microphone not muted
Presenter Recognising schools Include a description of school/uniform colour in presenter briefing notes.
Scientist Knowing which camera to look at
Run through in studio
Scientist More information about programme
Include additional information in initial request
Stream Nature Live offer
National Science and Engineering Week
Research Sponsorship
Short film to be used for Secondary audiences
45 min session, 4 schools, £25 each
Use Nature Plus to prepare schools
link to Science in Your World Partners
Scenario Science £150 per school for NSEW
Research specimen boxes
Target excluded school audiences
Spring/ Summer 2011 Autumn 2011 Spring 2012
7
2. Videoconferencing process 2.1 Background Benefits of Videoconferencing Arnold and Cayley (2008) suggest the following benefits of videoconferencing for content providers: -it can offer support to schools in the area which are not able to visit the museum- either for reasons of cost or time or because it is becoming increasingly difficult for schools to organise trips -it can broaden reach to schools outside the local area that would not normally consider a visit and link them to isolated communities -it can encourage children and families to visit in their own time -pre and post visit videoconferences can help schools make more of their visits - it can increase access to the museum for schools where a visit by a large group might be impractical -it can broaden the range of activities that can be offered to schools, from straight ‘ask the expert’ sessions to role play activities and simulations This can be represented for NHM in the following diagram:
Our current VC offer NHM offers VC for KS 1-3 pupils. These take the format of half hour sessions with Gallery Characters offered on Wednesdays at 10.30am during term. Freelance actors and actresses are provided by Spectrum Drama. They perform one videoconference and three gallery sessions for one day’s employment, at a cost of £125. See appendices for full details.
Benefits of videoconferencing for different stakeholders
8
2.2 Multipoint Videoconferencing NHM became involved in multipoint videoconferencing through an event organised by JA NET. Gallery Character Circadian Sam led a session for over 1000 pupils.
Feedback included: ‘Congratulations on a fantastic morning of video conferencing. Please send our thanks to everyone for making it such an interesting program. Our teachers and children really enjoyed the sessions. We hope to take part in many more of these video conferences in the future’ ‘Thank you very much for the video conference this morning. This was the first time the children have ever been able to link with anyone so they were all really excited to see it working as the camera has just been sat there for the past couple of years. If you organise something like this again, please let me know, we would love to join in.’ ‘Thanks for today- staff and kids were raving about both conferences (NHM and Space). My year twos have asked if I can do it in class- go round and look at live web cams all over the world. Two of the staff today had never VCed before are really excited about its potential now- so thanks again’.
The success of this event, and the
potential for reaching pupils far from the museum led to further investigation of multipoint videoconferencing.
In August 2010, the opportunity to
engage pupils in scientific fieldwork arose with the planned Paraguay 2010 expedition. In order to maximise the potential reach of public engagement activities for schools, multipoint videoconferencing was chosen as a format for communicating with pupils and teachers.
9
2.3 Session Planning Four half hour sessions were offered to teachers in September 2010, using the JA NET schools user group email list.
1. September 15th 2010: Introduction- Overview of Museum- Grace Kimble
2. October 19th 2010: Pre expedition session with Entomologist Erica McAlister and Nature Live Host Tom Simpson
3. December 6th 2010: Expedition session- link to research in the field with Palaeontologist Lorna Steele, and live link to Borneo with Lil Stevens
4. January 17th 2011: Lab work session with Zoologist Farhan Khan
10 schools took part, which included a total of 150 primary pupils (year 5 upwards) and 180 secondary pupils (Year 7 -12).
School LEA Most recent Ofsted Central Foundation Girls School Tower Hamlets Satisfactory/ good Elmhirst Primary School Newham Outstanding Featherstone High School Ealing Outstanding Grange Primary Swansea NA Hawkley Hall Wigan Outstanding/ satisfactory JCOSS Barnet NA Lynngrove High School Norfolk Outstanding Stepney Green School Tower Hamlets Good St Luke’s Devon Good Woodlands School Torfaen NA
The introduction session consisted of a discussion with pupils about the museum and museum science. Pupils were introduced to the concept of the Paraguay expedition. We carried out individual test sessions with teachers, as a ten minute test was a good chance to speak with teachers about their aims and check understanding about the event. It was necessary to remind teachers about switching off microphones when their school was not speaking. However, long term, sessions could be run without this stage. Sessions had a ten minute lead in time to ensure that schools had connected successfully, and that they could see and hear. We used the NHM pupil intro video, and looped existing Nature Online footage, so that they could check their settings. In future, a video introducing the museum and our science research could be used to meet the twin aims of checking technical settings, and introducing pupils to the research that takes place. Successful multipoint VC sessions recognise that considering individual organisations’ circumstances is vital.
10
2.4 NaturePlus
NaturePlus hosted a blog with updates from the expedition planning process. Pupils were introduced to the site, and shown an online community space where they could upload questions for scientists in the form of videos or text. Parental approval letters, to be downloaded by teachers, were also included on this space. Using guidelines developed by BBC education for their school news report day, pupils were asked to only state their first name and school when
submitting questions. The aim of this activity was to increase pupils’ longitudinal engagement with the project in the light of the large numbers of pupils participating in live sessions.
This diagram illustrates the variation in organisations and their connection speeds and hardware specifications.
11
Over 200 questions were posted to the site during October 2010. Tom Simpson and Grace Kimble summarised question types and used these as starting points to plan the session, together with Erica McAlister. For other sessions fewer questions were uploaded, partly due to the change in planned session content. This method worked well from presenters point of view, as it gave insight into the level at which the audiences were accessing the subject, and allowed a narrative to be planned based on the topics that were interesting for pupils. Primary pupils
focussed on the practicalities of travelling and collecting, whereas secondary pupils were interested in the aims and objectives, ethics, and scientific reliability. There were also the developing journalists who wanted to know about the drama, the danger and the potential for meeting poisonous species! Initially this site was open access, but it was made a closed community after press attention about Paraguay. In future, it would make sense to keep communities closed, in case of future unexpected media interest.
12
2.5 Session structure Initially sessions were organised similarly to Nature Live, with breaks for questions at intervals after introductions to the research, plans and equipment. Schools were aware that some pupils were going to be asked for their questions. The aim of this was to encourage questions in a new situation. The chance to try out the question by submitting it in advance meant that we did not have any situations where there were not enough questions. The live session took place with the assistance of Lorna Steele and Lil Stevens. It was a contingency plan, and we would not attempt to do a live link which was not planned in advance again, owing to the amount of time taken by research scientists to solve technical issues. However, from the Media Techs and scientists’ point of view, more structure was needed. By the final session, we had increased the amount of time for asking questions, to three clear sections where each school was asked in a pre agreed order for their questions, in advance of an open forum. This helped Tom know which school to speak with, and school pupils and teachers perceived it to be fairer.
The amount of session planning increased throughout the series of events. See appendices for the session plan for Dr Farhan Khan, which was agreed by everyone involved to be a suitable level of detail. A modified version of this was circulated to teachers as a reminder, 3 days in advance. After videoconferences, follow up links and certificates were emailed.
Practical Preparation
13
2.6 Evaluation
In consultation with Caroline Thalund, evaluation questions and method were agreed. Teachers and pupils replied to surveys as paper versions, and online using www.surveymonkey.com. Scientist Comments Lorna Steele I must say it went really well for me, mainly because Tom was cool under pressure. Only a couple of things- I didn't know which camera was on so I didn't know where to look and talk to. And maybe a few too many schools at the same time- but obviously that reflects the popularity of the activity! Do more of these sessions, but connect to slightly fewer schools at the same time. And yes, I'll do it again if you ask. Lil Stevens I know we were a last minute change in the program and would have been more involved if we’d known about it from the start so my comments will probably be coloured by that. I think the session was a really good idea and that it went well – I didn’t get to see all of it though! NHM scientists know that public engagement is a part of their job and I think most people are happy to do it – speaking to school children about research when you’re in the field is obviously a good thing to do and it’s easy to see the benefits of doing a live video link. I think a copy of your evaluation for our science recognition processes or grant applications would be enough. The only criticism I have is that we could have received more technical help beforehand to get the best out of our video link. If you’re on very weak internet, it’s not possible to send pre-record files and it was difficult for us to ring you on a pay-as-you-go mobile. Maybe before the trips go out someone could have a look at the equipment and give some instructions as to how to set up and maintain a video link effectively. Thanks, and I hope it went well for you. Farhan Khan Is there anything we could do to make these sessions more worthwhile for scientists to get involved in? Knowing what the students/teachers hope to get out of the session would help the scientist. Perhaps know how the teachers have built up to the event. I think the more the scientist knows before doing it is beneficial as then we can try to give more of what they are looking for. If they seem to be interested then it becomes worthwhile. What sort of evidence would you need to feed into any additional NHM science recognition processes or grant applications? The snail footage is helpful, but perhaps footage of the students being engaged in the event is more helpful to demonstrate that it is really a two way process of getting them into science. How could we improve the preparation for you? The preparation was very thorough, so no real complaints. Personally though, I was surprised of the age range of the students so a bit more info for that would have been good, but that led to diverse questions which made it more enjoyable.
14
Teacher Comments Natural History Collections 57 % of teachers had taken a class to a natural history collection, including the following museums: Zoology museum Cambridge, National Museum of Wales, NHM
Have you taken your pupils to a Natural History
collection?
57%
43%
yes
no
In accepted best practice (e.g. Barber, 2010), videoconferencing should be seen as additional to real experiences and not as a substitute. Therefore, there is potential to encourage schools to visit local natural history collections, depending on the capacity for strategic programming in this way. Nature Plus 4 teachers encouraged their pupils to upload video questions, and 2 encouraged pupils to write questions for scientists. Teachers commented on the value of uploading questions:
• it helped to guide the pupils in preparation for the Video conference.
• it was good for the children to share their questions with a wider audience than normal.
• its a great way of getting the students involved and thinking about the questions they want to ask.
Multipoint Videoconferencing
• The most interesting aspect for the pupils was hearing from the scientists about their work. It was very inspiring for my pupils to find out what real science is all about. It was also empowering for them to be able to ask questions. The questions were always praised highly by the presenters which again was a good confidence boost. Having pre-prepared the students with the information you gave was really useful. It also gave us a real vehicle for discussion in lessons about the scientific method as well as the ecology.
• The opportunity for the children to engage live and via the blog with real scientists in the lab and in the field is a rare one for a lot of pupils of this age. Who knows where it may lead in their future choice of careers.
• Great educational experience, able to talk with professionals in the field, interactive and engaging
• The fact that people who are experts in their field can provide immediate 1:1 responses to the children in my class. That they can talk to people anywhere in the world in real time.
15
• Good quality sound from the Attenborough studio, good hosting, good timing and preparation by NHM Some good info from Lorna Steele
• Student engagement; It is very motivating for the students to participate in a live scientific project with 'real' scientists.
Issues with Sessions
• I think it was just very unfortunate that the Paraguay trip did not happen as we had done quite a bit of work on the area and the biodiversity there. It was a shame not to have the completed story. I expect that you felt the same. I think given those problems the final session was a good backup and held the interest of the pupils.
• Probably a little bit basic for our students - age range of the schools participating was probably too varied. Our students were Year 10, and there were some primary schools taking part. This meant the material, although interesting, wasn't advanced enough for some of our students.
How we can improve
• The method of questioning at the start did not allow all schools to take part. This was resolved in the final session and taking questions school by school worked well. In the future if you run a series of sessions change the running order for each session as the first schools to go often ask the same questions as the other schools had prepared. Too much video footage not a good idea as the quality on the video conference was not excellent and pupils lost interest. Much more successful is the live interaction with pupils and scientists.
• More specific age-range targeted.
• I think it would be better to reduce the age range of pupils involved to either be primary or secondary as then the content can be better suited and adapted to the children involved. Some of the content was a little bit above the understanding of the children in my class.
• Ensuring there are no technical issues such as background noise.
• More planning time needed for pupils to upload their questions/ experience of the museum More interaction between scientists and pupils, more unusual fossil exhibits/ discoveries made. More ideas about how pupils could discover fossils and what they can learn from them Ideas about expts that could be done in school e how to increase Biodiversity in school grounds
• More student participation in each session. Attitudes to Science
• Where we are in Great Yarmouth our pupils do not see many 'real' scientists. This showed them
some of the opportunities that scientists have to work in somewhere like the NHM as well as to travel to remote and interesting places.
• The sessions impacted clearly and positively on pupil attitudes. Meeting young and accomplished scientists was inspirational and aspirational.
• For some I think it made them realise that being a scientist isn't just about being stuck in a lab, so yes.
• Yes; they have a greater understanding of the experience scientists have and the opportunities which are available to them.
Curriculum Links
• We look at conducting scientific investigations as well as environmental impact on animals and plants. We do not cover a great deal on classification and looking at biodiversity but it gave me an excuse to leave the constraints of the National curriculum and look at the biodiversity in Paraguay. The pupils loved it and were fascinated. We started with a broad look at plants and animals and were intending to narrow it down to insects. After the Paraguay trip was no longer relevant we looked at the other aspects of the food chain and toxins which are on the curriculum. One boy came to me yesterday after the conference and asked if we could still look at the insects.
16
We will of course. Another boy had visited the NHM over the holidays and was really excited about telling me what he had seen and how he had looked for the studio that you broadcast from.
• They reinforced for the children the method scientists employ when undertaking an investigation and the skills they so require and utilise. 2. The sessions extended the children's knowledge of aspects of science such as life processes. 3. It gave the children the opportunity to ask questions of experts and to be part of quite a diverse audience in terms of location and age.
• In some places yes, but more relevant to lower school and primary curriculum than secondary.
• Yes - ESDGC - cultural diversity. Pupil voice focussed learning.
• Many pupils were enthusiastic about setting up a wildlife area/ pond in the new school garden and we talked about possible ideas to increase biodiversity. We also discussed the importance of palaeontologists and how they know what bones they have found.
• AF2.4 How Science relates to jobs and roles. This is a national assessment strategy; part of the APP criteria (Assessing Pupil Progress).
Other comments
• I've always been convinced of the importance of Science in the primary curriculum but these sessions have provided me with an important point of reference which I hope to draw on in my teaching for a number of years to come.
• Having experience of current expeditions and investigations makes science more 'real' and applicable to the everyday.
• it has made us think differently about the ways we can engage with our students, using interactive technologies such as this.
• I have learned how to better prepare my pupils for taking part and it is clear that from your end you have thought carefully about the forward planning and managing the interactions and questions. Finally, my pupils wanted to know what use was made of the funding intended for the Paraguay trip.
• Thank you and your colleagues for all your hard work and for providing experiences which would be very difficult, if not impossible,, to replicate.
• Many thanks to the NHM and Grace for providing these videoconferences, free of charge. I think they are an excellent resource.
17
Pupil comments 50 pupils were surveyed, ranging from age 9 to 18. The modal age group was 14, Y 9. Have you been to a museum with a natural history collection before? (Natural history collection means natural objects such as fossils, preserved insects and animals)
Pupil visits to sites with Natural History collections
49
2319
54
None Norwich Castle NHM Manchester Museum Other (Brisbane,
Catalyst, Liverpool)
Location
%
What did you enjoy about the videoconferences? Personal Connections
• learning about Farhan's job
• When Lorna discovered the Dodo and turtle bones.
• it seems more personal actually talking to them
• I liked listening to Lorna Steele talking about going into the caves because I am interested in caves as well.
• You can hear from professionals New Experience
• opportunity to speak to scientists about the expedition
• learn things you wouldn’t at school
• Found out things that I didn’t know
• it made me more aware Participation
• All got a chance to be involved in some way
• could ask any questions that you want
• we all got a chance to feel involved On Location
• speaking to scientists in the lab
• the equipment you could see
• The caves because of the fossils found in them
• Getting to see what scientists get up to
18
Other Schools • you got to hear answers from other groups
• connecting with other schools and listening to their view points and questions
• I can see myself & a lot of other school pupil from the screen.
• Opportunity to communicate with other schools Content
• About the snails because I get to see different sizes & types of snails & their shells.
• The snails because I get to see them close-up when it zoom in on the big screen.
• The snails because of how small and interesting they are What did you not like about the videoconferences? Technical
• Some schools didn't have their microphones switched off
• Before the conference began I got a bit fed up watching the same video repeat itself a few times.
• I couldn't hear the lady in Borneo clearly because some of the schools still had their microphones switched on and we could hear noise from them.
• other schools losing connection Paraguay (there were over 30 comments relating to this)
• We couldn’t see the Paraguay Field trip
• Media coverage stopping the project
• The Change in Plan!
• I don't like the birds who eat the snails.
• When it ends. How could we make them better? Timing
• Longer
• I would like to have smaller time gaps in between the three conferences.
• Longer time Age Range
• less varied age group
• same age groups
• link with college students Number of Schools
• two or three schools
• less schools Structure and presentation
• We should be able to do the same experiment at the same time.
• I don't understand when people talk too fast. They should explain it slowly like Nina & her experiments on TV. (EAL pupil)
• I don't understand most of what were said but I can understand from the visuals (EAL pupil)
• include practical experiments to do at school
• do this via facebook
• more child friendly and colourful
19
What sort of jobs do people do at the Natural History Museum? • people who study fossils, insects and animals
• Zoologist, botanist, entomologist, palaeontologist
• Scientists, their assistants & the museum keeper.
• Lots of jobs such as zoology, biology, marine biology, botanist, minerologist and palaeontologist.
• naming new animals
• receptionist, field workers, lab workers, data analysers
• you can have fieldwork ones that go out into the field, and ones that analyse the data historians, scientists, palaeontologists, chemists, biologists, security guard
• investigate natural world, patientolgist, zoologist, ornthologust What tasks do scientists do?
• Study plants, rocks, bones and animals
• Do experiments.
• It depends on the kind of scientist. A marine biologist studies sealife.
• go in to caves and find new animals
• How different species can be saved by us- as a whole
• Dig stuff up, Analyse species
• find out characteristics about species
• investigate animal habitats
• analysing, categorisation, specimen collecting
• programs, studies, research
• collect data and present findings
• look for new species and study them
• collect specimens, categorise and analyse
• observe, study, learn, investigate, challenge and find things in many different ways
• collect items and anilise them
• explore the living and dead species of animals
Has taking part in the Natural History Museum sessions made you look differently at Science?
• Am already greatly interested in science
• Interesting to find out more about nature.
• I've learnt a lot about plants, fossils, caves and quite a bit more.
• it has made me think about a career in science
• its given me information on different things involved in science and has let me know that there are all different types of creatures out there.
• there are more jobs than I first imagined
• more interesting when you know what you can do in the subject
• because I know that history can include a lot about science and evolution, which makes it less boring
• there is a lot more to science and many different jobs
• gained more knowledge on subjects I did not know much about
20
Other comments
• can we do more in the future please?
• Thank you for putting on these sessions.
• I would like to know what has happened to the funding that was going to be spent on going to Paraguay
2.7 Summary of Issues and Areas for improvement Group Issue/ opportunity Solution
Teachers and pupils
Too wide an age group Limit the VCs to 2 adjacent school years. Opportunity to support secondaries plus feeder primaries as transition activities
Pupils Presentation speed Make content more visual, including key vocabulary displayed on powerpoint
Pupils More colourful Screens in AS, use video clip as introduction to set scene
Teachers and Pupils
Request for practical demonstration
Investigate activities that link to museum science and can be carried out at school
All Microphone muting Remove schools from VC if microphone not muted
Presenter Recognising schools Include a description of school/uniform colour in presenter briefing notes.
Scientist Knowing which camera to look at
Run through in studio
Scientist More information about programme
Include additional information in initial request
21
Pupils
• Learnt about NHM science and scientists
• Requested more practical activities linked to VCs
• Prefer a smaller age range of pupils, but liked seeing other schools Teachers
• Thought sessions were beneficial
• Requested more interactivity
• Appreciated the Nature Plus question upload facility Scientists
• Welcome recordings of the session and a novel way to participate in public engagement
• Prefer to know how learning activities fit in strategically
• Requested more information about pupils prior to the event NHM learning and media staff
• Developed experience in how best to support VC events from the Attenborough studio
• Recommend streaming existing Meet the Scientist/ Nature Live sessions. In addition, there is potential to develop a separate multipoint VC offer for 3 schools at a time, with no studio audience.
Unexpected Outcomes
• We have participated in Tower Hamlets initiative to raise boys’ attainment in Science, through pupils from Stepney Green school taking part in the videoconferences.
• Advertising this series of videoconferences has raised NHM’s profile as a videoconference provider. Talks about multipoint VCs were requested at the JA NET school user group event at the Royal Society, and at the BIAZA Annual Conference at Paignton Zoo. London Zoo staff visited to observe our VC practice and start to plan how to extend the reach of their pilot ‘Scientist on the Sofa’ sessions. We have been asked to take part in videoconferencing events with organisations in New York as part of LGfL’s partnership programme, including a Sustainability conference with Ministers, comparing US and UK approaches.
• We have been inundated by requests for videoconferences for National Science and Engineering Week.
22
2.7 Case studies The following case studies present models for sponsorship, use of activities and specimens, and charging for sessions.
1. Sponsorship: Denver Museum of Science and Technology Denver Museum of Science and Technology offer ‘Scientists in Action’ sessions that are either on site or via videoconferencing. The offer shown left is on site, but is also extended via videoconferencing as shown below. This example is a good model. We could send out pre visit videos using existing footage, as in the example with Norm MacLeod (March 16th). Where pupils are in London, suggesting a visit to NHM makes a good follow up. Where pupils are too far away to visit NHM as a school trip, then suggesting a visit to a regional partner would be an alternative to reinforce the benefit of videoconferencing in addition to accessing real collections. Both the on site and distance learning elements of Scientists in Action are sponsored, by Ameriprise Financial Inc, ECA Foundation, Xcel Energy Foundation, and U.S. Bank. Videoconferencing could be offered to corporate organisations as a way to support the museum and meet social responsibility aims. When streaming existing Nature Live programmes using VC, the audience do not appear on screen. Therefore, the streaming link and some clips of recorded sessions could be sent to a corporate sponsor, making an attractive prospect for companies to publicise sponsorship.
23
The information below shows the online teacher information. Gianna Sullivan at Denver has kindly sent a link to the pre visit video, which is stored in Formal Learning -> Videoconferencing -> Denver.
24
2. Activities and Specimens: Australian Museum
Videoconference sessions are offered to New South Wales schools via Distance and Rural Technologies. The text above illustrates the way that sessions are a) combined with one of the Museum in a Box loan boxes (shown below) b) use activities and c) offer multipoint sessions to a maximum of 6 schools. The need to use activities and demonstrations links to teacher and pupil requests from our feedback. Use of real specimens would extend sessions, but as we do not have the capacity to do this imminently we should look to maximise chances to link with real collections in close proximity to schools.
25
3. Charging for sessions in the UK: National Space Centre and Kew Gardens The National Space Centre’s E Missions are highly regarded as best practice in VC in the UK. They take on the role of a control centre and pupils have to take steps to control an emergency scenario. Scenario science could be altered to this format. As you can see by the session plans below right, schools pay a considerable sum for this high input event. Chris has confirmed that sessions are fully booked.
On 16th February 2011 Kew Gardens sent the following advert to the Schools User Group Videoconference list. I am in contact with Sue Hunt about the session and we will find out how this pilot went from Kew’s perspective.
26
LUNCH WITH KEW SCIENTISTS
Bring your A level students and their lunch to a meet Kew scientists and discover classification, its
application and relevance today in an engaging and informative lunchtime video conferencing session.
Three brave scientist from Kew’s Jodrell Laboratory and Herbarium have volunteered to describe their
work and take questions from your students on how their chosen career paths brought them to their
present positions.
Jodrell laboratory, Royal Botanic Gardens, Kew.
Date: 7 March 2011
Session length: 60 minutes
Timing: 12 pm and 1:15 pm
Only 4 schools per session
Cost: £25 per school, invoiced after the successful link up.
To book: email Sue Hunt [email protected] or phone 01444 894312
A pre- conference link up trial will occur prior to the session.
Format of session: Introduction to Kew research,
10 minute talk by each scientists followed by 8 minutes of Q&A from students for each scientist.
Round up and thanks
Objectives: Development of KS 5 classification knowledge and careers insight.
27
2.9 Next Steps Summarising the information gathered through trialling multipoint VC sessions, there is evidence that the following next steps would yield benefits for the museum. Many organisations in the USA offer student facilitated or produced VCs, which would be an ultimate aim for developing pupils’ skills and engagement with science using our collection.
Short term (this term)
• Use existing Meet the Scientist/ Nature Live offer by sending the link to streamed content to selected schools. This will allow us to prepare pupils and manage the number of pupils and teachers accessing the event. There is potential to investigate methods for pupils to send in questions during the session.
• Develop understanding of the topics teachers wish to support via VC for National Science and Engineering Week, including assembly opportunities.
• Research sponsorship opportunities Medium Term (For academic year 2011/12)
• A short film introducing the museum and videoconference for secondary pupils would give the impression of being ‘on location’ and could be used during the 5 minute connection lead in time.
• Develop a new 45 minute session for 4 schools at a time, demonstrating a practical activity that links NHM scientist research with a classroom investigation. Charge £25 per school per session.
• Develop use of Nature Plus as a forum for preparing school audiences for meeting experts via videoconference.
• Research opportunities to link to Science in Your World Partners
• Long Term (2012 onwards)
• Extend Scenario Science to a high value VC offer, similar to the National Space Centre’s E-missions (£300 per 90 minute session). This could be piloted for National Science and Engineering week 2012.
• Research opportunity to link with specimen boxes.
• Focus marketing on schools who are not currently engaged with Natural History collections.
These steps would support the Learning Department Strategic Objectives:
2. Enable the development of knowledge and understanding about the natural world 3. Encourage learners to progress further in science, both through formal and informal learning 4 Provide access to its resources and expertise for learning to existing and new audiences In particular, videoconferencing supports the following Science objective 5: To provide access for wider audiences to our people and specimens Through our scientific activities we are able to extend our knowledge and passion for the natural world to a much wider public audience than is typical for a scientific institution. We participate in the development of our galleries, a variety of public programmes and participatory outreach (both physically and through the web). We have an extensive enquiries service for the public.
Stream Nature Live offer
National Science and Engineering Week
Research Sponsorship
Short film to be used for Secondary audiences
45 min session, 4 schools, £25 each
Use Nature Plus to prepare schools
link to Science in Your World Partners
Scenario Science £150 per school for NSEW
Research specimen boxes
Target excluded school audiences
Spring/ Summer 2011 Autumn 2011 Spring 2012
28
3. Additional Information 3.1 Appendices Key Stage 1 (ages 5-7) Dino Dan Dino Dan supports the following curriculum links: Key Stage 1 Science
• Sc 1.1 That it is important to collect evidence by making observations and measurements when trying to answer a question.
• Sc 1b That animals, including humans, move, feed, grow, use their senses and reproduce.
Key Stage 1 History
• 2b Identify differences between ways of life at different times.
• 4a How to find out about the past from a range of sources of information
Our intrepid explorer Dino Dan has just returned from the deserts of Mongolia and he’d like to share his adventures
with you. Meet him in the galleries and help him piece together the evidence of his discoveries and dinosaurs, using
the skills of a palaeontologist.
Overview of the session:
Dino Dan introduces himself and explains that he has been exploring in his attic, finding things that belonged to his
grandfather - a famous 'dinosaur hunter' called Roy Chapman Andrews. He asks the children what their grandparents
might have done as jobs when they were young.
Dino Dan talks about the clothes he is wearing, and the objects he has found. He pieces together the clues about his
grandfather's life. Artefacts include a skull and a fossil - he talks about these and asks how we work out things from
looking at objects.
He tells the story of the Oviraptor and how scientists named this dinosaur. He then explains how scientists have
changed their ideas based on the evidence that has been found.
You can book to meet Dino Dan in the Museum or via videoconference.
We offer downloadable pre and post videoconference activities PDF (70.0 KB)
You may also be interested in Explore and Discover guides
For an alternative activity, or an addition to the day’s activities, use our gallery-linked Explore & Discover guides.
These colourful comprehensive guides contain learning activities suitable for school or family groups. They cost 50p
each, payable to the bookings team before the day of your visit. Follow the links below for more information.
We recommend: Dinosaur Detectives
29
Circadian Sam Circadian Sam supports the following curriculum links: Key Stage 1 Science
• Sc2 2a To recognise and compare the main external parts of the bodies of humans and other animals.
• Sc2 2g About the senses that enable humans and other animals to be aware of the world around them.
• Sc2 4b Group living things according to observable similarities and differences. Breadth of study
• 2a Use simple scientific language to communicate ideas and to name and describe living things, materials, phenomena and processes.
Circadian Sam has a problem – she isn’t sure if it’s daytime or nighttime. Luckily she knows lots about the animal
features that help them to live in their particular environment. Can you help her sort out which animals should be
asleep and which should be awake?
Overview of the session:
Circadian Sam introduces herself – she is confused about day and night and asks the children to help her.
Circadian Sam uses props and puppets to discover more about different animals. How does the bat find its way in
the dark? Why can an owl fly so silently? How do bees tell each other where to find the best nectar? She asks the
children lots of questions, and they compare the animals with themselves.
This session concludes with a summary of their understanding – what common features do nocturnal animals have
compared with daytime (diurnal) animals?
You can book to meet Circadian Sam both in the Museum or via videoconference.
We offer downloadable pre and post videoconference activities
30
Key Stage 2 (ages 7- 11) Mary Anning
Charles Darwin More recently, Charles Darwin has also been offered for Key Stages 2 and 3. He covers his life and theories; why did he visit the Galapagos Islands and what did he see when he was there? Mary Anning and Charles Darwin support the following curriculum links: Key Stage 2 Science
• Sc 1 1a That science is about thinking creatively, to try to explain how living and non-living things work and to establish links between causes and effects.
Key Stage 2 History
• 2a The characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
Booking and Marketing Sessions are advertised using our web pages and brochure. Teachers contact our booking team, who forward details to Grace Kimble to book sessions via the JA NET booking service: www.jvcs.ja.net. Our sessions are also booked via Global Leap, a website for school staff: www.global-leap.org.
Nineteenth-century Mary Anning has lots of stories to tell you about her life as a pioneering fossil hunter in Lyme
Regis. Did you know she helped discover the first specimen of an Ichthyosaur recognised by the scientific
community when she was only 10 years old. Find out more about her life and her important fossil discoveries that
helped reconstruct the world’s past.
Overview of the session:
Mary Anning introduces herself and talks about her life growing up in Lyme Regis.
Mary explains what fossils are and how the evidence from fossils can give clues about an animal's appearance and
habitat.
She describes some of the fossils that she has found in her lifetime, including ammonites, belemnites, and
ichthyosaurs.
You can book to meet Mary Anning in the Museum or via videoconference.
We offer downloadable pre and post videoconference activities PDF (61.0 KB)
31
Example Information for Schools:
January 17th 2011: Environmental Research- Dr Farhan Khan
Aims: Across all sessions: Knowledge and Understanding:
• Enhance knowledge and understanding of the type and range of research projects the Museum is undertaking
Attitudes and Values:
• Feel inspired by the collections and museum science
• Feel empowered by being able to contribute their own ideas and hear the ideas of others in
relation to how museum science is relevant to wider society
In this session Knowledge and Understanding:
• Enhance knowledge and understanding of the processes of scientific enquiry through watching an environmental investigation demonstration
Activity, Progression, Behaviour
• Feel inspired and enthused to find out more about the natural world and to develop scientific knowledge and skills through asking questions about the scientific process
Enjoyment, Inspiration, Creativity:
• Enjoy taking part in the videoconference sessions
Time Activity
0 Tom introduction in studio
3 Over to lab: Meet Dr Farhan Khan
http://www.nhm.ac.uk/research-curation/staff-directory/zoology/f-khan/index.html
8 Questions
Back up: e.g.
• What subjects did you study at school?
• What was your favourite subject at school?
• Did you always know you wanted to be a scientist at NHM?
• Do you prefer lab work or fieldwork?
12 Explain Farhan’s research:
• Food chain
• Toxins in Envt
• Nanoparticles
16 Questions
• How did you decide which species to study?
• How did you know where to find the species?
• How did you find out what other scientists had studied about this topic?
20 Explain investigation using apparatus
25 Questions
• Focus on method and results
• How do you know your results are reliable?
• How do you communicate your results?
• How many people work with you on this project?
30 Finish
32
Example Information for Nature Live Host:
Time Activity Tech
0 Tom introduction in studio
• Welcome schools by name
• We are focussing on lab work
• We will be meeting a scientists who works here at NHM
- 10 Bring in schools.
Check sound and picture
Speak to each school and check mic muted
3 ‘Over to lab’
Could you tell us what you do in the museum and show us where you are
Recorded section showing Farhan in lab:
-Explain zoology researcher
-explain that this is the lab where scientists work together and analyse the specimens that have been collected, as well as doing investigations.
I’m coming over to the studio to talk a bit more about my research.
Tom and Farhan in studio
Schools on screens 3 and 5
Show Farhan piece to camera in lab
6 Tom:
Here are the species Farhan studies:
Show species to cover time ‘running to studio!’
http://www.arkive.org/laver-spire-shell/hydrobia-ulvae/video-00.html
8 Tom
Invite questions from pupils.
• Grange Primary
• Woodlands Community School
• Elmhirst Primary
• JCOSS
• Featherstone
• Hawkley Hall High School
• Lynn Grove
Theme: focus on working at NHM in zoology
Grace to identify schools to Tom
Tom takes question from school
Back up questions: e.g.
• What subjects did you study at school?
• What was your favourite subject at school?
• Did you always know you wanted to be a scientist at NHM?
• Do you prefer lab work or fieldwork?
12 Explain Farhan’s research:
• Toxins in Envt
• Eco-toxicology
• Nanoparticles
• Food chain
Tom and Farhan in studio
Schools on screens 3 and 5
16 Questions to focus on concepts covered
School s in order as above, THEN OPEN FORUM
• How did you decide which species to study?
• How did you know where to find the snails?
• How did you find out what other scientists had
Grace to identify schools to Tom
Tom takes question from school
33
studied about this topic?
20 Explain investigation using apparatus
• Methods of introducing nanoparticles to the feed of snails
• Nanoparticles on Diatoms
• Snails eating – recorded footage
• Data on powerpoint
Tom and Farhan in studio
Schools on screens 3 and 5
Visualiser
Overhead camera
Snails eating – recorded footage
25 Questions in order THEN OPEN FORUM
• Focus on method and results
• How do you know your results are reliable?
• How do you communicate your results?
• How many people work with you on this project?
Grace to identify schools to Tom
Tom takes question from school
28-30
Tom gives a warning of 3 last questions, then finish
• Certificates for pupils
• Follow up with a visit to the Darwin Centre
• Thank schools in turn
Tom and Farhan in studio
Schools on screens 3 and 5
34
3.2
A version of Scenario Science for Schools A version of Scenario Science for KS 3/4 (Based on work done by Lara Zane, 2009) The Spotlight on Research for KS4 activity with Disease Outbreak as a scenario would translate well to VC. Only minor alterations would be required. While voting by handheld device would not be possible, students could vote in class (hands up) and the teacher could facilitate that part. This would be facilitated by a science educator/nature live host. See Scenario Science file for KS4 script / storyboard for more info. A pre-visit activity to prepare students for attending Scenario Science This pre-visit activity would aim to prepare students for attending Scenario Science. It would focus on selection of evidence in science. A rough outline:
� Present students with a version of the disease outbreak scenario – based at the time that the first victim has died, and others are beginning to show symptoms but before the disease is confirmed to have spread.
� The students' task over VC is to collect evidence to help them identify the disease. When they visit the museum, they will do the next stage which is to identify containment measures.
� Present the students with various types of evidence that they may wish to view. This could include; o A pathologist talking about the symptoms. (NB – need to ensure that this does not overlap
with content in the live show) o A molecular biologist showing genetic barcoding of the bacterium. o A relative of the victim talking about the symptoms. o The doctors who saw the victim talking about progress of the disease. o A news reporter reporting the event. o A panicked member of the public. o A politician talking about the event. o A rep from a drugs firm trying to convince everyone to buy a drug.
� Class teacher to facilitate choosing which evidence they view via in class voting. Depending on the length of time, students may view 3-4 different types of evidence.
� After each piece of evidence has been shown, students take part in a facilitated discussion about whether the evidence was useful, whether it told them more about the disease, what other info they need, the difference between primary and secondary sources of evidence etc. They can then choose the next piece of evidence to select. (It may work better to present 3 options in each ‘round’, becoming progressively more useful – eg initially show a news reporter, member of the public and a relative, progressing to showing the specialists in the final round)
� By the end of the VC, students should have a clear diagnosis and already be ‘tuned in’ to the implications of an outbreak so that when they attend the live event in DC, they will be able to have an enhanced experience.
This activity would be booked by schools who would attend SS for KS4 roughly 2-4 weeks after the videoconference. It would only be suitable for groups booking the entire AS (ie groups of around 60 pupils) as it would be difficult to run SS where part of the group had done the pre-visit VC but the other part had. It would be facilitated over VC by a science educator / nature live host. A post-visit activity where students present material over VC This activity would follow on from a visit to Cocoon. During the tour, students would be asked to collect material, ready to present their work via videoconference at a later date (2-4 weeks after their visit). The task would arise from activities in Cocoon e.g. A Day in the Life of a Scientist booklets. The videoconference would be facilitated by a science educator, maybe with a scientist involved and could follow a format something like this:
35
o Facilitator welcomes everyone to the VC, checks that everything is working OK and hands over to students to present their work.
o Students present their work over VC to the ‘specialists’ who may note down comments and questions (a generic list could be drawn up to support this). Some of the work could be presented ‘press conference’ style. We might offer an option for work presented on computer to be emailed over in advance so that the facilitators can see and comment on the whole range.
o The facilitators comment and question students about their work, leading into a 2 way discussion on the topic of the VC.
Suggested topics – Real world applications of science, careers in science, etc. A stand-alone VC where students present material over VC This would be similar to the above activity, but students would collect their material via personal research rather than from visiting NHM. One possible subject would be careers – either in science or in the museum world, with an option for scientists or other members of museum staff to facilitate the VC, alongside a science educator. For example:
o Students look at information on a range of jobs in science and in the museum (we would need a synopsis and info from a number of members of staff).
o They research the jobs further and consider what skills and experience would be needed. (again, we would need to provide relevant info eg skill lists).
o During their presentation, students describe their ‘dream job’ in the science / museum field and what they think they would need to get there,
o The facilitators could ‘interview’ members of the presenting team / rest of the class to encourage them to think more about the career suggested.
o This could lead to a two way discussion about how the facilitator(s) had arrived at their career, what they liked about the job / difficulties / key skills / important experiences etc.
3.2 Organisations
• Australian Museum Education: Multipoint VC, real specimens and activities
• Denver Science and Technology Education: Sponsorship
• Distance and Rural Technologies (Australia) forthcoming VC programme
• JA NET Content Providers list (UK)
• Global Leap UK
• National Space Centre: Charging in UK
• Centre for Interactive Learning and Collaboration, US 3.3 References
• Arnold, T and Cayley, S (2008) Videoconferencing across the Curriculum
• Barber, (2010) Self-Contained Virtual Field Trips in Community Science Through Point-to-Point Videoconferencing California State University, draft version