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Coming up in ten minutes Newswatch with Paddy O'Connell, | :00:00. | :00:00. | |
School, it's changed a lot since I went through the education | :00:00. | :00:32. | |
The school buildings may look the same but technology has | :00:33. | :00:41. | |
been infusing education for quite a while now. | :00:42. | :00:44. | |
We have smart whiteboards, we have increasing use | :00:45. | :00:46. | |
We have e-textbooks instead of textbooks, but also | :00:47. | :00:51. | |
systems which mean the way in which kids learn and are taught | :00:52. | :00:57. | |
It seems many tech giants want to become part of education. | :00:58. | :01:04. | |
After all, an early introduction to their brands may one day add up | :01:05. | :01:08. | |
Microsoft this week launched its education offering | :01:09. | :01:13. | |
which includes a new version of Windows called Windows S, | :01:14. | :01:15. | |
a budget Surface Pro in various colours and some tweaks | :01:16. | :01:18. | |
Apple's teaching tool Classroom had a face-lift last month and now | :01:19. | :01:26. | |
But before both of these came Google Classroom. | :01:27. | :01:32. | |
And today I'm finding more about it from Mr Lickfold, | :01:33. | :01:36. | |
director of learning at Tring secondary school. | :01:37. | :01:43. | |
They've been using this online system for the past 18 months | :01:44. | :01:46. | |
to teach and monitor the students' progress. | :01:47. | :01:48. | |
Today I'm learning about the Galapagos Islands and I have | :01:49. | :01:50. | |
to say the lesson that Chris has constructed certainly looks more | :01:51. | :01:53. | |
But tech can do a lot more than just provide media rich lesson plans. | :01:54. | :01:59. | |
We're able to personalise what we do far more than we have ever done | :02:00. | :02:03. | |
before and take them to different resources that are available | :02:04. | :02:06. | |
Every student's learning journey will be different. | :02:07. | :02:09. | |
Taking teaching online also means teachers have a lot more access | :02:10. | :02:12. | |
to children's individual learning data and even | :02:13. | :02:14. | |
For example, this browser extension Draftback lets the teacher watch how | :02:15. | :02:21. | |
If I've got a student who in preparation for their exams | :02:22. | :02:30. | |
is not constructing their paragraphs correctly, I can say, | :02:31. | :02:32. | |
"OK, let's look at how you constructed your particular | :02:33. | :02:35. | |
If it's maybe two or three paragraphs and they spent so long | :02:36. | :02:48. | |
on the first one then I can also just say, | :02:49. | :02:50. | |
"Look, this is how long you spent on this first document, | :02:51. | :02:53. | |
You only spent five minutes on the second and third one." | :02:54. | :02:58. | |
The kids also seem to like the learning experience. | :02:59. | :03:03. | |
Using online tools and data is one way to enhance learning in schools, | :03:04. | :03:07. | |
but Lara Lewington has been looking at other tech that promises | :03:08. | :03:10. | |
to change how children learn completely. | :03:11. | :03:12. | |
VR, robots, holograms, it wasn't like this in my day. | :03:13. | :03:14. | |
At the BET Education Show earlier this year we saw some | :03:15. | :03:18. | |
of the most cutting edge ideas heading to the classroom soon. | :03:19. | :03:21. | |
Over the past few months I've seen quite a few devices that bring | :03:22. | :03:25. | |
together the idea of kids coding and toys aiming to make | :03:26. | :03:28. | |
But good old Lego here have gone a step further. | :03:29. | :03:33. | |
They are trying to recreate real life situations where robots | :03:34. | :03:35. | |
would be used so that children can find problems and then find | :03:36. | :03:40. | |
the solution and the mission we have here is for a space robot | :03:41. | :03:43. | |
which needs to move around the space base collecting these theses | :03:44. | :03:49. | |
all together and taking them back to one place. | :03:50. | :03:52. | |
But obviously the coding should do that bit. | :03:53. | :03:57. | |
Using the drag and drop blocks to create sequences that carry out | :03:58. | :04:00. | |
actions is just part of the learning process as science is being taught | :04:01. | :04:03. | |
But Brickso's vision of what could be learned | :04:04. | :04:08. | |
through these small plastic blocks was quite different. | :04:09. | :04:10. | |
This is a way to bring your existing Lego set to life. | :04:11. | :04:17. | |
It has got a couple of LED lights, a sensor, and these blocks | :04:18. | :04:20. | |
From there you can create whatever spinning, moving, | :04:21. | :04:28. | |
But this use of technology isn't just about teaching ICT. | :04:29. | :04:34. | |
This adaptive learning is also about employing new methods | :04:35. | :04:37. | |
The teacher guides with experience but as a student you can | :04:38. | :04:42. | |
Now, Jen here is going to play the part of a teacher. | :04:43. | :04:49. | |
She will be talking through what we are all looking | :04:50. | :04:51. | |
at through the goggles at the same time. | :04:52. | :04:54. | |
I mean, looking at the difference between the healthy lungs | :04:55. | :05:00. | |
and the smoker's lungs I definitely think we should stick with the kids. | :05:01. | :05:04. | |
The idea of an image in your mind is certainly something that could be | :05:05. | :05:11. | |
easier to maintain than just someone just talking. | :05:12. | :05:13. | |
But my issue is actually with the idea of wearing the goggles. | :05:14. | :05:17. | |
They're fine for a couple of minutes but then I do feel the urge to take | :05:18. | :05:21. | |
them off so I can't imagine actually wearing them for a full half-hour | :05:22. | :05:24. | |
Many of these ideas will be picked up by individual schools, | :05:25. | :05:29. | |
but although the ideas and devices are out there, | :05:30. | :05:31. | |
the challenge comes in making them available to the masses | :05:32. | :05:34. | |
and that is something which one not for profit in Finland, | :05:35. | :05:37. | |
a country considered to have one of the world's best education | :05:38. | :05:40. | |
I would say that education is one of the few big industries | :05:41. | :05:50. | |
that is still waiting to be disrupted. | :05:51. | :05:52. | |
One of the biggest challenges in our education system | :05:53. | :05:54. | |
is that it is based on the ideals of the industrial world, | :05:55. | :05:57. | |
so it is kind of like teaching everyone to be the same. | :05:58. | :06:01. | |
And in tomorrow's world it is crucial to be individual. | :06:02. | :06:04. | |
One idea turns things on its head though, focusing not simply | :06:05. | :06:07. | |
on new ways of teaching, but firstly analysing how we learn. | :06:08. | :06:13. | |
Well, I'm on my way to maths class which should cause me a bit | :06:14. | :06:17. | |
of concern because I am not sure I remember that much from school, | :06:18. | :06:25. | |
but with this class everybody's having their own private lesson. | :06:26. | :06:29. | |
The teacher doesn't stand up and project their voice | :06:30. | :06:31. | |
The kids take their places at computers were Century AI | :06:32. | :06:35. | |
This artificial intelligence system aims to teach each pupil | :06:36. | :06:41. | |
at their own pace and in a way that suits them best, | :06:42. | :06:44. | |
constantly getting to know them better and tracking their progress. | :06:45. | :06:52. | |
The entire purpose of this machine is to learn how your brain learns | :06:53. | :06:55. | |
and then utilise that data, and it constantly adapts, | :06:56. | :06:58. | |
to provide them with a top-tier education at any single moment | :06:59. | :07:01. | |
and then takes that data and offers it to the teacher in real-time. | :07:02. | :07:04. | |
It's provided by real-time teachers and they can intervene | :07:05. | :07:11. | |
when necessary and they can spend more time on the human interactions | :07:12. | :07:14. | |
with the student, the pastoral care that they need to provide | :07:15. | :07:17. | |
Now, you may remember last year we tickled your earbuds | :07:18. | :07:26. | |
with something called binaural sound. | :07:27. | :07:28. | |
Now, this is a way of recording audio so when you listen back | :07:29. | :07:31. | |
through headphones, the sounds actually sound like they are coming | :07:32. | :07:34. | |
Well, it turns out someone was listening. | :07:35. | :07:38. | |
Not just someone, but The Doctor, and he invited Kate Russell to hear | :07:39. | :07:41. | |
Go and have a look. Why me? | :07:42. | :07:53. | |
Unlike a new episode of Doctor Who, that uses binaural sound to really | :07:54. | :08:08. | |
I have come to south Wales, where the episode | :08:09. | :08:12. | |
In this spooky-looking house, the Doctor investigates | :08:13. | :08:27. | |
Using binaural sound, the show's producers are able | :08:28. | :08:31. | |
to ramp up the fright factor by placing sound effects all around | :08:32. | :08:34. | |
the listener, so they feel like they are actually | :08:35. | :08:37. | |
SO if you see a normal, digital audio workstation, | :08:38. | :08:56. | |
But actually, we can see those tracks on the computer as little | :08:57. | :09:01. | |
objects, like you are looking down on top of a room. | :09:02. | :09:03. | |
So you can see these dots with a cross showing where the left | :09:04. | :09:07. | |
and right is, and the up-and-down axis. | :09:08. | :09:09. | |
When the sounds are then put through into the BBC renderer, | :09:10. | :09:12. | |
which is a piece of software that the R team have made, | :09:13. | :09:15. | |
then you can see where those sounds are hanging in 3-D space. | :09:16. | :09:18. | |
To experience the binaural effect you must be using stereo headphones. | :09:19. | :09:21. | |
Even a top-of-the-range 5.1 surround sound speaker systems will not | :09:22. | :09:24. | |
deliver the results, as the microscopic time delays | :09:25. | :09:26. | |
in sounds arriving at your ears are vital to creating | :09:27. | :09:29. | |
That was super, super scary and spooky and atmospheric. | :09:30. | :09:33. | |
If you are expecting the kind of like sideshow act of jumping | :09:34. | :09:36. | |
around sound that really wows you, this is not what this is about. | :09:37. | :09:40. | |
This is about a subtle experience of placing | :09:41. | :09:42. | |
you in a three-dimensional soundscape. | :09:43. | :09:48. | |
The reason why this episode lent itself so brilliantly | :09:49. | :09:51. | |
to the binaural mix is because of it being a kind of horror - | :09:52. | :09:55. | |
playing with the horror genre, and the tropes of that, | :09:56. | :09:58. | |
and a lot of what makes things scary is what you don't see, | :09:59. | :10:01. | |
and building up the atmosphere to that moment of scare is really | :10:02. | :10:04. | |
We were told 3-D TV was going to be the next big thing. | :10:05. | :10:14. | |
The reason why binaural is really taking off now is because we're | :10:15. | :10:20. | |
in the age of the smartphone and the tablet. | :10:21. | :10:23. | |
People are consuming their media with headphones. | :10:24. | :10:25. | |
Even in my family, my kids will sit down | :10:26. | :10:32. | |
watching their own content, that they're interested in, | :10:33. | :10:34. | |
with a pair of headphones so as not to disturb each other. | :10:35. | :10:39. | |
I think what will happen when people experience binaural audio with TV | :10:40. | :10:44. | |
content, radio content, and then they go back to stereo, | :10:45. | :10:48. | |
And you think, "I want that other sound, please. | :10:49. | :10:56. | |
It was binaural, let me have some more of that, please." | :10:57. | :11:02. | |
I think that is where we will start to see binaural really take off. | :11:03. | :11:05. | |
This spooky episode will be broadcast with regular sound on UK | :11:06. | :11:08. | |
I'm afraid viewers from the rest of the world will have to wait. | :11:09. | :11:13. | |
For the binaural experience, watch it on iPlayer. | :11:14. | :11:15. | |
I recommend a darkened room, some decent stereo headphones, | :11:16. | :11:17. | |
And remember, if you do hear knocking sounds in the night, | :11:18. | :11:21. | |
And that's it for the shortcut of Click for this week. The full-length | :11:22. | :11:38. | |
version is up on iPlayer to watch right now. Follow us on Twitter | :11:39. | :11:43. | |
throughout the week @BBCclick. Thank you so much for watching and we'll | :11:44. | :11:46. | |
see you soon. | :11:47. | :11:48. |