Thursday 30 June 2016

A Visit to the Robot Surgeon

Members of the Online Learning Team posing wearing surgical scrubs

Recently the Online Learning Team went to film a robot performing surgery at the Royal Hallamshire Hospital for our upcoming course with the Department of Automatic Control and Systems Engineering. This is production manager Dave Holloway's account of facing his fear of going under the (robotic) knife.

Blood. Guts. Surgery. Three things which, if I’m honest, I don’t chomp at the bit to be in a room with. Which was why, when our team had to film a robot surgeon removing a man’s prostate, I was understandably hesitant.

Sure, robots are amazing - but did I really want to be in the same room with one as it carried out an operation? The robot in question is the da Vinci Surgical System which is designed to help surgeons carry out operations in a minimally invasive manner.

Controlled by a trained surgeon who is at a remote unit, the da Vinci has four robotic arms which are inserted into the body using microscopic needles and then use surgical tools such as scissors, knives, torches and needles to perform keyhole surgery. The surgeon has the use of onboard cameras and mainly controls the machine using their middle fingers and thumbs.

A surgeon uses the da Vinci Surgical System to operate on a patient.

First off; it’s a miraculous piece of equipment that is improving more lives than just those it operates on. It was initially conceived because of the negative effect that long surgery was having on the musculoskeletal health of doctors; it was found that performing these operations manually was forcing medical professionals to stand in one awkward position for long periods of time, which was forcing early retirements from injuries.

All that aside for one moment, it’s still not a robot you’d like to meet down a dark alley. And when you’re in a room with it, already fearful of what you might be witness to, at first it seems more like a foe than friend.

Luckily, though, once the da Vinci was fired up and the incredibly capable medical team had started to work, all those concerns melted away and we watched a truly impressive demonstration of how far medical technology, and human know-how, has come.

The patient first has his stomach inflated with gas to the point where he looks as if he were 9 months pregnant, then the needles are injected into him and the tiny instruments at the end of each robot arm can go to work. The remote unit has a second viewing screen so we were each in turn invited to watch as the surgeon casually cut, sliced and burned his way through the stomach lining of the patient and, seeing how much we were enjoying it, provided a graphic audio commentary as he worked.
“That’s a hernia, we’ll just cut that out, do you see his collection of bile? I just need to burn that away…” and so on. The viewfinder covers all of your vision so it’s very much like being inside a VR headset, or maybe watching Innerspace in 3D. There was still blood and gore but, somehow because of that barrier of a screen you felt no emotional connection to it - not as if I imagine you would if you were standing above a patient with their chest opened up.

The name operating theatre comes from the time when it was just that; an audience of colleagues and students would observe from up high when surgeons would practise their most recent methods for the purposes of education. The same happened with our experience, except they were using digital and robot technologies to perform and we, with our cameras and online courses, were helping to educate even more people.

My personal highlight was watching as two microscopic robots hands threaded a needle by torchlight, and then sewed up a cut stomach lining, from inside the patient. That this was happening inside the human being lying no less than a metre away from me was staggering, and a real indication of how robot technology can be used to save lives in a healthier, safer and more cost effective way.

We were in the theatre for about an hour and a half and, as we left, the surgeon and nurses were preparing for another 2 hours of surgery until the prostate was safely removed. We left with not only some terrific video footage, but also a renewed respect for technology and those skilled hands which control it. It made me less fearful of whatever surgery I could face in the future, and that the blood and guts I so feared seeing is actually that which keeps us going.

TELFest: Lada Price explains why she uses Lecture Capture

Dr Lada Price, a university teacher at The Department of Journalism Studies, tells us why she has decided to use Lecture Capture.

She visited TELFest today to attend the session 'My Echo - Why to, and how to, record lectures' presented by Daniel Courtney (CiCS) and Suzy Stephenson (TEL Team) to learn more about Echo 360, which she plans to use from September.

Lada has used Lecture Tools in the past and told us about the main advantages and disadvantages of using such software.

Watch the video below to find out what she had to say:



What can you learn from the MOLE Exemplary Course Programme?

We spoke to lecturers to Tom Clark and Michael Livingstone as well as Danny Monaghan from the TEL Team after they presented the session 'Mole Exemplary Course Programme', which marked the start of day two of TELFest. 

Michael Livingstone, a PhD Researcher at The University of Sheffield Landscape Department, explained how he had used the programme to improve his own input into MOLE and change courses so they are more engaging and easy to use. 

He said: 'The TEL and @CiCS teams gave me loads of great ideas for how to improve our MOLE modules.'

He also praised the peer support aspect of the course, where you get paired with someone and give each other advice on how to improve your modules and also get the opportunity to present your work and get feedback from everyone on the course.

Michael said: "It was really inspiring to see what all the people had done." 


Dr Tom Clark, a lecturer in the Department of Sociological Studies, who also works for the Sheffield Methods Institute, told us how he thinks students have benefited from him attending the course. 

He said: "It allows students to take ownership over their own learning choices, they can shape their learning engagement according to their own needs."

We also spoke to Danny Monaghan from the TEL Team, who chaired the session. He explained what people can learn from attending the MOLE Exemplary Course Programme and how important it is for people to understand exactly what MOLE can do and why is it so beneficial for staff and students.







Five things we learnt from day one of TELFest


1.)  Make sure MOLE content is never more than three clicks away. 

In the MOLE Design Skills session, we learnt that content should never be more than three clicks away. Investing a little amount of time on your part, in making content easy to find, will hugely benefit students in the long run.



2.) Choose Twitter for your academic profile.

We learnt in the Social Media Workshop that Twitter is the preferred platform for creating an academic profile on social media. You can use your account to post relevant content before and after lectures. It is also a useful way of connecting with other academics or even journalists.


3.) When shooting video, NEVER shoot in portrait.

We learnt from the Flipped Learning Workshop that when shooting video, you should never shoot in portrait. Even though many people using smartphones have adapted the habit, the videos will be watched on horizontal computers, screens and projectors. Your eyes are horizontal, so surely it's logical to shoot in landscape?

4.) Wyn Morgan wants to put projectors that are directly behind speakers in Room 101.

The University of Sheffield's Pro-Vice-Chancellor for Learning and Teaching, Wyn Morgan, revealed that he would like to put projectors that are directly behind the speaker into Room 101. To find out why, check out the interview below: 

5.) And finally, sometimes, the old ways are the best.
Those who attended the Flipped Learning Workshop got to send their opinions to the front of the room by throwing paper aeroplanes.











TELFest 2016: #WYNterview - Wyn Morgan tells us why technology is important to academia



The University of Sheffield's Pro-Vice-Chancellor for Learning and Teaching, Wyn Morgan, had time for a quick chat to tell us why technology is important to academia and what he has been involved in at TELFest today.


What is , and why is it so important?

What about academics who are reluctant to use technology?

What’s been your involvement at TELFest today?

Which of your panel’s nominations did you put into ?
Given the chance, what would you like to put into ?


Friday 24 June 2016

New Features in BlackBoard



The latest updates to BlackBoard include a few changes and bug fixes and some new exciting features! Here is a quick overview of a couple that we are hoping will be available for you to use very soon:

Date Management

Date Management is a tool designed to allow you to easily change the dates on your course content where they have previously had a date associated with them. You can choose to adjust the dates automatically or manually. For the manual option you can select all or just select the content that you would like to adjust.

You are able to select a number of options which will filter the course content that you are presented with which will help to manage the date changes

All course and organisation items with dates are supported in the Date Management Tool. This includes:
  • Content (items, files, audio, etc)
  • Assessments (tests, surveys, assignments,etc)
  • Tools (discussions, blogs, journals, announcements, etc)

To make these adjustments you will be presented with the option to adjust the dates using the course start date, a specific number of days or you can list all of your dated items to review.

Goal Performance Dashboard
You can use the Goal Performance Dashboard to better understand student performance in a course. The dashboard displays course goals and the assessments that map to them. Students can check to see how their grades are contributing to achieving the goals for their course. This is an alternate view of the dashboard which shows course goals and assignments that align with each goal.

For more information you can visit https://en-us.help.blackboard.com or contact us at tel@sheffield.ac.uk