2.1 University and course context
The documentary group assignment was implemented in the
3rd year undergraduate course (module) Plants
and the Soil Environment at the University of Nottingham, UK. The
course runs in the spring semester (January-May) with a 3-hour contact
block each week. In 2020 there were 24 students in the class from both
the School of Biosciences (Faculty of Science) and the School of Life
Sciences (Faculty of Medicine and Health Sciences; Figure 1). In
addition to bridging two faculties, the students come from degree
programs based at both our Sutton Bonington Campus, where the module is
run (BSc Plant Science (13%), BSc Agricultural science (17%)) and our
University Park Campus (BSc Environmental Science (37%), BSc
Environmental Biology (12%) and BSc Biology (21%; School of Life
Sciences); Figure 1).
Plants and the Soil Environment explores how plants are adapted
to different soil environments such as drought, flood, salinity, heavy
metals, nutrient deficiency, and includes plant-plant interactions. In
addition to exploring plants already adapted to these conditions, we
discuss recent advances in crop breeding for improving food security
under each of these conditions. The science learning outcomes
are : Understand (a) the pathways and mechanisms involved in the uptake,
transport and use of water and nutrients; (b) plant adaptive responses
to water (drought and flood), nutrient, salt and heavy metal stresses;
(c) crop improvement strategies based on the roots (biofortification,
and pollutant exclusion/Safe crops); (d) have developed skills to
evaluate root physiology (through field and computer sessions).
To achieve these concept objectives the course includes semi-traditional
lectures for each of the themes (discussions are included in these
lectures), a debate to explore the pros and cons of biofortification
(facilitated by another staff member) and a computer lab on root image
analysis techniques. In previous years the main assessments were two
1000-1500 word essays within two of the themes (of their choice) with an
expectation of a deeper exploration of their chosen topics than is
possible within the lecture time. However, students are also writing
their dissertations during the spring semester and similarly at the end
of semester there is a high marking load on staff from dissertations and
exams. With this in mind the assessment was changed to a group work
documentary video – still exploring a question of their interest within
one of the themes to achieve the concept learning objectives of the
course. Additional skill objectives were added: develop skills to
(a) communicate complex ideas visually (in particular multimedia
formats); and (b) to work in groups (supported by workshops and
evidenced by a documentary video including a contribution statement in
credits).