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FameLab – my journey with the global science communication competition

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FameLab – my journey with the global science communication competition

Author: Christina Melidou, Partnership Manager at FutureLearn

Access to education and scientific knowledge is easier than ever, so why do so many pseudoscientific conspiracy theories circulate online and, more importantly, why do so many people believe them? There may be many explanations but one thing is for sure: scientists need to improve their communication skills. And this is what FameLab hall of famelab is all about.

FameLab is a global science communication competition which was first held by Cheltenham Festivals back in 2005. In 2007, thanks to a partnership with the British Council, the competition became international and, to this day, 10,000 engineers and scientists have taken part. In 2019, national competitions were held in 25 countries from the UK to Kazakhstan and from Mauritius to Australia and Qatar and every year, those national winners met at Cheltenham Science Festival for the international final.

I took part in FameLab Greece back in 2008 and returned as a judge for Hall of FameLab 2019, where participants from different cohorts and countries took to the stage during European Researchers’ Night at the Natural History Museum on 27 September. For me, it was an opportunity to reflect on the many opportunities this competition sent my way: media training from Quentin Cooper, talks at schools and science festivals, a slot in a science programme on television, and public speaking skills that I used to coach TEDx speakers. But more importantly, access to a network of amazing people who love talking about science. 

So, what does it take to communicate science well? In FameLab, participants only get 3 minutes, no slides and only props which they themselves can carry on stage. Why? Because when a news story breaks, you will rarely get time to prepare and the news anchor will only give you a couple of minutes before moving on to the next story.

Here are some tips that FameLabbers, and indeed any speakers, need to keep in mind: 

–       To the point: Decide what your main point is and explain it succinctly. Avoid expanding sideways unless you know you’ll have time to conclude.

–       No assumptions: Ask the host about the type of audience they expect and approach them with an open mind. Avoid jargon and assumptions about what they may or may not know.

–       Use your props wisely: When you explain a difficult concept, try metaphors or simple props that will convey your point. This year’s Hall of Famelab winner used a pineapple to discuss the impact AI has on phylogenetic research and the audience loved it.

–       Tell a story: People love stories so make sure there’s a clear narrative. Think of yourself as a tour guide talking people through your topic.

I was thrilled to be part of Famelab, then and now, and I can’t wait to see the communication skills of tomorrow’s scientists.

 

Category
Research insights

Lesson of the Day: ‘Discussing Blackness on Reddit? Photograph Your Forearm First’

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Lesson of the Day: ‘Discussing Blackness on Reddit? Photograph Your Forearm First’

Find all our Lessons of the Day here.

Note: Teachers, the issues raised by today’s article can be provocative and challenging. For tips on facilitating difficult conversations, see this resource from Facing History.

Featured Article: “Discussing Blackness on Reddit? Photograph Your Forearm First”

With nearly four million subscribers, Black People Twitter, on the popular website Reddit, is one of the few large public online discussion forums about black American life. Moderators of the Reddit forum caused an uproar by requiring participants to submit a photograph proving they were not white.

In this lesson, students will examine the evolving debate — how the forum originated, why the moderation policy began — and reflect on their own need for and access to safe spaces.

Do you have spaces where you feel safe to share your ideas, thoughts and experiences — at home, at school, online — without threat of being attacked or disrespected?

How does your identity — race, gender, sexual orientation, religion, background or other factors — affect how you share and express who you are? Do you ever feel more comfortable with people with similar identities and experiences?

Make two lists: What kinds of qualities make a space feel safe for you? What kinds of qualities make it difficult for you to let your guard down and be yourself?

Now, reflect upon your lists: What is the importance of safe spaces for you?

Read the article, then answer the following questions:

1. What was the initial goal of the Black People Twitter forum on Reddit, according to the article? What kinds of comments are typically posted there?

2. The author writes that “a discussion meant to be a respite from the racial tensions out in the world began to mirror them.” What examples from the article illustrate this statement?

3. Why is it difficult to tell a person’s race on Reddit? How could not knowing a user’s race be a “boon to free speech” (according to proponents of that policy) or something that “encourages hate speech” to detractors)?

4. What does Wesley Moreno, a former moderator, mean when he says that white users pretending to be black were “like a constant form of gaslighting?” (If you don’t know what gaslighting means, look it up.)

5. What are the roles and responsibilities of Reddit moderators? What challenges have they faced in moderating the Black People Twitter forum? What early steps were taken by moderators to address the “weight of unseen white opinion?” Why did moderators believe these initial steps were unsuccessful?

6. What are the forum’s current rules for participation? How have moderators justified their new policy? Why have some forum members celebrated the move? Why have some Reddit users criticized it?

Choose one or more of the following questions to respond to in writing or in a discussion with your classmates:

  • What is your reaction to the article? What was most surprising, thought-provoking or impactful? What aspects of the article resonate with you?

  • Have you ever participated in an online discussion forum? If yes, what has been your experience? Do you find these forums to be safe spaces? Or do you feel the conversations are dominated by “provocateurs,” “trolls” and people “gaslighting” other participants?

  • A black moderator whose user name is Nasjere said of the new guidelines: “People are complaining, but I have yet to figure out a better way to do it.” Do you think the new moderating policy of the Black Twitter Forum was necessary and justified? Why or why not? If not, what would you propose to better address the concerns of black users and moderators raised in the article?

  • What changes would you recommend to make online forums, in general, more safe and equitable spaces?

What Rules, if Any, Should There Be About Phone Use During Live Performances?

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What Rules, if Any, Should There Be About Phone Use During Live Performances?

What was the last live performance you saw? Did you or others in the audience use your phones during the show? Were you allowed to?

Watch the short video above about what happened during a recent performance of the Off Broadway musical “The Wrong Man.”

What’s your reaction to the video? Do you think it’s acceptable to use your phone during a live performance? Why or why not?

Joshua Henry, the star of a new Off Broadway musical called “The Wrong Man,” had tried repeatedly to signal his disapproval to the man in the onstage seating who was using his smartphone to capture his performance, but he wasn’t getting through.

By the third song, Mr. Henry had had enough. So he reached into the seats, deftly grabbed the phone out of the man’s hand, wagged it disapprovingly, and tossed it under a riser — all mid-song, without skipping a beat. “I knew I had to do something,” he explained later.

Just a few nights earlier, in Ohio, the renowned violinist Anne-Sophie Mutter had stopped playing Beethoven mid-concerto to ask a woman in the front row to quit making a video of her. After the woman rose to reply, she was escorted out of the hall by the Cincinnati Symphony Orchestra’s president, and the music resumed.

Both artists were cheered — first in person, later on social media — for taking a stand against the growing ranks of smartphone addicts who cannot resist snapping pictures and making recordings that are often prohibited by rule or by law, that are distracting to performers and patrons, and that can constitute a form of intellectual property theft.

But such confrontations are fueling a new debate about digital-era etiquette. No one likes a ringing cellphone to interrupt a cathartic moment. But both theater and classical music have aging fan bases and a desire to attract younger and more diverse audiences, and some suggest that an emphasis on behavioral restrictions is a form of off-putting elitism.

“It’s turned into a battle over who belongs, and who gets to set the rules,” said Kirsty Sedgman, a lecturer in theater at the University of Bristol and the author of “The Reasonable Audience,” a book about contemporary debates over theater etiquette.

“Everyone goes into the theater thinking their own personal vision of what theater should be like is clearly the right one,” said Dr. Sedgman, who noted that expectations that audiences will be reverential date only to the 19th century, and that in Shakespeare’s time patrons were famously rowdy.

On the night a few weeks ago when Rihanna visited Broadway to see the edgy “Slave Play,” she texted the playwright, Jeremy O. Harris, during the intermission-free show. Instead of chastising her, he celebrated the exchange on Twitter, saying, “When my idol texts me during a play I’ve written, I respond.”

Predictably, his tolerance of her texting prompted a backlash. But he was unapologetic.

“I’m not interested in policing anyone’s relationship to watching a play ESPECIALLY someone who isn’t a part of the regular theatergoing crowd,” he said on Twitter.

Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Make yourself in-demand in tech

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Make yourself in-demand in tech

In 2012, the Harvard Business Review named the humble data scientist as the sexiest job of the 21st century.

7 years on and reports on data science roles have shown, on average, around a 30% increase in demand for data scientists year on year.

So, what’s so sexy about data?

For companies, a data scientist’s appeal lies in their elusive nature. A good one is hard to pin down and difficult to hold on to.

To be a tech expert, you require a rare combination of skills, like analytical ability, programming knowledge, statistics know-how, and the dreaded soft skill: strong communication.

With Unlimited, you can earn certificates in as many emerging and established areas of tech and coding as you like, so you can build skills for the in-demand tech roles of tomorrow.

Reap the benefits of going Unlimited with five of our top tech and coding courses, and boost your employability in tech today ➡️


We live in a data driven world and it’s important we learn how to make the most of it.

Learn how to use the R platform to manage data and get an introduction to the R software. 

You can use this course to lay the foundations for studying or working in data science or prepare for more advanced courses using data, like machine learning and computational statistics.

Join this course if: you want to learn how to make data-driven decisions. 


Learn how computers work at a fundamental level by exploring system architecture, along with how computers use binary and logic. 

You’ll look at the von Neumann model of computer architecture and the Fetch-Execute cycle, and learn how to build a range of simple circuits for maths, and simulate various logic gates.

Join this course if: you want to understand the processes behind modern computers (from supercomputers to smartphones).


Environmental and climate change evidently impacts our lives, but what role does data play in informing us about these changes to our world?

Explore the use of statistics and data science for better understanding the environment we live in.

You’ll develop data science skills as you complete hands-on modelling activities using real-world environmental data and the powerful programming language R.

Join this course if: you want to understand environmental change through data.


Today’s supercomputers are the most powerful calculating machines ever invented and have given scientists and engineers a powerful new tool to study the natural world–computer simulation.

Using supercomputers, we can now conduct virtual experiments that are impossible in the real world, from looking deep inside individual atoms, to studying the future climate of the earth.

You’ll learn what supercomputers are, how they’re used and how we can exploit their full computational potential to make scientific breakthroughs.

Join this course if: you want to know how we can perform virtual experiments to make real-life predictions.


Big data analytics helps us to understand the huge volume of information our world now generates, as we use analytics to uncover hidden patterns, predict trends, gauge customer opinions and more.

Learn how to evaluate data from different sources with Professor Bela Stantic and Griffith University’s Big Data and Smart Analytics Lab, and explore how big data is being used in various industries to solve problems and shape our future.

Join this course if: you want to identify the challenges of big data analytics and how it can impact you. 

If these courses aren’t exactly right for you, take a look at all of the courses in our tech and coding category.

Is your teaching career future-proof?

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Is your teaching career future-proof?

A lifelong love of learning can start with just one good teacher.

As Albert Einstein said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”.

Access to a good education is one of the UN’s 17 sustainable goals, and with our entry into the fourth industrial revolution, the children of today will need to be better prepared for the world of tomorrow than ever before. 

Inspire your pupils and learn captivating new learning techniques with unlimited teaching courses from world-leading academics.

Unlimited gives you limitless access to hundreds of online courses to keep you up-to-date with the latest thinking in the education sector.

Below are five of our top teaching courses for professionals and learning enthusiasts looking to broaden their understanding of the key education issues and developments ➡️


How do very young children best learn English as an additional language while they’re still learning their mother tongue? How and why do children learn best through play? What can parents and practitioners do to enable children to get the most out of a learning experience?

Explore the answers to these questions and more as you investigate various aspects of early childhood learning and development with teaching experts from the British Council. 

You’ll learn how best to talk to young children, how to create the best environment for them to learn, and how to monitor their progress.

Join this course if: you want to encourage meaningful learning and language development for your young students.


Complex trauma affects the physical, emotional and social development of children and adolescents.

Learn how to respond appropriately using trauma-informed practices and policies.

You’ll get introduced to what complex trauma is and learn how it affects young people’s development at school. You’ll also understand the neuroscience behind the behaviours of students who’ve experienced complex trauma, and will learn how to apply trauma-informed strategies and policies that will decrease the risk to students and school staff.

Join this course if: you want to help lessen the impact of complex trauma on the education of your affected students.


Learn how to manage behaviour in your clasroom to improve the lives of yourself and your students.

You’ll explore how your behaviour influences your students and learn how you can control the emotional responses of your students. You’ll learn techniques to achieve consistency in managing behaviour and to recognise positive behaviour so that you can build trust in your classroom.

You’ll be supported by experienced teachers, encouraged to actively reflect on your classroom practice, and be able to share your experience as part of the course discussions.

Join this course if: you want to control your classroom better and improve the learning and teaching experience.


Teachers in many countries are required by law to report certain types of child abuse and neglect to relevant child protection authorities. Some nations are on the cusp of introducing mandatory reporting obligations, or have policy-based duties for reporting.

Increase your awareness and understanding of your roles in child protection. 

You’ll learn how to recognise the signs of child abuse and neglect, and discover how maltreatment impacts on a child’s learning and development.

It will also help you to understand your role as a reporter.

Join this course if: you want to understand your role as a reporter of child abuse or neglect and be a support to any affected students.


Intentionally and explicitly teaching the relationship between letters and sounds through play-based teaching is a crucial part of children’s literacy development.

Explore the popular debate surrounding this topic, amongst researchers, teachers, parents and education authorities. You’ll learn through research-based knowledge and improve your skills around code-based literacy in early childhood.

Join this course if: you want to learn evidence-based strategies for teaching phonics.

Castle on a Hill

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Castle on a Hill

What story does this image inspire for you?

Does it make you think of armored knights and mythical creatures? Is it home to a tormented princess, a rich king or someone else? Is it haunted? Use your imagination to write the opening to a short story about the castle or the kingdom, and what kind of characters live there.

Post it in the comments, then read the related article to learn more about this castle and where in the world it can be found.


Find many more ways to use our Picture Prompt feature in this lesson plan. You can find all our Picture Prompts in this column.

Word + Quiz: exigency

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Word + Quiz: exigency

1. a pressing or urgent situation

2. a sudden unforeseen crisis (usually involving danger) that requires immediate action

_________

The word exigency has appeared in 16 articles on NYTimes.com in the past year, including on Jan. 7 in “National Emergency Powers and Trump’s Border Wall, Explained” by Charlie Savage:

The president has the authority to declare a national emergency, which activates enhancements to his executive powers by essentially creating exceptions to rules that normally constrain him. The idea is to enable the government to respond quickly to a crisis.

Although presidents have sometimes claimed that the Constitution gives them inherent powers to act beyond ordinary legal limits in an exigency, those claims tend to fare poorly when challenged in court.

_________

Should We Feel Guilty When We Travel?

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Should We Feel Guilty When We Travel?

Find all our Student Opinion questions here.

Recent events, including the activist Greta Thunberg’s impassioned speech to the United Nations and the global strike on September 20, have kept the climate crisis prominently in the spotlight.

For some who wrestle with the impact that their carbon footprint has on the planet, climate change has turned the notion of vacation travel into a moral quandary.

Have you ever traveled with family to faraway places? Do you have dreams of one day exploring the world? Do you feel guilty about traveling? Should we feel guilty when we travel?

In “If Seeing the World Helps Ruin It, Should We Stay Home?” Andy Newman writes about the rise of tourism and travel around the world and attempts to show, in concrete terms, the cost of certain choices.

It is hard to think about climate change in relation to our own behavior. We are small, our effects are microscopically incremental and we mean no harm. The effects of climate change are inconceivably enormous and awful — and for the most part still unrealized. You can’t see the face of the unnamed future person whose coastal village you will have helped submerge.

But it turns out there are ways to quantify your impact on the planet, at least roughly. In 2016, two climatologists published a paper in the prestigious journal Science showing a direct relationship between carbon emissions and the melting of Arctic sea ice.

Each additional metric ton of carbon dioxide or its equivalent — your share of the emissions on a cross-country flight one-way from New York to Los Angeles — shrinks the summer sea ice cover by 3 square meters, or 32 square feet, the authors, Dirk Notz and Julienne Stroeve, found.

The article continues:

And what of my vacation’s impact on my fellow man? Actually, academics have attempted to calculate that, too. Philosophers, not climatologists. But still.

In 2005, a Dartmouth professor, Walter Sinnott-Armstrong, wrote in a journal article provocatively titled “It’s Not My Fault: Global Warming and Individual Moral Obligations” that he was under no moral obligation to refrain from taking a gas-guzzling S.U.V. for a Sunday afternoon joy ride if he felt like doing so.

“No storms or floods or droughts or heat waves can be traced to my individual act of driving,” he wrote. Conversely, “If I refrain from driving for fun on this one Sunday, there is no individual who will be helped in the least.”

Other philosophers questioned his reasoning.

Professor John Nolt of the University of Tennessee took a stab at measuring the damage done by one average American’s lifetime emissions. (The average American generates about 16 metric tons of carbon dioxide-equivalent a year, more than triple the global average.)

Noting that carbon stays in the atmosphere for centuries, at least, and that a United Nations panel found in 2007 that climate change is “likely to adversely affect hundreds of millions of people through increased coastal flooding, reductions in water supplies, increased malnutrition and increased health impacts” in the next 100 years, Professor Nolt did a lot of division and multiplication and arrived at a stark conclusion:

“The average American causes through his/her greenhouse gas emissions the serious suffering and/or deaths of two future people.”

Students, read the entire article, then tell us:

  • Is it fair, or even realistic, to ask people to give up long-distance travel to preserve the environment? Do you think it would make much of a difference? What moral obligation do humans have to preserve the planet — and is that duty the same for everyone?

  • Does learning about the consequence of your travel choices impact any future plans you may have to see the world? Would you ever feel guilty about flying to visit friends or relatives, or to explore an exciting part of the world?

  • What do you do in your everyday life to be “greener”? Do you see those actions as sacrifices? What would you be willing to give up if you believed it would benefit the planet?

  • Do you believe the actions of individuals can make a difference in an issue as enormous as climate change? Or is collective action and government policy the only real solutions?


Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Forest in a Stadium

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Forest in a Stadium

A curator recently installed 299 trees in a soccer stadium in Austria for an art installation. When you look at it, what does it make you think?

What statement do you think the curator is trying to make with this project? What do you think it says about people, society, the world or life in general? What is your opinion of its message?

Tell us in the comments, then read the related article to find out more about the installation and the reaction to it.


Find many more ways to use our Picture Prompt feature in this lesson plan. You can find all our Picture Prompts in this column.

Lesson of the Day: ‘Trump Throws Middle East Policy Into Turmoil Over Syria’

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Lesson of the Day: ‘Trump Throws Middle East Policy Into Turmoil Over Syria’

6. Do you support Mr. Trump’s decision to withdraw troops from the Syrian border and greenlight Turkey’s military operation? Why or why not?

What role, if any, do you think the United States should play in Syria?

In a related news analysis, David E. Sanger explains Mr. Trump’s vision for national security and how that contrasts with the United States’ traditional position as “the world’s policeman”:

He is demonstrating that in his pursuit of ending America’s “endless wars,” no American troop presence abroad is too small to escape his desire to terminate it. In this case, the mission has been to prevent Islamic State forces from reconstituting, and to keep another conflict at bay — a Turkish attack on Kurdish forces, including on those that have been America’s staunchest allies in the fight against ISIS.

To the Pentagon and the State Department, that is a traditional role for American troops, honed over 75 years of global leadership. But if there is a Trump doctrine around the world after 32 months of chaotic policymaking, it may have been expressed in its purest form when the president vented on Twitter on Monday morning: “Time for us to get out.” …

Long before he was elected, Mr. Trump had sounded a recurrent theme about Syria — as well as about the North Atlantic Treaty Organization, the American presence in Japan and South Korea, and other global deployments. Acting as the world’s policeman was too expensive, he complained. Allies played us for “suckers.” Both in the campaign and today, Mr. Trump sensed that many Americans share his view — and polls show he is right, even among some who loathe Mr. Trump himself.

He continues:

“Like some of those who are running to replace him, President Trump has conflated ‘forever wars’ with an open-ended presence,” said Richard N. Haass, the president of the Council on Foreign Relations and a senior George W. Bush administration official as America went into two wars between 2001 and 2003.

“We’ve had 70 years of open-ended presence in Germany, Japan, South Korea,” he noted. “It’s part of an alliance. And it keeps countries from doing things you don’t want them to do,” like building their own nuclear weapons.

The Syria presence, Mr. Mattis had argued, was in that vein — low risk, low casualty, high returns for America’s security. It was a tripwire to keep the Islamic State from rising again, and Turkey from starting a war. Mr. Trump’s Sunday night tweet, saying everyone in the region was going to have to work things out themselves, announced an abdication of that role.

What do you think? Should the United States maintain a presence in Syria or other places around the world where it perceives a threat to national security? Or should it “get out”? What are the potential national and global consequences for each position?

Note to teachers: If you are doing this in a classroom context, you might divide students to debate the president’s decision and its implications. For more context, invite students to listen to a recent episode of “The Daily” podcast on the question, “Is the U.S. Betraying Its Kurdish Allies?”