When I joined my current institution in 2012, I was offered the role of “Blended Learning Champion” – basically I had to promote a combination of the best pedagogical tools, including in-person techniques and digital technology. As soon as I started, I learned about what became known as “the clicker fiasco”. There was a time, you see, in the halcyon days of 2010/11, when all students in my faculty were given little devices that could be used to respond to questions during the class. It looked a little bit like the one on the right here, and worked extremely well. Lecturers would embed questions in their lectures, the students would answer using the clickers, and everybody was happy. At some stage some inconsistencies in the software versions, or possibly some old hardware (the exact cause is unknown), caused the whole system to come crashing down. What was frustrating about this situation is that there was substantial buy-in from academics to use these technological tools to enhance their pedagogical practice, but the failure of the clickers deprived them of both their favourite tools and their enthusiasm for blended learning. Now, I think I have found the solution: Socrative.Read More »
I blogged some time ago about a Cafe Scientifique talk I gave on the topic of “Avoiding Attack” (broadly mimicry and camouflage in animals). I stole the title of the talk wholesale from the excellent book of the same name written by former colleagues Mike Speed and Tom Sherratt along with Graeme Ruxton). After giving that talk, I was asked to contribute to the Leeds Festival of Science – a great initiative where University of Leeds staff engage local people (particularly schools) with their research through on-campus and external events. As part of that event this year I took part in the “schools roadshow” where researchers go out into schools to teach about their work. I thought I would post the resources that I used here with some notes so that teachers can make use of the materials that I produced. Everything here is released on a Creative Commons license (CC-BY 4.0).
I had a fantastic day out recently at the Great British Food Festival, held at Harewood House in Yorkshire. However, tucked away in the line-up among the hog roasts, cooking demos, and coffee kiosks was a little treat: a guide to foraging. Foraging for food in the wild has enjoyed something of a resurgence in the last decade, after two generations (really since rationing ended in the mid-1950s) of neglect. This has been helped by high profile chefs such as René Redzepi at Noma, a restaurant which has been awarded the title of “best restaurant in the world” in four years out of the last five, where locally-sourced and foraged ingredients are given centre-stage. Suddenly an innocuous-looking green weed growing up between the flags in your garden path has become haute cuisine!
I wanted to share a few interesting points that our foraging guide (Adele Nodezar) offered to the group:Read More »
When we teach students how to write papers, we take it for granted that they have already absorbed the basic format of a scientific article from their reading of the primary literature. They should be familiar with abstract-intro-methods-results-discussion-references, for example, and the content that goes into each section in order to lead the reader through the work. However, it is easy to see how students might fail to grasp the general structure of a scientific paper. For example, we often hold up the high impact journals as models of scientific research, but journals such as Nature, Science, Current Biology and PNAS have a structure and a style that is really quite different from other journals (referenced abstracts, methods at the end, extremely brief structure). I have been teaching undergraduate and postgraduate students how to write scientific papers and theses for a few years now, and I thought I would share my personal method (I think I can credit Phill Watts, now at the University of Oulu, for suggesting this to me years ago):
I hope it’s useful and please do let me know if it helps, either in the comments here or on the YouTube page. The video is released under Creative Commons.
If you are interested in doing a PhD but are struggling to find funding that fits your project or have been unsuccessful in applications to the funding schemes that are scattered around (e.g. the NERC DTP schemes that are interviewing at the moment) then don’t despair! There are always funny little pots of money that you can apply to. The University of Leeds has three such scholarships available that can be used to fund PhD research in biological sciences (and some other areas). These all close on 1st June but if you are interested in applying please do get in touch with me (or one of my colleagues in the Ecology and Evolution Research Group) to discuss a potential project. The sooner the better!Read More »
Academics have many draws on their time: research (grant applications, writing papers, speaking at conferences), teaching (planning lectures and workshops, delivering teaching, marking), and administration (committees on all of the above and more – admissions, marketing, student education, research, outreach). Most of that is just keeping things afloat, and so we sometimes lack the time to develop new ideas and discuss interesting and novel ways of working. Over the past couple of years I have been the “Academic Champion for Blended Learning” in the Faculty of Biological Sciences at the University of Leeds, and that has meant that I have spent a fair amount of time horizon scanning for teaching technology and working with early adopters. However, trying to roll-out big initiatives (like our brilliant new lecture capture system) can be hard because staff have limited time to engage. Recently, I tried something new to give colleagues an opportunity to talk about teaching: “Pedagogy and a Pint”.
I’m delighted to announce a suite of additional PhD projects in the School of Biology at the University of Leeds (scheme details are here). These are in addition to the dozen or so competitively-funded projects through our NERC DTP, so please do check there as well if you are interested. Most titles are indicative of the broad research area, but there will usually be a great deal of flexibility in the nature of the project depending on the interests of the student. The deadline for all projects is Thursday 29th January 2015, and applicants will need to have submitted a research degree application form (see our “How to apply” page) and be in receipt of a student ID number prior to application for the scheme. Briefly, the titles are:
- The Evolution of Plant Form
- Marine microbial processes and interactions
- Improving piglet survival and subsequent performance
- Managing soil plant processes to enhance the sustainable intensification of agriculture
- Emerging Infectious Diseases
- Continental trends in, and drivers of, the spread of European aquatic invasive species
- Biomimicry, biophilia, and urban design solutions
- Identifying and investigating factors which improve sow performance in Irish pig herds
See the project summaries below for more details.Read More »
For the two or three people who actually pay any attention to what I get up to here, you might have noticed a bit of a theme over the past couple of months: large numbers of posts (an anomaly in itself!) summarising some of my papers. I set myself the task of writing these lay summaries to try to make my work a little bit more accessible to people who might be interested in the topic but who might not have access to the paper, have the technical skills needed to interpret the findings, or who simply don’t have time to go and read a 7,000 word scientific article.
I’m pleased to say that I am (nearly) up to date now, and you can see the fruit of my labour here or click the green links labelled “lay summary” next to each of my papers on my publications page. There are 30 summaries in total, with a couple missing for the most recent papers. Trying to make research more open and accessible is a personal passion, and so I’d love to hear what you thought of this. Is it useful? Is anything still unclear? Drop a note in the comments and let me know.
Computer programming is becoming an increasingly important part of biology (my own discipline) and a range of other subjects. Programming allows the analysis of data, the creation of software and the building of online resources and interfaces. There are a range of online courses that you can take to develop these skills, and use as teaching aids for students, that cover a lot of different languages with different applications:
- Hashtags – these are tags denoted by the “#” character that group tweets according to particular topics. For example, a recently published paper on avian phylogenies might be tagged as #bird #evolution. This makes it easier for users to find and share relevant content.
- Retweets – rather than generating all of your own content on Twitter, it is common practice to spread the content created by others. If someone has posted something you found interesting, you can retweet (designated “RT” within the tweet) to push that back out to your followers.
- Followers – the people who subscribe to tweets from your account are known as “followers” and you will see the option to “follow” other users on Twitter. This is the audience for your tweets.
The good thing about Twitter is that there is a lot of information. The bad thing about Twitter is that there is a lot of information. Using Twitter effectively means being able to take what you can from the stream of data without feeling too bad about letting a lot of it slide past. This can be helped by managing lists of users of particular interest, and by using programmes that interface with Twitter, such as Tweetdeck and Hootsuite.
- Using Twitter as a communication tool with the rest of the class (e.g. posting assignment deadlines)
- Using Twitter in-class, by incorporating a Twitter stream on a screen while teaching. Students can then interact in real-time.