Keeping them engaged – tech solutions for in-class quizzes

clickerWhen 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 »

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Pedagogy and a Pint

bar-406884_1280Academics 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”.

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Online computer programming courses

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:

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Codeschool offers four key “paths” composed of sets of modules in different programming environments: Ruby and JavaScript (two different methods for online application building), HTML/CSS (web design), and iOS (for Apple apps).  However, they also offer “electives” alongside the main paths, looking at R (an open source programming language), Git (a method for version control in the development of programming), and Chrome Developer Tools (for apps in the Chrome browser).

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Codecademy, much like Codeschool, offers a wide range of programming languages. However, all courses through Codecademy are free of charge.  The focus is on web programming using HTML, CSS and JavaScript, and application building using Ruby, APIs, and Python.  Codecademy also allows people to generate their own courses, meaning that there are many smaller sets of tutorials designed to teach specific principles.

An Example of Use
CodeSchool runs a course called “Try R“, which offers a few hours of interactive training in the R environment.  For those of you not familiar with theR language, R is an open source programming language that is mostly built around data manipulation and analysis.  The course itself loads within the website, with a simulated R environment within which the student can work.  The content covered includes: syntax, vectors, matrices, summary statistics, factors, data frames, and “working with real-world data”.  At Leeds we teach our MSc Biodiversity and Conservation students in R for a short period, but this is the kind of tool that the students can use to familiarise themselves more completely with the language.  It could also be a gentle introduction to some of the R-based MOOCs that are run by Coursera.

Open Education III: How to post lectures/talks online

Next post, I will deal with one of the main barriers to the implementation of blended learning: the fear that providing online content will lead to a drop in student lecture attendance or performance.  However, the other side of the coin is that the academics who populate our universities simply do not want to have to learn new technologies to use in their teaching.  In a bizarre state of affairs, those researchers who are at the forefront of the most technological fields consider themselves incapable of learning a basic piece of software.  I’m going to try to make it clear how easy these tools can be to use, so that there are no such excuses!  All of these examples will be based around the provision of online lecture recordings.Read More »