“The New Education” by Cathy Davidson

51dYKk9sOsLFirst of all, this isn’t a commissioned review – I bought The New Education by Cathy Davidson myself and am (sort of) reviewing it because I found it extremely thought-provoking. In fact, on a recent trip to the States with a few colleagues, I nattered on about it almost non-stop so I feel that I should probably share a few insights from the book. It is worth noting that the book is very USA-focused and so not everything is going to be applicable for everybody. However, there are more than enough shared issues among higher education institutions that the book resonated with me in a lot of different ways. Below, I pick out a few of the sections that I found particularly interesting, and share some of the ways in which they might affect the way that I try to influence teaching at my university:Read More »

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Update on Community Collaborative Impact

A few months ago I wrote a short blog post about “Community Collaborative Science” as a model for impactful teaching and research in UK universities. As I mentioned back then, this kind of “service learning” is a core part of the curriculum in many US universities, but has not taken off in quite the same way in the UK. I was discussing the idea with my partner and we ended up putting together a pitch for a NESTA seed grant. The grant would have been used to build the system and pilot a few projects through an online collaborative workspace. Here’s the pitch:

Unfortunately, the pitch wasn’t successful, but there seem to be other people thinking along similar lines. If you are interested in this kind of topic then please do drop me a line and we can discuss this in more detail.

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 »

Avoiding Attack! (a classroom kit)

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).

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The lost art of foraging

wild-strawberry-523882_1280I 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 »

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.