O'Really?

June 23, 2017

Nine ideas for teaching Computing at School from the 2017 CAS conference

CAS

Delegates at the Computing at School conference 2017 #CASConf17 answering diagnostic questions, picture by Miles Berry.

The Computing At School (CAS) conference is an annual event for educators, mostly primary and secondary school teachers from the public and private sector in the UK. Now in its ninth year, it attracts over 300 delegates from across the UK and beyond to the University of Birmingham, see the brochure for details. One of the purposes of the conference is to give teachers new ideas to use in their classrooms to teach Computer Science and Computational Thinking. I went along for my first time (*blushes*) seeking ideas to use in an after school Code Club (ages 7-10) I’ve been running for a few years and also for approaches that undergraduate students in Computer Science (age 20+) at the University of Manchester could use in their final year Computer Science Education projects that I supervise. So here are nine ideas (in random brain dump order) I’ll be putting to immediate use in clubs, classrooms, labs and lecture theatres:

  1. Linda Liukas demonstrated some intriguing ideas from her children’s books and HelloRuby.com that are based on Montessori education. I shall be trying some of these out (particularly the storytelling stuff) at code club to keep girls involved
  2. Sue Sentance and Neil Brown from King’s College London gave an overview of some current research in pedagogy.  They discussed research questions that can be tackled in the classroom like (for example) do learners make more progress using visual programming languages (like Scratch and Blockly) or traditional text-based languages (like Python and Java etc)? Many of these research questions would make good projects for undergraduate students to investigate in secondary schools.
  3. Michel Wermelinger from the Open University demonstrated using iPython notebooks for teaching data literacy at the Urban Data School. Although I’m familiar with iPython, it had never occurred to me to actually use iPython in school for teaching. It is a no-brainer, when you think about it, even for primary, because you have your code, inputs and outputs all in one window, and can step through code execution instead of (or as well as) using more conventional tools like Trinket or IDLE.
  4. Miles Berry from the University of Roehampton demonstrated Diagnostic Questions in Project Quantum. These are a collection of high quality quizzes to use interactively for example as hinge questions, where teaching is adapted depending on answers given, like this multiple choice question:
    Consider the following Python code:
    
    a = 20
    b = 10
    a = b
    
    What are the values of a and b?
    
    A: a = 10, b = 10
    B: a = 20, b = 20
    C: a = 30, b = 10
    D: a = 10, b = 20
    

    You’ll have to try these five questions to check your answer. The useful thing here is that DiagnosticQuestions.com (the platform on which this is built) allows you to see lots of responses, for example each answer (A, B, C or D) above was selected by 25% of participants. You can also view explanations which illuminate common misconceptions as well as providing a bank of free questions for use in the classroom.

  5. Mark Guzdial from GeorgiaTech discussed using learning sciences to improve computing teaching. He demonstrated predictive questions (e.g. ask students What do you think will happen when we run this code? before actually executing it) alongside what he called subgoal labelling. These are simple ideas (with proven benefits) that can be put to use immediately. I’ll also be trying the Live Coding (with Sonic Pi) and Media Computation he demonstrated asap.
  6. Laurence Rogers demonstrated Insight: Mr. Bit  this looks like a good app for using BBC microbits in the classroom, connected to a range of sensors, provided you’ve got access to iPads.
  7. A copy of Hello World magazine was in the conference bag. The summer 2017 issue has an unusual article from Ian Benson from Kingston University and Jenny Cane describing their use of the Haskell programming language to teach 5-7 year olds to reason symbolically and learn algebra before arithmetic with help from Cuisenaire rods. The Scratch Maths project at University College London are doing similar things, building mathematical knowledge using Scratch, rather than Haskell. These are experimental ideas you could try out on unsuspecting (junior) family members.
  8. Lee Goss from Barefoot Computing, described the free CPD for primary school teachers on offer from BT. I’ve signed up and hope to plug some of the shortcomings in the Code Club Curriculum.
  9. Richard Jarvis demonstrated appJar, a handy Python library for teaching Graphical User Interfaces (GUIs). That’s Jar as in Jarvis and Jam, not JAR as in Java ARchive BTW. I’ve not tried GUIs at code club yet, but appJar looks like a good way to do it.

There were lots more people and projects at the conference not mentioned here including tonnes of workshops. If you’re interested in any of the above, the CAS conference will be back in 2018. Despite the challenging problems faced by Computer Science at GCSE level, it was reassuring and inspiring to meet some members of the vibrant, diverse and friendly community pushing the boundaries of computing in schools across the United Kingdom. Thanks again to everyone at CAS for putting on another great event, I will definitely consider attending next year and maybe you should too.

May 5, 2017

Venturing Further in 2017 with student entrepreneurs in Manchester #VentureFurther

venturefurtherVenture Further is a business startup competition that awards £50k of prize money to eight student entrepreneurs in Manchester. Running annually, #VentureFurther showcases the enterprising talent of students and graduates of the University of Manchester in four themed categories: Business, Research, Digital and Social. Here is a quick summary of results from the 2017 competition, now in its twelfth year.

This year there were were 16 finalists selected from a total of 73 entries. I was pleased to be invited to judge on the panel for the digital category, which saw some impressive and well polished business propositions. It was really was hard picking the winners!

The awards ceremony and dinner were held in the Whitworth Hall and attended by members of the North West business community. After a keynote from Dale Murray CBE on her distinguished career as an entrepreneur and angel investor, the awards were announced as follows:

Business category: Commercial potential for new products or services

First prize: Eleanor Trimble, Siddharth Kohli, Mohammed Abdulaal, Meera Dulabh, and Dr Alex Casson for Neurolytics, working on biometric data analysis

Second prize: Amir Khorasani and Mohammad Hajhashem for Russell Food Group’s Locally Sourced, a farming supply chain disruptor.

Runners-up: Bilal El Sayed and Benedict Vardey for UWispa a mobile phone case and Crystal Bromwell for Wardrobe in the City a clothing-rental subscription service

Research category: Businesses that focus on the application of university-based research

First prize: Salman Malik and Muftau Akanbi for Microspray Technologies enabling industrial and research scale particle manufacture using aerosols.

Second prize: Denis Bandurin and Alexander Obraztsov for GrapheX, developing portable x-ray sources with graphene-based cathodes.

Runners-up: Mohammad Nazmul Karim and Shaila Afroj for 2DTronics wearable e-textiles and Niall Coogan and Barry Johnston for Cable Coatings a novel low cost method to boost electricity grid capacity.

Digital category: Businesses that apply digital technologies

First prize: Rishabh Jindal for Otterly a food ordering service

Second prize: Michal Wisniewski and Edmund Moore for Simple terms crowdsourcing and gamifying recruitment.

Runner-up: Mubashshar Rahman, Jonathan Tang and Ali Ibrahim for HollaMe a student services exchange and Caleb Conner for SpareSpace Airbnb for luggage

Social cateogory: Businesses that improve the lives of people and communities

First prize: Duncan Swainsbury, Eve Chancellor, Jessica Stalmach, Ashton Coates and Neil Stewart for Bounceback Education a ‘buy one, donate one’ tutoring service giving disadvantaged students access to free tuition.

Second prize:Kathryn Pierce for Somewhere MCR CIC a social enterprise supporting the LGBT community.

Runner-up:Salman Malik and Jamshed Malik for Second Shave Barbers CIC a barbershop for homeless people and Hamza Arsbi and Farah Abu Hamdan for The Science League an educational platform

Congratulations to all the finalists, making it to the final 16 is an achievement in itself. Thanks goes to

If you would like to get involved in the next round of the Venture Further competition in 2018, as competitor, sponsor or supporter see the Venture Further website and details of the 2017 competition on LinkedIn.

December 22, 2016

2016: Annus mirabilis, annus horribilis or annus stupidus?

27751194385_4890747f8eThe year 2016 will go down as an interesting one, but was it magnificent, horrible or stupid? Or perhaps all three

Annus mirabilis? 🇬🇧

For some people, 2016 was a good year, an annus mirabilis. If you voted for Trump or are brexiteer who voted to leave the European Union, 2016 was a good year.

If you are a climate change denier, you probably enjoyed 2016 too. If you are a member of a far right or populist political party, you are sitting pretty. Marine Le Pen looks happy, as do Vladimir Putin and Nigel Farage.

Annus horribilis? 🇪🇺

If none of the above applies to you then 2016 was a horrible year, an annus horribilis. Liberal metropolitan elite? Welcome to the post-truth politics (previously known by the catchy name “lies”). Who needs experts anymore?

Annus stupidus? 🇺🇸

Whatever camp you are in, it is hard not to agree with Dan Jones analysis that 2016 was an annus stupidus [1] – silly season that was twelve whole months long. Where else would seeing a cartoon of Boris Johnson getting “diplomatic” with Donald Trump been unremarkable – (see picture top right)? Here’s hoping for some sanity to return in 2017. Have a happy and sane holiday, and a prosperous new year.

References

  1. Jones, Dan (2016) Trumpageddon is awful but America has seen far worse, London Evening Standard, November 11th.

July 1, 2016

Dear Europeans, do you know who your MEP is and what they do?

eu-flagAlong with 16 million other people on the 23rd June 2016 I voted to remain in the European Union (EU). I believe the benefits of EU membership exceed the costs. Free trade and free movement have been beneficial to me personally, many of those around me, as well as the wider UK economy [1]. I even married an EU migrant too, so I love Europe in more ways that one. Life outside the EU is very difficult to imagine, professionally, financially, culturally and personally.

So when I woke up to Brexit EuroDoom last Friday, to find I was in a minority outnumbered by 17 million leavers who disagreed, I felt sick. After a gloomy week of miserable soul searching, I realised I didn’t have the foggiest notion who my Member of European Parliament (MEP) was or how they got elected. Although not a student of (or expert in) politics or economics, I don’t believe I am apathetic or unaware. I follow the news, vote in general elections and write letters to my MP. I try to understand what is going on in politics and bend my head around the dismal science of economics. But until this week, I had little or no idea how the European Parliament (EP), let alone the European Commission (EC) or lots of other acronyms starting with E, actually work in practice.

Now if you are also a participant in the failing (?) European project, do YOU know who your MEP is? Any idea what they actually do? The chances are you don’t because Euroignorance is widespread [2]. Fortunately, Professor Google can help us. In Manchester, the MEPs for the North West Region of the UK comprising Cumbria, Lancashire, Merseyside, Greater Manchester and Cheshire are:

Unfortunately, I’d only heard of two of those MEPs beforehand, and neither of them because of their activity during the EU referendum. Nuttall I’d heard of because the comedian Stewart Lee performed a brilliant satirical piece mocking Nuttall’s views on immigration [3]. Woolfe I’d heard of because his campaign leaflet came through my letterbox during the 2015 general election. How did they get elected as MEPs because I can’t remember seeing their names on a ballot paper?

MEPs are elected using the D’Hondt method [4], a form of proportional representation (PR) used in the European elections in 2014 and elsewhere. As of 2016, the three largest UK parties in the European Parliament are: UKIP (24 MEPs), Labour (20 MEPs) and The Conservatives (19 MEPs). Isn’t it remarkable that so many of these MEPS were neither seen or heard during the almost entirely fact-free® debate [1] preceding the UK EU referendum?

So what is the nature of an MEPs power? Back in 1998, a politician by the name of Tony Benn proposed five democratic questions to understand the powerful:

“If one meets a powerful person–Rupert Murdoch, perhaps, or Joe Stalin or Hitler–one can ask five questions:

  1. what power do you have?
  2. where did you get it?
  3. in whose interests do you exercise it?
  4. to whom are you accountable?
  5. how can we get rid of you?”

According to Benn, anyone who cannot answer the last of those questions does not live in a democratic system. [5] Personally, I’d like to get rid of UKIP from the European parliament. How can I do this? While I can’t vote for individuals, I can vote for political parties. However, turnout in european elections is often embarrassingly low, in the UK a pathetic 35.6% showed up in 2014. Which means two thirds of UK voters were unaware or didn’t care who their MEP was, including me. My bad. You could call this democratic deficit, not one where people can’t vote but one where people are unaware or don’t bother.

Right now, it is really hard to see how any good can come of what is unfolding in Great Britain and Europe. Brexit leaves the sector I work in, and many others, facing huge uncertainty [6,7,8]. Let’s hope one thing will happen, a reformed EU where those in power are more engaged and accountable to the people they claim to represent. Personally, I am not in a position to judge if the European Union has a democratic deficit or not [9,10]. Neither can I judge if the European Union is as anti-democratic as some eurosceptics have suggested [11, 12,13]. But I do know something has gone badly wrong with the EU if many europeans have no idea of who their parliamentary representatives are and how they can exercise their democratic rights to get rid of them using the ballot box.

If you are staying in the European Union you have a duty to find out who your MEP is and ask them the five democratic questions above. You better do it quickly before risking a Frexit, Czechout, Swexit, Departugal, Grexit, Bygium, Italeave or bidding Austria La Vista.

References

  1. Zanny Minton Beddoes (2016) The Brexit Briefs: The 17 things you need to know before Britain’s #EUref—in one handy guide, The Economist
  2. Oana Lungescu (2001) EU Poll reveals huge ignorance, BBC News
  3. Stewart Lee (2014) Stewart Lee’s Comedy Vehicle, Series 2: England
  4. Jeremy Vine (2009) D’Hondt Explainer, BBC News
  5. Anon (1998)  House of Commons Debates, Hansard, parliament.uk
  6. Anon (2016) Brexit vote sparks huge uncertainty for UK universities, Times Higher Education
  7. Alison Abbott, Daniel Cressey, Richard Van Noorden (2016) UK scientists in limbo after Brexit shock: Researchers organize to lobby for science as country prepares for life outside the EU Nature, Vol. 534, No. 7609., pp. 597-598, DOI:10.1038/534597a
  8. Anon (2016) Brexit vote highlights lack of leaving plan: Scientists — just like everybody else — have little idea what will happen now that the United Kingdom has voted to exit the European Union. Nature, Vol. 534, No. 7609., pp. 589-589, DOI:10.1038/534589a
  9. Andrew Moravcsik (2008) The Myth of Europe’s “Democratic Deficit” Intereconomics, Volume 43, Issue 6, pp 316–340 DOI:10.1007/s10272-008-0266-7
  10. Michael Dougan (2016) The UK’s position following vote to leave the EU, University of Liverpool, School of Law and Social Justice
  11. Tony Benn (2013) Tony Benn speaks at the Oxford Union on Euroscepticism, The Oxford Union.
  12. Martin Durkin (2016) Brexit: The Movie (warning: contains Nigel Farage and dubious opinions europhiles will find offensive, factual content is highly questionable in places)
  13. Tony Benn (1975) Letter from Tony Benn to his constituents about the UK European referendum of 1975, The Spectator, Coffee House

* Disclaimer, like I’ve already said, my grasp of politics and economics is pretty basic. I have made every reasonable effort to get the facts right but correct any mistakes I might have made below. These are personal views, which do not necessarily reflect those of my employer.

December 16, 2015

Review of 2015 @csmcr, anticipating 2016

Filed under: Uncategorized — Duncan Hull @ 11:41 am

23159833313_4f787129da_o2015 has been a busy year in the School of Computer Science at the University of Manchester (@csmcr). Here is a brief summary of some key activities during 2015 that will be of interest to employers and alumni, with a quick look ahead at what is coming in 2016 including:

  1. Industrial mentoring in software engineering
  2. Industrial experience
  3. Competitions & hackathons
  4. Guest lectures
  5. Careers fairs
  6. Research
  7. Alumni
  8. Keeping in touch

Find out more in our December 2015 newsletter.

Hackathons have continued to gain popularity during 2015 here in the UK, with lots of help from Major League Hacking (mlh.io). There are so many events to choose from, it isn’t always obvious which are the best (and why). The Economist published an interesting piece arguing that Hackathons have entered the corporate mainstream and are no longer just for techies. (Hat tip, thanks Antonio Marino) Which sounds about right.

IMHO, generally hackathons are a good thing, especially for students, but there are some thorny issues around Intellectual Property and unpaid labour that many people brush under the carpet. So if you’re organising or attending a hackathon in 2016, make sure you are clear about who owns the IP.

 

July 31, 2015

Wikipedia Science Conference @WellcomeTrust in London, September 2nd & 3rd 2015 #wikisci

There is growing interest in Wikipedia, Wikidata, Commons, and other Wikimedia projects as platforms for opening up the scientific process [1]. The first Wikipedia Science Conference will discuss activities in this area at the Wellcome Collection Conference Centre in London on the 2nd & 3rd September 2015. There will be keynote talks from Wendy Hall (@DameWendyDBE) and Peter Murray-Rust (@petermurrayrust) and many other presentations including:

  • Daniel Mietchen (@EvoMRI), National Institutes of Health: wikipedia and scholarly communication
  • Alex Bateman (@AlexBateman1), European Bioinformatics Institute: Using wikipedia to annotate scientific databases
  • Geoffrey Bilder (@GBilder), CrossRef, Using DOIs in wikipedia
  • Richard Pinch (@IMAMaths), Institute of Mathematics and its Applications. Wikimedia versus academia: a clash of cultures
  • Andy Mabbett (@PigsOnTheWing), Royal Society of Chemistry / ORCID. Wikipedia, Wikidata and more – How Can Scientists Help?
  • Darren Logan (@DarrenLogan), Wellcome Trust Sanger Institute, Using scientific databases to annotate wikipedia
  • Dario Taraborelli (@ReaderMeter), Wikimedia & Altmetrics, Citing as a public service
  • … and many more

I’ll be doing a talk on “Improving the troubled relationship between Scientists and Wikipedia” (see slides below) with help from John Byrne who has been a Wikipedian in Residence at the Royal Society and Cancer Research UK.

How much does finding out more about all this wiki-goodness cost? An absolute bargain at just £29 for two days – what’s not to like? Tickets are available on eventbrite, register now, while tickets are still available. 

References

  1. Misha Teplitskiy, Grace Lu, & Eamon Duede (2015). Amplifying the Impact of Open Access: Wikipedia and the Diffusion of
    Science Wikipedia Workshop at 9th International Conference on Web and Social Media (ICWSM), Oxford, UK arXiv: 1506.07608v1

July 3, 2015

Manchester Digital, Education & Digital Skills in 2015

deemind

#DeepDream manipulated image of the Creation of Adam, some rights reserved (CC-BY) by Kyle McDonald (@kcimc) on flickr

Manchester Digital a non-profit trade assocation of around 500 digital businesses in the north west of england. Every year they hold elections at their AGM for members of their council who serve for two years. It’s time for me to stand for re-election because my two years is up. Here’s a vote-for-me pitch in 100 words:

Digital skills are crucial to the success of Manchester Digital (MD) but many members of MD struggle to recruit employees with the skills their businesses need. Key questions for MD’s growing membership are how can the skills shortage be met, and what are the responsibilities of employers and educators in addressing the digital skills shortage? As a council member, I would reboot the education special interest group to report thoroughly on these issues at a strategic level. The report would provide an overview of what digital skills young people are likely to have aged 16, 18 and 21+ and what employers can do to bridge the gaps.

If you’re interested in finding out more about Manchester Digital, and hearing from diverse bunch of 18 candidates standing for 6 places on the council, come along to the MD AGM on Thursday 9th July at 5.30pm in Ziferblat (@ziferblatedgest) – where everything is free, except time.

References

  1. #DeepDream Inceptionism: Going Deeper into Neural Networks, Google Research blog
  2. #DeepDream – a code example for visualizing Neural Networks Google Research blog
  3. Britain faces ‘growing shortage’ of digital skills” Daily Telegraph
  4. A UK digital skills gap looms, The Guardian
  5. UK failing to address digital skills shortage, says Lords report, ComputerWeekly.com

May 8, 2015

MPs with Science Degrees: How did Science & Technology do in the UK General Election 2015?

In case you missed it, the people of the United Kingdom have just democratically elected 650 Members of Parliament (MPs) to run their government for the next five years [1,2]. How many of these newly elected MPs have science backgrounds? Like many, I was inspired by Mark Henderson’s book The Geek Manifesto [3] back in 2012 after reading an article which argued that (quote) “with just one British MP having a scientific background, the people who run the country clearly need some expert advice”. So when I heard the news that the MP concerned, Julian Huppert (a.k.a. the “only scientist in the commons”) had lost his Cambridge seat, I lamented accordingly on twitter:

My lament was retweeted quite a bit, then Roger Highfield at the Science Museum in London challenged the interwebs to find if it really was true:

The sciencey MP factoid was quickly questioned by some random bloke on twitter called Richard Dawkins:

… and lots of people weighed in (see below)  – as they usually do on twitter. Thankfully Margaret Harris at Physics World, set the record straight and drew attention to the impressively large Physics Vote. Viva La Relativity!

Who knew there were so many physicists involved in the election? Not me. Turns out, the article about only one science MP, is a bit misleading. Julian Huppert was the only MP in the last government to be a “primary science worker” – that’s not quite the same as studying science at university. Julian was the only MP in the last government with scientific background at PhD level:

Members of the UK Parliament with science and technology degrees in 2015

So with help from twitter, the list of MPs with science degrees looks something like this (will update as needed):

  1. Heidi Allen MP for South Cambridgeshire (BSc in Astrophysics)
  2. Steve Baker MP for Wycombe (BSc Aerospace Engineering, MSc Computer Science)
  3. Gavin Barwell MP for Croydon Central (BA Natural Sciences)
  4. Margaret Beckett MP for Derby South (BSc Metallurgy)
  5. Karen Bradley MP for Staffordshire Moorlands (BSc Mathematics)
  6. Tom Brake MP for Carshalton and Wallington (BSc Physics)
  7. Julian Brazier MP for Canterbury (BA Mathematics)
  8. Andrew Bridgen MP for North West Leicestershire (BSc Genetics)
  9. Alan Brown MP for Kilmarnock (BSc Civil Engineering)
  10. Therese Coffey MP for Suffolk Coastal (BSc & PhD Chemistry)
  11. David Davis MP for Haltemprice & Howden (BSc Computer Science)
  12. Robert Flello MP for Stoke-on-Trent South (BSc Chemistry)
  13. Liam Fox MP for North Somerset (Bachelor of Medicine)
  14. Mark Hendrick MP for Central Lancashire (BSc Eletrical Engineering)
  15. Carol Monaghan MP for Glasgow North West (BSc Physics)
  16. Liz McInnes MP for Heywood & Middleton (BSc Biochemistry)
  17. Chi Onwurah MP for Newcastle Central (BEng Electrical Engineering)
  18. Chris Philp MP for  Croydon South (BSc Physics)
  19. Alok Sharma MP for Reading West (BSc Physics & Electronics)
  20. Alec Shelbrooke MP for Elmet & Rothwell (BEng Mechanical Engineering)
  21. Graham Stringer MP for Blackley (BSc Chemistry)
  22. Stephen Timms MP for East Ham (MA Mathematics)
  23. Philippa Whitford MP for Ayrshire Central (Bachelor of Medicine)
  24. Sarah Wollaston MP for Totnes (Bachelor of Medicine)
  25. Valerie Vaz MP for Walsall South (BSc Biochemistry)
  26. Nadhim Zahawi MP for Stratford-on-Avon (BSc Chemical Engineering)

So there are at least 26 MPs out of 650 total who have some kind of STEM educational backgrounds, and hopefully several more. Thankfully, much better than none – but still not that high considering the proportion of STEM in the general population. This article MP’s Degrees: What do they know? claims there are many more scientific MPs, but it depends what you mean by Science of course. Over at the Science Campaign, they have counted 83 politicians with a background or “interest in” science. Doesn’t everyone have an interest in Science & Technology at some level? If so, there are 650 out of 650 MPs (100%) with an interest in science and technology then? As for MPs who have an actual science education, your mileage may vary, especially if you think Politics, Philosophy and Economics (PPE) are all sciences. Wannabe sciences? Yes. Actual Sciences? No.

In an ideal world where politicians create policies based on evidence, rather than finding evidence to fit their policies, how many scientists and technologists do we actually need in our government? Would it actually help make for better policies?

[Update: Jo Johnson MP for Orpington (BA Modern History), is the newly appointed Minister for Universities and Science [4], a post formerly held by David Willetts. Apparently, Johnson doesn’t know anything about Science. Does it matter?]

References

  1. Castelvecchi, D. (2015). Why the polls got the UK election wrong Nature DOI: 10.1038/nature.2015.17511
  2. Gibney, E. (2015). What the UK election results mean for science Nature DOI: 10.1038/nature.2015.17506
  3. Anon (2012). Books in brief: The Geek Manifesto: Why Science Matters Nature, 485 (7397), 173-173 DOI: 10.1038/485173a
  4. Gibney, E., & Van Noorden, R. (2015). UK researchers fret about downgrading of science minister role Nature DOI: 10.1038/nature.2015.17535

Thanks everyone who weighed in on twitter:

January 20, 2015

What is effective teaching? The willing definition via Grant Campbell

teaching large classes

Teaching Large Classes: Discussion. Creative Commons BY-NC-SA image via Giulia Forsythe on Flickr @giuliaforsythe

(This post is part of a series about the New Academics Program (NAP), I’ll be using this blog to scribble notes about the NAP as I work my way through it.)

Ask ten different people what effective teaching is and you’ll get ten different answers. Here’s a handy definition (let’s call it the willing definition for now) from Grant Campbell, currently Professor of Chemical Engineering at the University of Huddersfield. The original source may possibly be from elsewhere. [1]

 “Effective teaching is inclining people to learn willingly what they would otherwise be disinclined to learn.”

So according to this definition, good teachers make you learn things you wouldn’t normally be interested in, or as campbell puts it Teaching easy interesting stuff is easy. Teaching difficult dull stuff is more of a challenge.

Is this definition useful?

This is an unusual definition, but is teaching easy interesting stuff always easy to do? Probably not. It’s also not always obvious to teachers (or students) how hard or easy things are going to be to learn. Appearances can be deceptive.

Imagine trying to teach somebody something they didn’t want to know or poorly understood. Like the Physicist Akram Khan @ProfAkramKhan, who has been trying to teach the novelist Will Self about Particle Physics, that’s hard (especially with a deliberately difficult student like Self) but the results are entertaining. Most students in higher education are considerably more willing than Self, and more motivated to work their way through the inevitable dull hard stuff that comes with every subject, so IMHO, effective teaching is about both the dull and the exciting.

References

  1. Diane Salter (2013) Cases on Quality Teaching Practices in Higher Education ISBN-13: 978-1466636613

December 22, 2014

Makey Christmas and a Hacky New Year!

Christmas lectures by Ben Nuttall

Christmas lectures 2014 by @Ben_Nuttall

Our homes are full of technology that we typically take for granted and understand little. Your average smartphone or tablet, for example, is a “black box”, that deliberately discourages modification by tinkering and hacking. This Christmas, Danielle George takes three technologies we routinely take for granted – the light bulb, the telephone and the motor – and shows you how to hack your home as part of the Royal Institution Christmas Lectures broadcast on BBC Four.

Lecture 1/3 The Light Bulb Moment: First broadcast Monday 29th December

Inspired by Geordie inventor Joseph Swan, Danielle attempts to play a computer game on the windows of a skyscraper using hundreds of light bulbs. Along the way, Danielle will show the next generation how to hack, adapt and transform the technologies found in the home to have fun and make a difference to the world.

This year’s Royal Institution Christmas Lectures have been inspired by the great inventors and the thousands of people playing with technology at their kitchen tables or tinkering in their garden sheds. When Joseph Swan demonstrated the first working light bulb in 1878 he could never have dreamed that in 2014 we’d be surrounded by super-bright LED screens and lights that could be controlled using mobile phones.

In this lecture, Danielle explains how these technologies work and show how they can be adapted to help you realise your own light bulb moments. She shows how to send wireless messages using a barbecue, control a firework display with your laptop and use a torch to browse the internet. (via richannel.org/the-light-bulb-moment)

Lecture 2/3 Making Contact: First broadcast Tuesday 30th December

Inspired by Alexander Graham Bell, Danielle attempts to beam a special guest into the theatre via hologram using the technology found in a mobile phone. Along the way, Danielle shows the next generation how to hack, adapt and transform the electronics found in the home to have fun and make a difference to the world.

This year’s Royal Institution Christmas Lectures have been inspired by the great inventors and the thousands of people playing with technology at their kitchen tables or tinkering in their garden sheds. When Scottish inventor Alexander Graham Bell demonstrated the first telephone in 1876, he could never have dreamed that in 2014 we’d all be carrying wire-free phones in our pockets and be able to video chat in crystal clear HD across the world.

In this lecture, Danielle explains how these technologies work and shows how they can be adapted to help keep you connected to the people around you. She shows how to control paintball guns with a webcam and turn your smartphone into a microscope, whilst also investigating a device that allows you to feel invisible objects in mid-air. (via richannel.org/making-contact)

Lecture 3/3 A New Revolution: First broadcast Wednesday 31st December

Inspired by the Royal Institution’s very own Michael Faraday, Danielle attempts to use simple motors to construct the world’s greatest robot orchestra. Along the way, Danielle shows the next generation how to hack, adapt and transform the electronics found in the home to have fun and make a difference to the world.

This year’s Royal Institution Christmas Lectures have been inspired by the great inventors and the thousands of people playing with technology at their kitchen tables or tinkering in their garden sheds. When Michael Faraday demonstrated the first electric motor in 1822, he could never have dreamed that in 2014 we’d be surrounded by mechanical devices capable of performing nearly every human task.

In this lecture, Danielle explains how these robotic and motor-driven appliances work and shows how they can adapted to help you kick-start a technological revolution. She shows how to turn a washing machine into a wind turbine, how Lego can solve a Rubik’s Cube and how the next Mars rover will traverse an alien world. (via richannel.org/a-new-revolution)

If you miss the television broadcasts, the lectures will also be available on BBC iPlayer for 30 days then at richannel.org/christmas-lectures.

This will (probably) be the last post of the year at O’Really, so if you’ve visited, thanks for reading during 2014. Wherever you are, whatever you’re up to, have a Very Makey Christmas and a Hacky New Year in 2015.

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