Tuesday, 27 July 2010

Fwd: How is the web changing science? Join us at Science Online London 2010 to find out!




 
Science Online London 2010
How is the web changing science?  Join us at Science Online London 2010 to find out.
MendeleyNature Network British Library
Nature, Mendeley, and the British Library are excited to present Science Online London 2010!

How is the web changing the way we conduct, communicate, share, and evaluate research? How can we employ these trends for the greater good? This September, a brilliant group of scientists, bloggers, web entrepreneurs, and publishers will be meeting for two days to address these very questions.

In addition to a number of keynotes and talks, Science Online is about community, and is an experience that you can shape. Exchange ideas with others like you. Propose and take part in un-conference sessions, ignite talks, the famous FringeFrivolous Roofterrace Night with free drinks and discussions (limited to 50 attendees, so register now!), or a trip to the Diamond Light Source Synchrotron. The conference venue in the heart of London boasts excellent catering, free wifi, and a number of cafés and exhibitions.

Sign up here, see photos of last year's event on Flickr, or visit the Science Online website for more information.
Science Online 2010
3-4 September, 2010
British Library
St. Pancras
London
 
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Monday, 26 July 2010

Radiopaedia: Quizzes in Radiology

 
 

Sent to you by David Andrew via Google Reader:

 
 

via ScienceRoll by Dr. Bertalan Meskó on 26/07/10

A few days ago, I described how I use Quiz.MD for keeping myself up-to-date and just came across a new feature on Radiopaedia, a radiology wiki site I frequently write about. They now offer quizzes which are actually detailed, illustrated case presentations. Really useful and can also help you boost your radiology knowledge.

One example:



 
 

Things you can do from here:

 
 

Peer facilitated learning in Mathematics for Engineering: a case study from an Australian university | Power | Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre

Peer facilitated learning in Mathematics for Engineering: a case study from an Australian university | Power | Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre

Saturday, 24 July 2010

ASME Conference 2010

 
 

Sent to you by David Andrew via Google Reader:

 
 

via Wishful thinking in medical education by noreply@blogger.com (Anne Marie) on 7/24/10

The Association for the Study of Medical Education (ASME) had their conference in Cambridge, UK earlier this week. You can find out more about the conference here. I did tweet thoughout the conference and although I was a rather solitary voice I did have some good interaction with my followers as usual. A transcript of tweets can be found here.

I wish I could link to some of the very interesting presentations I attended but they are not online as far as I am aware. However, one of the keynote addresses was given by John Norcini, from FAIMER (Foundation for Advancement of International Medical Education and Research) using Prezi. I searched the website and found his presentation so can share it here with you.

Although ASME is an international organisation it does have strong UK roots so his presentation on the problems for medical education internationally was an interesting change. I should also point out that the UK does not yet have a national licensing exam. Licensing is carried out by medical schools who are accredited by the GMC (although I did hear some talk at the conference that a national exit exam may be back on the agenda).

One of his most interesting points was that often medical education followed fashion, which was then evaluated. He gave Problem-Based Learning (PBL) as an example of this. But there was evidence during the conference that other aspects such as the use of simulation are also being thought of more critically now. We don't have the evidence to justify widespread use.

I also talked to some other doctoral researchers about the need for a network to share our questions and learning. Watch this space for more about that!


 
 

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Wednesday, 21 July 2010

Fwd: Health Sciences and Practice Subject Centre e-bulletin July 2010



Dear Colleague,

 

Please find attached the July edition of the e-bulletin from the Health Sciences and Practice Subject Centre.

 

I would like to draw your attention to the following items:

 

 

1.  Call for Applications for Mini-project Funding 2011 now open. Proposals invited across a broad spectrum of topical themes. Deadline for applications: Thursday 30th September 2010. For more details and to apply: http://www.health.heacademy.ac.uk/projects/miniprojects/mp2010/

 

2.  'From Expert to Novice: Workshop for New Academic staff'. 7th October 2010, King's College London.
Details: http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/snas07102010

 

3.  'Essential Skills in Pedagogic Research Workshop', 16th and 17th November 2010, King's College London

Full information and booking:

http://www.health.heacademy.ac.uk/news-events/eventsbox/events2010/essenskills161110

 

4.  Call for contributions to Teaching International Students Workshop (17th February 2011, King's College London) Deadline 30 September - email: stevie.robinson@kcl.ac.uk with a brief outline of your proposal

 

 

 

More details of these events and many others are available in the e-bulletin and on our website.

 

Kind regards

 

Charles Kasule
Communications & Resources Officer

 

Health Sciences and Practice Subject Centre

3.12 Waterloo Bridge Wing, Franklin Wilkins Building, King's College London, 150 Stamford Street London, SE1 9NH

02078484266

www.health.heacademy.ac.uk  

 

10 years of enhancing Learning and Teaching

 

PHORUS Project http://phorus.health.heacademy.ac.uk/

 


Saturday, 17 July 2010

Solo Taxonomy

 
 

Sent to you by David Andrew via Google Reader:

 
 

via Educational Origami by andrewch on 7/16/10

Solo Taxonomy has been sitting on my to do list for a while. Dean Groom during his presentation at MICDS reminded me and I took a little time to have a play with it.

SOLO stands for Structure of Observed Learning Outcomes. It was developed in 1982 by John B. Biggs and Kelvin Collis. It is essentially a hierarchy which has 5 stages or levels that attempts to assess the students learning based on the quality of their work. Like Bloom's taxonomy it looks and structures many of the key verbs used in assessment into different levels.

Source: http://www.johnbiggs.com.au/solo_graph.html

Prestructural – Lower Order

Students acquires unconnected information. The information is not organised amd makes no sense

prestructural

UniStructural

Simple connections are created between ideas. Connections are obvious – Keywords: Identify, Name

unistructural
MultiStructural

More connections are being created, but lacks the meta-connections between them Keywords: combine, describe, list, order

multistructural
Relational

Student sees the significence of the various pieces of information and can develop relationships between them. Keywords: Analyse, apply, argue, debate, compare, contrast, check, judge, critique, explain, moderate, relate, integrate, justify

Relational

Extended Abstract

Can make connections beyond the proble, Can generalise and apply to new situation, Can transfer learning and makelinks between subject areas. Keyword: Reflect, evaluate, create, hypothesis, design, invent, conceptualise, theorise, project, abstract

Abstract

We want to have our students working at the highest levels of extended abstract. Where they can make relationships that stretch be beyond the bounds of the discipline or subject area and can be applied in a variety of situations.

FLOW

Solo Taxonomy shares similarities with the Modified Daggett's Application Model, where the higher levels of learning are achieved when learning is applied in real world unpredicatable situations, rather than just applying it to studies within a single unit of learning

Reference

http://www.johnbiggs.com.au/solo_taxonomy.html

http://www.slideshare.net/jocelynam/solo-taxonomy

http://en.wikipedia.org/wiki/John_B._Biggs

http://en.wikipedia.org/wiki/SOLO_Taxonomy

http://edorigami.edublogs.org/2010/02/13/activity-mapping/

http://hooked-on-thinking.com/


 
 

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Thursday, 8 July 2010

Benefits of Collaborative Learning

 
 

Sent to you by David Andrew via Google Reader:

 
 

via eLearning Blog Dont Waste Your Time by David Hopkins on 7/8/10

What are the benefits of collaborative learning, for the students? Well, here are my selection from the 40 or so listed on the Global Development Research Centre's website which I had not considered before;

1. Develops higher level thinking skills

4. Builds self esteem in students

9. Promotes positive race relations

14. Involves students in developing curriculum and class procedures

22. Encourages alternate student assessment techniques

25. Students are taught how to criticize ideas, not people

34. Classroom anxiety is significantly reduced

These are good, but not aspects of collaboration I had considered. The more 'normal' (for want of a better word) are, for me;

5. Enhances student satisfaction with the learning experience

6. Promotes a positive attitude toward the subject matter

7. Develops oral communication skills

10. Creates an environment of active, involved, exploratory learning

15. Students explore alternate problem solutions in a safe environment

20. Students develop responsibility for each other

29. Greater ability of students to view situations from others' perspectives (development of empathy

33. Promotes innovation in teaching and classroom techniques

36. Classroom resembles real life social and employment situations

What would you add to this list (or the original list; link above)?

Related posts:

  1. University 2.0
  2. Online Induction: Icebreaker Activities
  3. Distance Learning / Distance Education


 
 

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Tuesday, 6 July 2010

Fwd: Active Learning in Higher Education Table of Contents for 1 July 2010; Vol. 11, No. 2



David Andrew

Educational and Staff Development:

Queen Mary, University of London
Mile End, London E1 4NS

02078822803

02081446753



Queen Mary Pedagogic Research Seminars




---------- Forwarded message ----------
From: <sage_contents_alert@alerts.stanford.edu>
Date: 5 July 2010 15:46
Subject: Active Learning in Higher Education Table of Contents for 1 July 2010; Vol. 11, No. 2
To: d.andrew@qmul.ac.uk


 

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Table of Contents

Active Learning in Higher Education

Active Learning in Higher Education Online Table of Contents Alert

A new issue of Active Learning in Higher Education is available online:
1 July 2010; Vol. 11, No. 2

The below Table of Contents is available online at: http://alh.sagepub.com/content/vol11/issue2/?etoc


Articles
Editorial
Lynne P. Baldwin
Active Learning in Higher Education 2010;11 83-85
http://alh.sagepub.com/cgi/reprint/11/2/83

The role of programme directors as academic leaders
Peter C. Milburn
Active Learning in Higher Education 2010;11 87-95
http://alh.sagepub.com/cgi/content/abstract/11/2/87

Exploring academic misconduct: Some insights into student behaviour
Bob Perry
Active Learning in Higher Education 2010;11 97-108
http://alh.sagepub.com/cgi/content/abstract/11/2/97

A collaborative approach to higher education induction
Evan T. Ortlieb, J. Patrick Biddix, and Gina M. Doepker
Active Learning in Higher Education 2010;11 109-118
http://alh.sagepub.com/cgi/content/abstract/11/2/109

Improving learning through meta assessment
Betty McDonald
Active Learning in Higher Education 2010;11 119-129
http://alh.sagepub.com/cgi/content/abstract/11/2/119

Investigating the relationship between student engagement and transition
Don Vinson, Sarah Nixon, Barbara Walsh, Cath Walker, Elizabeth Mitchell, and Elena Zaitseva
Active Learning in Higher Education 2010;11 131-143
http://alh.sagepub.com/cgi/content/abstract/11/2/131

Peer-mentoring undergraduate accounting students: The influence on approaches to learning and academic performance
Alison Fox, Lorna Stevenson, Patricia Connelly, Angus Duff, and Angela Dunlop
Active Learning in Higher Education 2010;11 145-156
http://alh.sagepub.com/cgi/content/abstract/11/2/145


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