LTSN Bioscience was kindly invited by Jan
Dook (Learning and Technology Group) to visit Oxford and speak on innovative
teaching methods and how C&IT may be used to improve learning and
teaching. Twenty university members from various departments came to hear
the following presentations.
Dr Stephen Maw, Subject Specialist, LTSN Bioscience
As the title suggests a brief introduction to the Learning and Teaching
Support Network followed by some ways in which LTSN Bioscience can help
support academics involved in teaching.
View
Stephen's Introduction
Prof Ian Hughes, Co- Director LTSN Bioscience.
Ian gave a talk on some innovative methods of teaching. He discussed the
alternatives available before describing his success (and failures !)
with peer assessment, Computer Based Learning marking and Internet-based
resources. For these methods the pedagogic advantages and disadvantages
were stated and any improved learning claims backed up with data.
View
Ian's Innovative Teaching Methods presentation
Ian has donated copies of the following
practical schedules and peer and self marking schemes:
Standard
text often included in each peer marked practical to explain the purpose
of peer assessment: Word
file or pdf
Practical
schedule and peer assessment schedule during a practical for Year 1 pharmacology
students: Word
file or pdf
Practical
schedule and self marking scheme used during a pharmacokinetics simulation
with Year 2 Medical Students: Word
file or pdf
Dr Karl Harrison, Department of Chemistry, University of Oxford
Bringing an Oxford perspective to the event Karl described how he is using
C&IT to aid collaborative student projects. The first involves students
reviewing chemistry related websites and posting their comments on the
web. These comments are available globally, including the authors of the
website, thus providing an incentive for considered review. The second
project is based around named organic reactions. Students have to describe
a reaction, provide a recent reference where the reaction has been used
and comment on the description of 2 other reactions.
View
Karl's Collaborative Student Learning Projects presentation
Terry McAndrew, C&IT Manager, LTSN Bioscience
Terry gave an overview of Computer Aided Assessment (its benefits, problems
and support) before giving a taster of the range of questions that can
be delivered electronically. He then moved on to interoperability and
the new XML standards (XML QTI) which will aid in the transfer of questions
between software products.
View
Terry's Computer-Aided Assessment presentation
Prof Ian Hughes, Co- Director LTSN Bioscience.
Ian discussed alternatives to traditional 'wet' practicals. He emphasized
the need to consider the desired outcomes from a practical session before
deciding whether to move to simulations (dry practicals) or a laboratory
modelsl (damp practicals). Using case studies from pharmacology Ian demonstrated
that alternatives could be successfully used to teach theory but stressed
there was still a role for wet practicals (teaching laboratory skills,
enthusing potential scientists, learning to work within a team etc).
View
Ian's 'Wet, dry or damp Bioscience practicals?' presentation
Dr Karl Harrison, Department of Chemistry, University of Oxford
Karl described how a Virtual Learning Environment
(in this case the Bodington system) could be used by students to help
manage their degree - book laboratory space, show the week's timetable
etc. The VLE can also benefit the teaching and administrative staff e.g.
provide a convenient way of receiving completed course feedback questionnaires.
View
Karl's 'myDegree' presentation
LTSN Bioscience aims to have a Representative
in every bioscience department in the UK. Currently we do not have a representative
for the following departments in the University of Oxford
- Pathology
- Human Anatomy and Genetics
- Experimental Psycology
If you are a member of one of these departments and would like to be a
LTSN Bioscience Representative then please contact us at
heabioscience@leeds.ac.uk
