'Teaching in twenty-first-century higher education: reading Chekhov’s ‘A boring story’ to stimulate reflective practice' has been published online in Reflective Practice.
Questionnaires in LaTeX using the paperandpencil package
I've been using the paperandpencil (.pdf document) package for creating questionnaires in LaTeX. 1 I thought the package worked very well, but just a couple of notes to myself which others may find useful. I've found it works well, but a couple of things were unclear. The .pdf version of the manual displays but the homepage linked from other sites no longer appears to work. However I have just found a download page on the QDDS website.
- The file paperandpencil.sty needs to place in the same directory as the .tex file. I had trouble finding it, but found the code over on Github. I pasted this into a text editor, saved it as paperandpencil.sty, and put it in the same directory as my .tex file.
- The document class needs to be {scrreprt}. This is in the first page documentation, but I managed to miss it.
- To set page numbers \pagestyle{plain} is required and the \pagenumbering and \setcounter options need to be set.
A minimal code example here:
\documentclass[a4paper, 11pt]{scrreprt}
\usepackage{paperandpencil}
\usepackage[top=2.5cm,bottom=2.5cm,left=2cm,right=2cm]{geometry}
\pagestyle{plain}
\begin{document}
\pagenumbering{arabic}
\setcounter{page}{1}
\section*{Title goes here}
\end{document}
Notes:
- Produced by the Questionnaire Development Documentation System, based at the University of Duisburg-Essen ↩
New Lib Dems leader Tim Farron will face tougher attacks from other evangelical Christians than he will from his political opponents.
I don't write about politics except when it pertains to the world outside UK education policy, but I read this morning on twitter that the new leader of the Liberal Democrats Tim Farron is 'openly' an evangelical Christian, the first major party leader since Gladstone according to Gillan Scott writing on the Premier Christian website.
If being the leader of the Liberal Democrats at the present time isn't thankless enough, the people who will hurt him most will be other evangelical Christians. For the first time ever I actually felt moved to put God and politics into one post.
I admit I had to search the internet to check I'd spelt time Farron's name correctly and to see what what he actually looks like; this itself is a pretty miserable incitement of how disengaged from current politics I have become. I'm not sure if Tim Farron identifies himself as evangelical or that is a label given to him by others and I don't know the ins and outs of his voting record and theology. In fact I've written this blog post in deliberate ignorance of these things to keep my point as clear as possible.
As someone who identifies as an evangelical Christian ( details of what this might or might not mean are far beyond the scope of this article) I thought this post might provide an 'outsider guide' to the sorts of opposition he'll face from evangelical Christians and a warning to 'insiders' to think carefully about what they say. Those outside evangelical 'community' (community is far too strong a word) might not know what I'm taking about, but having been labelled an 'evangelical Christian', Tim Farron will face as many attacks from other evangelical Christians than he will from his political opponents. Emotionally, I suspect these attacks will hurt him a lot more than anything his political foes (or friends) in Parliament might say or do to him.
Here are some of accusations and scrutiny other evangelical Christians will level at him from pulpits, Christian websites, and newspapers: I'm not naming names, but to save time I'll write all this stuff down now. I've put evangelical in square brackets as the goal of many evangelical Christians is to ensure the label applies to as few people as possible. I've put Christian in square brackets as if he doesn't qualify as an evangelical Christian many Christians would say there is no other kind.
- He can't be an [evangelical] [Christian] because he voted for or against this or that bill.
- He can't be an [evangelical] [Christian] because he is a member of the Liberal Democrats who put, X, Y and Z in their manifesto.
- He can't be an [evangelical] [Christian] because he doesn't accept this, that or some other doctrine. Perhaps he's only a four point as opposed to five point Calvinist. Perhaps his theology is Arminien rather than Calvinist. Perhaps he agrees with infant baptism, female clergy, open theism or conditional mortality. Or not.
- He can't be an [evangelical] [Christian] because he didn't say X when asked about Y on Question Time.
- He can't be an [evangelical] [Christian] because he does or doesn't subscribe in full to the Westminster Confession, the Thirty-Nine articles, the doctrinal basis of the Fellowship of Independent Evangelical Churches etc.
- He can't be an [evangelical] [Christian] because he says nice things about Catholics, Muslims, gay people he's met.
- He can't be an [evangelical] [Christian] because he accepts evolution, believes the world's is more than 6000 years old etc. If he turns out to be a Young Earth Creationist just go back the top of the list and start again.
No doubt many of those giving him a hard time will say it is their responsibility to hold him to an exceptionally high standard or warn others about a wolf in sheep's clothing. Whether Farron makes his mark on history or lives on only in obscure footnotes, I suspect much ink and bandwidth will be spent in bad grace. Now I've written this post I've must make sure I heed my own warnings.
Evaluating universities for teaching will likely lead to a data driven culture where academics make decisions on the basis of whether it’s ‘good for the Tef’
My article on metrics and the proposed Teaching Excellence Framework now appears on the Guardian Higher Education Network website.
My son's first game written in Scratch
Scratch is a programming language used as an entry point to coding. My son Samuel (age 9) is using Scratch in his coding lessons at school and developed his first game ‘Attempt to land the Fireflash’ on his Raspberry pi version. The game is inspired by a scene in Thunderbirds where Alan and Gordon have to land Fireflash on the back of a car. In this screen-capture Samuel demonstrates his game and introduces various elements of Scratch programming. Scratch can be downloaded from https://scratch.mit.edu/
Starting this term he has coding lessons twice a week at school. He built this with the Raspberry Pi version of Scratch, and did the screencast in Ubuntu using the Kazam screencaster software.
Code test for Teaching and Learning Conference 2015
10 useful study apps recommended by students at Brighton
At our training sessions for PASS leaders we ask student to recommend apps/ websites/ software they use to assist them in their studies.
Here are 10 of them: These are not reviews just a list with links. I’ve not used all of these apps or checked their terms and conditions.
1. Tinyscan
Available for Apple/ Android
Turns your mobile phone into a scanner making pdf documents from multiple pictures.
http://www.appxy.com/tinyscan/
2. What’s app
Available for Android, Apple, Blackberry, Windows
Supports group chat. Some the students have set up ‘What’s app’ groups with PASS groups or friends from their course. Using mobile phones they can exchange questions, comments and provide mutual support.
3. Colornote
Available for Android.
Basically coloured post-it notes for your phone.
http://www.colornote.com/index.html
Possible alternative for other platforms: http://alternativeto.net/software/colornote-notepad-notes/?platform=iphone
4. Onenote
Apps available for Android, Apple, Windows
Brings together notes, webpages, pictures etc. in any form. Ships as a standalone application in Microsoft Office; mobile apps can be used to view/ amend notes online.
Alternatives include Evernote which is free for the basic level service with subscriptions for improved functionality. https://evernote.com/
5. TED Talks
Apps available for Android, Apple, Blackberry, Windows
TED talks are basically online lectures. Students see TED talks as a mark of quality and interest— hopefully they don’t see them as infallible!
I have an app on my NowTV box for TED talks.
6. Googledocs
Apps available for Andoid, Apple
Collaborate on group projects with documents, spreadsheets and presentations.
https://www.google.co.uk/docs/about/
7. Refme
Apps available for Apple and Android.
Free online servce that puts references into different formats e.g. Harvard based on a doi, ISBN etc. Can also be used to scan journal/ book barcodes and generate references.
8. Easybib
Available for Apple and Android
Similar to Refme. Generates whole bibliography. Some free and some pro services.
9. Photomath
Available for Apple, Android and Windows. Solve mathematical problems by taking a mobile phone photograph of the problem. Apparently being developed to solve increasing more complex problems.
10. Quizlet
Apps for Android and Apple.
Create your own flashcards and quizzes.
Slides on 'Canning list' available
Slides from my presentation at the HEA surveys conference last week 'A new measurement and ranking system for the UK National Student Survey 'are now available on the HEA website.
Workaround where a website requires the old youtube embed code
Just a note for myself, but may help others.
Today I made a short video demonstrating how to submit application for Fellowship of Higher Education Academy (no use outside the University of Brighton).
To embed a youtube on a website is simply a matter of clicking 'share' then 'embed' then copying the code into the html part of the website.
Until last year Youtube contained an option to 'embed old code'. Until today I didn't really know why this was necessary, but some websites and software still require the old code. The Brighton CLT website is built in Concrete 5 (or at least the version we have), which does not support the new youtube embed code.
Fortunately, help is at hand from http://www.gorissen.info/Pierre/files/YouTube_code.htm Just paste the youtube link, click 'generate' and the site generates the old code.
The National Student Survey and the development of the 'Canning list'
The National Student Survey (NSS) is now in its tenth year. Vice-Chancellors set targets by it, newspapers and magazines use it to create league tables and university strategies are framed around it. Expressing an off-message opinion on the NSS cost former HEA research director Lee Harvey his job.
It surprises me how little has actually been written by an NSS in peer-reviewed journals. By ‘how little’ I don’t mean little as in nothing, but relatively little considering the big part it plays in the life of the British university.
I’ve long been a critic of the NSS. What it comes to enhancing the quality of teaching and learning, the NSS is a bit like using a screwdriver to put a nail into the wall. It is possible to get a nail in into the wall using a screwdriver, but you’re better off using a hammer. If you don’t have a hammer then you might go ahead and use the screwdriver at the risk of a bent nail, broken screwdriver or injured hand.
However, perhaps I’ve been a bit mean to the NSS over these past few years. For all the emphasis on ‘overall satisfaction’, and assessment and feedback you might think that there were only three or four questions on the NSS. The NSS asks questions about course organisation, library resources and skills development as well, but we don’t hear much about these. What if we actually paid attention to some of these questions?
I took up this challenge in developing a new system of measurement for the NSS. I reasoned that if we considered all the questions and understood their relative importance we could bring about a system where each UK course at each university could have a ‘score’—in my paper I call this the Weighted Student Satisfaction Score (WSSS). However a raw score of say 1400 doesn’t tell you what they means in relation to other scores, so the scores are then normalised to a normal distribution so that an average course scores 100 (the Weighted Student Satisfaction Quotient—WSSQ). Over time it will be possible to trace changes in both absolute and relative scores. The system is fully outlined in the article and takes into account subject differences as well as providing a bonus for good response rates.
The full ‘Canning list’ (a term used by David Law in his editorial is available from my website.
Here are the top 10 best courses in the whole UK according to the 'Canning list'.
|
Overall rank |
Institution |
Subject |
Type |
WSSS |
WSSQ |
|
1 |
Hugh Baird College |
Fine Art |
Other undergraduate |
1884.7 |
141.0 |
|
2 |
Somerset College |
Drama |
Other undergraduate |
1877.6 |
140.5 |
|
3 |
Grimsby Institute of Further and Higher Education |
Imaginative writing |
First degree |
1869.7 |
140.0 |
|
4 |
Plymouth College of Art |
Cinematics and photography |
Other undergraduate |
1861.6 |
139.4 |
|
5 |
Petroc |
Design studies |
Other undergraduate |
1843.1 |
138.2 |
|
6 |
University of Cumbria |
Fine art |
First degree |
1836.8 |
137.7 |
|
7 |
Northumbria University Newcastle |
Architecture |
Other undergraduate |
1836.0 |
137.7 |
|
8 |
Imperial College London |
Geology |
First degree |
1833.9 |
137.5 |
|
9 |
University of Glasgow |
Social policy |
Other undergraduate |
1828.5 |
137.2 |
|
10 |
NCG |
Marketing |
Other undergraduate |
1817.4 |
136.4 |
A couple of subject ranking examples
Physics and Astronomy top 10.
|
Rank |
Institution |
Type |
WSSS |
WSSQ |
|
1 |
Lancaster University |
First degree |
1685.1 |
127.4 |
|
2 |
Nottingham Trent University |
First degree |
1663.6 |
126.0 |
|
3 |
University of Birmingham |
First degree |
1571.6 |
119.7 |
|
4 |
University of St Andrews |
First degree |
1517.9 |
116.0 |
|
5 |
Keele University |
First degree |
1511.7 |
115.6 |
|
6 |
University of Hull |
First degree |
1510.9 |
115.6 |
|
7 |
University of Bath |
First degree |
1494.0 |
114.4 |
|
8 |
University of Sheffield |
First degree |
1471.3 |
112.9 |
|
9 |
University of Sussex |
First degree |
1456.7 |
111.9 |
|
10 |
University of Hertfordshire |
First degree |
1452.7 |
111.6 |
French
|
Rank |
Institution |
Type |
WSSS |
WSSQ |
|
1 |
Coventry University |
First degree |
1686.9 |
127.5 |
|
2 |
Queen's University Belfast |
First degree |
1667.9 |
126.2 |
|
3 |
Northumbria University Newcastle |
First degree |
1595.6 |
121.3 |
|
4 |
University of Southampton |
First degree |
1595.1 |
121.3 |
|
5 |
University of Exeter |
First degree |
1547.5 |
118.1 |
|
6 |
University of St Andrews |
First degree |
1507.7 |
115.4 |
|
7 |
Newcastle University |
First degree |
1501.1 |
114.9 |
|
8 |
University of Leicester |
First degree |
1496.1 |
114.6 |
|
9 |
Edinburgh Napier University |
First degree |
1486.6 |
113.9 |
|
10 |
King's College London |
First degree |
1482.6 |
113.6 |
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