Teaching
Undergraduate modules
- Field Biology (level 4): module author/organiser
- Practical Skills in the Biosciences (level 4): contributor
- Human Biology (level 5) module joint author and module organiser
- Animal Physiology (level 6): module author/organiser
- Advanced Molecular Biology (level 6): module organiser
- Biology Experimental Project (year 4): project supervisor and module co-organiser
- Biology Literature Project (year 4): project supervisor and module organiser
- Advanced Topics in Human Biology (level 6): module joint author and module organiser
- Evolutionary Biology (level 6): module joint author
Using computers to support learning
I have had a long involvement in the use of computers to support learning and teaching. This has been primarily in the classroom using dedicated software. For example, Birkbeck was an evaluation site for the statistical tutorial software package Quercus. However, in recent years I have been more interested in developing computer environments to assist the learning of our students both in and out of College. Primitive attempts at this approach utilised simple websites where students could access course documentation from home.
From the mid-90's, I and Dr Dick Rayne have led efforts to make greater and more effective use of computing in the Biology Curriculum. Among other developments, we implemented a courseware management system called TopClass to organise and deliver learning materials entirely by web browser. Following the adoption of WebCT by the College, we have migrated content into WebCT, for both undergraduate foundation course units and Master's programmes. However, we primarily used it as a portal to our own server pages.
I have been extensively involved in evaluating and utilising computer-based assessment tools developed by the TRIADS project. We have used these to deliver both on-line tutorials and summative assessments. TRIADS was first evaluated within our introductory course unit Processes of Life. A report of this work appeared at the Tested_IT Conference in October 1999. Additionally, TRIADS formative and summative testing has now been used in our Field Biology course unit for three sessions. In the academic years 1999/2000 and 2000/2001, the formative assessments were integrated with an actual field trip to Slapton Field Centre, Devon in July. The summative assessment run in September allowed us to diagnose the strengths and weaknesses of our students in detail never achievable before. A preliminary account of this work can be found here.
In all this work we have been most grateful for the assistance of Professor Don Mackenzie of the Centre for Interactive Assessment at the University of Derby. TRIADS assessments became a core feature of our Molecular Cell Biology first year undergraduate course-unit. This and related work has been supported by generous awards from the Birkbeck College Development Fund, TQEF funds for a project entitled "Supporting Student Learning via Computer-Based Tutorials and Assessments" and a three year HEFCE-funded FDTL4 project "OnLine Assessment And Feedback (OLAAF)" to January 2006, with ourselves and the Universities of Plymouth, Cardiff, London Metropolitan, Kent, Brighton and Birmingham as partners. TRIADS formative assessments have been delivered on CD and combined with reports of field investigations in developing and intgrated learning and assessment structure for our Field Biology unit. A report of this work presented at the Centre for Bioscience event: Effective feedback to students can be found here, and on the publications page.
TRIADS formative and summative tests were integrated fully into the Molecular Cell Biology syllabus, so as to provide online support and frequent in-class tests to encourage learning. This approach was particularly helpful to students whose first language is not English. An account of this unit and the implementation and effectiveness of TRIADS assessments was published in the Proceedings of the Proceedings of the 5th International Computer assisted assessment conference, 2001. Within this unit the students also investigated the diagnosis of the hereditary disease sickle cell anaemia using a simulation of DNA electrophoresis, software developed by Professor Mark Berglund at the University of Wisconsin, River Falls. Birkbeck students and American students participated in web-based poster construction and discussion groups concerning this simulation in May 2001. To do this we used the software and server at River Falls. More details of this CaseIt! software can be found by following this link. The use of this software and examples of student web posters can be viewed in the demonstration site for Molecular Cell Biology unit.
