Biosummit 2017

The University of East Anglia (Norwich) was the venue for the annual Biosummit, a gathering of UK bioscientists with an active interest in pedagogic research. As usual there was much to reflect upon. A summary of the event is captured in this Storified summary of tweets. My own formal contribution was limited to reflections on the value of using the Royal Society of Biology’s CPD framework as a valuable mechanism for capturing the evidence of activity, and reflection upon that activity, which is increasingly required for appraisals, accreditation and applications. The slides from my talk are available below (and via this link).

This continues to be a bona fide “Community of Practice”. One of the highlights is seeing like-minded friends and catching up on what they’re doing in their lives as well as in their work. The content of the conference, however, remains central. This year there were a number of highlights for me. Continue reading


The NSS and Enhancement (Review)

Coverage of the findings from the recent, new style, National Student Survey drew my attention to the Making it count report for the Higher Education Academy, coordinated by Alex Buckley (I’m afraid I’ve lost details of who pointed me towards the report, so cannot offer credit where credit is due).

make it countMaking it count is not new, it was published by the HEA in 2012, and therefore predates both the new-NSS and the introduction of the TEF. Nevertheless I found it a fascinating and worthwhile read – hence this reflective summary.

As most readers of this blog will know, the UK National Student Survey was introduced in 2005 and draws inspiration from the Australian Course Experience Questionnaire (CEQ), which had been in use since the early 1990s. From inception until 2016 there were a standard set of 23 questions in the NSS (see this link for complete list). The questions were all positively phrased and students in their final year were invited to respond using a standard five-point scale from “definitely agree” through “mostly agree”, “neither agree or disagree”, “mostly disagree” to “definitely disagree”  (“not applicable” was also an option). Following extensive consultation, the questions were changed for the first time in 2017. A total of 27 questions were included, with some original questions retained, some rephrased and some brand new added (see this link for 2017 questions). Continue reading

A case for Box of Broadcasts

I have recently been featured as a case study describing ways in which I use the Box of Broadcasts service from Learning on Screen. The full article can be found here.

BoB Case Study


Capturing more than lectures with “lecture capture” technology (paper review)

The July 2017 edition of British Journal of Educational Technology includes a pilot study The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement investigating the potential to exploit lecture capture technologies for the production of teaching resources over and above recording of lectures per se.


I was keen to read this paper because I am already using Panopto (the same software used in the study) as a means to generate short “flipped classroom” videos on aspects of bioethics which, it is hoped, students will watch before participating in a face-to-face session. I have also produced some ad hoc materials (which author Gemma Witton terms “supplementary materials”), for example to clarify a specific point from my lectures about which several students had independently contacted me. Furthermore, I have also written some reflections on the impact lecture capture is already having on our courses (see Reflecting on lecture capture: the good, the bad and the lonely). Continue reading

More plaudits for Where Science and Ethics Meet

The February edition of The Biochemist (magazine of the Biochemical Society) included another very positive review of our book Where Science and Ethics Meet: Dilemmas at the frontiers of medicine and biology. The review notes that “Willmott and Macip fulfil their promise of providing epistemologically balanced tools to the reader” and concludes that the book “certainly represents a valuable tool for teaching ethics at the undergraduate level and for engaging a wider audience in the challenges arising from scientific and biotechnical developments” which is gratifying since this was exactly our ambition in writing the book.


Putting the moving image to work in biochemistry education

The December edition of the Biochemical Society magazine The Biochemist has historically taken a slightly less serious look at some aspect of the subject. This year the focus is Biochemistry on Screen. Articles include discussion of Star Trek, Jurassic World, Contagion, Spiderman and others. I contributed a piece about the different ways that use moving image (especially TV) can be used in Biochemistry education. A copy can be accessed via this link.

Update: the article is now also mirrored on the website of ERA, the Educational Recording Agency (accessed via this link).

The December 2015 edition of The Biochemist focuses on screen representations of Biochemistry

The December 2015 edition of The Biochemist focuses on screen representations of Biochemistry

When assessment interferes with the measured

There was a time, not so long ago, when no scientific presentation could afford to omit at least one cartoon from The Far Side. One of my personal favourites (which can be seen here) depicts people of an apparently remote part of the world hiding their luxury Western goods as anthropologists arrive unannounced in the village.

I was reminded of this cartoon recently whilst washing my hands at work. This surprising mental leap was prompted by the temporary addition of a tool for monitoring water consumption in one of our buildings.

Can the method of assessment interfere with the thing it is supposed to be measuring?

Can the method of assessment interfere with the thing it is supposed to be measuring?

As can be seen in the photograph, the equipment being used scores few points for subtlety. I cannot believe that people use their usual amounts of water when confronted by this instrument. This raises the question of their value given that the method of monitoring is almost certainly interfering with the thing that is being measured. Continue reading

  • Awards

    The Power of Comparative Genomics received a Special Commendation

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