Category: Uncategorized

Later this month I am hosting a webinar, hopefully first in a series. The speaker is Alison Flynn, who will be talking about organic mechanisms. Registration is available here: https://rsccerg.wordpress.com/2017/09/13/webinar-announcement-prof-alison-flynn-25-october/ How do you run a webinar? I have given webinars and remember that it was a bit like speaking into a void as you can’t get a sense from the room as to how much people are enjoying your talk… Instead you just keep talking, hoping that the internet is still working, and that someone on the other end of the line is listening. It is a bit of a bizarre experience…

I enjoyed VICEPHEC this year. I like meeting friends and colleagues and hearing about what people are doing. 2. Everybody has a different view on what VICEPHEC is. The two parent organisations need to outline some overarching guidelines as to what VICEPHEC is (and isn’t). 3. These guidelines can then frame abstract calls and conference themes, with local hosts free to offer initiatives such as the (reportedly excellent) Labsolutely Fabulous. 4. I detected several instances of quite pointed commentary this year disregarding/dismissing any sense of evaluation of output or serious data. In my view this is anti-intellectual. 5. Sharing good…

A new review addressing this topic was recently published. I love reviews (someone else does all the hard work and you just have to read their summary!) and this one does a good job of categorising many of the approaches under the “active” umbrella. There are some limitations (for me) in their analysis, but the categorisation is useful nonetheless. Most interestingly, the authors present a framework to consider active learning. There are two components to this. One is perhaps obvious: considering active learning means that you must first have an overall approach (i.e. are you teacher/student-centred, constructivist, etc); a strategy –…

It’s been 10 years since “Developing practical chemistry skills by means of student-driven problem based learning mini-projects” was published in Chemistry Education Research and Practice, and it marked the kick-starting of an accidental career invested in chemistry education. This paper was published with two colleagues and friends, Claire Mc Donnell and Christine O’Connor, who inducted me into the ways of all things chem-ed. We would continue to work together; Claire and I guest-edited a special issue of CERP on technology in chemistry education in 2013, writing an editorial that is surprisingly cited quite often (for an editorial – I think…

Many thanks to Scott Lewis/USF who put an interesting paper on students’ approaches to study in introductory chemistry my way. The paper describes the development of a framework for learning approaches in chemistry, and they come up with four levels: (1) gathering facts; (2) learning procedures; (3) confirming understanding; and (4) applying ideas. Do students know how to study? In an exam dominated system, one might reasonably expect students to focus on the second approach – if they learn the procedures and have the facts to hand, then they will be able to use these in an exam. Of course,…

“Sublimity,” Hauptmann says, panting, “you know what that is, Pfennig?” He is tipsy, animated, almost prattling. Never has Werner seen him like this. “It’s the instant when one thing is about to become something else. Day to night, caterpillar to butterfly. Fawn to Doe. Experiment to result. Boy to man.” All the Light We Cannot See, Anthony Doerr

I have heard the term learning gain on and off but considered that it was just an awkward phrase to describe learning, a pleonasm that indicated some generally positive direction for those needing reassurance. And I am sure I have read about the concept of learning gain in the past but never took too much notice, likely too busy checking Twitter to focus on the subject at hand. But it was through Twitter this week that I was released from my gains-free bubble, and enough neurons aligned for me to grasp that learning gains is actually A Thing. And what…

I’ve never been sure where I stand with the association of sexuality and professional status. I’ve always leaned towards the side of considering it a private matter, not something to be either concealed or promoted. It is a personal identifier, not a professional one. Yet I’ve agreed with the notion that, as one clever person put it to me recently, if it helps someone, then it is a good thing. Maybe I’ve just been reluctant to be the one helping. Recently there was an LGBT-focussed seminar day, where scientists and engineers came together to present their work and discuss issues…

ChemEd Ireland is being held at Dublin Institute of Technology Kevin St on Saturday October 11th, 2014.  The 33rd Chem-Ed Ireland Conference returns to Dublin on Saturday October 11th from 9.30 am to 4pm at Dublin Institute of Technology Kevin St. Campus (5 minutes walk from St. Stephen’s Green). This annual event provides an opportunity to share resources and ideas relevant to teaching chemistry and science in Ireland. It features both presentations and workshops on topics that include; the new Junior Cycle Science specification, effective hands-on laboratory demonstrations, new chemistry teaching resources, applications of chemistry research and applying technology to enhance teaching…

In the week of the teacher conferences, Minister Quinn’s special adviser has earned the large pay packet this morning. The Irish Times, Independent and Examiner all carry details of the changes planned for the Leaving Cert grading system. “Leaving Cert grades face radical change under plan” writes Joe Humphreys in the Irish Times. “ABC system will be dropped in sweeping education changes” says Katherine Donnelly in the Independent. The reform announced will see the number of grades drop from 14 to 8, with bands every 10% rather than the current 5%. While this is welcome, the education correspondents seem to…