ViCEPHEC 2012 Storify Backup

As a preamble to VICEPHEC you may want to see the Storifys prepared by <a class=”tweet-url username” href=”https://twitter.com/kjhaxton” data-screen-name=”kjhaxton” target=”_blank” rel=”nofollow”>@kjhaxton</a> of last year’s VICE conference.<br>

The Social Media Story storified by Katherine Haxton</div><div class=”s-attribution”><div class=”s-source s-storify”><a href=”http://storify.com” target=”_blank” rel=”nofollow”><div class=”s-source-icon storifycon-logo”></div></a></div><div class=”s-author”><a href=”http://storify.com/kjhaxton” target=”_blank” rel=”nofollow” class=”s-author-name”>kjhaxton</a></div><div class=”s-clear”></div></div></div><div class=”s-clear”>

Variety in Chemistry Education how it happened on Twitter</div><div class=”s-attribution”><div class=”s-source s-storify”><a href=”http://storify.com” target=”_blank” rel=”nofollow”><div class=”s-source-icon storifycon-logo”></div></a></div><div class=”s-author”><a href=”http://storify.com/kjhaxton” target=”_blank” rel=”nofollow” class=”s-author-name”>kjhaxton</a></div><div class=”s-clear”></div></div></div><div class=”s-clear”>

By the miracle of the web, we even have a record of VICE 2010!<br><br>

Variety – Living Up to its Name!

For VICEPHEC 2012 the story starts here:<br>

For those suffering withdrawl between ViCE 2011 and ViCEPHEC the HEA session on Lecturing without Lectures provided some relief and a Storify all of its own, <a href=”http://sfy.co/j0D1″ title=”” target=”_blank” rel=”nofollow”>sfy.co/j0D1</a>

Is Matthew on Twitter?

Hands up if you too have a wiggly giggly!

ViCEPHEC2014 Storify Backup

ViCEPHEC2016 Storify Backup

Some statistics!

The organisers are the real stars of our conferences!

At this point our conference becomes a little parallel!

ViCEPHEC2015 Storify Backups

EiC
Actually, excitement started more than a few weeks ago…

The publication of the programme really kicked things off

It makes sense that a conference that discusses teaching and learning techniques would use some of them itself. So I probably shouldn't have been surprised to find some flipped sessions on the programme. And that means having to do 'homework' in advance:

A week to go and final preparations are made

And a final reminder of reports from previous VICEPHEC conferences:

I look forward to meeting you all in Nottingham!

David Sait

Ecopedagogy

Main Storify

@Storify limits us to 1000 tweets so I've not reproduced the excellent pre-conference coverage of @RSC_EiC.

To aid Navigation the Programme is presented here. Unfortunately it is not possible to provide hyperlinks but the titles are reproduced before the relevant tweets.

Keynote Plenary Lecture theatre Is “interactive” teaching sufficient to promote conceptual development in physics?

ScoopIt and Share Simon Lancaster

The IPython Notebook as a pedagogic tool for physics

Connecting it all together- The TECHEMOL project

Royal Society of Chemistry: online resources for higher education

Report on the European Chemistry Thematic Network

The Physics Teaching Fellows Forum

Workshop A 'Flipping' Pedagogy 101- Learning Theories for theLecture theatre Flipped Classroom

The BME attainment gap in Chemical Sciences – Does the use of assessment criteria contribute to the gap?

Why do women do less well on some of our physics modules?

Effects of Workshop Group Gender Balance on Student Exam Performance

Are individual learning styles relevant to teaching in Higher Education?

The Impact of Provision of Lecture Recordings on Student Experience and Academic Performance

Investigating the impact of gender and socio economic status on attitudes towards science in school students of age 12 and 13, and science and engineering undergraduates

“It’s personal…”: Supporting learning through effective pastoral care Andrew McKinleyParallel 2 Focus on diagnostics and assessmentMeeting

Bridging the Chemistry knowledge gaps with Year 1 students

Peer assessment using adaptive comparative judgement

Do Chemists have Chemophobia? – Update

The use of online, formative assessment for contextualising key physicochemical concepts for pharmacy students

Peer Assessment as a tool for Engaging Students with Learning Outcomes & Assessment Criteria

Peer-to-peer review & feedback encourages self critiquing and reflection Electronic Marking in Chemistry UG courses

Keynote Plenary Lecture theatre Ecopedagogy: Teaching Sustainability Topics in the Physical Science Curriculum

IPython notebooks for data analysis and visualization

Publishing on innovation and education research in chemistry and physics for a range of audiences

Successful and Sustainable STEM Clubs

Learn it off or make it up? Situating our educational innovations in a theoretical framework

Is a conceptual understanding of Mathematics vital for Chemistry?

Tackling challenges of maths through entry requirement, teaching delivery and assessment methods

Flipping unpopular courses Charles HarrisonBack to de Broglie: aiding students’ conceptual understanding of quantum theory

Developing Screen Experiments to Support 3rd Level Quantum Optics

Defining expertise in order to inform the design of learning experiences in experimental chemistry

Augmented laboratories: Near-peer constructed technology enhanced labs.

Lab skills portfolios

Teaching Practical Physics in Africa: problems expected and unexpected

How can I measure the success of my lab teaching?

Developing a Laboratory Skills Matrix

The importance of practical work in school science

Second year physics labs: taking data is the easy part Supporting Transitions into the Physical Sciences

iTube, YouTube, WeTube – Engaging Undergraduate Chemistry Students in Collaborative Global Education

Can University Chemistry Teaching be Informed by Practice in the Arts, Humanities and Social Sciences?

‘Opening up’ the teaching-learning scenario in India! An overview of open-educational resources (OERs) in India, and inspiration from the UK

Do Practical Skills Portfolio and quiz based Word searches help in the understanding and comprehension of practical chemistry for Chinese students?

Authentic assessment at your fingertips: Developing across-disciplinary template for implementation

Exploring technology enhanced instruction and assessment in the advanced physics laboratory

Student & Staff Perceptions of Transferable & Workplace Skills Development in Chemistry Degree Programmes

Design your own purification: a guided-inquiry experiment for the first year chemistry laboratory

A Careers Fair with a Difference

Embedding Enterprise in the Physics Curriculum

Assessing the practicalities and benefits of using immersive Virtual Reality technology to explain complex chemical concepts

Just a little tone setting!

Strictly the only reference to conference wifi in this @Storify.

Following the safety briefing we were treated to an outstanding plenary from Prof Paula Heron.

11.00-11.55 Keynote Plenary Lecture theatre Is “interactive” teaching sufficient to promote conceptual development in physics? Professor Paula Heron, University of Washington

ScoopIt and Share Simon Lancaster

The IPython Notebook as a pedagogic tool for physics Louise Dash

The TECHEMOL project Tejas Joshi

Royal Society of Chemistry: online resources for higher education Rachel Purser-Lowman

Report on the European Chemistry Thematic Network – Karen Moss

The Physics Teaching Fellows Forum – Derek Raine

'Flipping' Pedagogy 101- Learning Theories for the Lecture theatre Flipped Classroom – Anna Wood

Viewing the slideshare is essential if you wish to try and follow the fish vs frog aspect.

New RSC Context/Problem Based Learning Resources Meeting room 5 for Chemistry Nimesh Mistry, Samantha Pugh

The BME attainment gap in Chemical Sciences – Does the use of assessment criteria contribute to the gap? – Neil Williams

Bridging the Chemistry knowledge gaps with Year 1 students – Suzanne Fergus, Stewart Kirton

Peer assessment using adaptive comparative judgement – Judy Hardy

Why do women do less well on some of our physics modules? – Sally Jordan, Pam Budd, Niusa Marigheto, Victoria Pearson, Richard Jordan, Jimena Gorfinkiel

Effects of Workshop Group Gender Balance on Student Exam Performance Ross K Galloway, Ross W Hunter

Do Chemists have Chemophobia? – Update – Katherine J. Haxton

The use of online, formative assessment for contextualising key physicochemical concepts for pharmacy students – J.J. Keating, Eileen M. O’Leary, Timothy P. O’Sullivan