Development diary 2018

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Haidian CPD Programme
Working over the past few weeks with my colleague, Dr. Laura Colucci-Gray, we have assembled a 3-day CPD programme for teachers in Haidian, Beijing, China. The course is organised as a series of ‘scenes’ or ‘conversations’ around a selection of central ideas in the theory and practice of Science/STEM education in the UK. We begin with an introduction and overview of the course and then consider the first of these, looking at children's ideas in science. The role of practical work in science is featured throughout the course with several hands-on activities, the first of which is linked to storytelling and the development of scientific skills. Pedagogical approaches used in STEM will be presented including the use of model and analogy, misconceptions, skills development, and inquiry. Innovative teaching and learning methods will be included such as sensory mapping and inquiry graphics. Important evaluative and reflective instruments will be used across the course and suggestions for further developmental activity after the course will be provided. We deliver the course to 2 cohorts of teachers in Beijing next week.
3rd - Edinburgh Physics Network Meeting
I was invited, along with my students, to another Edinburgh City Council physics teachers' network meeting at St. Augustine's RC High. Although there was plenty of opportunity to network and catch up with former students and peers, the bulk of the session was devoted to a presentation given by Prof Ian Galbraith of Heriot-Watt University, on semiconductor theory. Ian modelled perfectly for our students by introducing his talk, but personalising it for our needs by taking questions or specific concerns from the audience. I thought, and I suspect I wasn't the only one to do so, that I might start off following but would get lost as the talk progressed. I managed to not only follow, but also connect to prior understanding and make renewed sense of the p-n junction and how it works. Other items addressed at the event included skills assessment and tracking in the senior phase (and BGE), a discussion on the assignment topic for National 5 and a show-and-tell. One of the N5 assignment markers shared with us the obvious advice - to follow the instructions.


Capture One Pro Essentials
Throughout the month of September, I completed the Capture One Pro Essentials Course.
19th - Prof. Rowena Arshad inaugural lecture
Rowena gave her inaugural lecture last night which I was pleased to attend, along with some very "well-kent" faces of Scottish education. Her talk was titled "Scotland: the challenge of realising inclusive education when it comes to race". She surveyed the history and literature as well as providing a personal perspective on her work. She included a discussion on critical race theory (CRT), a consideration of the term "Racism" and why she chose to include it in the title of her personal chair, and outlined some of the challenges that still face us. Of note was her decision to talk about "whiteness" which seemed to be contentious, although I'm not personally sure I understand why. In the Q&A, she was asked if a shift in attitudes is evident - my own perspective is that yes, there is, the increasing awareness of implicit bias and the work being done on this seems to me to be having a positive impact. My notes below, as usual, errors and omissions are my responsibility.
7th - Creative Writing
A keynote given to S6 students and our own PGDE students by scientist turned fiction writer Pippa Goldschmidt. She talked about being a writer, her journey to that from being an astronomer, and the power of literature. My notes are above.
5th - The Aurora
A seminar presented to physics PGDE students (and me) on the Aurora, its cause, how and when to find it and photograph it, by Franz Natschläger, an Austrian physicist and astronomer.


Over the summer I have been concentrating on developing my photography skills with a range of activities and resources, mostly online. In particular, I have been looking at post-processing and settling on a workflow that works for me. Details of this may be found over at a new photography blog.


27th - RSA ANZ Online Event
Fake News, Alternative Facts and Truth Decay. I participated in this first-for-me RSA event and enjoyed three good-quality presentations on the topic. There was an interesting back-channel chat going on and not a little partisan perspective being asserted by individuals about the BBC bias against Scotland. I'm not sure I learned anything in particular, nor that any impact will be made on society as a consequence of the event.
26th - STEM Seminar
This half-day seminar was one in a series of similar events around public sector services provision operated by Scotland Policy Conferences. My notes are here (pdf).
24th - Book review: Seven Brief Lessons on Physics by Carlo Rovelli
I'm not sure this is a "popular science" book at all, not because the lessons are difficult or contain equations (they aren't and don't), but if you approach this slim volume from a scientist's perspective, there is an insight available to you that maybe the man on the Clapham omnibus will miss. Carlo Rovelli's broad-brush sketches of six important physics concepts are watercolour impressions of scenes that you may have gained intimate familiarity with over years of study, and yet have never really seen. The final lesson addresses our own place in the universe that we have discovered and reconnects us to what brought us into science in the first place.
22nd - Stuxnet study
I wanted to understand a little more about the extent of cyber-warfare and security, partly as a follow up to the Digital Transformation Conference I attended in February (see below), so I picked a recent high profile case study to learn about. The Stuxnet worm was analysed by Ralph Langner and presented in brief by him in his TED talk. There is a lot of detail about the Stuxnet attack in Langner's 2013 paper[1] and the earlier Symantec report[2], both of which make fascinating reading, not least for the extent of the attack but also it ingenuity. The creators of this attack have been identified as Mossad, with significant support from the US Government. The story reads like a spy thriller: if you want the book, it's been written[3].
21st - Physics Teachers' Curry Night
Continuing a tradition established in Kirkcaldy in 2006, a small group of physics teachers and teacher educators met for a professional chat over a curry. We discussed in particular, the challenges in moderation and compliance of assessment of the SQA National and Higher physics assignments. These are administered by centres in accordance with the SQA documentation, which has been like shifting desert[4] sands in recent years, and tremendously difficult for schools to do satisfactorily. The constantly changing assessment regime makes it hard to do anything other than box-ticking and undermines the pleasure of studying physics for young people and contributes nothing to the quality of the assessment, let alone the teaching of the subject. Other matters addressed included the range of routes into teaching physics now available in Scotland, and some of the challenges they create in meeting the demand for quality physics teachers. Sharing of strategies is beneficial and tonight was significantly more than therapy for those who attended.
20th - Learning and Teaching Conference[5]
Introduced by Professor Charlie Jeffery, the first teaching and learning conference at Edinburgh, was opened by the Principal, Professor Peter Mathieson. The first keynote was given by Professor Amy Tsui[6] who described how she went about transforming student learning through curriculum reform at her university in Hong Kong. She set out in detail the journey from the reform of secondary education that drove the changes, through the battle for hearts and minds to implementation of policy and sustaining of the change. Her story included specific indicators of the principles that drove the change, and some of the writers, thinkers and resources that had inspired her[7].
The Lonely Vacuum of Space: by JD Hancock (Flickr) CC BY 2.0
Breakout sessions I attended included Siân Bayne's talk on the Near Future Teaching project which is about "working together to co-design the future of digital education at Edinburgh", and an interesting but oddly titled talk "Distributed learning and assessment in digital education", which was neither about distributed learning (or distributed anything else) nor digital education. It wasn't really much about assessment, either, but was more an intelligent and insightful critique of it, and had the best graphic of the whole year so far (right). I also enjoyed Anna Wood's presentation (over Skype) on a project I had helped her with earlier, looking at student-teacher dialogue, in particular student questioning. I wondered (aloud, during the Q&A) if the findings were, in fact, the obvious basic pedagogies that would be known to any competent and qualified teacher, and that what the study had revealed is that there are too many people in teaching roles who have no knowledge of these basics. There seemed to be some support for this interpretation.
The second keynote was given by Dr Torgny Roxå of Lund University in Sweden whose entertaining and passionate presentation considered further the (micro-) cultures in HE teaching and the strong and weak ties that bind them. I'm not convinced that I recognised all of what the speaker was describing in my HE teaching world but I did enjoy some of his analogies, particularly the one that likened giving a lecture to a rock concert in reverse, where all the lights are on at the start, and go out one by one as the lecture proceeds[8].
The afternoon breakouts I attended were Jon Turner's presentation of the Teaching Matters website and blog that is designed to share and celebrate good practice in teaching within the university. I have been subscribing to the RSS feed from the blog and enjoying the posts in recent weeks. The last session was on building a learning community, given by Pamela Docherty of the School of Mathematics, which set out the details of how the school are doing this and considered some of the developments and concerns. The closing plenary was led by Charlie Jeffery who quite rightly looked proud of a successful university-wide conference that celebrates and recognises the importance of teaching and learning here.
15th - Downgrading Solr server
At present (June 2018) Solr 7 is not supported on Moodle 35. The latest version of the Solr server that works with Moodle 35 is 6.6.4. I downgraded the Solr installation to this version to restore global search on the VLE.
13th - Upgrading solr server
I use Apache’s Solr to provide a global search facility on Moodle. Now that my courses have ended for the summer, it’s time to bite the bullet and upgrade the Solr server software from version 6.6.0 which I installed last year, to the current 7.3.1. This turned out to be more straightforward than I feared, and did not require me to touch the PHP solr module that I had to compile from source when I installed it the first time. Here are the steps:
# cd /opt
# wget
# tar zxvf solr-7.3.1.tgz
# cp solr-7.3.1/bin/ .
# rm -rf solr-7.3.1
# ./ solr-7.3.1.tgz -f
Notice the -f flag which tells the script to upgrade an existing installation. The script stops the currently running instance, extracts the new code and starts the instance. A quick check of the admin interface on port 8983 shows the new code running OK, the cores intact, and the client service on Moodle nominal.
1st - Major network outage
Last night I received an alert that my server had gone offline (and indeed, off the DNS). This was due to a large cable cut just North of Stretford made by the operator of a trencher who trenched right through the fibre optic cables. Cable and constructions crews worked through the night to restore service with a surface cable splice by about lunchtime today. All systems seem to be nominal.


31st - Edinburgh Physics Curry
A great discussion around assessment and multi-level/multi-course teaching of National and Higher Physics in local schools. Physics teachers from state and independent schools discussed matters of current concern, particularly with the presentation and assessment of SQA certificate courses in Physics, over a meal. Comparison was made with GCSE/A level programmes.
25th - Reading
An essay on the importance of stupidity in scientific research[9]. The key idea in this essay is that "scientific education might do more to ease what is a very big transition: from learning what other people once discovered to making your own discoveries". Good pedagogy, certainly in Scotland, has this addressed, at least in part. Teachers here are a long way from the teaching methods of the USA (where the cultural context of the author is situated) and much more focused on the development of scientific skills and critical thinking. There's more we can do, of course, but CfE in principle, and well delivered, gives teachers the scope to ease that transition from students as consumers of science to those that can create it.
25th - Data Protection Training
An online course for University staff handling data. It's GDPR day today, so it seemed appropriate. This course aims to provide staff with a better understanding of the data protection legislation, knowledge of who the legislation applies to and its overarching principles, and what to do to comply with it.
23rd - FRSA
Following an invitation to fast track into the Fellowship of the Royal Society of Arts, I was advised today that my application has been successful. Some of the links I provided in support of the application were my LinkedIn profile, my podcasts and photographs, this development log, my University of Edinburgh profile, my personal blog and portal, which includes my latest Pixie Puzzle. It seems my description of myself as a physicist, and educator, a photographer, a geek sits within the culture of the RSA. I like the intersection of the arts, language, science and technology. I am honoured and privileged to join such good company.
21st - WordPress GDPR Compliance
I've installed cookie acceptance, GDPR compliance tools and privacy policies on all of my sites using WordPress this morning. I have taken the position of data controller for all of my client sites because it's easier for me to handle requests from the server end than it is for them. Much of the functionality is now built in to the most recent version of WordPress (4.9.6, released a few days ago).
17th - Digital Teachmeet at Tynecastle High School
I attended this event to pick up some new ideas and to learn about current good practice in schools in the use of digital technologies. It was a well-paced, well-organised event full of great ideas presented by practitioners in short 2-minute or 7-minute slots. Here are some of the highlights:
  • Gill Penny is a former head teacher who for the past few years has been working for Apple in promoting the ADE programme. Her presentation covered the impact of digital technologies and data on the way we communicate, work and live, and what this means for young people entering the digital economy in terms of skills and jobs. She referred to the Edinburgh region's City Deal (see Judy's lecture below) and the new Centre of Digital Excellence at Newbattle. Later, Mark Davidson, DHT at Newbattle, gave us a more detailed insight into the initiative, which included a proposal to stream live teaching to student teachers on campus at Moray House[10].
  • Jenny Robertson, host for the event, broke the ice with a number of engaging activities including the use of the Kahoot quiz tool, and spoke about the effective use of IT/Technologies for digital learning, linking it to HGIOS 4, the self-evaluation toolkit which strongly features digital innovation and digital literacy.
  • Jane Giebeler of Longstone Primary showcased her pupils' work with augmented reality using HP Reveal, speaking avatars with Voki, and the animation maker ToonTastic for storytelling.
  • Ross Gibson, PT at Canalview Primary, presented his work using App Smashing (the process of using multiple apps to create projects or complete tasks) for progression in Book Creator, pointing out Fake iMessage and Sock Puppets applications. He also made use of the BaiBoard collaborative whiteboard to take suggestions for other apps to "smash" from the audience.
  • Yasmine Lloyd (ModLang, Bo'ness Academy) showed us the assessment tool Formative, Michael Alexander from Gillespies demonstrated a really useful instant toolkit ClassroomScreen, Craig McDonald of Tynecastle explored his use of ShowBie for providing audio feedback on scanned homeworks to pupils, and Jenny Moran (Merchiston Castle) demonstrated a (better than Kahoot?) quiz application Quizizz that has a searchable question base to allow you to construct your own.
Overall, a very busy but fun, engaging and worthwhile event to attend. Jenni closed the proceedings with a word of caution: to be successful in the adoption of new tools, it is important to try not to do everything at once. She urges us to take one thing and try it. Finally, she looked forward to the launch in June of Apple's new curriculum "Everyone can create" that will surely be worth looking at.
15th - "Data Education for All" Lecture
This public lecture was my colleague, Professor Judy Robertson's inaugural lecture, given at Moray House to a packed lecture theatre. She was introduced by Professor Dorothy Miell who cited Judy's background and in particular, her involvement in the City Deal partnership to establish a centre of excellence in digital skills education. Judy's lecture considered the impact of the huge increase in data around and about us in society, and the opportunities and challenges that this presents, finally calling for data education for all to enable us as citizens to improve statistical reasoning and help us control our data. Her lecture included several references worthy of follow-up, including Factfulness[11], Hans Rosling's book about the power of facts in a post-truth world.[12] Judy defined data literacy as being a critical consumer of data and controlling our own data trail.
"Statistics should be like cooking” - Xiao-Li Meng, in Wild, 2017[13]
Judy talked about finding meaning in the data and the importance of visualisation tools[14], demonstrating using the gapminder tools website how important data representations are in helping people understand the figures, and develop better statistical reasoning skills. She finally touched briefly on skills development and computing in education, before moving on to a lively and stimulating Q&A, that was eventually moved up to the reception where I got to network with friends and colleagues, old and new. You can find Judy's lecture slides at [1].
9th - Annual Professional Review & Development (PRD) meeting
This meeting is confidential but went without major surprise. As usual with any kind of retrospective, I find it remarkable how much can be achieved in a year. One target I didn't make any progress on, was the one thing I thought unattainable this time last year, which is to have started writing a book. It was at my PRD 12 months ago that I had it emphasised to me that the University I work for actually has no interest in my pursuing a PhD, despite earlier encouragement which led to me spending 3 years of effort and six grand of my own money on the project. I am still hurting from that, but have said I will give some thought to a book of some kind. I've started sketching out some ideas and looking at the process of preparing a proposal.
9th - Published Pixie Puzzle No.12
A cryptic crossword for the Summer of 2018
This is a new addition to the once-regular series of cryptic crossword puzzles I compiled for the Physics teaching community in Scotland. By request, I made a new one for the summer. You can see the rest at


Began the Google Developers crash course on machine learning[15] to keep me fresh on ML as I wait for the next course in the ColumbiaX Micro-Masters in Artificial Intelligence starting in June. I didn't complete the whole course in the available time due to work commitments.
April 23rd Moodle GDPR Webinar
GDPR and Data Protection Compliance - How Moodle empowers institutions. This webinar was organised by ALT, and included speakers Martin Dougiamas (Moodle founder and CEO) and Gavin Hendrick (Moodle BDM). Their presentation is at Martin began with an overview of GDPR, which is an EU regulation to protect personal data. The aim is to harmonise data privacy laws and empower individuals with control over their personal data. A company or organisation needs to have a lawful basis for collecting information, including consent. Right to access and erasure of personal data is part of the regulation, which comes into force in the next few weeks. Key concepts include: Data controller is the organisation; Data Processor processes personal data on behalf of the data controller; and Data protection officer.
Within Moodle, much of the core development in recent months has been focused on GDPR, including a privacy API for plugins to request or delete data they store. Moodle 3.5 will include all of the new software, with 3.3 and 3.4 requiring the GDPR plugins: these require 3.3.5 and 3.4.2 to use these (my VLE is running the latter). The digital age of consent is 16 in the EU. The key point is that organisations are responsible for their own compliance, and that they should not rely solely on software. Next steps for me is to install the GDPR plugins on the Moodle VLE and configure them to allow users and other visitors to understand what data is stored on the site, how to request it and how to have it altered or deleted in compliance with the new regulations[16].
April 23rd ColumbiaX AI course
ColumbiaX CSMM.101x Certificate - edX
Completed the 12-week Columbia University online course on Artificial Intelligence offered via edX. Notes from this course can be found on a separate page. I am quite pleased with the outcomes, which are decent grades[17] and a confident grounding in AI to enable further study and some application.
April 18th IoP Network event
Attended the Institute of Physics Edinburgh Network event at the Hilton. The usual networking and catching up was as useful as ever, including getting a colleague to help with interviewing next week and arranging a support meeting for a former student submitting his GTCS provisional profile in preparation for probation. There were a number of issues presented by the network coordinator, Tom Balanowksi, including calls for industry connections to enhance opportunities for pupils to see the relevance of STEM, a commentary/straw poll on the trend to temporary or so-called GH contracts for school technicians, and the promise of a particle physics masterclass coming up in May. We were given presentations on:
  • A Primary STEM challenge operated by David Dalgleish at St. Augustine's;
  • Details of a stunning project to use Google data representation tools for gathering and use of assessment data by Iain Lawrie of Watson's;
  • General Marking principles and SQA understanding standards (Tom B again)
  • Nat 4/5 Practical Electronics - how to set it up and run it in your school (David D again)
  • Feynman's Dream - an atomically thin quantum world by Prof. Brian Gerardot of Heriot-Watt.
The latter talk was fast but really enhanced my understanding of things quantum, not least entanglement, quantum dots and computing. Tom's comments on SQA standards have prompted me to take the topic forward to next week's PGDE Physics tutorial, where we will look closely at the standards for marking in SQA physics and how it may affect teaching approaches.
April 10th Generation Webb public talk
Generation Webb Event Flyer.jpg
Following the visit last week to Edinburgh's Royal Observatory, Moray House's physics technician, Val Gordon, and I attended a talk on the James Webb Telescope presented as an event within the Edinburgh Science Festival programme. The talk was hosted by comedian-geek girl Helen Keen with a panel of scientists spanning the decades of development of the "Hubble for the next generation": Public Astronomer and AGN scientist Marek Kukula; Professor Gillian Wright; and astronomer Olivia (Libby) Jones. The discussion provided a great deal of information on the new telescope and its construction, context and use, and an opportunity to ask questions of the panel was given. My two questions related to the planned use of AI in astronomy research using the JWST data, following the recent discoveries made by Google's researchers[18], and who was James Webb[19].
April 4th Moodle Community Call
Participated in a community call online meetup with people interested in the development of Project MoodleNet, an initiative designed to create and share resources within the Moodle ecosystem. The call was led by Project MoodleNet lead, Doug Belshaw. This is an interesting idea that might prove useful in developing core educational components that can be re-used in Moodle courses around the world. I am not sure if anything I am creating on my private Moodle VLE will be of use to anyone else because it is very specific to the needs of my specialist programme, but there may be things I can make use of within it from the wider Moodle education community. In turn, I may develop more widely useful units of work within my course and share these back to the community.
April 4th Royal Observatory visit
Participated, with my PGDE Physics students, in a two-hour session at the Royal Observatory Edinburgh. We were given a tour of the reflector telescope cupola, a presentation on the use of Stellarium, the work of and at the ROE, and a chance to see the Crawford Collection in the library. Photos on Flickr.

January - March

March 26th Public Lecture
Scottish Education Policy lecture: Why Statistics Matter, given by Prof. Lindsay Paterson. A powerful lecture, given in memory of Prof David Raffe, which reviewed the history of surveys of education in Scotland over the past 80 years or so. Lindsay went on to examine, through some examples, why these surveys are so important in informing policy in Scotland and importantly, how the withdrawal of Scotland from important surveys has damaged the ability to make informed choices and evaluations of policy. He mentioned on several occasions the work done by Liz Weedon[20] that reliance on SIMD index for Higher Education intake targets, for example, is not only flawed, but may allow targets for inclusion of disadvantaged children to be met without actually widening participation. Some really notable points from the lecture include: "There's a closing of minds to science"; a criticism of teacher education for now being completely without psychology; criticism of the participation by the Scottish Government in the current global "anti-quantitative" sentiment; and the refusal by the Scottish Government to engage in serious debate, even of its own consultations.
February 27th Digital Transformation Conference
Attended the Digital Transformation Conference at Our Dynamic Earth. This conference was organised by Digit and featured speakers from digital business. I got the chance to catch up with former colleagues in digital security and researchers in machine learning. The four sessions before coffee covered global trends and ideas for strategy and management of change related to digital innovation, not least of which was the huge expansion in the use of AI and machine learning. Following the break, I attended two breakout sessions that provided very specific examples of the use of machine learning, the first in security and the second from a more general perspective. The latter session was particularly useful as it provided a walk-through of code to set up, train and interrogate a neural network designed to solve a business problem. What is particularly encouraging is that the techniques of artificial intelligence have not moved on significantly since I studied them twenty years ago: what is different is raw processing capacity and the availability of libraries to make implementation simpler. Finally, it is clear that the tech sector is getting better at gender inclusion, with significantly more women attending than did this kind of event a few years ago. Follow up will include following the work of Girl Geek Scotland.
January 29th ColumbiaX AI course
Started the 12-week Columbia University online course on Artificial Intelligence offered via edX. Notes from this course will be recorded on a separate page. I am doing this course to refresh my skills with AI and develop evidence of programming in Python.
January 18-19th SUSS conference
2018 SUSS Conference for student science teachers in Scotland, Beardmore Hotel Clydebank. This two-day conference is organised and operated by SSERC and provides a comprehensive and rich CPD experience for student teachers. Workshops, keynotes and presentations cover a range of practical techniques, strategies and resources to help them, away from school and campus environments, deepen their confidence, creativity and competence in teaching science. For me as a tutor, it presents and opportunity to catch up with the latest ideas as well as network with important partners and colleagues in other institutions involved in developing and supporting teachers. Of particular interest is how the various routes into teaching are working, and how the student experience varies across that range of provision.
January 16th Public Lecture
Attended Professor Lani Florian's public lecture, "On the Presumption of Mainstreaming - Ideas and Reality" at Moray House. This was a sold-out event that filled a large lecture theatre with the spectrum of education's interested parties. In the hour-long talk, introduced by Prof. Rowena Arshad, Lani provided some detailed historical context and pointed to the "practice gap" between what is said and done by teachers, schools and local authorities. Highlighting some of the inconsistencies in policy and funding, she drew some reaction from the audience in the post-talk discussion and commentary space. For me as well as a number of practitioners in the room, much of the sentiment is naive, socialist idealism that fails to acknowledge, let alone take into account, the pragmatic realities of the world. A couple of quotes from the lecture will illustrate this:
"The arc of the moral universe is long but it bends towards justice."
This originates in 19th-century Freemasonry, appearing in Albert Pike's Morals and Dogma and Theodore Parker's sermons of the 1850's. The line above is rooted in vague spiritualist ideals familiar to the Freemason and is, like much Masonic writing and ritual, a paradigm to which the Apprentice aspires. It is set in contrast to the pragmatic realities of the world.
"[Special educational need] does not mean extra work for teachers."
The latter statement, in my notes, breaks the laws of thermodynamics. Clearly, anything that deviates from vanilla requires more effort to address: that is one of the wonderful things about being a teacher - teaching the differences. Special need implies special measures, ergo, special effort.
January 1st Mediawiki software update
The first thing this year is to update the MediaWiki software and database to version 1.30.


  1. Langner, R., 2013. To Kill a Centrifuge. , (November), pp.1–36.
  2. Falliere, N., Murchu, L.O. & Chien, E., 2011. W32.Stuxnet Dossier. Symantec-Security Response, Version 1.(February 2011), pp.1–69.
  3. (Affiliate link)
  4. This was both pertinent and hilarious when we were asked if we wanted something from the "desert menu": the waiter's expression was delightful when we asked, sniggering, for Aloo Gobi.
  5. The conference programme is here.
  6. Pronounced "choy"
  7. Including Daniel Pink, Alan Greenspan, Steve Jobs and others who talked about the importance of culture, a theme that would return throughout the day. A specific book cited was Thomas, D. & Brown, J.S., 2011. A New Culture of Learning : Cultivating the Imagination for a World of Constant Change. World Future Review, p.137.
  8. Not in one of my lectures, of course.
  9. Schwartz, M.A., 2008. The importance of stupidity in scientific research. Journal of Cell Science, 121, p.1771.
  10. News to me!
  11. Affiliated link - support the cost of running this site by clicking through and buying the book. Thank you.
  12. I followed this up and visited the authors' website, where I did their test, which revealed that I have a pessimistic belief about a number of important global facts. Try it yourself!
  13. Wild, C. J. (2017) ‘Statistical literacy as the earth moves’, Statistics Education Research Journal, 16(1), pp. 31–37.
  14. See the example Judy described at cestlavis, for a good example of how this can be approached.
  16. This is now done as of 23rd April 2018.
  17. Grades: exam 83%, quizzes 91% and programming assignments 93%, giving me an overall score of 90%. Exams are conducted using remote surveillance software.
  18. Shallue, C.J. & Vanderburg, A., 2017. Identifying Exoplanets with Deep Learning: A Five Planet Resonant Chain around Kepler-80 and an Eighth Planet around Kepler-90. The Astronomical Journal, 155(2), p.94.
  19. Yes, I could have googled but I thought it was a good question to ask for the audience.
  20. I first met Liz twenty years ago through the Pony Club.

Development diary 2017