BIRMINGHAM DIGITAL A fascinating – and exciting – proposal submitted by: Jean-Baptiste Cazier, Centre for Computational Biology, Institute of Cancer and Genomic Sciences George Gkoutos, Centre for Computational Biology, Institute of Cancer and Genomic Sciences, Institute of Translational Medicine David Parker, Institute for Textual Scholarship and Electronic Editing Bob Stone, Human Interface Technologies Team, School … Continue reading “Birmingham Digital”
What’s the issue ? Well we can argue, as to exactly which sample/technical specialism we consider – but it is hard to argue that there isn’t an issue. Some ball park figures to set the scene. Engineering, averages ~16% female, Women in STEM – facts and statistics (Reporting period 2012-2015, IET https://communities.theiet.org/files/8042) Physics, average nationally, ~21% … Continue reading “Will the gender balance on Engineering and Physical Sciences programmes be the same in 2026?”
After the launch of the Big Conversation I asked my 10 year old daughter to describe in one word what she thought going to university would be like. She thought for a moment and then said “noisy”. I confess I didn’t ask why – I got distracted by the fact that we had arrived at … Continue reading “A “Noisy” University?”
I’ve just come out of a staff workshop on Technology Enhanced Learning (TEL) hosted in the College of Social Sciences. So many interesting issues were raised. The three key drivers for TEL in my mind are technology, the Teaching Excellence Framework (TEF) and students. Technology gives us new and growing opportunities to integrate the physical … Continue reading “Technology Enhanced Learning”
See link below for a suggestion to governmthat all students should take credit-bearing courses in entrpreneurship. If they did, how might that change university education in the future?
It’s all about the assessment: In 2026 we should have separated formative and summative assessment. In breaking the covalent bond between these two unequal twins we allow each to do it’s proper job, unencumbered by the other. I recently asked my students why they were not engaging with all the wonderful and innovative formative assessment … Continue reading “Separating Formative and Summative assessment into module and programme level.”
Birmingham University is a Research Intensive Institution and will be in 2026. We do research from atoms to the atmosphere, from sharks to Shakespeare. Research permeates all our teaching and students are engaged in research and research related activities at all levels. Our research success and our investment in research directly and explicitly benefits our … Continue reading “RIT 2026: the interplay between research and teaching”
In 2026 I hope that the routine feedback we give students has been computerised, so increasing students’ access and speed of feedback. If you are marking 100 essays how many times are you correcting the basic errors of incorrect referencing, use of the first persons, incorrect grammar, and inappropriate subheadings … the list goes on. … Continue reading “Computer says no: Automatic assessments for rapid feedback?”
The Futures Concept Theme (this is your chance to engage in some pioneering blue-skies thinking) Looking ahead to 2026: What kinds of futures can you imagine for universities and what will be different compared to today? How will research-intensive universities of the future need to be structured and organised?
What do I think education should look like at Birmingham in 2026? I would be very happy if the words in the title were rearranged into the order: 1) Learning outcomes 2) Assessments 3) Teaching. I would be even happier if we had a situation where the students define their own learning outcomes. After their … Continue reading “Teaching, Assessment and Learning Outcomes (LOs): Put these in the right order!”