Editorial

The UK and Erasmus+

I’ve had a lot of questions about the future of the Erasmus Plus programe in the UK. This follows the defeat of an amendment to the government Brexit Bill binding the UK to remain in the Erasmus Plus programme. I am sorry the amendment failed. But not all may be as it seems at first […]

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Brexit and Erasmus Plus

I guess it is no secret that Pontydysgu staff are not great fans of Brexit. Given that much of our work is undertaken in partnership with organisations from across Europe, Brexit is a threat to our future. That is one reason we have set up Pontydysgu SL, a Spanish registered SME. Anyway – to get […]

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Multimedia

Hybrid Learning Spaces

February 4th, 2020 by Graham Attwell

Its never boring with Yishay Mor. Here he is inviting you to send us videos, pictures or presentations which express your perception of a “hybrid learning space”.

We are not Robots

November 12th, 2019 by Graham Attwell

We’re constantly asked to make decisions about personal data about us, and we are only just starting to grasp the impact these decisions have on us, and others.

Here, Renate Samson, Anna Scott and Peter Wells share findings from research published today, on how ‘the people’ understand data, and a tool we’ve created to help us all have more nuanced, constructive discussions about data about us. More information from the Open Data Institute.

Latest from Wales Wide Web

AI and the future of Education

February 20th, 2020 by Graham Attwell

More as promised in my last post from the interviews we are doing on AI and Education. One implication of AI and automation is changes in curriculum content and pedagogy. I talked with Chris Percy about this. Chris pointed out that for school leavers qualification at GCSE level maths and English are a requirement even […]

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AI, automation, the future of work and vocational education and training

February 17th, 2020 by Graham Attwell

Regular readers will know I am working on a project on AI and Vocational Education and Training (VET). We are looking both at the impact of AI and automation on work and occupations and the use of AI for teaching and learning. Later in the year we will be organizing a MOOC around this: at […]

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Changing the role of Assessment

February 11th, 2020 by Graham Attwell

Formative assessment should provide a key role in all education and particularly in vocational education and training. Formative assessment can give vital feedback to learners and guidance in the next steps of their learning journey. It can also help teachers in knowing what is effective and what is not, where the gaps are and help […]

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Good jobs, bad jobs, skills and gender

February 3rd, 2020 by Graham Attwell

I have written before about the issues of interpreting sense making from Labour Market Data and the difference between Labour Market Information and labour Market Intelligence. This is exposed dramatically in the article in Social Europe by German Bender entitled ‘The myth of job polarisation may fuel populism’. As German explains “It has become conventional […]

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Ed-tech for good?

January 24th, 2020 by Graham Attwell

The Open Universiteit and the Centre for Education and Learning (CEL) at Leiden-Delft-Erasmus are publishing a new video series. “The digital revolution is having a significant impact on the way we learn and the ways in which educational institutions operate and engage with their students”, they say. Learning in a Digital Society vodcast series gives […]

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Work based learning

January 24th, 2020 by Graham Attwell

“Will US universities be made redundant by the employability agenda?’, asks the Times Higher Education. It is a bit of a curious article. THE says that student debt and doubts by companies that college graduates are “job-ready” is leading to “increasing numbers of companies are taking the training of their workers in-house.” Companies provide classroom […]

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Latest from Pontydysgu Blogs and Speakers' Corner

Ideas for the forthcoming Multiplier Event of the TACCLE4 CPD project – bringing Learning Toolbox and OER into practice

February 17th, 2020 by Pekka Kamarainen

In my previous post I told that I will be travelling quite a while and get back to office at the end of May. But I also mentioned that we (me together with my colleagues Ludger Deitmer and Jan Naumann) are planning a Multiplier Event on using digital tools to enrich vocational learning culture. And […]

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Bye bye, Bremen – see you some time later in the year

February 16th, 2020 by Pekka Kamarainen

As I have mentioned in an earlier post, I am in the process of going to retirement (although having an extension to my part-time contract for the TACCLE4 CPD). So, this is a departure with three steps. Now, the first step has taken place. I have stopped working regularly at my office at ITB and […]

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Notes on the Blogchat of February – ePosters powered by Learning Toolbox are not merely e-posters

February 5th, 2020 by Pekka Kamarainen

Some time ago I had a chat with my colleague Gilbert Peffer on the recent progress with the Learning Toolbox (LTB) that was developed in our common project. I was so impressed that I wrote a blog post on our discussion.  Moreover, we agreed to continue these discussions and to introduce a new format of […]

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Thoughts about Brexit – Part Three: The negotiations and decision-making

February 3rd, 2020 by Pekka Kamarainen

With my two previous posts I have started to write down my thoughts about Brexit. As I have said, I didn’t really want to take up this theme on my blog. And indeed, I haven’t had the least intention to present myself as a historian or as a political analyst. In my first post I […]

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Thoughts about Brexit – Part Two: The campaigning

February 2nd, 2020 by Pekka Kamarainen

With my previous post I started to spell out my thoughts about Brexit. As I said, I didn’t really want to take up this theme on my blog. And, moreover, I didn’t have the least intention to present myself as a historian or as a political analyst. What I have written in my first post […]

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Thoughts about Brexit – Part One: The difficult pre-history

February 1st, 2020 by Pekka Kamarainen

I thought that I could just have a good night sleep and then go on with everyday life. I didn’t want to take up this theme on my blog. But apparently my thoughts are still caught with the departure of the United Kingdom from the membership of the European Union – Brexit, as we have […]

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    News Bites

    Erasmus+

    The European Commission has published an annual report of the Erasmus+ programme in 2018. During that time the programme funded more than 23,500 projects and supported the mobility of over 850,00 students, of which 28,247 were involved in UK higher education projects, though only one third of these were UK students studying abroad while the remainder were EU students studying in the UK. The UK also sent 3,439 HE staff to teach or train abroad and received 4,970 staff from elsewhere in the EU.


    Skills Gaps

    A new report by the Learning and Work Institute for the Local Government Association (LGA) finds that by 2030 there could be a deficit of 2.5 million highly-skilled workers. The report, Local Skills Deficits and Spare Capacity, models potential skills gaps in eight English localities, and forecasts an oversupply of low- and intermediate -skilled workers by 2030. The LGA is calling on the government to devolve the various national skills, retraining and employment schemes to local areas. (via WONKHE)


    Innovation is male dominated?

    Times Higher Education reports that in the UK only one in 10 university spin-out companies has a female founder, analysis suggests. And these companies are much less likely to attract investment too, raising concerns that innovation is becoming too male-dominated.


    Open Educational Resources

    BYU researcher John Hilton has published a new study on OER, student efficacy, and user perceptions – a synthesis of research published between 2015 and 2018. Looking at sixteen efficacy and twenty perception studies involving over 120,000 students or faculty, the study’s results suggest that students achieve the same or better learning outcomes when using OER while saving a significant amount of money, and that the majority of faculty and students who’ve used OER had a positive experience and would do so again.


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