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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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.

Continually becoming: open learners and open educators

October 7th, 2019 by Graham Attwell

“Being open’ is not binary state or a one-time decision”, says Catherine Cronin. Many open educators and scholars have referred to openness as a way of being, or becoming . “Open educational practices (OEP) are continually negotiated by individuals within various contexts. And Zourou (2017) reminds us that engagement in OEP is “far from being a natural act”. So the work of open educators is complex: navigating the complexities of open practice and open learning ourselves; seeking to develop the reflective, open practices of the learners and students with whom we work; and, for many, experiencing tensions between enactment of open identities/OEP and traditional scholarly practices within our institutions.”

Latest from Wales Wide Web

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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Does AI mean we no longer need subject knowledge?

January 15th, 2020 by Graham Attwell

I am a little bemused by the approach of many of those writing about Artificial Intelligence in education to knowledge. The recently released Open University Innovation Report, Innovating Pedagogy, is typical in that respect. “Helping students learn how to live effectively in a world increasingly impacted by AI also requires a pedagogy”, they say, “that, […]

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Artificial, Intelligence, ethics and education

January 2nd, 2020 by Graham Attwell

I guess we are going to be hearing a lot about AI in education in the next year. As regular readers will know, I am working on a European Commission Erasmus Plus project on Artificial Intelligence and Vocational Education and Training. One subject which is constantly appearing is the issue of ethics. Apart from the […]

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SMEs are not the same as large firms

December 18th, 2019 by Graham Attwell

Much of my work at the moment is focused in two different areas – the training and professional development of teachers and trainers for the use of technology for teaching and learning and the use and understanding of labour market data for careers counseling, guidance and advice. However as data increasingly enters the world of […]

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Understanding the gender pay gap

December 5th, 2019 by Graham Attwell

We have written before about the gender pay gap in the UK. According to the Office for National Statistics the average hourly (gross, excluding overtime) gender pay gap in the UK for all employees fell from 17.8 per cent in 2018 to 17.3 per cent in 2019. However, nee research has revealed cross-national gaps vary […]

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Latest from Pontydysgu Blogs and Speakers' Corner

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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Getting ready for the holiday break – Looking forward to next year

December 15th, 2019 by Pekka Kamarainen

In my recent posts I have summarised the results that have been achieved for the EU-funded project TACCLE 4 CPD from the perspective of vocational education and training (VET). In addition I have provided insights into the work with Open Educational Resources (OER) as support for vocational teaching/learning arrangements. Altogether I have been relatively pleased […]

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Highlights in the TACCLE 4 CPD project – Working with the theme “Open Educational Resources (OER)”

December 15th, 2019 by Pekka Kamarainen

In my previous posts I have presented results that have been achieved in the EU-funded project TACCLE 4 CPD. I have drawn attention to the reports that have focused on promoting digital competences of teachers and trainers in the field of vocational education and training (VET). With this post I want to shift the emphasis […]

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Presenting my contributions to TACCLE4 CPD project – Part Six: The complete set of reports is available on ResearchGate

December 14th, 2019 by Pekka Kamarainen

During the last few weeks I have worked hard to finalise my deliverables for the EU-funded project TACCLE4 CPD. The project develops models for continuing professional development (CPD) to promote digital competences of teachers and trainers. The acronym TACCLE stands for “Teachers’ aids on creating contents for learning environments”. The current project is already the […]

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Presenting my contributions to TACCLE4 CPD project – Part Five: Working with the annexes to the Theme Room Training 2020 framework

December 13th, 2019 by Pekka Kamarainen

Last week I was happy to announce that I had completed the text to my final deliverable for the TACCLE 4 CPD project – the Theme Room Training 2020 framework for promoting digital competences of vocational teachers and trainers. At the same time I made the point that the mere drafting of such a framework […]

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Presenting my contributions to TACCLE4 CPD project – Part Four: Shaping a new Theme Room Training framework

December 8th, 2019 by Pekka Kamarainen

In my previous posts I have given an overview of the reports for our ongoing TACCLE4 CPD projects that I had completed so far. At the end I have mentioned that all the reports so far provide contributions to a new framework for developing training for teachers and trainers – with emphasis on promoting digital […]

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    News Bites

    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.


    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


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  • RT @Livingstone_S My @TEDTalks on #Parenting for a #Digital #Future is published! @Livingstone_S urges we forget #screentime panics and advocates that the key lies in embracing technology alongside children - and she lays out a practical roadmap for how to get there. ted.com/talks/sonia_li…

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