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The Wales Wide Web has moved

October 26th, 2007 by Graham Attwell

On 2 December 2003 I wrote “Blogs should have a significant starting point. Mike Malloch from Knownet set me up this blog over a week ago. And I have spent a week trying to think of something significant to start with. What could be better than Werder Bremen going into the winter break top of the Bundesliga.”

Some 560 blog posts on Werder Bremen are alas only in second place in the Bundesliga. But we beat Lazio Roma in the Champions League on Wednesday. And that, I think, is significant event enough for launching the Wales Wide Web at its new home on the Pontydysgu web site.

Why the move? When I started the blog I was working part time for Knownet. However some two years later we parted tracks. I wanted to refocus my work on the pedagogic application of new technologies. I left the blog on the Knownet site. And indeed Mike and the others from the Knownet crew have been good to me over the years, sorting out the occasional bug and fixinfg the site when I have pasted goobledygook code into my posts. A big thanks to them all.

But the time has come to move on. Pontydysgu – for whom I now work full time – have a new and exciting web site. And moving over to this site will allow me more room to experiment with the design and functionality of the blog. Plus, over the last six months, I have become increasingly fond of WordPress. So here we are. If you have not already done so please chnage your feedreader to link to this page.

I will be adding those 560 or so back posts to this site. But it may take a couple of weeks. So please be patient. And next week I promise you a positive flurry of goodies.

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    News Bites

    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

    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.

    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time

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