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Sounds of the Bazaar 14

November 14th, 2007 by Graham Attwell

This edition of Sounds of the Bazaar came out a couple of weeks ago. But it was just before we launched this web site. So I am republishing it now, for those of you who may have missed the original on the Bazaar site.  And, don’t forget, Sounds of Bazaar can also be obtained from the iTunes store.

Welcome to the second of our special series of autumn shows. This series is being produced in conjunction with Online Educa Berlin. Each edition we feature some of the themes and speakers form this years Online Educa conference, being held at the end of November in Berlin.

In this show we feature two contributors to Educa. Ruth Rominger is Director of Learning Design at Monterey Institute. Ruth talks to us about the development of Open Educational resources, social authoring, sustainability models and much more.

Steve Wheeler will also be at Online Educa. He is part of a panel looking at the potential of Multi User Virtual Environments, including Second Life, for learning. In the interview Steve talks about the development of a project on sexual health in Second Life.

Web site of the month is “not School, not Home , but Schome.”

We present the second part of our interview with Stephen Downes.

And I talk about the forthcoming Bazaar conference.

The musical mix which holds it all together is the work of Dirk Stieglitz. As a good tradition the music comes again from the great music site Jamendo.com and is published under a Creative Commons licences. In this volume you listen to the band Killing Jazz and their album “2nd Round“.

We hope you will enjoy the show.

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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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