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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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    Learning about technology

    According to the University Technical Colleges web site, new research released of 11 to 17-year-olds, commissioned by the Baker Dearing Educational Trust, the charity which promotes and supports University Technical Colleges (UTCs), reveals that over a third (36%) have no opportunity to learn about the latest technology in the classroom and over two thirds (67%) admit that they have not had the opportunity even to discuss a new tech or app idea with a teacher.

    When asked about the tech skills they would like to learn the top five were:

    Building apps (45%)
    Creating Games (43%)
    Virtual reality (38%)
    Coding computer languages (34%)
    Artificial intelligence (28%)


    MOOC providers in 2016

    According to Class Central a quarter of the new MOOC users  in 2016 came from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).

    They list the top five MOOC providers by registered users:

    1. Coursera – 23 million
    2. edX – 10 million
    3. XuetangX – 6 million
    4. FutureLearn – 5.3 million
    5. Udacity – 4 million

    XuetangX burst onto this list making it the only non-English MOOC platform in top five.

    In 2016, 2,600+ new courses (vs. 1800 last year) were announced, taking the total number of courses to 6,850 from over 700 universities.


    Jobs in cyber security

    In a new fact sheet the Tech Partnership reveals that UK cyber workforce has grown by 160% in the five years to 2016. 58,000 people now work in cyber security, up from 22,000 in 2011, and they command an average salary of over £57,000 a year – 15% higher than tech specialists as a whole, and up 7% on last year. Just under half of the cyber workforce is employed in the digital industries, while banking accounts for one in five, and the public sector for 12%.


    Number students outside EU falls in UK

    Times Higher Education reports the number of first-year students from outside the European Union enrolling at UK universities fell by 1 per cent from 2014-15 to 2015-16, according to data released by the Higher Education Statistics Agency.

    Data from the past five years show which countries are sending fewer students to study in the UK.

    Despite a large increase in the number of students enrolling from China, a cohort that has grown by 12,500 since 2011-12, enrolments by students from India fell by 13,150 over the same period.

    Other notable changes include an increase in students from Hong Kong, Singapore and Malaysia and a fall in students from Saudi Arabia and Nigeria.


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