Archive for the ‘My Learning Journey’ Category

Educamp (Ilmenau, Germany) The event of the year

April 21st, 2009 by Cristina Costa
Last weekend I traveled all the way to Ilmenau, Germany. I must say that it was not the easiest city to get to (physically – I think the virtual participants have no complaints here ) , BUT it hosted the best learning event I have recently been to. It was not just the fact [...]

Educamp 09

April 16th, 2009 by Cristina Costa

Are you taking part in the Educamp09?

You now can, even if you are miles away from the event’s venue. The educamp team has put together quite a few interesting virtual sessions, and you are all welcome to join and interact with us. Below please find more information about our virtual guest speakers and links to the online channels.  See you there! 😉

Schedule for Saturday

The Edu-BarCamp: After arrival, participants will briefly present their suggestions regarding the sessions they want to host as part of the event. This will result in the final version of the event’s schedule.
Participants will then be able to offer their sessions and/or take active part in the discussions hosted during the event.

From 9am – Registrations
09.30 bis 10.30 CEST – Welcoming and negotiating the event’s schedule

10.30 bis 11.15 CEST – Session #1
–> including session with Helen Barrett (virtual participation).
11.15 bis 12.00 CEST – Session #2

12.00 bis 13.00 CEST – Lunch
with the live radio show sounds of the bazaar with Graham Attwell and Helen Keegan (LINK)

13.00 bis 13.45 CEST – Session #3
–> including session with Steve Wheeler (virtual participation)
13.45 bis 14.30 CEST – Session #4
14.30 bis 15.15 CEST – Session #5
–> including session with Stephen Downes (virtual participation)

15.15 bis 15.45 CEST – Coffee Break

15.45 bis 16.30 CEST – Session #6

To join the virtual sessions, please link here: http://educamp.mixxt.de/networks/wiki/index.educamptv

The session schedule with the associated Mogulus-Channel for Saturday you find here.

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    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


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


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