Archive for the ‘paradygmat’ Category

Message to the readers

January 26th, 2010 by Ilona Buchem

Hello everyone,

My name is Ilona Buchem and I will be writing here on how ICT is changing educational sciences and education research today. I titled this blog “Paradygmat” which is a Polish word for “paradigm”.  With Pontydysgu aiming at enhancing diversity and multilingualism, I will be writing here in Polish, my mother tongue. I hope that those of you, who can’t understand it, will be able to do so with the help of online translation services.

But let’s get back to the term “paradigm”. Based on the philosophy of Thomas Kuhn, “paradigm” refers to a set of practices, such as methods of observation and interpretation, which define a scientific discipline during a particular period of time. When limitations of basic assumptions in a particular field are recognized, a paradigm shift occurs. The existing paradigm is enlarged and frontiers of knowledge are pushed forward. For example, the printing press, Gutenberg’s invention and the making of books changed the culture and affected the scientific revolution. Similarly, information and communication technologies, such as social media or mobile devices, are driving a new paradigm shift today.

So in this blog, I would like to focus on how educational sciences are shifting towards more openness, interdisciplinary exchange and collaboration, discourse beyond traditional boarders, stronger interactions with practice etc. I would like to discuss with you the impact of scientific peer online communities, interdisciplinary research, collaborative scientific writing, new practices and formats of conferences and symposia, to name a few.

I am looking forward to discussing these interesting topics with speakers of Polish and speakers of other languages! Hope we will enjoy it and learn from each other!

Greetings,

Ilona Buchem

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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.

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    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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