Inspired by Tom Barrett’s presentations based on one idea per slide, I just asked Graham how big a slide was. After a pitying look and a very sniffy technical response, he helpfully put up a powerpoint on his screen and we measured how wide it was with a wooden ruler. It was about 30cm. Then I went for full screen mode and stretched it to .67 metres, which is therefore the length of an idea.
Divide that into a kilometre and it comes to about 1500 (give or take a few slides that sneakily have two ideas and take away the title slides and allowing a factor for lap top size screens). Then I counted the number of ideas already published on Chalkface, including Tom’s, and found 108. That’s 72 metres of idea already – not bad, and loads to come!
Now I want an electronic thermometer thingy – like they used to have to measure the donations towards replacing the lead on the church roof – to see whether we can get a kilometre of ideas in the next year.
I admit there are some conceptual problems here because everyone knows that ideas are traditionally are measured by weight (as in ‘I’ve got tons of ideas’) or volume (as in ‘Here’s a handful of ideas’ ).
Anyway – that’s the target. A kilometre of ideas for teachers.
Bored of Pontydysgu : (
PS Graham has pointed out that tweeted ideas are smaller so if some maths teacher could work out how long 140 characters are….
Last year I posted 20 Things To Do With Mobile Phones (or something!) – here’s the next generation of ideas, started by Tom Barrett. Seems a fitting tribute to Steve Jobs
As promised – the first of the ‘mile of ideas’ topics
Great idea from Tom Barrett who started off the series of ‘How to…’ presentations. One idea per slide, add yours on the end and keep it rolling! And loads of thanks to all those who have already contributed.
If you want to join the party, look at the last slide of any one for information on how to do this. Meanwhile, twitter their existence and alert all those over-worked, short-on-ideas teachers you know. We are going to post the whole series here.
Tom has an excellent website This is a must-read for all classroom teachers. Please note – those of you who have accessed his site before – the url has changed. (For which he blames the bullying of Doug Belshaw!!) Whatever the address, you NEED this site!
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:
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.
According to the Guardian, research conducted with more than 6,300 authors of journal articles, peer reviewers and journal editors revealed that over two-thirds of researchers who have never peer reviewed a paper would like to. Of that group (drawn from the full range of subject areas) more than 60% said they would like the option to attend a workshop or formal training on peer reviewing. At the same time, over two-thirds of journal editors told the researchers that it is difficult to find reviewers