Archive for the ‘Angela Blog’ Category

Tackling tricky topics – Cyber Bullying

January 30th, 2015 by Angela Rees

Originally posted on Babi Tech:

Cyber bullying is when someone uses technology like texting, online chat rooms and social networks to bully someone. Children may find it hard to talk about cyber-bullying so it’s important to let them know that they can talk to you about anything.

Top tips for broaching the subject;

Stay calm. Children need to know that you’ll listen without judging or threatening to deal with a bully yourself.

Conversation starters;

Who’s sent you a message today? What did you talk about?

How to deal with it;

Keep the evidence, find out how to take screen shots on http://www.take-a-screenshot.org

Don’t punish the victim by removing internet access or phone use as fear of this may prevent children from wanting to tell you if something is going on.

Do monitor internet access and phone use and take an active interest in what’s going on.

Don’t feed the trolls. As with all bullies, ignoring…

View original 91 more words


Filed under: Dissertation distractions ;-)

RadioActive 101 presents ‘Mental Health and Young People: Experiences and Perspectives’

January 30th, 2015 by Angela Rees

Live show 7PM, Friday 30 Jan 2015
radioactive101.org
RadioActive101: Learning through radio, learning for life!

RadioActive 101 presents ‘Mental Health and Young People: Experiences and Perspectives’. In this show we explore what different groups of young people in the UK think about mental health, discussing their experiences and giving their perspectives on perceived differences in help and support for mental health issues at school and college.
The show is hosted by Tom Gerken from the University of East London (UEL) and goes out to you, live at 7pm on Friday 30 Jan 2015.

Go to the website radioactive101.org and click ‘Listen Live’

http://listenlive.radioactive101.eu

Connect with us on Facebook https://www.facebook.com/RadioActive101
Follow us on Twitter https://twitter.com/RadioActive101


Filed under: RadioActive Tagged: RadioActive

Tackling tricky topics – Adult content

January 21st, 2015 by Angela Rees

A:

More from my O2 guru content – this is part one of Tricky Topics and how to approach them with young people.

Originally posted on Babi Tech:

Let’s face it, no one wants to talk to their children about adult content. In fact if we were playing cringe-worthy-parent-moments top-trumps, porn beats them all. The trouble is, no matter how good our home internet parental controls are, you only need to walk around the magazine aisle of a supermarket to expose your child to an abundance of sexualized images. It’s something we need to talk about and I’d rather brave my inevitable blushes than let someone else talk to my kids about it first.

Top tips for broaching the subject;

Keep it age appropriate, if your children are very young, you can talk to them about respect for their own body and respect for other people. You can also reassure them that they can talk to you about anything.

Prepare yourself;

Think about what messages you do and don’t want to get across to your child. You…

View original 88 more words


Filed under: Dissertation distractions ;-)

Preparing kids for unsupervised internet use

January 19th, 2015 by Angela Rees

Originally posted on Babi Tech:

More of the content I produced for O2 Telefonica, you can find the published versions and more on the O2 guru bites site but I thought the Babitech and Pontydysgu audiences would appreciate their own versions…

The internet is an amazing place for learning, creating, playing and socializing for the whole family. You wouldn’t let your kids play outside unaccompanied unless you were confident they could cross the road safely and not talk to strangers and the same applies to the internet. We all want online experiences to be positive so here’s a green cross code for unsupervised internet use.

For Parents;

Turn on the parental controls by logging in to your internet provider and opting in to the safety options.

Turn safe search on for Google by going to www.google.com/preferences and clicking “filter explicit results”

Remember to do this on all computers, mobiles and tablets your child has access…

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Filed under: Dissertation distractions ;-)

How Babis Learn Tech

January 9th, 2015 by Angela Rees

A:

Humorous explanations of first interactions with technology.

Originally posted on Babi Tech:

All of the cartoons in one handy blog post.

Behaviourist Babi

Behaviourist Babi

Cognitivist Babi

Cognitivist Babi

Humanist Babi

Humanist Babi

Social Constructivist Babi

Vygotsky Babi

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Filed under: Dissertation distractions ;-)

A Plain Speaking Guide to the KS3 Computing Curriculum in England

January 7th, 2015 by Angela Rees

Originally posted on Babi Tech:

I did some writing for O2 Telefonica at the end of last summer, you can find the published versions and more on the O2 guru bites site but I thought the Babitech and Pontydysgu audiences would appreciate their own versions…

A Parents Guide to the KS3 Computing Curriculum

Learning about computing is learning to think in a logical way. You need to be able to break a problem down into smaller parts, to look for and recognise patterns, to work out what the most essential details are and come up with a step by step method for solving the problem which anyone could follow and produce the same results. All of these things can be taught without any technology at all. You could programme your kids to make the perfect cup of tea!

If you have children in years 7, 8 or 9 in England, they will be studying the…

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Filed under: Dissertation distractions ;-)
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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


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    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.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


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