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Bringing Learning Toolbox to wider use in training for construction sector

Monday, November 5th, 2018

Reflections on #ECER2018 – Part One: Bringing Learning Toolbox and ePosters ‘home’ to ECER

Tuesday, September 11th, 2018

Learning Toolbox goes (to) ECER – Welcome ePosters prepared with EERA-Toolbox

Sunday, September 2nd, 2018

Working further with the Learning Toolbox (LTB) – Part Two: LTB-based ePosters become success stories in European conferences

Wednesday, October 11th, 2017

Working further with the Learning Toolbox (LTB) – Part One: Notes on meetings with application partners

Wednesday, October 11th, 2017

Working further with the Learning Toolbox – Overview on current activities in construction sector

Friday, June 16th, 2017

Presenting the Learning Layers experience – the Learning Toolbox Chronicle

Friday, November 11th, 2016

Learning Layers in Leeds – Part Two: Giving a picture on construction pilot and Learning Toolbox

Wednesday, September 28th, 2016

Thoughts on “Digital divide 4.0” – Part Three: Discussions on the use of Learning Toolbox at construction sites

Saturday, September 17th, 2016

Thoughts on “Digital divide 4.0” – Part Two: Observations on the uses of Learning Toolbox in Bau-ABC

Friday, September 16th, 2016
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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.”


    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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