Introduction

    Speakers’ Corner

    June 1st, 2010 by Dirk Stieglitz

    Speakers’ Corner is a space for Pontydysgu associates and guest bloggers. It includes the following bloggers.

    Ana García Muñoz

    My name is Ana García Muñoz and I´m from Spain. I´m a Sociologist and I have worked, among others, in European projects in VET. My research interest include informal learning, the changing roles and competences of teachers and trainers with special attention to emergent profiles including acreditation models. In the blog I want to reflect the current Spanish situation in this field in reation with the European landscape.

    My Learning Journey

    Cristina Costa’s learning journey……..

    Jo’s Blog

    Jo Turner-Attwell is an intern at Pontydysgu who is discovering she has more to write in a blog than she originally thought.

    Ange’s Blog

    Angela Rees is a researcher and teacher based in Pontypridd in Wales. Her research intersets include e-learning, special education and learning difficulties and dyslexia.

    Daniela’s Blog

    Daniala Reimann’s blog on Media Arts Education focuses on interdisciplinary approaches in media, arts and education at school and university level.

    Dialogos

    Maria Perifanou has been working as an Italian language teacher for the last ten years and a researcher in the field of Applied Linguistics since 2002. She also works as an e-learning trainer for language teachers. She has participated in several European research summer and winter schools, workshops, conferences. She is also a member of different European research networks such as the TENCompetence Network and the Network of the European Technology of Enhanced Learning.

    User Design Blog

    This blog is written by Anuraj Dadhich. He is from Assam in India and is spending a summer internship with the University of Bremen and Pontydysgu. Anuraj is a student in Interaction Design.

    Speakers' Corner

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    Tackling tricky topics – Cyber Bullying

    January 30th, 2015 by Cristina Costa

    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…

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

    January 30th, 2015 by Cristina Costa

    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


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    Tackling tricky topics – Adult content

    January 21st, 2015 by Cristina Costa

    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…

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    Preparing kids for unsupervised internet use

    January 19th, 2015 by Cristina Costa

    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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    How Babis Learn Tech

    January 9th, 2015 by Cristina Costa

    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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    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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    Vocational biography design to support young unemployed people goes Europe

    November 2nd, 2014 by Daniela Reimann

    We just managed to tranfer the idea of enabling young unemployed people to visualize their vocational experience and biography using digital media to the European level. The research project “Show Your Own Gold (Acronym) develops, tests and evaluates „a European Concept to Visualize and Reflect One’s Vocational Biography Using Digital Media”. It is funded under the ERASMUS+ Key Action 2, Strategic Partnerships programm for 3 years (2014-2017), co-ordinated by IBP/KIT

    EU_flag-Erasmus+

    Aims and objectives
    The project aims to develop a European concept for consultancy, including course design, to enable young, unemployed people to display their vocational biography. This is realized by producing media available on a multimedia-based online environment to visualise informally and formally acquired skills. The letter is realized by introducing media-based competence portfolios. Within the framework of the project, both the Internet-based competence portfolio as well as consultancy offered for the participants of vocational preparation courses will be developed in the form of an scientifically accompanied course. The course will be developed, realized with young people in the 6 countries and evaluated.

    Project partners:
    • Instituto Politécnico de Beja, Art and Multimedia Laboratory, Education Faculty, Beja, Portugal (Prof. Dr. Aldo Passarinho, Prof. Ana Sofia Velhinhu Sousa), Website

    • PONTYDYSGU LTD, The Bridge To Learning, Wales, U.K. (director: Graham Attwell) Website

    • SC AxA Consulting 99 SRL, a consultancy and training company providing high quality skills training programmes for corporate and industrial clients. (Liliana Voicu), Bucarest, Romania, Website

    • UNIVERSITAT DE BARCELONA, Cultural Pedagogies, Faculty of Fine Arts, Esbrina Research Group – Subjectivitats i Entorns Educatius Contemporan“, dedicated to the study of the conditions and current changes in education in a world mediated by digital technologies and visual culture. (Prof. Dr. Fenando Hernandez, Prof. Dr. Juana Sancho-Gill, Rachel Fendler), Website

    • Zavod NEFIKS Institut za promocijo in belezenje neformalno pridobljenega znanja/ aims to educate young people in different fields, persuading employers to consider non-formal education as a reference when getting a job.
    Ljubljana, Slovenia (Alenka Blazinšek) Website

    • Co-ordinator: Institute of Vocational and General Education at the Karlsruhe Institute of Technology KIT (Dr. Daniela Reimann, Prof. Dr. Martin Fischer, M.A. Kerstin Huber, M.A. Kristina Stoewe, Nadine Görg)

    Summary
    The project intends to make young unemployed people set up, reflect and visualize their individual vocational and educational biography, actively producing media available on a Web-based multimedia environment. Formally and informally acquired skills and competencies are visualized using a particular type of online portfolio developed in the project (by the partner PONTYDYSGU LTD). Within the framework of the project, both the Web-based multimedia environment as well as the consultancy of young people will be developed in the form of an accompanying course offered in each of the participating countries.

    In the project, a consultancy concept with a specific scope of courses offered for the generation and reflection of appropriate media formats, such as video clips showing the young participants at the workplace, in work processes, at the company, during internships. Further interviews with the trainees and skilled workers of a branch, including images of their own work pieces and projects are to be provided.

    The research design is based on several distinct research strategies:

    1. A desk study (analysis, literature review) of the situation of vocational preparation organised and embedded in the VET system and the employment situation of young people in the partner countries. This is necessary in that no studies are at present available on the analysis of the integration of the concept of vocational biography design in vocational preparation in the participating countries;
    2. The development of the course (curriculum design) and
    3. Its’ application in vocational preparation, followed by
    4. a set of in-depth group interviews and surveys with the social actors involved, such as trainees and trainers, accompanied by a series of transnational work meetings.

    Dissemination
    The results of the project will be clearly spelled out to be easily circulated and disseminated via an International Youth Panel, including the BIBB the German Federal Institute of Vocational Education and Training, as well as social media in order to enhance their usability within the policy making process. The project aims to support EU and national policy makers for what concerns the development & implementation of new VET related policies towards a European concept of successful vocational biography design.

    The interim project Web site can be accessed here

    EU_flag-Erasmus+

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    Digital Identity and Employability

    October 30th, 2014 by Cristina Costa

    Last week, Dr Lisa Harris gave a talk to the Living, learning and working in the digital economy class.
    Below are the slides and video with Lisa’s talk.

    Although I have blogged about digital identities in the past, my thinking has moved (as it should, I want to believe), and so I will be blogging more about it sometime soon.

    For the time being there are just some observations that I would like to make. It seems to me that the discussion around this topic has evolved to focus mainly on  how we manage our digital footprint to our own advantage, and which some people thought of as a form of  manipulation, rather than how our digital footprint provides evidence of our practice and defines us professionally. I need to reflect on this before I post again. Meanhwile I would love to hear your thoughts on this.

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    The digital divide is shifting, but is it for the better?

    October 30th, 2014 by Cristina Costa

    Photo by Flickr ID Kelayc (CC)

    A study published by Deursen and Dijk (2014) provides a new angle on the Digital Divide debate which has often been guilty of a binary classification of technology “haves and haves not” (p, 14).

    Placed in the Dutch context the research reveals that individuals from all social classes are now making use of the web. This contradicts arguments that the digital divide is directly related to high levels of economic capital, or lack of it. This is likely to be a direct result of new-ish policies that aim to make technology and broadband increasingly more affordable in Europe. So, with the “technology fix” sorted, what else are we missing?

    When it comes to digital practices (and digital habitus), the history of social class division seems to reproduce itself on the online world. The authors report that individuals from a lower socio-economic status (and unsurprisingly with less education under their belt) are more likely to access the web to play games or engage in social interactions, whilst individuals from upper classes (and with higher levels of education) use the web mainly to access information and seek (professional) development opportunities.

    In short, the study reveals the expected: simply put, people from upper classes seem to be able to strategise their activities online better. This unquestionably puts them at an advantage when compared to the online activities carried out by individuals in lower classes. The distinction herein presented is punctuated by a difference of (and in) practice(s). This is nothing more than a reflection of the cultural capital individuals embody and which they carry with them to the online world.

    And so, even though the digital divide may well be shifting to differences in usage, when it comes to differences in social class, the digital divide only seems to be getting wider. In part, this comes as no surprise. Individuals transport their habitus from one field to another. The advantage of one group in relation to another is no longer in the technology they possess, but rather in the embodied cultural capital they transfer from the offline world to the online world. All of a sudden, the idea of ubiquitous access to technology no longer seems to provide an answer to the digital divide phenomenon. But Bourdieu (1986) seems to know where the issue lies. He reminds us that:

    To possess the machines, [they] only need economic capital; [but] to appropriate them and use them in accordance with their specific purpose [they] must have access to embodied cultural capital, either in person or by proxy.

     

    So the question remains: how can we narrow the digital divide gap? Can the introduction of digital literacies in the curriculum be a step towards a solution?

     

    References:

    Bourdieu, P. (1986). Forms of Capital. In Handbook of Theory of Research for the Sociology of Education (pp. 241–58). Greenwood Press.

    Deursen, A. J. van, & Dijk, J. A. van. (2014). The digital divide shifts to differences in usage. New Media & Society, 16(3), 507–526.

     

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    Skills for the creative industries – Virtual conference on UNESCO-UNEVOC’s online forum

    September 29th, 2014 by Daniela Reimann

    “Skills for the creative industries” is a virtual conference on UNESCO-UNEVOC’s online forum: http://en.unesco.org/events/skills-creative-industries-virtual-conference-unesco-unevocs-online-forum:

    “In the next edition of UNESCO-UNEVOC’s virtual conferences, we will discuss the role of skills in the creative industries. The virtual conference will be moderated by Paul Collard, CEO of Creativity, Culture and Education (CCE), an international foundation dedicated to unlocking the creativity of children and young people in and out of formal education, based in Nottingham, United Kingdom. The conference will take place from 29 September to 10 October 2014 on UNESCO-UNEVOC’s e-Forum.

    UNESCO’s 2013 Creative Economy Report refers to jobs in the creative industries as “activities involving cultural creativity and/or innovation”. The creative industries are recognized by UNESCO as a powerful source for “new development pathways that encourage creativity and innovation in the pursuit of inclusive, equitable and sustainable growth and development.”

    The virtual conference will address the following questions:

    • What are creative industries and what are the needs for skills?
    • How can we turn the expansion of creative economies into an advantage for TVET and, in turn, what can TVET and skills development do to support the growth of the creative sector?
    • What is the role of creativity in TVET?
    • What are the different vocational pathways to creative jobs?
    • What do we know about the creative industries and what do we still need to learn?

    When, local time:
    Monday, 29 September 2014 – 9:00am to Friday, 10 October 2014 – 5:00pm
    Where:
    Bonn
    Type of Event:
    Working group/Expert Meeting
    Contact:
    Alix Wurdak, a.wurdak@unesco.org +49 228 8150108

    via UNESCO
    http://en.unesco.org/events/skills-creative-industries-virtual-conference-unesco-unevocs-online-forum

    LOGO UNESCO unevocs

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