Archive for the ‘learning’ Category

Remembering Jenny Hughes – Part Two: Reflections on the TACCLE projects

October 31st, 2018 by Pekka Kamarainen

This post is a continuation of my previous post in which I gave a picture of my long-term cooperation with Jenny Hughes who sadly passed away last Sunday. When discussing different themes I mentioned that I would get back to the TACCLE projects in a separate post. This was not only due to the fact that the TACCLE projects have been the flagship projects in Jenny’s career and their continuation proves that they have been a success story. However important this may be alone, another argument is that I have authentic video material in which Jenny reflects the experience earlier TACCLE projects and outlines her plans for forthcoming projects. This discussion was recorded for another European project (Co-op PBL in VET) in 2012 but it was reused and republished couple of times in the context of the Learning Layers project. The introductory text below is based on my earlier blog of April this year. Let us give the floor for Jenny with this adapted text and the videos!

The continuing learning process through different TACCLE projects

The series of TACCLE projects started with the first TACCLE project (Teachers’ Aids on Creating Content for Learning Environments) that worked in 2008 and 2009. It prepared an E-learning handbook to support the e-learning competences of  classroom teachers. In the Taccle2 project the work was differentiated to address different subject areas and alongside them the primary education teachers. In the Taccle3 the emphasis on teaching programming and coding for school children. The  project Taccle4 focuses on developing materials and media to support continuing professional development of teachers and trainers in different educational sectors. The most recent project – Taccle5 – focuses primarily on the field of vocational education and training (VET). As the following two interviews were recorded already in 2012, so the it was not quite clear, in what order the successor projects would come up, but the vision was clear – this work merits to be continued.

And the story goes on …

As I have indicated above, the series of Taccle project was continued to a somewhat different direction than anticipated in the video interview above. The next theme (and target group) to be picked up after the subject teachers in Taccle2 pointed out to be teaching coding in primary schools (Taccle 3). This was a clear response to new educational priorities at European and national levels. The theme ‘continuing professional development of teachers’ (Taccle4) was an urgent need because the resources of Taccle partners were not sufficient to meet the demand for Taccle courses. And finally, the field of VET was taken up in the Taccle5 project.

As we sense it from the videos, Jenny had put her heart and soul into the work in these projects. She learned a lot, how to bring these new competences to teachers in such a way that they became owners of their own learning. She also learned. how to meet the demands of the time. In Taccle1 it was necessary to work with hard copy book to get the teachers on board. In Taccle2 it was necessary to move to an online platform in order to manage the multiple contexts. In Taccle3 it was necessary to bring the coding specialists into work with teachers. All this required learning and mutual adjustment.

As I have said it earlier, we have lost Jenny but we have learned a lot of her and we can work further in the same spirit.

More blogs to come …

 

Reflections on #ECER2018 – Part Four: Insights into different VETNET sessions

September 14th, 2018 by Pekka Kamarainen

With my previous posts I have shaped a series of blogs on the European Conference of Educational Research (ECER 2018) that took place last week in Bolzano/Bozen. In the first post I reported on the pilot with  ePosters powered by the digital toolset Learning Toolbox (LTB). In the second post I gave an overview on my own contributions – on the research background of the LTB and on ‘transfer of innovation’ issues in recent and earlier innovation projects. In the third post I reported on the Opening Session of our VETNET network (European Vocational Education and Training Research Network) and on some contributions of our Italian colleagues. This fourth post will give insights into some of the VETNET sessions that I attended. Here it is worthwhile to note that I don’t try to cover the whole VETNET program nor the sessions that I attended. Instead I try to draw attention to some specific presentations.

Continuing vocational training, progression to managerial positions and digital tools for learning

My colleagues Werner Müller and Ludger Deitmer presented the newest phase of the German project DigiProB. This project focuses on a Continuing Vocational Training (CVT) model that outlines a purely vocational progression route to higher qualifications. As we reported in ECER 2015, this training model has been renewed in such a way that it is not only based on subject-specific courses but – also – integrated with complex working and learning tasks and by an integrative project report.

The training model for General Foremen

The training model for General Foremen

Now, in the present phase of the project, the colleagues could report on the shaping of the software ecology that had been developed to support the training and learning processes.

The software ecology to support the training

The software ecology supporting training and learning

Ten years European Qualification Framework (EQF) – A success story?

In another session Sandra Bohlinger took as her starting point the ten year anniversary of the European Qualification Framework (EQF). In her presentation she had a number of quotes that presented the ‘promises’ at the beginning phase and the others that celebrated the ten years as ‘success story’. However, looking closer to the development during these years she presented a more differentiated picture. Surely, the number of countries that have adopted the framework is larger than the number of EU Member States. And for countries that experienced a transformation from planned economy to market economy the framework appeared as an appropriate support instrument. However, the key message coming through from the evaluation studies that have been carried out recently is that no there has not been such an impact at the European level as had been expected. This, as we discussed in the session, is quite an impact itself when thinking of European policies.

To me this was another input in the continuing story of debates on the EQF at ECER and in VETNET sessions. All these years our collegues have made critical remarks on the internal contradictions in such frameworks and their limited potential  in promoting transparency between different VET cultures. However, in this session we raised a new issue – what has happened to ‘earlier’ themes in European cooperation that had been sidelined during the years of making EQF and its national and sectoral counterparts. As I see it, these exercises were ‘translating’ national frameworks to a common ‘esperanto’ terminology and sidelined the tradition of ‘learning from each other’. (I hope that  Sandra will publish her text soon so that we can continue this discussion.)

Use of technologies in learning – Encounters between high and low technologies

Another interesting session was composed as a symposium that brought together different perspectives to using technologies as support for vocational learning.  Marianne Teräs introduced the symposium and presented the palette of presentations and as contributions to ‘use of technologies’ or challenges with technologies in the context of vocational learning. Two of the presentations focused on simulations in the healthcare sector whilst the third one discussed the relations between ‘high’ and ‘low’ technology in a developing country.

Vibe Aarkrog presented her action research project in which she studied learning simulation-based arrangements within nursing education. She gave us insights into her research design and into the discussion on ‘high fidelity’ simulations vs. ‘low fidelity’ simulations. Then she drew attention to different scenarios (framing the learning situations) and to possible interventions of teachers. At the end she raised several useful questions on the role of simulations as support for learning.

Vibe's questions on simulation-based learning

Vibe’s questions on simulation-based learning

Paula Poikela presented her research on the development of simulation-based learning in nursing education. In this context she gave us insights into the earlier models of computer-based simulations, to the emergence of web resources, mobile devices and wearable technologies. She also drew attention to different waves of simulation in healthcare sector, starting from arrangements for medical doctors and then shifting to specific simulations for nurses and to arrangements that involve different healthcare professionals. She concluded her presentation with a trialogical approach to examining meaningful learning based on simulations.

The approach to study meaningful learning based on simulations

The approach to study meaningful learning based on simulations

In the final presentation of the symposium Lazaro Moreno opened a different perspective to using technologies to support learning. He told of a new project in which he studies the training for automotive occupations in Cuba. He gave us a picture of a huge gap in resources and equipment by comparing a) companies that bring brand new cars and maintenance software to serve the tourists and b) vocational schools that train their pupils to repair the oldtimers that are used by local people (and have at best very old computers). With this contrast he drew attention to the principles of polytechnic education – training creativity and problem-solving skills.

Screen Shot 2018-09-14 at 10.48.53

The symposium was characterised by a lively discussion in which the colleagues added further aspects to the theme ‘supporting menaingful learning’.  Also, the participants emphasised the difference between technology at work and technology for learning. These may not necessarily go hand in hand – and this may provides chances for meaningful educational interventions.

I guess this is enough of the VETNET sessions. Although this report is far from a comprenehsive coverage, it nevertheless shows the richness in content. In my final post of this series I will focus on the VETNET network and its general assembly.

More blogs to come …

 

Highlights from the Pontydysgu Studio – Learning lessons from key projects

April 20th, 2018 by Pekka Kamarainen

In my previous post I wrote down some memories of the so-called Pontydysgu Studio in Bremen, now that that ‘studio’ has been closed and the Pontydysgu activities are continued mainly in Wales (Pontydysgu Ltd) and in Spain (Pontydysgu SL). With that post I tried to give an overview on the work with multimedia (in general) and as a part of our joint projects. With this post I want to give the floor to key actors of Pontydysgu – Jenny Hughes and Graham Attwell. In the year 2012 I made some video interviews for my project of that time. In the interviews with Jenny and Graham I asked them to tell what they had learned in some of their key projects and how these lessons could be taken further to possible successor projects.

Jenny: The continuing learning process through different TACCLE projects

Among the Pontydysgu-led or -supported projects the series of TACCLE projects is a clear success story. It started with the first TACCLE project (Teachers’ Aids on Creating Content for Learning Environments) that prepared an E-learning handbook for teachers classroom teachers. In the Taccle2 project the work was differentiated to address different subject areas and alongside them the primary education teachers. In the Taccle3 the emphasis on teaching programming and coding for school children. And the (so far) newest project Taccle4 focuses on developing materials and media to support continuing professional development of teachers and trainers in different educational sectors. The following two interviews were recorded already in 2012, so the it was not quite clear, in what order the successor projects would come up, but the vision was clear – this work merits to be continued.

Graham: Lessons from predecessor projects – conclusions for the Learning Layers project

In the videos above  Jenny discussed a clear continuum of projects and a training and learning strategy that was developed further in the successive steps. In this respect the interviews with Graham were somewhat different. Firstly, they covered a longer period and a wider range of projects in which very different experiences could be made. Secondly, in the latter videos they focused on comparing the predecessor projects with the forthcoming Learning Layers project. Therefore, I have selected the two latest videos for this post – the discussion on the immediate predecessor project and the shift of emphasis to the new project. Here it is worthwhile to note what challenges Graham brought into discussion and how he expected us to meet the challenges.

I think this is enough of these highlights. To me, both sets of videos have very timely messages for our current projects. I Jenny’s case we are talking of the Taccle4 project to support continuing professional development of teachers and trainers. In Graham’s case we are talking about the successor activities of the Learning Layers project and its construction pilot – now that we can build upon the Learning Toolbox (LTB) that was developed in the project. Yet, the message  – that we have to meet the challenges of the construction sector partners in their complexity – is very valid. And at the same time we have to be able to address these needs by customising the LTB and by complementary measures – training, introduction of additional software solutions and by participative co-design processes. This work is still going on.

More blogs to come …

Happy birthday, Graham Attwell!

February 16th, 2018 by Pekka Kamarainen

Today the fellow-bloggers on Pontydysgu site can congratulate Graham Attwell on his birthday. I hope there is no home-made rule that would prevent us from celebrating this day via his own website.  Cheers, Graham!

Years and more …

Historical anniversaries 2018 – Part Three: Remembering Mahatma Gandhi

January 30th, 2018 by Pekka Kamarainen

In my two recent posts I focused on historical anniversaries that coincided on the 27th of January – the very day to remember the victims of holocaust (liberated from Auschwitz) and the beginning of the Finnish civil war (1918). Having written these two posts I thought I would retreat to my usual themes on ‘working & learning’ – research and development in the field of vocational education and training. But when I woke up this morning, I understood that we had yet another historical anniversary that merits our attention – 70 years from the death of Mahatma Gandhi.

As I have heard very good contributions from the German radio channel Deutschlandfunk, I do not want to repeat their message but rather share them via my blog. Also, the German TV-Channel ARD has provided a good photo gallery of Gandhi’s life and life work. So, below I share the links and hope that the pictures and the texts speak for themselves.

The life and life work of Mahatma Gandhi as a gallery of photos (Bildergalerie)

This link takes you to a series of 14 photos from different phases of Mahatma Gandhi’s life.

Zum 70. Todestag von Mahatma Gandhi (Remembering Mahatma Gandhi’s death 70 years ago)

Radio commentaries on the life work and legacy of Mahatma Gandhi

This morning two special programs dealt with the life work and intellectual legacy of Mahatma Gandhi. The daily “Kalenderblatt” provided an overview on Gandhi’s life concluding the report with the tragic death.Mahatma Gandhi wird Opfer eines Attentats (Mahatma Gandhi is assassinated)

The religious program “Morgenandacht” early in the morning discussed a lesson that Gandhi gave on valuing the ‘least’ of us in the humankind.

Sei selbst die Veränderung, die du dir für die Welt wünschst (Be yourself an example of the change that you want your world to go through)

I think this is enough for the moment. I hope that the pictures and the texts (in original language or as translations) convey the message. To me these already presented a lot of the wisdom and courage in peaceful mind that was exemplified by Mahatma Gandhi.

More blogs to come …

Historical Anniversaries 2018 – Part Two: Remembering the Finnish Civil War in 1918

January 28th, 2018 by Pekka Kamarainen

With my previous post I started blogging on historical anniversaries related to the date 27th of January. My first blog focused on remembering the victims of holocaust. In Germany the date of the liberation of the Nazi concentration camp Auschwitz-Birkenau (27.1.1945) is the Day of Remembering of the Victims of the Nazi Regime (Gedenkstag der Opfer des NS-Regimes). With this post I discussed the importance of such remembering in the present times when antisemitism, xenophobia and racism tend to creep forward in the social media and in the everyday language. In this respect I brought forward contributions of German media with emphasis on learning lessons from the dark times. In a similar way I would like to deal with the 100th anniversary of the beginning of the Finnish civil war (27.1.1918).

The Finnish civil war – what was it all about?

Last year and the year before I was pleased to blog on the special year in the Finnish history – the preparations for the 100th anniversary of the Finnish Independence Day – the day when the Finnish parliament approved the Independence Declaration. Shortly afterwards the independence was recognised by the revolutionary government of Russia, led by the Bolsheviks and V.I. Lenin. This was celebrated by all political groupings in Finland. BUT the political and social life was in turmoil and the conflicts escalated into a civil war.

Nowadays the studies in the Finnish history, complemented by investigative journalism, have provided much information on the developments that led to the national tragedy. Paradoxically, Finland had profited of the presence of Russian soldiers and navy during the World War I (whilst Finnish people were not recruited to the Russian army). The fortifying works and the supply of army had provided income and employment for Finnish people. When Russia collapsed in military and economic terms, this was a heavy blow to the Finnish economy – and suddenly the condition of working people became worse. At the same time the police forces (maintained by the Russian government) were abolished and this caused immense problems. As a consequence, both the bourgeois parties and the labour movement started to create their own guards – which then started to live a life of their own. Also, with the common goal – to gain independence – there were controversies between the political parties: Who is really promoting it and who is collaborating with the Russian elite?

In January 1918 the bourgeois-led Finnish government declared the ‘white guard’ as the government troops and ordered the disarmament of the remaining Russian troops and of the ‘red guard’. At the same time the government left Helsinki and reassembled in the city of Vaasa. The disarmament order  led to fighting and to the decision of the red guard of Helsinki to start an armed resistance. This was followed at different parts of the country – but soon it became clear that the red guards dominated mainly the southern (and more industrialised) parts of Finland whilst the white guards dominated the central and northern areas. In March and April the white guards with better military leadership and better resources got the upper hand. In the crucial battle of Tampere the military strength of the red guard collapsed. And the subsequent invasion of German troops to the Helsinki area strengthened the final offensives of the white guard.

As usual, transition from civil war to peace and to normality is not an easy process. And in Finland in the year 1918 this transition was far from peaceful. Already during the civil war there had been numerous atrocities in different parts of the country. Now, after the military victory, the revenge was merciless. Mass executions, catastrophic circumstances at prisoner camps and an atmosphere of mistrust and discrimination overshadowed the whole year. However, the fact that Germany lost the World War I, gave rise to changes in government and brought up more reconciliatory tendencies into government policies. Yet, the wounds were deep and it took long to heal them.

Coming into terms with the experiences of the civil war – how has that happened?

In the light of the above it is understandable that the political climate remained very polarised through decades. From 1939 to 1945 the involvement of Finland in the World War II put the defence of the independence and the survival struggle of the Finnish people on top of everything else. In the post-war reconstruction there were tendencies towards consensus and towards polarisation. However, the recovery of the damages and the resettlement of a large population evacuated from the areas that were lost to Soviet Union – all this had the priority.

Once the reconstruction got further, there was firstly a need to deal with the more recent experiences of the World War II. On the one hand this happened via ‘war stories’, in which the bravery of Finns was celebrated. But on the other hand another kind of reflective literature emerged – something similar to Tolstoy’s ‘War and Peace’ or to Hemingway’s ‘To whom the bells toll‘. The leading author of this wave was Väinö Linna with his taboo-breaking novel “Tuntematon sotilas” (The unknown soldier), published in 1954. As Linna himself said, he wanted to value the Finnish soldiers and their survival struggle but not the war itself. And as a result, there was a highly controversial debate, whether he did justice to his country and the struggle. At the end, he gained huge popularity and the film, based on his novel, is nowadays part of the national identity of the post-war Finland.

After this experience the country was ready to deal with the older wounds. And again it was Väinö Linna, who opened the discussion with his novel trilogy “Täällä Pohjantähden alla” (Under the North Star) in the 1960s. In this trilogy he reconstructs the Finnish history before the independence, the critical years of the independence movement and of the civil war, the tensed period of the 1920s an 1930s, the years of World War II and of the post-war recovery. The venue is the rural village of Pentinkulma that serves as the focal point for presenting what happened and what the local people thought of it. Given the success of his previous novel, Linna  presented a new perspective to the civil war and to the years after. With the help of his trilogy – and the films based on it – the new generations learned to overcome the ‘white’ and the ‘red’ myths of the civil war. It became apparent that it was not a war between ‘the good’ and ‘the bad’ but both sides had blood in their hands. And it became apparent that the years after the civil war kept the suspicion and tension alive. In the long run, the nation learned to leave the hatred behind – although not much was done to find the truth and to ease the reconciliation.

What has happened later on – until the current anniversary?

In the decades after the 1960s the Finnish economy became prosperous, the Finnish society was adopting a variant of a welfare state -policy and the political life was overcoming polarisations. Thus, the antagonisms of the 1918 were now longer lived as a part of the actual political culture. Yet, it was only in the 1990s and after the year 2000 when professional historians took major efforts to clarify in depth, what all happened in the year 1918. More detailed studies were published on different aspects of the civil war and a comprehensive database was gathered on the victims – included the ones killed in action, by atrocities, by executions, by starvation or diseases in the prison camps.

Moreover, this also brought into picture new kinds of novels that researched the fates of particular personalities or – in a bigger picture – the role of women during the national tragedy. And this gave rise to theatre pieces that presented these aspects in different parts of Finland. Finally, with the help of the Finnish broadcasting corporation YLE, a new campaign for collecting memories of the tragic years – either those of eye witnesses or those of their children – has led to a richer picture of the dark period.

On top of this, the 100th anniversary (of the beginning of the civil war) coincided with the presidential election in Finland. It was remarkable to see that the candidates of different parties could discuss the tragedy of the past in an open way – and it appeared that the relatives of the candidates had been on different sides. Yet, in the present date Finland this didn’t trigger attempts to replay the old antagonisms. Instead, the discussion took the course towards learning the lessons from the difficult past. The conflicts of interest and different world views should never bring the people to such a situation again.

I guess this is enough of these historical anniversaries. I will now return to my usual themes.

More blogs to come …

 

Eine folgenreiche Reise – Martin Luther King in Deutschland

January 17th, 2017 by Pekka Kamarainen

On Monday 16.01.2017 the Americans celebrated once again Martin Luther King Day as a national holida. With this blog entry I join with my belated congratulations the ones who respect his legacy by sharing my experiences as a radio-listener in Germany. On Sunday morning – the day before – I happened to listen to the radio program “Am Sonntag morgen” (on Sunday morning) – this time provided by the German Lutheran church. And it was a special program about the travels of Marin Luther King Sr and Jr in Germany. Inspired by the program I started a blog entry but had to stop just after the introduction and only share the link to the audio recording. But I made a commitment that I will continue writing the blog and give more information, why the travel of Martin Luther King Jr to Germany and Berlin in 1964 was a travel with consequences.  Here the link:

Eine folgenreiche Reise. Martin Luther King in Deutschland

Now, after several busy days at work (I will report) I have found time to keep my promise. So, let me give some clues why the travel(s) of Martin Luther King(s) can be characterised as trips with consequences.

Let us start with the father – Martin Luther King Sr. He was originally called Michael – and so was his son. But in the year 1935 he and some other baptist preachers attended an international baptist conference in Berlin. The Nazis were already in power and tried to make an image as tolerant rulers allowing such events to happen. But this was not the point of this story. King Sr (still called Michael) took the opportunity to visit the home places of the reformer Martin Luther (Wittenberg and Eisenach). There he got very much impressed of the spirit of Martin Luther – civil courage and self-determination – and he wanted to convey this spirit to the American civil rights movement where he was already involved. So, after returning home he renamed himself and his son as Martin Luther King – Senior and Junior.

The son – Martin Luther King Jr – follows in the footsteps of the father and continues his work as a preacher, intellectual and activist in the civil rights movement. By the year 1963 he had become world famous as the leader of the non-violent civil rights movement of black Americans – the man who gave the speech “I have a dream …” in the largest demonstration for civil rights. One year after – in 1964 (nearly 30 years after his father) he travels to Europe to participate in the international conference of baptists (this time in Amsterdam). And just like his father, he has his own extension program to explore Germany – but his target is the divided Berlin.

Little is known of this part of the travel of Martin Luther King – and mostly we thank for our knowledge a Berlin school pupils’ documentation project “King Code”. What this project has found out by interviewing witnesses and tracing documents makes us clear, why the details of this visit were kept secret.

On 13.09.1964 a well-known person from the German Democratic Republic (DDR) tries to escape to West-Berlin and is shot at just before he reaches the other side. An American sergeant risks a lot by dragging the wounded person to the Western side and takes him to the hospital. Martin Luther King gets to know of the incident, visits the place of shooting and visits the victim at the hospital. In his famous speech at the Waldbühne he predicts that the wall- the symbol of inhumanity for him – will fall down. But he wants to do more – he insists to visit East Berlin as well. The American authorities wanted to prevent this and confiscate his passport but he manages to get through the border control with his credit card as a travel document.

Thanks to the above mentioned school project we can listen to witnesses and an audio recording of the speech of Martin Luther King in the crowded Marienkirche (and memories of another speech in the nearby Sophienkirche). King presents his audience greetings from America and from all over the world. He then emphasises that people on both sides of the Berlin Wall ar e children of God and thus alike as human beings – and therefore, no regime can take that quality away from them. He speaks of justice, equality and civil rights – determined that that the path leads to freedom. Three months later he receives the Nobel Price for Peace and continues his work in the civil right movement.  Sadly, King was murdered some years later but his life work became know everywhere. And so, for the civil rights movement in DDR his message was present when they demonstrated for freedom and justice with the message for non-violence: “Keine Gewalt!” And in November 1989 the Berlin Wall and the borders of DDR were opened – another dream to come true.

In 2013 the activists of the school project “King Code” had the pleasure to witness the visit of the first black president of the USA to Berlin and to listen to his speech. Barack Obama spoke for open-mindedness between different religions as well as between residents and migrants. And in the spirit of Martin Luther King he emphasised that injustice at one place on earth is a threat to other places as well. In this respect he passed the message further to the young generation.

– – –

I think this is enough of this radio program. Please note that the content was provided by Andrea Schneider for Deutschlandfunk as a contribution of the Evangelic Lutheran church, whilst the translations above were my private efforts to convey the message in English. I hope that I did justice to the program and to the legacy of Martin Luther King. Please find more information on the program here:

http://rundfunk.evangelisch.de/kirche-im-radio/am-sonntagmorgen/eine-folgenreiche-reise-8611

I was pleased to do my bit to give some insights into it and to the message tha has even more actuality now. But from now on I will get beck to my ‘working and learning’ themes.

More blogs to come …

 

 

 

 

The end of the Obama era – the great Obama moments

January 14th, 2017 by Pekka Kamarainen

In my previous blog I wrote from a personal point of view on the coming of a new era. But, of course from a global point of view I have a stronger reason to use the expression ‘change of era’ when referring to the end of the Obama presidency in the USA. It is not my habit to comment the politics of other countries on my blog. Therefore, I will not make comments on Obama’s successor and what to expect of his presidency. What I want to do at this point is to celebrate the outgoing statesman and the special Obama moments during his years of service as the president. Much of this has been written and will be written elsewhere. So I limit my remarks to personal experiences and to observations on recent events.

Barack Obama gets elected and re-elected

Strangely enough, I find it difficult to retrieve my memories from the time when Obama was elected for the first time in 2008. Somehow there were too many things going on that I didn’t quite pick the momentum. Of course, Obama had impressed me with the “Yes we can” but yet I was waiting for him and his popular movement to show where this enthusiasm brings him and his administration. Yet, I do remember the politically correct gesture of the good loser, senator McCain when he announced that he had had the honour to congratulate Obama as the next president. (And already at that time the republicans showed that they are poor losers by greeting McCain with angry boo-shouts.)

Far more strongly I experienced the re-election of Obama in 2012. I was on other duties in Berlin and then continuing from there to Barcelona to attend the Learning Layers kick-off meeting. The elections in the USA took place on the very night that I spent in a hotel in Berlin before my morning flight to Barcelona. At this time there was much at stake and the result of the elections was not clear before the critical day. So, I just couldn’t get sleep and turned the TV on to follow the program of the German TV-channel ZDF. So the night passed, there were moments that I was nodding away and then getting wake. The race was tight and at the end there were the famous ‘swing states’ of which one was never so sure which side takes the votes.

And then – in between – came the announcement of the moderator Christian Sievers: “And the next president of the USA is – Barack Obama!” Indeed, Obama had won in Ohio and that already ensured the result. Then, with similar results from the remaining states the victory of Obama was clear. And I felt so relieved. At the airport I met some older American tourists who were heading to Barcelona. They were very disappointed and made it clear. I didn’t feel a temptation to enter a debate with them – after all, it was up to the US citizens to elect their president.

The farewell speech of Barack Obama – spelling out his legacy

Then time passed – and I had my attention mainly on the project work with the Learning Layers – and before long there was the time for the next US elections. And now it was about the successor of Barack Obama. Well, the results was what it was – the citizens had spoken (popular vote) and the election system had spoken (the result in terms of electors). One may speculate just as much one can – but the result remains. The Obama presidency will come to an end with a hand-over to a completely different presidency.

At this moment I prefer to focus on the farewell speech of President Barack Obama and how he has explained his legacy to his voters and supporters . To my great pleasure I found that the report of the leading German TV channel ARD on this event provides a link to Obama’s speech in full length (and not dubbed into German). So, let us give our full attention to Barack Obama making clear what has been achieved during his presidency and how to face the challenges of the American democracy in the coming times:

Other kinds of Obama moments to be remembered

But when speaking of Obama moments to be remembered, it is not only about Barack Obama as the president that we are thinking. Clearly, Michelle Obama has made something special of here role as the First Lady – by staying with the ordinary people and keeping her feet on the ground. And that has been appreciated – she has given the people their own Obama moments. When a popular TV show invited people to express their thanks to the outgoing First Lady, there were many volunteers with deep thoughts and deep feelings. And the TV-program and Michelle Obama had their special way to return the compliments to them. Let us enjoy these Obama moments as well:

Michelle Obama Surprises People Recording Goodbye Messages to Her.

I think this is enough of the Obama moments to be kept in memory. I will not continue with comments on American politics on my blog. But I am pleased to express my thankfulness and respect to the Obama couple now that they take the most important office in a democracy – that of a citizen.

More blogs to come … 

TACCLE3 training course 2018 on teaching coding

January 10th, 2017 by Daniela Reimann

TACCLE3 coding logo

The Erasmus+ TACCLE3 coding project is organising an in-service training course in 2018 on how to start with teaching coding at primary school. All costs are covered by an Erasmus+ KA1 grant. But your school should apply for a grant with your own national agency for Erasmus+ before February 2nd.
Contact jens.vermeersch atnospam g-o. be, if you have any questions.

Join us on the Taccle3 coding training course in Dillingen in March 2018.

New book: “Gestaltungsorientierte Aktivierung von Lernenden: Übergänge in Schule – Ausbildung – Beruf”

November 4th, 2016 by Daniela Reimann

Our new book is out ‘Gestaltungsorientierte Aktivierung von Lernenden: Übergänge in Schule – Ausbildung – Beruf’ and available as print and e-book.

Here is the German summary:

“Die Berufseinmündung ist ein wichtiger Aspekt der gesellschaftlichen Integration von jungen Menschen. Wissenschaftler und Wissenschaftlerinnen diverser Disziplinen, aus Berufs- und Medienpädagogik, Bildungs- und Sozialwissenschaften, Soziologie sowie aus der Ästhetischen Bildung, die zu diesem Band beigetragen haben, entwickeln neue Ansätze und erforschen innovative Konzepte für eine Verbesserung der Situation von Jugendlichen ohne Arbeit oder Ausbildung.
Der vorliegende Band versammelt Beiträge an der Schnittstelle von berufs- und bildungsbiografischen Übergängen, ihrer aktiven Gestaltung durch die Betroffenen selbst und ihrer pädagogischen Begleitung. Es werden Probleme des Übergangs und der Berufseinmündung diskutiert und neue Konzepte zur Berufsorientierung und -vorbereitung präsentiert, die Jugendliche in Deutschland sowie auf internationaler Ebene durch spielerische und ästhetische Methoden, mediale und künstlerische Zugänge ermutigen sollen, ihren beruflichen Werdegang aktiv gestaltend in die Hand zu nehmen.”

Source: Reimann, Daniela; Bekk, Simone; Fischer, Martin (Hrsg.): Gestaltungsorientierte Aktivierung von Lernenden. Übergänge in Schule – Ausbildung – Beruf. Norderstedt

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    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.


    Robots to help learning

    The TES reports on a project that uses robots to help children in hospital take part in lessons and return to school has received funding from the UK Department for Education.

    TES says “The robot-based project will be led by medical AP provider Hospital and Outreach Education, backed by £544,143 of government money.

    Under the scheme, 90 “tele-visual” robots will be placed in schools and AP providers around the country to allow virtual lessons.

    The robot, called AV1, acts as an avatar for children with long-term illnesses so they can take part in class and communicate with friends.

    Controlling the robot remotely via an iPad, the child can see and hear their teacher and classmates, rotating the robot’s head to get a 360-degree view of the class.

    It is hoped the scheme will help children in hospital to feel less isolated and return to school more smoothly.”


    Gutenburg

    According to developer Gary Pendergast, WordPress 5, Gutenberg, is nearing release.

    Pendergast says: “As the WordPress community, we have an extraordinary opportunity to shape the future of web development. By drawing on the past experiences of WordPress, the boundless variety and creativity found in the WordPress ecosystem, and modern practices that we can adopt from many different places in the wider software world, we can create a future defined by its simplicity, its user friendliness, and its diversity.”


    Adult Education in Wales

    Learning and Work Institute is organising this year’s adult learning conference in partnership with the Adult Learning Partnership Wales. It will take place on Wednesday, 16 May 2018 at the Cardiff City Stadium.

    They say “Changing demographics and a changing economy requires us to re-think our approach to the delivery of learning and skills for adults. What works and what needs to change in terms of policy and practice?

    The conference will seek to debate how can we respond to need, grow participation, improve and measure outcomes for citizens, and revitalise community education.”


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