Archive for the ‘Taccle’ Category

Taking further steps with the TACCLE4-CPD project – Part Three: Mapping the approaches and contributions of parallel ITB projects

March 16th, 2018 by Pekka Kamarainen

With my two latest blogs I have been started a series of  posts with which I want to take further steps with the ongoing EU-funded TACCLE4-CPD project. In the first post I gave a nutshell description, how our institute (Institut Technik & Bildung, ITB) positions itself in the current TACCLE project as the partner responsible for the field of vocational education and training (VET). With the next post I summarised the legacy of the predecessor project Learning Layers (LL), and how we have been able to continue the work with the Learning Toolbox (LTB) – the main result from the LL Construction pilot – in its successor activities. With this post I will give a brief overview on the neighbouring ITB projects that focus on introducing digital media and web tools in the field of VET and on training of teachers and trainers.

Mapping the neighbouring projects – what for?

We started our discussions on the approach that ITB should take in the TACCLE4-CPD project with the question, how we could at best support for continuing professional development (CPD) activities in the field of VET. Our earlier activities in the LL project had brought us quite far in a strong multiplier-organisation in the construction sector (the training centre Bau-ABC Rostrup). Also, in the follow-up activities we had been able to witness, how practitioners in VET are ready to use the Learning Toolbox (LTB) in different contexts. Yet, we were short of an overview, what else is going on in projects that promote the use of digital media and web tools to support vocational learning and/or (informal) learning in organisational contexts. In order to fill this gap I interviewed several of my ITB colleagues and prepared a similar moodle-based overview as I had done on the training activities in the LL project and on the shaping and further use of the Learning Toolbox. The newest overview has the title “Digital Media, Web Tools & Training of Trainers – Overview of current projects alongside TACCLE4-CPD” and can be accessed via the following link (using the guest login):

Below I will give brief characterisations on the projects that I have explored and on their neighbourhood relations with the ongoing TACCLE4-CPD project.

Research-intensive projects with focus on the pedagogy of VET and workplace learning

The exemplary projects for this theme are in particular the following ones:

  • The DieDa project studies empirically, how patterns of self-organised learning are developing in continuing vocational training for ecological construction work (and in parallel cases of CVT provisions in other sectors).
  • The INTAGT project studies vocational learning and issues on health & safety in companies that introduce ‘Industry 4.0’ and draws conclusions for the development of VET provisions.

With these projects I experienced the closest neighbourhood relation to TACCLE4-CPD and also the greatest interest to work with the Learning Toolbox (LTB) as support for training the trainers.

Support for digital strategies and creative learning designs in vocational schools

The exemplary projects for this theme are in particular the following ones:

  • The STRIDE project supports the development of digital strategies in partner schools in Ireland, Italy, Turkey and Poland. The partners from Germany (ITB) and Spain serve as expert partners that coordinate the studies and the training workshops.
  • The RISE project promotes Design thinking and creative learning arrangements in vocational schools. The three partner schools and three expert organisations from Germany (ITB, Wilhelm Wagenfeld Schule), Spain and Slovenia develop concepts of ‘social enterprises’ and ‘innovation hubs’ to promote such concepts and validate the ideas in several workshops.

With these projects the working concepts are somewhat different but there are common interests – also concerning the use of the Learning Toolbox (LTB).

Support for learning and knowledge processes in specific occupational contexts

The exemplary projects for this theme are the following ones:

  • The NABUS project for supporting training in ecological construction and renovation work.
  • The MeMoApp project for supporting the use of mobile apps and digital tools in the logistic and transport occupations.
  • The LiKa 4.0 project for promoting innovation transfer from the previous Kompetenzwerkstatt projects to craft trades.
  • The LaSiDig project for promoting health and safety awareness in the logistic and transport occupations.

Here the projects were rather heterogeneous and some of them were at the beginning stage, whilst others had very dedicated software solutions. Therefore, further talks were needed to clarify the cooperation prospects.

I guess this is already enough for a first look at the neighbourhood. I will get back to most of the projects in April to specify, how we can develop further cooperation.

More blogs to come …

Taking further steps with the TACCLE4-CPD project – Part Two: Revisiting the legacy of the Learning Layers project

February 26th, 2018 by Pekka Kamarainen

With my latest blog I started a series of blog posts with which I want to take further steps with the ongoing EU-funded TACCLE4-CPD project. Already in December I had posted of our kick-off meeting and shared some links to videos that presented the work of earlier TACCLE projects (that equipped teachers with capability to use digital tools and to create online content for their teaching). Now, the current TACCLE project – the fourth one – is focusing on continuing professional development (CPD). The partners from different countries focus also on different educational sectors (general education, adult education, vocational education and training (VET)). Moreover, the partners bring into the project different background experiences in introducing digital tools and web resources as well as enabling the practitioners to reach e-maturity in their own context.

In my previous post I gave a nutshell description, how our institute (Institut Technik & Bildung, ITB) positions itself in the project as the partner responsible for the field of VET. With this post I try to give an idea, how we worked in the predecessor project Learning Layers (LL), and how we have been able to build on the legacy of the project and its successor activities. In particular I will highlight the training activities and the piloting with the digital toolset – the Learning Toolbox (LTB).

The role of training campaigns in promoting e-maturity – the case of Bau-ABC

Initially the Learning Layers (LL) project was launched primarily as an ambitious co-design project – with a Europe-wide consortium and with multiple development agendas to be implemented in the pilot sectors Construction and Healthcare. The key impulses were given in the first Design Conference in Helsinki, in which also the idea of digitisation of training and learning materials of Bau-ABC was taken on board. However, in practice the co-design process turned out to be more complicated than expected (see below).

In the light of the above it was of vital importance for the Construction pilot that we started the Multimedia training activities in Bau-ABC at a relatively early phase – with a smaller number of pioneering trainers who volunteered to participate in training workshops that took place on Friday afternoons and Saturday mornings. In the first phase of these training sessions the participating trainers got an overview on the most important digital tools and enhanced their skills in producing and editing videos. For a short interim period they continued to engage themselves with digital media in Friday afternoon sessions. Then, at a crucial phase in the project work the trainers initiated a training scheme for the whole organisation – based on the idea of “Theme Rooms” to be visited in a series of workshops. This idea was put into practice at the end of the year 2015 as a joint effort of ITB researchers and the pioneering trainers. In the final phase of the project we knew that these training campaigns were of vital importance for the co-design process and for the pilot activities. Therefore, I produced already in 2016 a digital overview on the evolution of the training activities – using a moodle ‘course’ as the means of presenting the different phases and respective actions. Below I share the link to this moodle overview:

The “Theme Room” training in Bau-ABC Rostrup – from the origins to the implementation in 2015

(Please use the guest login to access the overview.)

Learning Toolbox – from digitisation of training materials to a flexible toolset with many applications

As has been mentioned above, the co-design process in the Construction pilot (and in particular in the Bau-ABC) started with the idea to digitise the training and learning materials – hitherto collected into the “White Folder”. However, after a rather short explorative phase, the process took a new course – to develop a digital toolset (that can be used with mobile devices) – the Learning Toolbox (LTB). Here, it is worthwhile to not that the explorative phase helped to put an emphasis on supporting workplace-based learning of the users. This process was carried out – parallel to the training campaigns – and completed with a viable product that the Bau-ABC trainers could use.  Primarily they presented working & learning tasks, share relevant knowledge resources and managed training-related communication. Parallel to this, the first applications were developed, in which LTB was used to support the coordination and management of construction work and related communication on a construction site.

Based on this founding phase, Bau-ABC has continued with its internal follow-up activities, whilst new challenges have come to picture in projects that extend the use of LTB to construction work in decentralised work organisations (and decentralised training and learning within continuing vocational training).

Moreover, a very different context for using LTB has been discovered in the conferences of former LL partners. In the Helsinki conference of the Association for Medical Education in Europe (AMEE) in 2017 the LTB was used to reshape the poster area and to shift the emphasis from paper posters to ePosters that were shaped with the LTB. In some other conferences in 2017 a different approach is introduced with a limited number of hybrid posters or hybrid presentations that are linked to LTB-stacks. In this way the use of LTB is spreading to other contexts.

For our present discussions in the TACCLE4-CPD project I have prepared a similar moodle-based overview on these developments. Below I share the link to this latter moodle overview:

Learning Toolbox (LTB) pilot and follow-up (2014 – …)

(Here again, please use the guest login to access the overview.)

I guess this is enough of the legacy we bring to the TACCLE4-CPD project from the predecessor project Learning Layers. In particular the latter overview shows that the Learning Toolbox (LTB) is not only viable but also transferable – in the original contexts and in new ones. Therefore, I have to keep my eyes open to see, what all we can learn from the transfer activities.

More blogs to come …

TACCLE 4 CPD – Developing continuing professional development for teacher trainers

December 9th, 2017 by Pekka Kamarainen

At the end of November we had the kick-off meeting of the new Erasmus Plus project “TACCLE 4 – CPD” hosted by ITB at the University of Bremen. This project is a new kind of follow-up of a series of projects with the brand name ‘TACCLE’. So, let us firstly have a look at the development of these projects.

The TACCLE projects as support for teachers who are developing online learning

TACCLE 1 took the pioneering task to prepare a handbook as “Teachers’ aids for creating content for e-learning”. The result was a generic handbook that informed of basic web tools and online learning resources and equipped teachers to use them.

TACCLE 2 shifted the emphasis to work with online handbooks that were targeted for teachers in different subject areas as well as to primary school teachers.

These projects were also supported by specific TACCLE courses funded by the Comenius and Grundtvig programmes.

TACCLE 3 shifted the emphasis to teaching programming and coding for school children and worked mainly with the project website.

More information on the two first generations of TACCLE projects is availble on the video interviews with Jenny Hughes (recorded for the Coop-PBL in VET project in 2012):

Jenny Hughes on TACCLE 1 project: Getting teachers to produce their own web content (Part1)

Jenny Hughes on TACCLE 2 project: Reaching out to new teacher groups and subject areas (Part2)

TACCLE 4 project as support for teacher trainers with focus on technology-enhanced learning and online resources

Looking back, the earlier TACCLE projects have been successful and even more the TACCLE courses. This had created a demand for courses, workshops etc. based on the projects and their materials. This gave rise to a new project that focuses on practitioners who are developing  Continuing Professional Development (CPD) initiatives for teachers and trainers in different educational sectors. From this point of view the TACCLE 4 – CPD project was shaped to draw upon the prior experiences and to expand the work from school-based education to other educational sectors – Adult Education (AE) and Vocational Education and Training. From this perspective the project was based on a limited number of partner organisations, some of which had been involved in the previous ones and some bringing new countries and/or educational sectors into the picture.

For our institute – ITB – this project is an opportunity to draw upon the experiences of multimedia training and co-design of digital tools (mainly for construction sector) in the Learning Layers project (2012 – 2016). In the kick-off meeting we presented the work with the Learning Toolbox (LTB) and the follow-up activities in different contexts:

  1. In the initial VET the HAKS project with craft trade companies and by the informal working groups of Bau-ABC trainers;
  2. In the continuing vocational training by the DigiProB project that is developing a new software ecology that links together the course management and (via moodle) the trainers’ curriculum design platform (WordPress) and the learners’ interface (LTB):
  3. In the designed project ProBauKo and in a prior feasibility study the ITB team and the LTB developers have explored the possibility to link the use of LTB to company-specific knowledge processes and learning opportunities.

In the TACCLE 4 – CPD project we have to see, how to link these working perspectives (and the role of vocational schools) to the way in which the TACCLE projects have supported training of teachers and trainers. I am looking forward to an interesting period of work.

More blogs to come …

3 practical ideas for using ICT in STEM teaching – How Science Works

February 26th, 2015 by Angela Rees


Screen Shot 2015-02-26 at 21.54.01

Over the coming weeks I’m going to share some practical ideas from the Taccle2 Handbooks on e-learning for teachers of Primary, STEM, Humanities, Creative and Performing Arts and Key Skills.  Here are some ideas for exploring How Science Works.

Ask your students to 
create a social networking profile for a scientist on MySpace explaining their discoveries. Find a list of scientists and see our Einstein page for inspiration.  Get each person in the class to add a Facebook profile for a famous scientist – who would their ‘friends’ be? What would their favourite books or music be? What sort of conversations or arguments would they have with each other? (it’s more fun if you assume that they they can communicate over time as well!)

Find present day scientists on Linked-In or or MyExperiment.  What research are they doing right now? Create a class blog where students can record what they have learned and use the comments to discuss who was the most important scientist in history.

Talking of debates, check out aMap to start an argument.  Students follow the on-screen instructions in order to join an existing argument or start a new argument. They’ll have to provide an email address, name and location but you can use the same email for multiple users. They are prompted to add reasons and supporting evidence for their argument.  When they have finished they get an embeddable mind map which others can reply to by creating their own “argument map”.  See the Taccle2 blog for an example.

All of the Taccle2 handbooks are available to download for free from the Taccle2 website.


May 15th, 2014 by Angela Rees
Rydym yn chwilio am bobl sy’n gweithio ym myd addysg i roi adborth ar y wefan Buaswn yn hynod o ddiolchgar petaech chi’n cymeryd ychydig amser i’w hastudio cyn gadael eich barn ar yr holiadur
Mae dolen Gymraeg ar y wefan ond mae croeso i chi edrych ar y tudalennau Saesneg hefyd a’u cynnwys yn eich adborth yn gyffredinol. Yr unig beth rydyn ni’n gofyn yw eich bod yn llenwi’r holiadur CYMRAEG. Dewiswch ‘CYM’ ar y dudalen gyntaf.
Rydym wedi gweithio’n galed i sicrhau bod gan y Gymraeg yr un statws a’r ieithoedd eraill yn y prosiect. Yn naturiol, felly, buaswn yn hynod o falch petawn ni yn gallu ‘dal ein tir’ gyda’r cyfanswm terfynol sy’n ymateb i’r holidaur Cymraeg o’i gymharu a’r ieithoedd eraill.
Mae croeso i chi basio’r wahoddiad yma ymlaen at unrhyw un arall fydd yn hapus i’w lenwi hefyd!
Miloedd o ddiolch,
Angela Rees a Nic Daniels

Hours of fun and Singing Fingers on the Taccle Web site

June 11th, 2013 by Graham Attwell

Jenny Hughes was in Bremen last week and showed me some of her favourite apps on the wonderful Taccle web site. Although the site aims at providing practical ideas for teachers in using technology in the classroom, it is also a great resource for anyone interested in technology for teaching and learning and particularly rich in mobile apps.

We found a number of broken links and looked at installing a WordPress plugin to check for these. In the end we concluded the plugins seemed to have too high a processing load and instead used  free application called Integrity which worked like a charm. We also discovered that the Taccle site has over 2500 external links!

The other technical / design feature which interests me is the metadata / category system. This has undergone a series of revamps and I think gets in pretty much right now.

Anyway here is  one of my current favourite apps featured on the site – Singing Fingers, created at MIT Media Lab’s Lifelong Kindergarten.

Make a sound while moving your finger to record a sound-drawing. Touch the drawing you just made to play the sound back: forward, backward, sideways, or any way. That’s it! Singing Fingers Basic ExplanationSinging Fingers lets you see music, hear colors, and re-see everyday sounds for the beautiful playground that they are. Singing Fingers lowers the floor to let beginners play with sound as if it was finger paint, and raises the roof by letting advanced DJs break out of the grooves of the records into a world where sounds take any shape you give them. Your own fingers are like the needles that play the sounds back. Just like records and tape recorders were breakthroughs in simplicity and power, Singing Fingers has no complex buttons, menus, or rules. One simple medium, one simple touch of the finger, millions of possibilities.How it Works

While you drag your finger across the screen, your voice or any other sounds nearby are turned into colors on the musical canvas. The pitch of the sound is translated into a color, while the loudness of the sound determines the size. If you start on a blank white space you are recording. If you start on a colored space you are replaying. Use up to five fingers to play back many sounds at the same time, forwards, backwards or sideways.

Making Instruments, Telling Stories, Performing, Exploring, and Drawing Pictures

Tap the keys of a piano or sing a scale while dragging your finger on the screen, and you’ll have just drawn your first playable musical instrument. Tell a story while drawing the story on the screen. Explore a sound in the world, like rain or thunder, visually and see what it sounds like forwards and backwards. Use your voice as the “paint” to draw a picture. Laughter and yelling gives dozens of colors, Scribbling with Singing Fingerswhile whistling a note can give you a specific color.

Cross-Sensory Creative Thinking

When you holler out and move your finger around on the screen, Singing Fingers turns the sounds into a concrete visual object. By transforming the pitch of the sound to a color and smearing it across the screen, people can learn to “see music” and “hear colors.” What is sometimes referred to as “synesthesia” or “cross sensory thinking” becomes an everyday part of playing with sounds. One of the goals of the people behind Singing Fingers is to help people to see the invisible and re-see the everyday world as the beautiful playground that life is.The Next Evolution of Sound Recording and Remixing

A long time ago, only advanced technicians with handmade machines could record sounds. Exciting advancements like record players and tape recorders meant more people could play and record sounds, while cultural revolutions like scratching records and making summer mix tapes meant more people were mixing and remixing music. Computers have opened up many new ways to play with sounds, but none have been as huge a leap for DJ Recordpeople’s expressiveness as we would hope for: iPods let you play music, complex software lets you mix it together, and simple programs let you record sounds, but where is the big leap forward? We see Singing Fingers as a step toward the next big cultural transformation, putting all the power of recording, playing back, and remixing, literally at the tip of the finger for the most improvisational, fluid, sound interface we could come up with. Singing Fingers lowers the floor to let children play with sound as if it was finger paint, and raises the roof by letting advanced DJs break out of the grooves of the records into a world where sounds take any shape you give them and your fingers are like the needles that play the sounds back, with as fine control as your hand will allow. The scratching of records, the recording of tapes, the visualization of the graphics equalizer, and the remixing power of computers, in one little app that takes seconds to learn and years to master.

Interface Simplicity Lightning and Birds
Just like record players and tape recorders were simple and powerful new ways to work with sounds, Singing Fingers simply gives you a blank page. To manipulate sounds you only need your fingers to smear them onto the page and to play them back. No complex buttons, menus, or rules. In fact, to record, play back, and remix sounds there are zero buttons or menus (the buttons are only for file manipulation: saving, loading, and getting a new one). One simple medium, one simple touch of the finger, millions of possibilities.


Taccle2 on track

May 20th, 2013 by Jenny Hughes

We are really excited about the Taccle 2 project – 5 hard copy handbooks and a website bursting with practical ideas on how to use web 2.0 apps and other e-learning tools in your classroom.

The project has reached its half way mark and we are so far on target. The E-learning handbook for Primary Teachers has just come back from the layout artist and is in its final proof reading stage. (There is a temporary version available if you want to take a look)

The E-learning handbook for STEM teachers is waiting for the layout artist to make it look pretty and the E-learning for Humanities is in its draft version. This will be available on the site within the next week.

The next book, E-learning for Creative and Performing Arts has just been started – we are still at the stage of collecting ideas but they are coming in thick and fast. The final book, E-learnig for Core Skills 14-19 is at the planning stage. All books will be ready for printing by April 2014.

Meanwhile, check out Taccle2 website It has 280 posts at the moment and our rough estimate is that there are well over a thousand ideas that can be navigated by subject, age, software, language, format and more. Even better, judging from the number of visitors who return and the number of contributions and comments, there is a growing community around the Taccle2 site which will expand rapidly once the Taccle2 training starts next month.

Please come and join us and spread the word – tried and tested ideas for using technology in the classroom, created by teachers for teachers. No theory, no research just inspiration!

PS you can also follow us on Twitter #taccle or on the Taccle2  Diigo group or on – so no excuses!!

Learning through Gangnam

March 21st, 2013 by Jenny Hughes

Thought you may like to see this vid of pupils at Ysgol Gyfyn Gartholwg, featured on the Taccle2 website. The school is the local Welsh medium comprehensive school for Pontydysgu’s home town of Pontypridd.

The children are speaking in Welsh and I’m not going to translate it all but the theme of the video is about the need for good punctuation and accuracy of writing.

We love it – and it’s an excellent example of what kids can do left alone with a video camera and some editing software. E-learning at its best. We are hoping to feature YG Gartholwg in the future and use them as a test bed for more Taccle2 ideas – watch this space.

Meanwhile, many thanks to staff and pupils – Da iawn chi! Diolch yn fawr.

Learning Layers – Learning lessons from prior projects – part 1

November 29th, 2012 by Pekka Kamarainen

At the moment several contributors to Learning Layers project (from Pontydysgu, ITB, CIMNE, Bau ABC and Agentur) are participating in Online Educa Berlin. Pontydysgu will keep us updated on their contributions via live radio program (Sounds of the Bazaar),  podcasts and via Graham’s blogs on Wales-Wide Web.

While the travel team is busy over there, the home team is doing some stock-taking on lessons to be learned from prior projects. As a first contribution I have collected some links to video interviews that I produced as the ITB partner for another European project (Coop-PBL in VET).  As you see from the list below, the interview partners (from Pontydysgu and ITB) discussed issues that are relevant for the Learning Layers project as well:

  • The interviews with Graham Attwell (four videos) focused on the development of European projects on ICT, Web and learning (in SMEs).
  • The interviews with Jenny Hughes (two videos) focused on the experiences of two TACCLE projects in supporting teachers to create and share user-generated web contents.
  • The interviews with Joanna Burchert and Sven Schulte (three videos in English, parallel versions in German) focused on the experiences with the German project expertAzubi that developed an interactive online platform for apprentices, workplace trainers and vocational teachers in the Bremen region.
  • The interviews with Ludger Deitmer (four videos in English) focused on regional cooperation between vocational education providers, partner enterprises and different innovation programs since the early 1990s to present day.

It is not our intention to dwell in the past. But we do understand ourselves as part of a living tradition of innovation research and part of that ‘living’ is the ability to look back how certain ideas and cooperation patterns have developed. It is interesting to see new issues coming up in Graham’s and Ludger’s overviews. Moreover, it is interesting to see, how dynamic cooperation culture has developed in rather short-lived projects (as Jenny and Joanna & Sven tell in their reports of recent projects).

The story goes on …

Acknowledgements. This work is supported by the European Commission under the FP7 project LAYERS (no. 318209),

No ‘Team GB’ for education!

September 30th, 2012 by Jenny Hughes

The Wales Government has announced its plans to implement the recommendations of a report it commissioned earlier this year “Find it, make it, use it, share it: learning in Digital Wales.”  We are quite excited that Wales is one of the pioneers in developing a whole-country strategy for the promotion of digital technologies in school classrooms – including advocating the widespread use of mobile devices, a shift to a PLE rather than MLE focus and the use of social software for learning.  There are one or two things we disagree with, such as the heavy emphasis on a ‘national’ collection of resources, but the rest of the report is exciting, forward thinking and realistic.  There is a serious commitment to mass staff development at all levels – surely the biggest barrier to take up of new technologies in the classroom – including defining a set of digital competences for teachers. This report also recommends that these competences (personal AND pedagogic) be compulsory in ITT courses.

The other section of the report which will cause major ripples is the chunk entitled “External conditions for success” which seem to us to identify all of the brick walls which teachers come up against and suggests that they should be dismantled. I am going to quote the report in full because it is music to the ears of most of us involved with e-learning in schools.

Universal take-up of digital opportunities assumes that:

  • all learning providers, and indeed all classrooms, can connect to the internet at sufficient speeds to enable efficient use of digital resources
  • interface equipment – whiteboards, PCs, tablets, mobile devices, etc. – are available widely enough within learning providers to give quick and easy access to resources. ‘Bring your own device’ solutions may be appropriate here
  • learners and teachers are not prevented from using resources by general restrictions imposed by local authorities or learning providers on certain types of hardware (e.g. smart phones), software (e.g. ‘apps’) or web resources (e.g. Facebook, YouTube or Twitter)
  • learners and their parents/carers have adequate access at home (and increasingly on mobile devices) to ensure that technology-enhanced learning in the classroom can be replicated and deepened outside the learning provider. 

LEAs, take note!!

The main vehicle for turning the report into reality will be an organisation called the ‘Hwb’ (no, not a funny way of spelling Hub, ‘hwb’ means to promote, push or inspire). Its remit will be to lead, promote and support the use of digital resources and technologies by learners and teachers across Wales and create and develop a national digital collection for learning and teaching in English and Welsh.  Both Pontydysgu and the Taccle2 project in Wales are committed to doing what we can to support the Hwb and will make sure that all our resources and experience in the field are freely available.

The driving force behind it all is Leighton Andrews, the Minister for Education in Wales – with whose politics I usually disagree – but I am very happy to admit that he has come up trumps with this one!  He is knowledgable, committed and comes across as a genuinely enthusiastic technophile with an understanding of what education could look like in the future and a clear vision of how, in Wales, we are going to get there.  (“Just like Michael Gove!”, I hear my English colleagues say….).  I must admit, that even as a card-carrying member of a different party (byddwch chi’n dyfalu!), devolution has been all good in terms of education and we have had two excellent Ministers.   Look at the image on the top of this post and you may understand why we are looking forward to an increasing divergence and autonomy.  Team GB? No thanks!




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    Online Educa Berlin

    OEB Global (formerly Online Educa Berlin) has announced its Call for Proposals and the overall theme for 2018: Learning to Love Learning. The event will incorporate Learning Technologies Germany – a leading European exhibition on learning technologies in the workplace – for the first time this year. More details here.

    Barcelona to go Open Source

    The Spanish newspaper, El País, has reported that the City of Barcelona is in the process of migrating its computer system to Open Source technologies.

    According to the news report, the city plans to first replace all its user applications with alternative open source applications. This will go on until the only remaining proprietary software will be Windows where it will finally be replaced with a Linux distribution.

    To support the move, the city will employ 65 new developers to build software programs for their specific needs. they also plan the development of a digital market – an online platform – whereby small businesses will use to take part in public tenders.

    OER18: Open to All,

    The OER18 Conference takes place in Bristol, UK on 18 – 19 April 2018. OER18 is the 9th annual conference for Open Education research, practice and policy. The final keynote has now been announced: Dr Momodou Sallah is Reader in Globalisation and Global Youth Work at the Social Work, Youth and Community Division, De Montfort University.  More about the conference:

    Learning about technology

    According to the University Technical Colleges web site, new research released of 11 to 17-year-olds, commissioned by the Baker Dearing Educational Trust, the charity which promotes and supports University Technical Colleges (UTCs), reveals that over a third (36%) have no opportunity to learn about the latest technology in the classroom and over two thirds (67%) admit that they have not had the opportunity even to discuss a new tech or app idea with a teacher.

    When asked about the tech skills they would like to learn the top five were:

    Building apps (45%)
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    Virtual reality (38%)
    Coding computer languages (34%)
    Artificial intelligence (28%)

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