Archive for the ‘Jo Blog’ Category

Travel Blog

May 22nd, 2010 by Jo Turner-Attwell

I’ve been working for Pontydysgu for 6 months now, and as of Saturday I have a whole 6 weeks off!! However much I would enjoy spending this watching the tv and eating, I have been allowed this time off to travel South East Asia. With the current issues in Bangkok where my first night is based this could be interesting. This may seem like a stupid idea, but in fact measures are being taken to ensure the hotel is safe and my choice was an escort to the hotel and being in the company of a group for my first night in Asia, or arriving evening time alone in Cambodia. So Thailand won. Anyway the point is I intend to blog whilst I am away and Graham suggested that I leave this on the Pontydysgu site. I can’t promise it will be exciting or that it will necessarily always be well written but if you are interested in traveling Asia, maybe you will find it interesting.

Who are the Experts?

May 22nd, 2010 by Jo Turner-Attwell

Whilst working for Pontydysgu I have done many jobs that are not expected of someone my age, and level of education. Being 18 and yet to do my degree, to be amongst professors and people in the higher levels of the degree system should have seemed intimidating. But in some ways I found it to be the opposite. My age meant that I had few in the field to compete with, in that I had something different to bring to the table, a younger perspective. This isn’t always relevant and in many practical and age unrelated situations this perspective wasn’t helpful. However when working in areas to do with teaching, internships, or careers guidance, I found myself in an odd position. In the mind set of a student being given an insight to that of a teacher.
This here raises the question, when in this situation does my lack of qualifications cease to be relevant? Is in fact my experience actually a valuable asset to such situations, in that it is probably closer to that of the target group?
I like to think so. However I think the key message here is not to be drawn from my lack of qualifications, but my individual insight. It shows the value of users being involved in development processes and being given a chance to play a larger role in their own fate. In fact I think often the role of expert is not considered widely enough. In teacher, student situations the teacher is considered an expert in the teaching process. However the student is also a direct participant in this process and therefore I believe can also be given the title ‘expert’. When reaching this point in my thinking, having progressed a long way from my own lack of qualifications, I found myself reassessing the teacher to learner dynamic or even user to provider.
Throughout my experience of school, the teacher held the power and the key to learning. However is this right? Should learning be more of a two way process and contain a more balanced dialogue? In the narrower context of school I have difficulty seeing how this teacher learner balance can be created. However when looking towards the concept of Personal Learning Environments this sort of relationship is implied, in the act of students leading the learning and a teacher, or to quote Vygotsky, More Knowledgable Other (allowing the teacher to be a peer or resource), providing the support.
To get back to the wider concept of users, I think it is important to consider the role of the user in decision making processes, such as in the European Projects in which I have been participating as a member of Pontydysgu. The user, in my point of view, has an ‘expert’ opinion to provide. Equal to that of people that have worked in the field for years. This give and take between users and the group, that for the sake of ease I will call, providers, is so important because they both have separate strengths to offer. That of the user being particularly essential when the field of work is one that is fast changing and therefore fresh perspectives are constantly necessary eg. technology.
In this type of working environment hierarchical thinking falls down, as hierarchies based on amount of experience become confused, experience itself becoming relevant in quality rather than quantity. Therefore it is necessary for both providers and users to be treated as having equal, but different levels of knowledge in whatever field the focus happens to be on.
From talking to Cheryl Turner from NIACE I understand that this is a consideration within the adult education circles. However from my experience, within the institutional settings of schools I think there is some way to go before this is recognised and the word expert isn’t considered on a hierarchical basis and amount of experience isn’t the main factor defining level of experience.

What motivates learning?

May 14th, 2010 by Jo Turner-Attwell

I found this video on Cool Infographics which is always worth looking at for interesting videos and data representations. It is an illustration of a presentation by Dan Pink created by the Royal Society for the encouragement of Arts, Manufactures and Commerce. The video discusses research on what motivates people, and provides some interesting results.

2010 UK Elections

May 7th, 2010 by Jo Turner-Attwell

Whilst researching for the Politics project I came across some wordles from the US election of speeches from Obama and McCain. So I made my own from the speeches of Clegg, Cameron and Labour at their party conferences in late 2009. Here were the results.

Labour: Gordon Brown

Gordon Brown's speech to Labour Conference 2009

Conservative: David Cameron

David Cameron's speech- The Tory leader's conference address in full 2009

Liberal Democrats: Nick Clegg

Nick Clegg- Liberal Democrat leader's speech 2009

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    News from 1994

    This is from a Tweet. In 1994 Stephen Heppell wrote in something called SCET” “Teachers are fundamental to this. They are professionals of considerable calibre. They are skilled at observing their students’ capability and progressing it. They are creative and imaginative but the curriculum must give them space and opportunity to explore the new potential for learning that technology offers.” Nothing changes!

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    As reported by WONKHE, a survey of 1,200 final year students conducted by Prospects in the UK found that 29 per cent have lost their jobs, and 26 per cent have lost internships, while 28 per cent have had their graduate job offer deferred or rescinded. 47 per cent of finalists are considering postgraduate study, and 29 per cent are considering making a career change. Not surprisingly, the majority feel negative about their future careers, with 83 per cent reporting a loss of motivation and 82 per cent saying they feel disconnected from employers

    Post-Covid ed-tech strategy

    The UK Ufi VocTech Trust are supporting the Association of Colleges to ensure colleges are supported to collectively overcome challenges to delivering online provision at scale. Over the course of the next few months, AoC will carry out research into colleges’ current capacity to enable high quality distance learning. Findings from the research will be used to create a post-Covid ed-tech strategy for the college sector.

    With colleges closed for most face-to-face delivery and almost 100% of provision now being delivered online, the Ufi says, learners will require online content and services that are sustainable, collective and accessible. To ensure no one is disadvantaged or left behind due to the crisis, this important work will contribute to supporting businesses to transform and upskilling and reskilling those out of work or furloughed.


    The European Commission has published an annual report of the Erasmus+ programme in 2018. During that time the programme funded more than 23,500 projects and supported the mobility of over 850,00 students, of which 28,247 were involved in UK higher education projects, though only one third of these were UK students studying abroad while the remainder were EU students studying in the UK. The UK also sent 3,439 HE staff to teach or train abroad and received 4,970 staff from elsewhere in the EU.

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