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Updates on the corona crisis – What news from field activities with the Learning Toolbox?

Friday, June 5th, 2020

Reflections on the impact of the Learning Layers project – Part Four: What all has contributed to the sustainability of the Learning Toolbox?

Wednesday, April 29th, 2020

Reflections on the impact of the Learning Layers project – Part Three: The use of Learning Toolbox in new contexts

Wednesday, April 29th, 2020

Reflections on the impact of the Learning Layers project – Part Two: The use of Learning Toolbox in vocational learning and construction work

Tuesday, April 28th, 2020

Online learning during the corona crisis – The contribution of the Learning Toolbox

Tuesday, April 7th, 2020

Ideas for the forthcoming Multiplier Event of the TACCLE4 CPD project – bringing Learning Toolbox and OER into practice

Monday, February 17th, 2020

Notes on the Blogchat of February – ePosters powered by Learning Toolbox are not merely e-posters

Wednesday, February 5th, 2020

Learning Toolbox going strong to the year 2020

Wednesday, January 29th, 2020

Celebrating ePosters powered by Learning Toolbox – The Kubify team nominated for a major award

Wednesday, October 23rd, 2019

Trainers’ views on introducing digital tools to vocational learning – Part Two: General views on the use of Learning Toolbox

Thursday, May 23rd, 2019
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    Graduate Jobs

    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lost their jobs, and 26 per cent have lost internships, while 28 per cent have had their graduate job offer deferred or rescinded. 47 per cent of finalists are considering postgraduate study, and 29 per cent are considering making a career change.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.


    Erasmus+

    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.


    Skills Gaps

    A new report by the Learning and Work Institute for the Local Government Association (LGA) finds that by 2030 there could be a deficit of 2.5 million highly-skilled workers. The report, Local Skills Deficits and Spare Capacity, models potential skills gaps in eight English localities, and forecasts an oversupply of low- and intermediate -skilled workers by 2030. The LGA is calling on the government to devolve the various national skills, retraining and employment schemes to local areas. (via WONKHE)


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