Tag Archives: support

Listening to Aaron’s microcast⤴

from @ wwwd – John's World Wide Wall Display

Read Write Microcast #008 – Limits of Automation by Aaron DavisAaron Davis from collect.readwriterespond.com
Confident – the connecting of the dots and capitalising on different possibilities. Essential Elements of Digital Literacies In this microcast, I reflect on automating technology and wonder if there is a limit to how far we should go. Further reading: When Automation Goes Awry https://col...

The dilemma in supporting schools in using technology: Give out fish or teach to fish. Before I came back to school I was faced with this problem more than once.

What I would say now, in hindsight, is that if you make the solution yourself it adds risk. I thoroughly enjoy making simple scripts and workflows, but these are generally fragile. You might end up with more long term support than you thought, or worse raising and dashing expectations.

In my part-time life I am still supporting Glow Blogs. Quite often it would be easier to fix something in response to a request for help. More often now I try to write instructions instead. I can add these to the help and point the next problem a those.

I need to get back to microcasting. I enjoyed listen to this on my commute. The focus on one subject in the short form podcast is valuable.

Cyberbullying – let’s beat it!⤴

from @ Enquire - young people's blog

IT helps us make friends and get in touch with other folk in lots of ways. Things like facebook, youtube and instant messaging have given us a new space to hang out in. But, as respectme tell us in their new leaflet, like the other places we go, there are risks to using IT – and one of these is bullying.

Cyberbullying can make you feel left out and hurt.  People using mobile phones, emails, instant messaging, online gaming, and social networking can use them to:

  • Send hurtful text messages
  • Call people names on social networking pages
  • Pick on others online because of who they are, or because someone thinks they’re ‘different’.

In a Beat Bullying survey of about 2,500 young people, 50% said they’d been cyberbullied; 29% told no-one; 73% said they knew who was sending them bullying messages and 11% admitted to cyberbully behaviour.

You can find out more about cyber-bullying on respectme’s website.

If you’re being bullied, it can be hard to tell someone. But it really helps to talk to someone you trust.

Not sure who to talk to? Childline are there for you! Call them on 0800 1111 or have an online chat 1-to-1 with a counsellor.

Anti bullying week – Enquire’s animation on racist bullying⤴

from @ Enquire - young people's blog




As national anti-bullying week draws to a close, Enquire have added to our youtube channel our awesome animation film Ben and Sara’s story. This animation was made for Enquire by ethnic minority children supported by Shakti Women’s Aid. Asked what issues ethnic minority children might have at school, they chose to focus on the problem of racist bullying and the support that can help children facing it. Hats off to the children at Shakti, who created the story, used their own artwork, did the voice overs and filmed the animation themselves!

As Scotland’s antibullying service respectme remind us, every child has the right not to be bullied – and that includes you!

respectme have got some useful info on their website for you, including busting some myths about bullying and giving advice about what you can do if you are being bullied. Check out the respectme website here.

Want to talk to someone about how you are affected by bullying? Remember that childline are there for you. Call childline on 0800 1111 or talk to a childline counsellor online.


#TMSLF13 – Round Table – Opportunities for Learning in ‘The Real World’⤴

from @ stuckwithphysics.co.uk

It was my great pleasure and privilege to lead a round table session at this year’s Scottish Learning Festival TeachMeet.

The topic for the discussion – Opportunities for Learning in ‘The Real World’   - was prompted by my recent experience of having pupils involved in learning experiences outside the school environment. I later used one example, the Nuffield Research Placement Scheme, for the subject of a 2-minute Nano-presentation.

I opened the discussion by telling the group of my background as a secondary school physics and science teacher, and outlining the opportunities available with in the STEM (science, technology, engineering and mathematics) disciplines to students via organisations such as STEMNetThe Scottish Space School, Nuffield Research Placements and the Ogden Trust Scholarships.

Having described the experiences of two of my pupils on such schemes last year, I asked the group if they were aware of similar opportunities in their own subjects and sectors.

One of the group described opportunities available in the media industry via the BBC, who run a schools’ radio project nationally and make a range of experiences available through various activities at their ‘Waterloo Road’ studios facilities in Inverclyde.

Another colleague spoke of a project where a local hair dressing business had been involved in helping train primary 7 pupils to learn skills and provide a service in their school.

Further discussion raised the issue of a lack of similar opportunities across the full range of subject areas and sectors, and the need for more co-ordination to link schools and pupils with bodies able to provide these types of learning experiences.

A suggestion was made that creating a database could be maintained to help schools, classes and individual pupils identify opportunities to undertake these type of learning experiences, linking them with organisations across all sectors.

It was noted that where such ventures are undertaken, it is desirable that the pupils should be involved in the planning process, prior to the main activities of the project.

The group agreed to look into organising ‘Real World Learning’ opportunities for their pupils, and pledged to share their experiences.

If you are involved in such a project, or are planning one, I would be very grateful if you would share what you are doing by adding a comment or a link below.

Thanks for your interest.