5 reasons e-learning is a great option for introverted students
Livia Bran at Cypher Learning discusses why e-learning is a great option for introverted students… There are many things introversion is confused with. In a world that seems to have been designed based on extrovert ideals, introverted people get tags like shy, aloof, uninterested or anti-social. Even introverts have a hard time understanding themselves, and this can happen way into adulthood. Introverted kids have an even harder time. Chances are, one in three (if not even one in two) students is introverted. Meeting their specific needs besides their learning needs can be a challenge, especially for teachers that don’t understand what these students are going through. But e-learning has their backs. Why e-learning is a great option for introverted students Introverts live mostly in their inner worlds and they very much appreciate having options that allow them to do things their own way. Including e-learning in your instruction is a perfect way of providing that much-needed alternative to traditional instruction. Here are the main reasons why introverted students love this alternative: 1. E-learning happens online. A student does not have to be physically present in a certain place at a certain time to get new knowledge; they only have to be connected to the internet and usually logged in the school learning management system. Online there is no distraction like in the classroom — who says what, who does what, so the introvert student can spend their precious energy focusing on just the lesson. 2. E-learning is self-paced. There is less peer pressure and introverted students especially like the fact they can progress at their own pace. If they understand the lesson they’ll move on faster and finish the online course at a fraction of the regular time; if they need extra time to master a new concept they can take as long as they need, without feeling guilty for holding the rest of the class stuck at the same part of a lesson. 3. E-learning is all about writing. Introverted students often struggle to express themselves orally. (They can become surprisingly great debaters and presenters, mind you, but only if they’re interested in mastering this skill of public speaking). They prefer writing over talking anytime. In online courses everyone has to write more, so introverts feel more at ease and express their thoughts more easily as well. 4. E-learning puts the student behind the wheel. This extra control they get over their own learning process makes introverts rejoice. They can choose when to do their learning, how much time to allocate at once, if they want to engage in group discussions or compete with their colleagues, edit their thoughts before they publish anything, and so on. Online instruction comes with a degree of independence introverts simply love. 5. E-learning helps them improve. One thing that is often misunderstood about introverts is that they very much like competition; they just don’t like to compete against their friends and classmates. If their peers want to gain as many points as possible, add badges to their online profiles and get trophies for their work to be better that everyone else, introverted kids will do the same, but to be better than their yesterday’s selves. Closing thoughts Introversion is not something to be fixed. Being an introvert at schools comes with plenty of challenges from the start. Understanding introverted students is the first step in making them bloom into the great students they can be. Including e-learning in your teaching strategy may be a challenging task, but your students will be thankful for it — introverts and extroverts alike, because the above advantages of e-learning work for all students. For more information on Cypher e-learning, see cypherlearning.com
HSE Report Raises Concerns Over 3D Printer Safety In Schools
Leeds-based Kora 3D, one of the UK’s leading manufacturers of desktop 3D printers, has developed a unique universal safety cabinet to protect 3D printer users, following the release of a Health and Safety Executive (HSE) report today which found that the printers can create harmful emissions, potentially endangering staff and pupils. The use of Fused Filament Fabrication (FFF) and Fused Deposition Modelling (FDM) 3D printers as part of the school curriculum has grown rapidly in recent years following a Department for Education funded pilot in 2012/13 to explore how 3D printing could be applied to the Science, Engineering, Technology and Mathematics (STEM) curriculum. However, concerns have consistently been raised over the safe use of the products and their impact on surrounding air quality. CLEAPSS (the Consortium of Local Education Authorities for the Provision of Science Services), an advisory service supporting science and technology in schools, manages a helpline for schools and has been inundated with concerns from teaching staff and requests for a model risk assessment for the use of FFF/FDM style 3D printers and guidance around safe usage. In response, the HSE formed a working group including HSE scientific and regulatory staff, Kora 3D, CLEAPSS and the British Standards Institute to identify the risks and develop a good practice guide for the safe use of FFF/FDM style desktop 3D printers in schools. Kora 3D committed to working with the HSE to eradicate these risks, making the commitment to suspend sales of its own FFF/FDM style 3D printers until the research was complete. The HSE has now released its report Measuring and Controlling Emissions from Desktop 3D Printers which found that the 3D printers emitted many particles of a size range that could potentially enter the airways and lungs. The report also found that ‘emissions from FFF 3D printers are likely to be released into the general environment because many desktop printers have no form of control or particle capture.’ Worryingly, the HSE’s research also found that some of the plastic filament materials used in the 3D printers were found to release vapours known to be hazardous to health when heated. During testing, the HSE found that placing the desktop 3D printer inside a Kora 3D enclosing hood with filtered ventilation reduced particle emission rates by 97 per cent. As a result, the new guidance from CLEAPSS for teachers recommends the use of a ‘bespoke exposure control cabinet to cover each printer.’ In line with the recommendations from the HSE, Kora 3D’s talented team of engineers have developed the universal and economical Kora SC-01 Safety Cabinet, designed to fit most standard sized FFF/FDM style desktop 3D printers. It uses a specialist filter cartridge at the top of the cabinet to draw clean air from the area in which it is situated and to remove potentially harmful emissions. The SC-01 is, to date, the only FFF/FDM style 3D Printer Safety Cabinet to have been officially tested by the HSE’s specialist Health and Safety Laboratory. To provide further protection for users, Kora has also put in place a registration process which tracks the product, its specialist filters and its usage using unique serial numbers logged on both the product, instruction manual and all subsequent documentation. Dave Parry, Design & Technology Lead Adviser at CLEAPSS, said: “With 3D printing being encouraged as part of the curriculum, teachers and pupils are using 3D printers on a regular basis, so we’re pleased to see the introduction of fully integrated extraction systems that trap potentially harmful fumes and particulates to prevent exposure to users. The use of an extracted cabinet also restricts access to the machine, thereby controlling the risk of trapping or burning that may arise.” Steve Burrows, Managing Director of Kora 3D, said: “It’s clear that FFF/FDM style 3D printing is a growing sector and one which offers fantastic benefits in the education environment. However, our four-year study alongside the HSE has confirmed the importance of having a greater understanding of the equipment and the need to pay more attention to safety management. It was a huge commitment and a risky commercial decision to cease sales of our FFF/FDM style 3D printers. However, we strongly believed that although FFF/FDM style 3D printing delivers huge benefits, not enough had been done until now to investigate the potential risk to users and bystanders. Operating in the education sector meant that the safety of our end users – children – had to be of primary concern. “At the heart of Kora 3D is a real passion for problem solving, so our talented team has worked closely with the HSE to develop a product which finally makes FFF/FDM style 3D printing safe. As the only company currently with an HSE/HSL tested product, we believe we are now in a very strong commercial position to ambitiously grow our business.” A link to the guidance by CLEAPSS for the safe usage of 3D printers in schools can be found here: CLEAPSS 3D Printer report www.kora3d.com Link to HSE report: http://www.hse.gov.uk/research/rrpdf/rr1146.pdf
Bromley students cash in on centenary challenge
Pupils at Bickley Park School in Bromley have taken their first steps to becoming young entrepreneurs after being given ten pounds each. As part of the school’s centenary year, each pupil aged seven to 13 has been challenged to set up a profitable small business, either alone or by pooling their investment, with up to three other pupils. The ‘lend us a tenner’ initiative challenges the children to unleash their business ideas and acumen over the Easter holiday. Pupils have been given guidance about how to set up a business and the dos and don’ts of acceptable business practice. At the end of the project, any profits made will be divided between two charities that have been nominated by the pupils’ school council and the boys themselves. Project organiser, Sam Patel, said: “This has caught the imagination of the boys who have already come up with some exciting ideas that have the scope to be very successful businesses. It is great to see some also using technology to support the development of their concepts.” Headmaster, Patrick Wenham, said: “As we enter the ‘future’ phase of the school’s landmark centenary year, it is a natural time to demonstrate our commitment to delivering an education focused on what lays ahead. This project responds to what experts are saying about the skill set that today’s children will need to thrive in the future world – the ability to think creatively and problem solve; be confident in using technology; collaborate effectively and the ability to self-manage risk. “Hopefully we will inspire some budding entrepreneurs and raise money for good causes in the process.” Find out more
How Bookbuzz promotes a love for literature
QA Education magazine editor Victoria Galligan speaks to the team at Bookbuzz about how they engage young people with reading and promote a love for literature… How and when did Bookbuzz begin? Bookbuzz is a reading programme suitable for school children aged 11 – 13, regardless of their reading ability or learning needs. Developed by BookTrust, the UK’s largest children’s reading charity, we support schools to encourage reading for pleasure. The programme began in 2012. Five years on, over 150, 000 students from years seven and eight take part every year, receiving their own book to take home and keep. Who funds the programme? Thanks to the support of the Bookbuzz authors and children’s publishers, schools can buy Bookbuzz at the subsidised cost of £3 per student; receiving one book for every student, picked by them, 34 brilliant books for the school and a pack of practical resources including posters, bookmarks and tips to encourage reading for pleasure. Bookbuzz offers students the element of choice, allowing them to find the right book for them and get excited about books and reading. Where does the programme operate? Bookbuzz can be purchased by schools in England and Northern Ireland. Can you give some examples of your success stories? From running ‘book-tasting’ sessions, to getting heads of year to battle it out and make the case for their favourite book, we’re amazed by the dynamic ways schools approach choosing their books. And that’s so vital. Reading’s a really sociable thing – and this is a great way to get students talking about books. “Once my students have all chosen a book, I tell them about Bookbuzz Breakfast! I invite Year 7 to attend a ‘breakfast’ in the LRC. During the breakfast, selected pupils will stand up and read a passage from their chosen book to whet their classmates’ appetites…When all the food is gone, I give out the books and students settle down to read their book until break time.” “It’s a great way to make being part of Bookbuzz feel really special. After the breakfast students often come and borrow the books they did not choose.” Clare Thompson, Learning Resource Manager What plans do you have for 2019? An expert panel including school librarians, teachers and children’s booksellers are currently selecting the 2019 titles and we are looking forward to announcing them in May. Every year we see teachers and librarians using Bookbuzz in ever more creative ways to build a buzz around reading for pleasure in their schools. We can’t wait to see the programme in action in September 2019. To find out more about BookTrust’s Bookbuzz programme visit: booktrust.org.uk
UK’s First Ever College ‘Academic Partnership’ Announced for National Apprenticeship Week
To mark National Apprenticeship Week 2019 (4 – 8 March), an international engineering association announced it is forming the first ever academic partnership agreement with a further education college in the UK. The Institution of Civil Engineers (ICE), which has 92,000 members globally, attended the Hunslet Campus of Leeds College of Building yesterday (Tuesday 5 March) to launch the partnership. The agreement, usually reserved for higher education institutions, is designed to advance the capabilities of the next generation of engineers. Until now, ICE academic partnerships have allowed undergraduate and postgraduate students, both on-campus and globally, to complete part of their professional engineering training while studying at university. Now, students at a further-education level will be able to access the same pathway to attaining a professional qualification and have the opportunity for broader connections with employers. During the launch event, five ICE ‘QUEST Technician Scholarships’ were awarded to top Apprentices at Leeds College of Building (Ruth Watson, William Rose, Tim O’Connor, Joshua Clarke, and Chris Meredith) and one to a student from Leeds Beckett University (Amy Farrell). These highly sought-after and well-respected Quest Scholarships are considered in industry to be a benchmark of excellence and are only awarded to candidates who display exceptional abilities and potential. Penny Marshall, Regional Director for ICE Yorkshire and Humber, said: “This exciting new agreement opens up opportunities for students to engage directly with industry. QUEST Scholarships are a sign of true excellence. Winners need to be both good leaders and team players; with ambition, determination and the ability to act and think independently. The 2019 scholars are all very talented and deserving winners. Their enthusiasm, determination and dedication clearly impressed the panel of judges. There’s no doubt they all have promising careers ahead of them.” Vicky Patterson, Curriculum Manager for Technical and Professional Apprenticeships at Leeds College of Building, said: “Since being named as BTEC Apprenticeship Provider of the Year in 2018, Leeds College of Building has solidified its position as a leader in the sector. Now, getting chosen by ICE for the first ever UK college academic partnership agreement, we are in a better position than ever to go above and beyond our normal duties to enhance the Apprentice’s experiences and ensure that we produce the most creative and brilliant young Technicians and Engineers of the future.”
London School of Economics students win £15k corporate award at Duff & Phelps annual YOUniversity Deal Challenge
LONDON: A team of three students from the London School of Economics have won a £15,000 cash prize after competing in the final round of Duff & Phelps’ annual YOUniversity Deal Challenge, held in London. Duff & Phelps, the global advisor that protects, restores and maximizes value for clients, saw a pool of 23 university teams from across Europe prepare and pitch a financial transaction case study that involves a broad range of finance-focused skills, including aspects of Mergers and Acquisitions (M&A), Transaction Opinions, Valuation Services and Disputes. The students had to present to a specialist panel of Duff & Phelps industry experts and academics. The panel included Sharon Davies, Mathias Schumacher and Henry Wells, Managing Directors from Duff & Phelps’ Valuation Advisory and M&A teams, as well as Professor Martine Carre-Tallon from Dauphine University in Paris and Professor Laura Nuñez Letamendia from IE Business School in Madrid. Now in its 10th year, YOUniversity Deal Challenge provides students with a springboard for a career in the financial services industry. The runners-up from Nova Business School and Dauphine each received a £6,000 cash prize. This years’ success marks the continued evolution of Duff & Phelps’ national case study competition established in 2010. The 2019 event was the most internationally-focused yet, featuring further final events in New York, Mumbai and Hong Kong to encourage more participation from teams across the globe. Sharon Davies, Managing Director, Valuation Advisory at Duff & Phelps: “We are committed to identifying and investing in the next generation of finance leaders. We were very impressed by the quality and detail of the case studies presented at this year’s event and we are honoured to extend the opportunity to students around the world. “YOUniversity Deal Challenge offers students the unique opportunity to showcase their skills in a competition resembling the real challenges that finance professionals often face in their careers. By applying technical reasoning and critical thinking in teams, competitors gain an in-depth insight into the variety and complexity of the work involved in key stages of a financial transaction. “Congratulations to this year’s winners and to all our entrants for some exemplarily work.”
Teachers need more support to tackle self-harm in schools
84% of secondary school teachers have taught a student who they believe is self-harming in the last year, according to a survey by mental health charity YoungMinds. YoungMinds is highlighting the need to ensure that teachers have support in identifying and responding to self-harm. The charity has found that often teachers are the first point of call for students who need mental health support, but have limited training on how to respond or what action to take. The charity carried out a survey of more than 3,000 secondary school teachers, which showed that: – 84% of secondary school teachers had taught a child they believe is self-harming in the last year – 77% of secondary school teachers do not believe they have had sufficient training on children and young people’s mental health – While 36% feel confident knowing how to support young people with mental health issues, 35% do not feel confident. – While 39% feel confident knowing how and when to refer young people to Child and Adolescent Mental Health Services, 37% do not feel confident. [1] Research by NHS Digital in 2018 suggested that 48% of young people had sought help from their teachers when struggling with their mental health – a higher figure than any for other professional. [2] Emma Thomas, CEO of YoungMinds, said: “The vast majority of secondary school teachers have first-hand experience of teaching a child who is self-harming, but too often they haven’t had enough training or support to know how best to respond to their needs. “The reasons why a young person may self-harm are multiple and complex, but it’s vital that when they reach out to someone about it, they are met with the best possible help and advice. “We know that teachers do a great job of supporting young people in many instances, but it can also be hard to know what to say, when to take action or how to support someone. “That’s why we’ve created a range of resources for teachers, to help them feel more confident in supporting a young person who may seek their help. And we also need to make sure that schools have the skills and support they need to ensure that they can make wellbeing and mental health a priority.” The YoungMinds resources include: – A video about self-harm – Advice for having a conversation about self-harm – Information from young people who have experience of self-harm – A guide for how to help a young person self-harming Chris Martin, Chief Executive of The Mix, said: “In our last survey of users at The Mix we found that there are a large number of professionals, such as teachers and GPs, looking for information on behalf of young people. “With an increase in self-harm being reported and teachers sometimes being the first port of call, it’s important that they have the knowledge and confidence to offer support and signpost young people to services that can help, such as The Mix. We know that YoungMinds’s new resource pack will be an important tool to ensure that young people can get access to the support they need.” YoungMinds also offers training courses for teachers on self-harm. And its 360° Schools’ Community offers advice and support to teachers about wellbeing and mental health. More than 6,000 teachers and school staff have signed up to the community. YoungMinds is also currently campaigning for wellbeing to be made a priority in schools, and encouraging supporters to #TellOfsted why they think this is important. For Self-Harm Awareness Day, The Mix created a video campaign to raise awareness around different types of self-harm, and the feelings that can lead to self-harm. Three individual videos tell the stories of three young people, with voiceovers in the form of poems to tell their stories. It is hoped that this will also assist teachers, family and friends to spot signs of self-harm that might not be obvious and offer support. The videos also remind users that, if they are struggling with any of these issues, The Mix is there to help.
The Open University launches social worker degree apprenticeship
The Open University has launched its Social Worker Degree Apprenticeship, supporting more people into higher education and providing a new, flexible route into becoming a social worker. With 25 years experience of delivering work-based training in social work, The Open University recently completed a year-long study into improving retention and diversity in the sector – ‘Social Work for Everyone’ – funded by the Higher Education Funding Council for England (now Office for Students)[1]. The project highlighted the under-representation of men, disabled and BME workers, noting that the new degree apprenticeship qualification will provide an important sixth route to becoming a social worker. Not only can the new apprenticeship be used to develop existing support workers, increasing staff retention by offering clearly structured career progression, it can also be used to attract new people, who are currently underrepresented, into the workforce. The apprenticeship learners will be supported by qualified social workers throughout, and the flexibility of The Open University’s delivery also helps to meet the needs of diverse employees, allowing them to fit training around shift patterns and other commitments. To introduce the new apprenticeship and answer employers’ questions, The Open University will be hosting a free webinar on 19 March 2019 – An Introduction to the Social Worker Degree Apprenticeship. Dr Joanna Rawles, Head of Social Work (England) at The Open University, said: “The Open University has a long history of providing employment-based social work education, so we are experienced in designing programmes with the needs of work-based learners and their employers in mind through a flexible combination of online, offline and face-to-face learning. “The Social Worker Degree Apprenticeship gives us an excellent opportunity to work in partnership with employers to develop and retain their staff, providing much-needed additional social workers. The Open University’s flexible model also opens up opportunities to those from a diverse range of backgrounds, many of whom are under-represented in the sector, by allowing those juggling various family and work commitments to study at degree level and gain a professional qualification.” The level-6 apprenticeship launch comes shortly after the Institute for Apprenticeships signed off the new employer-led standard in late 2018, joining The Open University’s existing BA (Hons) Social Work and PGDip/MA in Social Work. It will enable councils and private providers to make use of their apprenticeship levy funding, securing return on investment while addressing training challenges and widening participation. At the end of the programme, which is expected to take an average of 36-40 months to complete, apprentices will receive an honours degree and be eligible to apply for registration as a social worker. The apprenticeship is designed to provide knowledge, skills and values required for effective social work practice to meet the diverse needs of children and adults. The Social Worker Degree Apprenticeship covers: · Professional values and ethics; · Service user, carer and community views and experiences; · Decision making and analysis; · Professional development; · Safe professional practice and safeguarding; · Communication; · Working with others; · Recording and reporting · Use of technology; and · The legal context of social work This week is National Apprenticeship Week 2019 – find out more about the degree apprenticeship at open.ac.uk
Pupils work to banish cultural and linguistic barriers
Wolstanton High School continues to be a beacon of community cohesion as part of the Erasmus+ ‘Do You Speak Culture?’ programme. The academy, which is part of the Shaw Education Trust, recently welcomed eleven teachers from across Slovenia, Italy, France and Romania in a bid to promote emotional acceptance and active tolerance. Clint Lakin, the lead teacher for the Erasmus+ programme at Wolstanton, said: “We were honoured to be the host school and thoroughly enjoyed providing the delegates with an insight into the UK education system.” With a growing proportion of refugee and EAL children entering UK schools, an innovative use of the Erasmus+ scheme such as this can play an important part in increasing understanding of immigration and raising cultural awareness amongst both staff and pupils of its positive impact. The school has participated in the fully-funded European Union programme for several years, enabling pupils in Year 8 onwards to visit other countries, learn different languages and experience a range of cultures. During the latest activity-packed week, visiting delegates taught pupils about their countries fascinating histories, gained a first-hand experience of school life and shared their teaching practices with staff members. The week provided Wolstanton leaders and the visiting delegates with the opportunity to analyse the impact of immigration on schools and host communities, discussing methods of integrating pupils cost effectively and in a culturally respectful manner. Mr Lakin continued: “Everybody in the programme is the same, we all want the same things – it is the essence of what education is – developing children as well-rounded individuals with broad horizons.” With a key aim of the Erasmus+ being to counteract existing negative portrayals, inclusivity is an ongoing theme of the programme. At Wolstanton, pupils in receipt of pupil premium funding, are in care or have English as an additional language receive an advantaged application as part of the school’s ongoing pledge to provide disadvantaged pupils with the best education experience possible. Commenting on the impact of the school’s participation, Mr Lakin said: “It provides children with opportunities they wouldn’t otherwise have and develops friendships which affect people’s lives. Pupils feel empowered. Staff feel inspired. It is a lovely network between the schools which enables us all to take away a different point of view.” The progress of those participating in the programme is monitored and the positive impact it is having on pupils at Wolstanton is clearly evidenced in the increase in attendance, social skills and engagement. With so many benefits, Mr Lakin urges other schools to get involved, saying: “It is a key driver for reducing discrimination in UK schools and provides exposure to new practices. It may be extra work, but you get to see the impact on individual lives. If the money is there, schools should try to get it to positively impact pupil’s education experience, and potentially change their life.” For more information about Erasmus+ please please visit http://staffmobility.eu