Category: waiting

glasgow school of art open day

Glasgow School of Art Open House at The School of Innovation + Technology, Sat 14 Dec 2024 at 13:00

Open House at The School of Innovation + Technology – Glasgow School of Art, Sat 14 Dec 2024 at 13:00

Come and join our creative community for a taste of studio life, speak to students + staff and get an insight into your time at the GSA.

Find our more and sign up using this Eventbrite link

 

 

The School of Innovation and Technology(SIT) invite you to an open studios event at the Glasgow Campus.

Book for this event to tour the SIT facilities and studios and meet with programme staff and current students and experience just a bit of our studio culture.

 

Please note this event is for Undergraduate Programmes within the School of Innovation and Technology only.

Highlights include: Undergraduate Study in SIT – Sound, Games & 3D, 13:00-15:30

Come and learn more about our undergraduate programmes in sound, games, VR and 3D modelling at The Glasgow School of Art’s School of Innovation & Technology and see our new studios in Glasgow’s city centre. There will be an opportunity to meet and chat with tutors, learn about the programmes and see (and experience!) a range of student work in sound, virtual reality, and more.

• 13:00 Welcome talk – UG study

• 13:30 Talks and tours:

o Studying BDes Sound for the Moving Image

o Studying BSc Immersive Systems Design (Games & VR and 3D Modelling)

Sign up using this Eventbrite link

#CSW24 featured image

#CSW24 – Computing Science Week Scotland 2024

Computing Science Week 2024 will run from November 4th to 15th 2024. Both weeks will comprise of Live Lessons, Success Sharing Sessions, Educator Webinars, and a face to face event in between to bring educators together and share good practice.

Week 1 has a mainly low code theme, with a few exceptions. It showcases the ways in which Computing can be explored without always having to focus exclusively on code based activities.

Week 2 will be hands-on coding activities for pupils and educators alike.

Click the links to see which sessions you would like to attend.

tackling digital exclusion

Recommended reading: Tackling Digital Exclusion – Audit Scotland

This blog post is a summary of key points in Audit Scotland’s report that might be useful for educational settings, such as schools, nurseries and local authorities to consider.

Read the full report with this link Tackling digital exclusion (audit.scot).

 

“Digital exclusion is strongly associated with poverty and people with certain protected characteristics.” 

Anyone working with groups that may be at-risk of digital exclusion should consider the potential barriers in place to them accessing and using such technology. If there are analogue alternatives, these should be as effective and readily available, along with support, training and access provision for people to engage with them.

 
Where this is not the case, the Royal Society (2022) talk about the double loop of poverty where analogue factors are entrenched by digital ones to doubly affect those at risk of exclusion.

 

 

Some of the impacts of digital exclusion that are more likely to surface in education are: 

  • making it harder to access services and information  
  • making it more difficult for parents to engage with children’s education  
  • incurring debts or being unable to make payments if they lack the skills and confidence to use online payment methods.

 

Some of these, more than others, relate directly to rights of individuals, including: 

  • Right to receive and impart information 
  • Right to education 

Many schools and local authorities already have digital leaders or champions, and I imagine that ensuring these families are not digitally excluded is high on the list of school improvement actions anywhere digital is included. 

 

 

The report also calls for a Scottish minimum digital living standard (MDLS) which “includes, but is more than, having accessible internet, adequate equipment, and the skills, knowledge and support people need. It is about being able to communicate, connect and engage with opportunities safely and with confidence.” 

 

This is an aspect we have tried to factor in our recent guidance on digital skills for learners and teachers. Ideally, this guidance will support local authorities and educational settings to develop such a set of skills and knowledge in learners with the aim of reducing digital exclusion from not having them. 

 

The last point that really resonated for education was ‘how poorly designed digital services without useable alternatives can lead to barriers to accessing services and have a negative impact on vulnerable people.’ 

Where apps are used to communicate learning to families on a regular basis – how effective are the non-app alternatives? How does a paper copy compare to video or verbal media shared on apps? Does the school or nursery make this feedback more equitable for families that need it? Perhaps in-person sharing on a regular basis?

If they don’t factor and mitigate this effectively, we risk having a ‘part of the population … unseen or unheard [as] the pace of technological change continues’. 

 

 

TechTok Recap University of Edinburgh, digilearnscot and Education Scotland logos

TechTok 2024: Video Recap

Below is a playlist of the sessions that were delivered by practitioners during TechTok24. Each video is linked below. Thanks to Russell White from Moray House for organising and hosting this successful virtual conference.

Cyber 9/12 Strategy Challenge

cyber 9 12 strategy challenge

This module has primarily been developed to further enhance the skills of the learners to take part in, for example, cyber competitions and challenges including the Cyber 9/12 Strategy Challenge. 

 

Participants will explore the challenges a country may have when dealing with a national cyber security incident from a non-technical, political, economic social and legal perspective.  

Participants will also develop their public speaking and presentation skills to discuss cyber security issues at the highest decision-making levels.  

 

The module is intended for school pupils, university and college students and can be adapted to suit the level of learners. 

go to CyberFirst page

YouTube player

Lesson plans and course overview – cyber 9/12 strategy challenge overview

 

cyber 9 12 strategy challenge week 1
cyber 9 12 strategy challenge week 2
cyber 9 12 strategy challenge week 3
cyber 9 12 strategy challenge week 4

boy girl jump device

#SDLW24 Video Recap series

Below is a playlist that shows the Curriculum Live Lessons, Professional Learning, and sharing practice sessions that were delivered as part of Scottish Digital Literacy week 2024.

Continue to share the amazing work that is taking place in your settings and be sure to mention us @digilearnscot using #SDLW24

Digital Literacy and Computing Science Glossary

Accessibility tools help people to access information. Accessibility includes technical requirements that ensure websites work well with assistive technologies such as read aloud, text to speech, and screen magnifiers. Read more here. 

Augmentative and Alternative Communication (AAC) is a term that’s used to describe various methods of communication that can help people who are unable to use verbal speech to communicate. Read more here. 

Consume, create and communicate content  is a term to describe what we do when we are online.  

  • When consuming content, we might be viewing images or videos, tv programmes and films or listening to music. We consume content for enjoyment and to search for new information. 
  • As our confidence develops, we might begin to experiment with creating content of our own; capturing images, audio, video, annotating over images, using generative AI services to create images, adding voice overs to videos and investigating ways to bring audio and visual content together. 
  • As our confidence in Literacy and English (reading and writing) develops, we might start to think about sharing our content by communicating this online with others through; email, messaging and call services, uploading to blogs and websites, social media platforms and video uploading, sharing and streaming platforms. Read more here. 

Computational thinking  is all about solving problems effectively – with or without a computer. It is the building blocks of our digital world, with the concepts forming the basis of much computer science. Computer scientists are interested in finding the most-efficient ways to solve problems, maximising accuracy and minimising resources (e.g. time / space). Read more here. 

Cyber Resilience Internet Safety (CRIS)

  • Cyber Resilience is being able to prepare for, withstand, rapidly recover and learn from deliberate attacks or accidental events in the online world. It is about learning how to recognise, react and recover appropriately to incidents involving devices, data, wellbeing and identity in relation to yourself and others.  Cyber Security is a key element of being resilient, building understanding of cyber risks and threats, enables people to take appropriate measures to stay safe and get the most from being online.  Read more here. 
  • Internet Safety encompasses the skills, knowledge and understanding that people require to stay safe online. This includes safe and responsible use and behaviour.  Read more here. 

Digital Documentation can include a variety of different online document and media formats that can be clicked on and/or downloaded, on a computer, mobile device or smartphone. They can be live documents that display changes in real time such as Microsoft Sway, PowerPoint and Google Slides. Media formats can include photographs, video, audio recording and screen recording. This can include photographs of floor books, wall displays, pieces of children’s work.

Digital Literacy is the knowledge of when and how digital technologies are required and having the ability to critically evaluate what digital technologies are most appropriate for the chosen task. Digital literacy enables people to find, sort, evaluate, manage and create information in digital forms (consume, create, communicate). Read more here. 

Digital Skills is knowing how to use digital technologies. Read more here. 

Digital Technology encompasses a far stretching range of ever advancing electronic systems and resources that we play, learn and communicate with in our everyday lives. From calculators to smartphones, digital thermometers to drones, smart speakers to virtual reality headsets, the list is never ending. Read more here. 

Digital Wellbeing is the impact of using digital technology on our social and emotional wellbeing. Digital wellbeing can be promoted through strong Cyber Resilience and Internet Safety (CRIS) practices within our schools and their communities. Read more here. 

GDPR

Tinkering  is when we try out something new to discover what it does and how it works. Tinkering is when we have the freedom, space and time to play, explore, investigate and learn through cause and effect. Read more here. 

Unplugged computing science can be described as exploring computational thinking without a device or screen. Instead, we could be working with paper and pens or physical objects to explore and create sequences of events and instructions or directions. Read more here.