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Add a slider to your blog (Smart Slider 3 set-up)

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Add a slider to your blog (Smart Slider 3 set-up)

Tutorial about adding a slider to your blog and Smart Slider 3 set-up

Image sliders are a great way to enhance the look of your blog, website, or even a post. Today I would like to show you how you can add and set-up Smart Slider 3 on your WordPress blog.

Set-up Smart Slider 3 on your blog

Smart Slider 3 is a free plugin with a premium version available. All our premade, which includes slider comes with it already installed since it is part of our themes. We have a premium version available too which we usually include with our custom WordPress themes without any additional charges.

In this post, I will show you how you can install this slider on your WordPress or if you already have it, how you can set-up Smart Slider 3 to display your photos on the homepage or in your WordPress post.


Get the plugin

First thing you need to do before setting-up Smart Slider is installing it on your WordPress. It’s easy! To make it even easier below, you will find an image with all essential elements marked with red.

Smart Slider 3 set-up step one - installing a wordpress plugin

Go to your WordPress Dashboard, click on the Plugin tab on the left (#1), and from the drop-down list, pick ‘Add New’ (#2). In the new window right corner (#3), there is a place for typing in what you are looking for. Put ‘Smart Slider’ there, and you should see a Smart Slider 3 poping up as a first search result.

All you need to do is click ‘Install Now’ (#4) and ‘Activate’ once the button changes to the blue activate the button.

Congratulation! You have now successfully installed a slider plugin!


Create a slider

Once the Smart Slider 3 is installed, you will be able to find it under its tab on the left of your WordPress Dashboard.

Creating a slider step by step guide

There are lots of options available with this plugin; however you do not need to worry about them if you are just starting because the default setting will be just fine for now.

Take a look at the central area (#2) and decide if you want to create a slider from scratches (Option A for those picky and more advanced ones!) or use a premade template (Option B, recommended for beginners).

There is also a Sample Slider already created if you would like to play with it. All new sliders, which you will create, will appear here too.

In this post, we will focus on creating and editing a slider from scratches.

Creating a slider from scratches

This option will let you create any slider you need, consequently, it will require a little bit more work then basing on an already created layout. Clicking a large green button labeled ‘new slider’ will prompt the following pop-up window.

General Smart Slider 3 slider settings

You can specify here your slider name, size and decide if you want it to be:

  • Default – cover only the space of container it is in (we are using this type of slider on Rosalee theme)
  • Full width – cover the entire width of your browser window (like on Aurora theme)
  • Thumbnail – if you want thumbnails of your slides to be displayed under the main slider image

You will be able to change those later too, so the easiest way is keeping it all as it is and directly clicking ‘create’.

Editing your slider

Now you are editing a freshly created slider.

Adding slides to Smart Slider slider

To add an image to it, you can drag and drop your photo into a grey slider area, or you can click on any from the top three rectangles with dashed borders.

Types of slides

For more slide options, you can pick a green ‘add slide’ button. It will allow you to select one of the following:

Types of slides: Image, Empty, Video, Post, Static Overlay and Dynamic
  1. Image – This is the same option as those showed before
  2. Empty – a slide with just a text
  3. Video – video slide which supports YouTube and Vimeo links
  4. Post – slide with one of your WordPress post or page
  5. Static Overlay – very specific kind of slide which will show over the top of all other slides. It is perfect if you want to have a photo slider with your logo over it
  6. Dynamic – use for the slider which will generate its content automatically, for example, recent posts slider

Once you add a slide, the main slider panel will change to show your new slides and general slider settings.

Editing your Smart Slider 3 slide

You can still add new slides using the ‘add slide’ button. To change the order of your slides you can drag and drop them.

Slider settings

Each new slider has some default general and visual settings added so you can leave them as they are. You may consider checking:

  • Autoplay – to make your slider play automatically if you want it to change photos on its own
  • Arrows – to set up more fancy indicators for next and previous slide
  • Bullets -to add small dots under your slider, which will let your visitors quickly access each slide.

When you are happy with your settings, remember to hit ‘save’ in the top right corner and use the ‘preview’ button to see your slider.

Slider settings panel

Here is how the slider with one image I just create look like with default settings:

Previewing your test slide

Now you can add more slides and add text to them if needed. Smart Slider 3 offers you lots of options, even with the free version. To access those available for your slides, exit the preview mode and hover the slider you want to edit.

Smart SLider 3 set-up - adding and editing slides

If you already have a slider created and set up by us, you can ‘Duplicate’ a slide instead of creating a new one

The green ‘edit’ button at the center of your slide will take you to the new screen, which will focus only on this slide.

You can add buttons, text, headings, and more images to your slides. It may require some practice before you will be happy with the results, but believe me that with Smart Slider, there are almost no limits (and they are not paying me for saying so! They do not sponsor this post!). Here is the look at your slide edition screen:

Editing your slide

Remember always to click ‘save’ in the top right corner after you are done with editing your slide.

Once your slider is ready, you can add it to your blog or website as your Smart Slider 3 set-up is done!


Adding Smart Slider to your site

There are a few ways you can do so. If you want to add a slider to your site homepage, you will need a widget area for that. If your template does not have one, you can contact us or buy a widget area coding in our accessories shop as it may be a little bit difficult to add.

With the widget area ready, you can use a Smart Slider widget, which allows you to choose a slider from the drop-down list and add an optional title.

A slider will also appear everywhere where you add it’s shortcode. Feel free to copy/paste it to your post or Custom HTML widget area.

There is even a Gutenberg block for this slider, so make sure to give it a try.


Should I purchase a pro version of Smart Slider 3?

There is no right answer to that. To be honest, the free version is usually more than enough for beginners. If you are looking for options that are available only with a pro (specific slider templates or slides types), then you should invest in it. I bought my pro version over a year ago, and I was very skeptical about it at the beginning. I felt lost with the number of options it offers, and I couldn’t use its full potential. Now I LOVE it, and I can’t imagine working with any other slider and it is why I decided to write a post about it.

We include Smar Slider 3 with almost all our designs. I wanted to give you a tutorial on how you can edit the slides on your own as you often ask me about that.

Give it a try and support us

If you will decide to go with a Smart Slider 3 pro consider using a link from this post (you can click on any Smart Slider link in this post) as they are connected with our affiliate account. It will not cost you any extra and you can support us a little bit. I would be really thankful for that! I would never recommend a product that I’m not using by myself or which I did not test.


Show us your sliders

I hope this tutorial for setting up Smart Slider 3 was helpful. If you created any slider using it make sure to share a link to it in the comments below. I would love to see it!


P.S This post includes affiliate links. By clicking them you are supporting us. Thanks!

Word + Quiz: epochal

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Word + Quiz: epochal

: highly significant or important, especially for bringing about or marking the beginning of a new development or era

_________

The word epochal has appeared in 49 articles on NYTimes.com in the past year, including on Nov. 13 in “Cheeseburgers, Oil and Minimum Wage: Building a Museum of Capitalism” by Jennifer Schuessler:

Thirty years ago last week, the Berlin Wall came down, a surprise event that soon brought the rest of Soviet-style communism down with it.

But a few days before the anniversary of that epochal moment, a crowd gathered in a Greenwich Village gallery to celebrate the opening of the latest iteration of the Museum of Capitalism, a roving exhibition dedicated to looking back on the system that triumphed in 1989 from some imagined future when it, too, has disappeared.

_________

Is It Offensive for Sports Teams and Their Fans to Use Native American Names, Imagery and Gestures?

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Is It Offensive for Sports Teams and Their Fans to Use Native American Names, Imagery and Gestures?

The night was winding down at The Rieger, an upscale casual restaurant in Kansas City, and a couple of Denver Broncos fans in town for a game last month were standing at the bar, engaging in some friendly ribbing with supporters of the hometown Chiefs.

At some point, the Broncos fans walked through the dining room. That’s when a Chiefs fan responded with a gesture as synonymous with the team as its red jerseys: He sliced his hand through the air in a chopping motion while bellowing a rhythmic chant.

Slowly but surely, most of the 50 or so diners dropped their silverware, turned toward the rivals and joined in, chopping the air in unison and chanting in a rising chorus that filled the restaurant.

This city’s beloved football team has left an unmistakable imprint on the local culture, whether it be the tradition of wearing red on the Fridays before games or the custom of modifying the national anthem’s final line to “and the home of the Chiefs” before kickoff at Arrowhead Stadium.

But perhaps the most indelible symbol of Chiefs fandom is one that unifies believers and divides others: the tomahawk chop.

Now that the Chiefs are on one of the biggest stages in sports, contending in the Super Bowl for the first time in 50 years, there is new scrutiny on the tradition.

For many fans, the chop and its accompanying chant — a pantomimed tomahawk motion and made-up war cry, also employed by fans of the Atlanta Braves, the Florida State Seminoles and England’s Exeter Chiefs rugby team — are a way to show solidarity with their team and to intimidate the opposition. But to many Native Americans — locally and afar — and others, the act is a disrespectful gesture that perpetuates negative stereotypes of the nation’s first people and embarrasses a city that fancies itself a hub of culture and innovation in the Midwest.

“It doesn’t show K.C. pride,” said Howard Hanna, the chef and owner of The Rieger, describing his dismay as the impromptu chop unfolded in his restaurant. “It makes us look stupid.”

The Chiefs have largely escaped the hottest embers in the national debate over American Indian mascots and imagery in sports. Their name does not evoke a slur like the Washington Redskins, and their mascot is not a red-faced caricature like Chief Wahoo, the logo that the Cleveland Indians began phasing out two years ago.

The organization has worked with Native Americans over the past six years to reconsider and reform some of its traditions. That dialogue resulted in the team’s discouraging fans from dressing in Indian regalia and asking broadcasters to refrain from panning to those who disregard the request. The team makes informative announcements about Native American history and tradition during some games, and a group of Natives hands out literature at the stadium. The team sometimes invites Native people to bless the drums that are ceremonially beaten before games.

The Chiefs have shown little appetite, however, for preventing their supporters from doing the chop.

“The Arrowhead Chop is part of the game-day experience that is really important to our fans,” Mark Donovan, the team president, recently told The Kansas City Star.

The local Indian community’s views on the tomahawk chop run the gamut, Crouser said, from those who think it is fine to others who are offended.

“As an organization, part of our mission is to empower Indian people,” said Crouser, who is a member of the Standing Rock Sioux. “And things like the tomahawk chop don’t empower Indian people. It’s still very stereotypical and mocking of an entire race of people.”

A survey of Native Americans — conducted by researchers at the University of Michigan and the University of California, Berkeley, and set to publish next month — found that around half of respondents were bothered or offended when sports fans did the tomahawk chop or wore Indian headdresses. Opposition was even greater among those who frequently engaged in Native traditions, with 65 percent saying the chop bothered them, according to the report, which will appear in the academic journal “Social Psychological and Personality Science.”

Other research suggests that even when Natives see mascots or imagery as positive, they can still do psychological harm, damaging the self-esteem and ambitions of American Indian youth.

“There’s no way that the use of Natives as mascots is honoring,” said Stephanie Fryberg, a University of Michigan professor who is Tulalip and worked on the survey. “That’s an illusion.”

The tomahawk chop causes ambivalence among some Chiefs fans — they understand why Native people might find it offensive, but say they do it to celebrate their team, not to demean Indians. Several fans said they would have no problem giving up the chant and replacing it with something else, but that the team would have to lead that effort.

Joyce Parker, 65, cringed as she admitted that she does the chop at games.

“It’s just that caught-up-in-the-moment group joy,” said Parker, a fan from Prairie Village, Kan., a suburb that is a 10-minute drive southwest of Kansas City. “Yes, I feel bad about it.”

Lesson of the Day: ‘Holding Tight to a Racing Tradition’

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Lesson of the Day: ‘Holding Tight to a Racing Tradition’

Option 1: Image Inquiry

Skim the article again and circle or highlight three words that you believe best summarize Indian Relay and the importance of the competition for families.

Then choose three photographs from the article that you believe best embody or express the three words you selected. Look closely at all of the images and consider some of the following questions from our Critiquing a Photograph work sheet:

  • What is the subject of this image? What is the setting?

  • What draws you to this image? How does it engage the viewer?

  • What feeling or feelings does it evoke? What ideas or themes does it suggest? What mood or tone does it set?

Option 2: Sports in Your Family

Are there sports or other competitive events that you do with your family? Does your family preserve traditions around dance, hunting, yoga or gymnastics? Maybe you prefer watching sports on TV with your family members or going to sports games. Or do you connect and preserve traditions with your family in other ways, like hand-clapping games, farming, a common love for math or sharing recipes?

Choose one meaningful tradition in your family. It could be related to playing or watching sports or something entirely different that is important to your family’s culture, heritage and traditions. Now, describe a compelling moment in that family tradition. You can use the first three paragraphs of the featured article for inspiration:

Richard Long Feather is searching for his son Jace among the bareback riders as they storm toward the grandstand at the Crow Fair. Stepping away from the rail and onto the dirt of the track, Richard raises his arms above his head as a signal: In one motion, he is telling Jace where to aim and warning Jace’s horse to slow down.

Before Jace even reaches his father, he leaps from the back of his horse. Hitting the ground bounding, Jace grabs a handful of mane of a second horse, held by his brother, Jestin, and swings himself onto its back. Jestin slaps the second mount on the rump, and it fires back onto the track. Richard hands off the first horse to a fourth teammate and braces for the next exchange. Dust swirls. The crowd cheers.

This is Indian Relay.

  • How does the writer get your attention in these first paragraphs?

  • How does the setting come to life through his language and vivid description?

  • Do you feel as if you are at the Indian Relay competition? What about the writing makes you feel that way?

As you select a powerful moment from your own family tradition to write about, see if you can bring that moment to life by choosing descriptive language, employing metaphors and making a strong choice about tone and voice.

Reflect on the following as you write:

  • Where does this event typically take place? Are there smells, colors or feelings that you associate with it?

  • Is there any equipment or tools you need to participate? Do any of those objects hold a meaningful or sacred power or significance?

  • Who participates in these events? What do they look like as they are participating? Do they have to wear certain clothing?

Using a mentor model to enhance learner experience

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Using a mentor model to enhance learner experience

A short summary of the research paper ‘Genomic Education at Scale: The Benefits of Massive Open Online Courses for the Healthcare Workforce’, which appeared in Frontiers in Genetics in November 2019.

Written by Dr Ed Miller, Dr Michelle Bishop and Amelia McPherson

‘Whole Genome Sequencing: Decoding the Language of Life and Health’ was launched on FutureLearn in 2016 by Health Education England’s Genomics Education Programme (GEP). The three-week course forms part of the programme’s strategy to educate the current and future NHS workforce about the importance of genomics in today’s healthcare practice.

Having selected FutureLearn as the most appropriate platform, the GEP course development team was dedicated to making best use of the opportunities for social and connected learning it offers. In particular, the team considered the mentor model – which allows designated mentors to interact with and guide learners as they progress through the course – and decided to recruit a team of external expert mentors who are enrolled on genomics training programmes and working on the front line within the UK’s National Health Service (NHS), in addition to the course team. 

To date, the course has run seven times, attracting over 10,000 learners. Evaluation of the course, recently published in Frontiers in Genetics, suggests benefit to both learners and the team of expert mentors who are recruited to help run each course. 

The decision to use specialist mentors was based on the hypothesis that these experts would add value by bringing real-life experience of using genomics in healthcare, as well as having the knowledge and experience to add to discussions and clarify any misconceptions that arose. Recent evaluation also showed, however, that the experience of mentoring additionally benefits mentors by allowing them an opportunity to engage with other healthcare professionals and patients that they wouldn’t ordinarily interact with as non-patient-facing professionals. The work can also be counted formally towards education and training competencies within their training programmes.  

Mentors are drawn from a pool of clinical scientists and clinical scientists in training on HSST and STP programmes. Ahead of each launch, they are given a short training session, based on a model by Leon Urrutia et al, 2015, which covers the course content, expectations of the role, and their duties. Mentors are then allocated shifts to ensure that there is a constant support network for learners, as well as making the commitment manageable for mentors. On average, 10 mentors oversee every run and have one 1.5 hour shift per week. 

The GEP’s recent report in Frontiers in Genetics is based on the evaluation of 440 learners who provided end-of-course reflections, 360 learners who completed the post-course survey and 14 mentors who facilitated the course. Key findings regarding the mentor model in particular include: 

  • Learners valued the mentor’s contribution and felt that it enhanced their experience by engaging with professionals working at the ‘coalface’ of genomic medicine. 
  • Mentors felt the training received prior to the courses starting prepared them for the role. Equally, the support and guidance given by the GEP during the runs also enhanced their experience.
  • The mentors found their experience to be an unexpected learning opportunity, discovering how genomics was perceived by patients, and learning from the course participants, in addition to developing skills that could be used in their own clinical practice.

the process of being a mentor itself allowed me to reflect on how I can improve my own training skills, ways of using open questions to stimulate independent thought.”

“Realising I’m part of a group of genomics professionals involved in work that other health professionals and the public/patients view in wonderment and amazement”. 

In recruiting mentors externally and developing a structured approach to training them, the GEP believes it has developed a sustainable mentor model that adds value and could be applied to other MOOCs. Likewise, the use of frontline professionals as mentors is a model that could be replicated and has been shown to add value to the experiences of both learners and mentors. The authors encourage the use of this model in the development of other MOOCS.

Category Research insights

Real world solutions for the digital skills gap

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Real world solutions for the digital skills gap

Author: Dr Rachid Hourizi, Director of the Institute of Coding 

The Institute of Coding (IoC) was created to respond to the UK’s digital skills gap and since our launch in 2018, we have grown into a large national consortium of educators, employers and outreach groups.

The demand for people to fill roles within the digital technology sector has grown by 150% over the past 4 years and this demand is only set to increase across every industry. To tackle the gap and ensure that this cross-industry demand is met, the IoC is working to encourage a larger and more diverse group of learners into digital careers through higher education. The IoC is also focussed on improving inclusion and diversity in digital education because it is essential to ensuring that the digital sector continues to grow the right way.

Since our launch, the IoC has been providing a new and inclusive approach to digital learning. With our 30+ university partners and education providers, we’ve launched over 100 courses and events in varying formats and engaged over 32,000 learners on these courses. Our courses are formed with input from industry, so our learners know they’re getting the skills employers need, and enable people already in work to gain the digital skills required for their jobs. It’s our hope that by delivering our courses and events in flexible formats, we can make them available to many different people and encourage a larger and more diverse group of learners onto digital skills courses.

We are going to explore this further at our upcoming conference in February. With an overarching focus on lifelong learning, we want to explore how we can make digital skills education as inclusive as possible, so that more people can access education throughout their lives. With contributions from groups including Google, Amazon Web Services and BT Group, the conference is a great way to discover the latest steps being taken towards inclusion in the digital sector. If you’d like to attend, please email ioc@bath.ac.uk and view the programme here.

We’re also looking forward to our other plans for 2020, including the launch of FutureLearn and University of Leeds’ new. This collection features short online courses in essential digital and professional skills, for a more tailored and accessible education experience.

If you or someone you know would like to join 32,000 other learners and start your digital skills journey today, you can view all of our partners’ courses on our course catalogue. If you would like to get in touch with us to discuss potential collaborations, please email IoC@bath.ac.uk.

Category Research insights

Course spotlight: health after motherhood

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Course spotlight: health after motherhood

After giving birth, women can struggle to access reliable resources and trustworthy information regarding their own health. There can be confusion surrounding what is and what isn’t normal after childbirth and many mothers unnecessarily suffer in silence. Attempting to meet the needs of these women, Trinity College Dublin produced the course Women’s Health After Motherhood on FutureLearn.com. They collaborated with Universitat de Barcelona and received funding from EIT Health and Science Foundation Ireland to support the course. We spoke to Will Fox, Project Lead and Open Education Project Officer at Trinity College Dublin, to discuss the community focus of this course and the challenges, and advantages, brought about by collaboration.

Can you tell us a bit about the course, Women’s Health after Motherhood, who the course is aimed at and what it aims to achieve?

A study by the School of Nursing and Midwifery at Trinity College Dublin investigated women’s health experiences after giving birth. After talking to dozens of women, one theme came up again and again: the struggle to find quality health information postpartum.

Many felt that while they had been given so much support and advice along the journey from pregnancy to birth, that all seemed to evaporate once the baby was born. This was especially isolating to women who experienced health problems after giving birth. While they had heard about things like postpartum depression, they weren’t prepared for other health issues like incontinence and anxiety. They were shocked and embarrassed by these problems and didn’t know where to turn to find help. That’s why this course was developed: to provide vital information to women at a time when they need it most. It’s aimed not just at women who have recently given birth but also women who are either pregnant or plan to become pregnant. Partners are encouraged to join as well so that they can be better prepared for what their other half will go through.

What has been your experience of running this course online?

The response from students was hugely positive. There were so many personal stories in the discussion section from women who had suffered in silence; either too embarrassed to talk about their problems or they had their concerns brushed off by physicians. Many commented on how the experience of motherhood was so different than how they had imagined it to be and there was a strong sense of camaraderie and support between learners. As for women who had yet to become pregnant, they said they were glad they’d been given this information beforehand, that they felt so much more prepared for what was coming down the line. This response showed us why a free and accessible course on this topic was badly needed.

This course is a collaborative project between Trinity College Dublin, Universitat de Barcelona, and is supported by both EIT Health and Science Foundation Ireland. What has been the impact of collaborating with other education providers and organisations on this? What have been the pros and cons?

Two versions of the MOOC were created: an English-language and Spanish-language version. We said from the start that we wanted to build two courses that resonated with their respective audiences. The bulk of the course may have been made in Dublin but we didn’t want Spanish-language students to be watching a course tailored towards Irish audiences with a Spanish translation layered on top of it. The Spanish version needed to be something its audience could connect with culturally.

To achieve this, we brought the academics from Barcelona over to Dublin to shoot videos and record voice-overs, letting them put their own stamp on the course. The academics were only in Dublin for a few days so we had to squeeze a lot of work into a small time frame. The end result was definitely worth it, but there were some tough logistical problems at the time. Working with so many different stakeholders can mean more complications in terms of feedback and keeping everyone in the loop, but there were benefits too. More funding meant we were able to get more ambitious about the videos and interactive infographics we wanted to create and collaborating with well-connected organisations gave our marketing a serious boost.

What have been some of your key learnings from running this course?

Working on both an English and Spanish versions of this MOOC opened my eyes to all the tiny details that go into making a course applicable to different audiences. From videos to images to resources, if you want to make a course that connects with two distinct language regions, it has to be much more than a copy-and-paste. Getting feedback from the academics in Barcelona, who not only are fluent Spanish speakers but also have a strong grasp of local culture, was essential. Developing this course was also a good lesson in how important it is to have a main point of contact. The more people involved in making a course, the greater the risk of having too many cooks. So while we received input, advice and resources from a lot of different sources, there was always one person who had final say on the ultimate direction of the course. This helped to streamline what could have otherwise been a very messy production phase.

Category Research insights

Musings from BETT 2020: what’s in it for the higher education sector?

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Musings from BETT 2020: what’s in it for the higher education sector?

Author: Tom Rees-Davies, Educational Partnerships at FutureLearn

What do robotic puppies, a double decker bus, and renowned Ted Talker Sugata Mitra all have in common? 

In the absence of an actual punchline, you may be unsurprised to hear that they were all star attractions at the recent BETT 2020 exhibition (‘star’ doing a lot of work on the bus there). 

And so, to the ExCel in London’s Docklands for one of the world’s largest EdTech conferences and exhibitions – BETT 2020. The exhibition sprawled across both vast halls of the ExCel, with exhibitors turning out to showcase everything from note-taking software to the latest in Virtual Reality (VR) enhanced classroom experiences. BETT is a veritable smorgasbord of technology with a packed agenda of talks and keynotes from the leading lights of the industry. 

Mitra was joined by luminaries such as Professor Brian Cox and Dame Darcey Bussell as well as Universities Minister Chris Skidmore. While the sheer scale of the event might be considered daunting (particularly to BETT rookies like myself), there is certainly something to be gained for everyone. After all, it’s not every day one gets the chance to chat with delegates from the Ministry of Education for Oman, leaders from online adult learning academies, and secondary school pupils all within the space of an hour. The difference of opinion and perspective from all corners was refreshing and the diversity of the geographical background of exhibitors and visitors alike was invigorating. 

Indeed, what struck me most at BETT 2020 was the great presence of educators and officials from global markets looking to build bridges and forge networks with the UK. In particular, it was fantastic to meet with delegates from the Middle-East, many of whom are exponents of extremely innovative teaching and learning methods. Although the UK and US institutions are still often held up as the paragons of higher education in these countries, Middle-Eastern domestic institutions are innovating and developing to deliver excellent learning experiences, while also addressing industry skills gaps. If I’ve learnt one thing in the last year, it is that innovation can often be found in the most unlikely of places and it can be triggered by both necessity and inspiration. 

Although BETT in 2020 felt focused more on the primary and secondary sectors, there is still value to be found for those of us from the higher education sector. Understanding how future students will learn prior to advancing to higher education is key to building courses that will appeal to these future generations and allow them to continue learning in a mode that they’re used to and suited to. For the higher education sector to keep a finger on the pulse as to how future undergraduate and postgraduate students are learning and attaining, events like BETT remain crucial. And this ‘pulse-checking’ should ensure that lifelong learning is delivered in a suitable and sustainable format. 

Aside from this, BETT remains a great opportunity to network internationally, which, as an organisation with a burgeoning audience of international learners, was a great advantage. Around a quarter of FutureLearn learners come from Asia and it was exciting to meet with colleagues from the Department for International Trade and equivalent bodies in Asia and the Middle East to discuss how we can capitalise on this existing marketplace and look to grow it.  

As we stand on the precipice of a new dawn, addressing the skills gaps across industries and across the globe, it is heartening to know that the areas of focus that FutureLearn has identified bears out in the global context. Apart from anything else, speaking to delegates at BETT has served as a robust sounding board for our future strategy. From Romania to China, Japan to Oman, one key theme emerged – the current higher education provision alone does not meet the needs of the global lifelong learner.

 

Category Research insights

Film Club: ‘Never Too Old for a Tiara’

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Film Club: ‘Never Too Old for a Tiara’

4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

6. To learn more, read “Pageant Glamour for Those Who Have Reached the Age of Elegance.” Abby Ellin writes:

Lydia Tanne was being treated for cancer, but that wasn’t going to keep her away from the Superstar Theater, a 1,350-seat auditorium at the Resorts Casino Hotel here, the site a few weeks ago of the most recent Ms. Senior America Pageant.

“I tell my doctor I have to come,” Ms. Tanne, 90, a resident of Palmer, Mass. (via Cannes, France, and Trieste, Italy), said in thickly accented English. An opera singer, Ms. Tanne returns every year to cheer on her friends and to relive her own moment of glory. In 1994, she won Ms. Massachusetts Senior America, and lest anyone forget, she was wearing a black satin jacket with her title embroidered on it.

“Mimi,” as Ms. Tanne is known, isn’t alone in her devotion to the decades-old pageant for women “between 60 and death,” as one contestant jokingly puts it.

Unlike the Miss America beauty pageant — the two pageants are not related — Ms. Senior America, which was held Oct. 18-20, caters not to women on the cusp of adulthood but to those who have experienced life in all of its joys and sorrows.

They are doctors and nurses, business owners and executives, dancers and singers. They have escaped wars, survived illnesses, lost spouses and children. And yet, they are still kicking — and kicking high.


More?

See all the films in this series.

Read our list of practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries in the classroom.

Want to make sure you never miss a film? Add Film Club to your Google calendar to receive weekly reminders and see our full publishing schedule for the 2019-20 school year.

Hooking the Reader Right From the Start: The Times Trilobites Column

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Hooking the Reader Right From the Start: The Times Trilobites Column

Now let’s look at how the professionals do it.

Here are those same four strategies, as used in first paragraphs by various science journalists who write for The Times’s Trilobites column, Science News and Science News for Students.

Via Trilobites:

From “Swimming With the Mysterious Sardine Disco Balls of the Philippines”:

Thousands to millions of sardines emerge from a coral wall in cobalt waters just a few yards from the shores of Cebu Island in the Philippines. They move in a single undulating cloud of silver that twists, turns, shrinks, expands and wraps itself around any object that gets in its way. At times, it becomes a thundercloud, blocking out the sun or clapping violently as it suddenly flips its formation to evade a predator.

From “Your Phone Carries Chemical Clues About You, but There Are Limits to Using Them”:

Your phone is pretty much a high-tech bucket of germs. Thousands of microscopic bugs crawl around on its surface. Remnants of dirty, old skin cells smudge its cover. Tiny hairs stick inside its buttons. And your hands have smeared hundreds of chemicals across its surface. The foundation on your face, the antidepressants you take, the shampoo in your shower and even the hard-core mosquito repellent you applied down in Panama four months ago: All of these things leave traces on your hands and phone. That’s why scientists say they can use your phone to learn a lot about your lifestyle.

From “The Mucus-Shooting Worm-Snail That Turned Up in the Florida Keys”:

It’s bright orange and yellow and about as long as your finger. It lives underwater in a limestone tube with an opening at the tip about as wide as a pencil eraser. It glues its home to hard surfaces and stays for the rest of its life. It’s a species of worm-snail that may never have been seen before, and somehow it turned up in an artificial reef in the Florida Keys.

From “Eight Crossings and 192 Atoms Long: the Tightest Knot Ever Tied”:

British scientists have tied the tightest knot ever tied and, as unlikely as it may seem, this is important.

From “A Dolphin’s Recipe for Octopus”:

Try having no arms and eating a live octopus that’s crawling around on your head with its tentacles. Failure could mean it’s your last supper. But a population of bottlenose dolphins off the coast of Australia has found a way to do it.

From “Searching for a Rectangular Sun Above the Arctic Circle”:

Low on the horizon, the sun casts an eerie light on the icy sea. For several hours, the glow transforms the colorless terrain into shades of pink as the sun does not rise or set, but edges to the side — traveling in a semicircle before slowly sinking one last time.

I am far north in the Arctic Ocean, and polar winter has just begun.

Via Science News for Students:

From “NASA’s Parker probe spots rogue waves and magnetic islands on the sun”:

Rogue waves. Floating magnetic islands. Charged particle showers. These are just some of the things NASA’s Parker Solar Probe witnessed during its first two close encounters with the sun.

From “Science is helping kids become math masters”:

Math is one four-letter word that leaves many teens anxious and sweaty. The idea of an impending math test might send shivers down their spines. Some kids avoid their homework — or at least delay starting it — because they find math so daunting. Their minds might even go blank at the sight of test questions, no matter how well they have studied. If this is you, there’s some comfort knowing that you’re not alone.

From “Viewing virtual reality of icy landscapes may relieve pain:

Wearing a headset to play a virtual-reality game is fun. As you move your head around, you can see the scene from different angles. You’re immersed in a fake environment that seems so real. But the power of VR may go well beyond entertainment. It just might help people who suffer from long bouts of pain, a new study finds.

Via Trilobites:

From “Watch Bees Surf to Safety on Waves They Create”:

If their honey-making and pollination prowess weren’t enough, there’s a new reason to appreciate honeybees: They’re world-class surfers.

Beyond pollinating flowers, worker bees — which are all females — are given the job of searching for water to cool their hives. But if they fall into ponds, their wings get wet and can’t be used to fly. A team of researchers at the California Institute of Technology found that when bees drop into bodies of water, they can use their wings to generate ripples and glide toward land — like surfers who create and then ride their own waves.

Gnarly, right?

From “It’s a Dirty Job, but Someone Has to Do It and Not Get Eaten”:

If you want to run a successful business, it’s important to provide a valuable service, advertise it well and do your best to get out what you put in. You should also try to make sure your customers don’t eat you.

This is especially true if you’re a cleaner shrimp. These industrious crustaceans set up cleaning stations — grooves in rocks in which they can retreat — in tropical coral reefs, where they pick parasites and dead skin off the fish, eels and turtles that seek them out for this purpose.

From “Trilobite Fossils Show Conga Line Frozen for 480 Million Years”:

You probably don’t think twice when you queue up at the grocery store or join a conga line at a wedding. But this type of single-file organization is a sophisticated form of collective social behavior. And as suggested by the children’s song “The Ants Go Marching One-By-One,” humans are not the only animals that appreciate the value of orderly lines.

But how far back in the history of living things on Earth does this behavior go?

From “How to Talk to Fireflies”:

As Earth rotates in the summer, fireflies whisper sweet nothings to each other in the most beautiful language never heard. For millions of years the insects have called to one another secretly, using flashes of light like a romantic morse code. With some rather simple technology — a light and a battery — scientists have been decoding their love notes for years. But recently I learned that you don’t have to be an entomologist to try to talk to fireflies.

From “This Is What It Looks Like When an Asteroid Gets Destroyed”:

The asteroid belt, hanging out between Mars and Jupiter, is not like the cluttered debris field in “The Empire Strikes Back.” It may contain millions of rocky and metal objects, but the distances separating them are vast, and collisions are rare.

From “In the Race to Live on Land, Lichens Didn’t Beat Plants”:

A lichen is what happens when a fungus hugs an algae and doesn’t let go. It’s a sweet arrangement: The fungus offers shelter, and algae feed the fungus. They’re still separate species, but tear them apart and the fungi typically can’t survive. So they’ve long been studied as a single organism.

Via Science News:

From “A tiny switch could redirect light between computer chips in mere nanoseconds”:

Microscopic switches that route light signals between computer chips like tiny traffic conductors could help make faster, more efficient electronics.

From “Piranhas and their plant-eating relatives, pacus, replace rows of teeth all at once”:

When it comes to scary teeth, piranhas’ bite is among the most fearsome. Their razor-sharp teeth strip prey’s flesh with the ease of a butcher’s knife.

From “How tardigrades protect their DNA to defy death”:

Tardigrades may partly owe their ability to survive outer space to having the molecular equivalent of cotton candy.

Via Trilobites:

From “When Water Balloons Hit a Bed of Nails and Don’t Pop”:

Is it possible to bounce a water balloon off a bed of nails? Surprisingly, yes.

From “Watch a Flower That Seems to Remember When Pollinators Will Come Calling”:

Can you remember what you did yesterday? If not, you might want to take a lesson from Nasa poissoniana, a star-shaped flowering plant from the Peruvian Andes with an unusual skill set.

From “Millions of Ibises Were Mummified. But Where Did Ancient Egypt Get Them?”:

The ancient Egyptians left us with plenty of head scratching. How did they actually build the pyramids? Where is Queen Nefertiti buried? What’s inside that mysterious void in the Great Pyramid of Giza?

From “How Making Chocolate Is Like Mixing Concrete”:

What do chocolate and concrete have in common?

Via Science News:

From “Vampire bat friendships endure from captivity to the wild”:

Are friendships formed with those we truly like? Or do we settle for whoever happens to be around?

Via Trilobites:

From “Fish Depression Is Not a Joke”:

Can a fish be depressed? This question has been floating around my head ever since I spent a night in a hotel across from an excruciatingly sad-looking Siamese fighting fish. His name was Bruce Lee, according to a sign beneath his little bowl.

There we were trying to enjoy a complimentary bloody mary on the last day of our honeymoon and there was Bruce Lee, totally still, his lower fin grazing the clear faux rocks on the bottom of his home. When he did finally move, just slightly, I got the sense that he would prefer to be dead.

From “My Dinosaur’s Jet Lag Helps Explain Why a Time Change Is Hard”:

Good morning. Or confusing morning, really. Come Daylight Saving Time each year, people often complain about how thrown off they feel by the shift of an hour.

I thought they were just whiny. That is, until my dinosaur got jet lag and refused to glow.

Since that’s not an everyday occurrence, let me explain the dinosaur first, and then I’ll get to how my dinosaur’s problems may be connected to your own struggles to function over the next few days. (Hint: It’s not only the loss of sleep that causes problems.)

From “First the Worm Gets in the Bug’s Head. Then the Bug Drowns Itself.”:

A few years back, Ryan Herbison, then a graduate student in parasitology at the University of Otago, painstakingly collected about 1,300 earwigs and more than 2,500 sandhoppers from gardens and a beach in New Zealand.

Then, he dissected and examined the insides of their heads.

From “Taking the Pulse of a Sandstone Tower in Utah”:

In 2013, a mutual friend brought Kat Vollinger and Nathan Richman together as rock climbing partners. Within a few years, they were married, and their shared love of climbing led them on adventures around the world. That’s how, in March 2018, they found themselves scaling Castleton Tower, a nearly 400-foot sandstone spire near Moab, Utah, with a seismometer in tow.

Via Science News for Students:

From “Don’t toss that vape”:

Kristen Lewis is the assistant principal at Boulder High School in Colorado. A large cardboard box sits in her office. It’s where she tosses the spoils of her ongoing battle with the newest student addiction: vaping. “This is what I call the Box of Death,” she explains. Inside it “is everything that we’ve confiscated.”

From “A first: Kids advise hospital researchers on their medical studies”:

Paul Croarkin paces in a conference room as he presents a slideshow. It showcases his latest research on depression.

A psychiatrist, he works at the Mayo Clinic, a hospital in Rochester, Minn. And he’s excited. It’s the first time he’s described his research to the hospital’s newest advisory board. He really wants the board’s opinions and feedback so that he can improve his study.

The board members pay close attention and offer great ideas. After all, that’s their job. But they look a little different from most hospital board members. All are children and teens. They make up the only medical pediatric advisory board in the United States.