Adobemake Jigsaw24 one of four IN OTHER NEWS....


eading education technology specialist

Jigsaw24 has been appointed to the Adobe Education Elite Partner Programme – becoming one of only four UK organisations to be selected. The news means

schools, colleges, universities and other education institutions can benefit from an even stronger level of service from the company thanks to the additional support it will receive from Adobe. They will also be able to take advantage of up-to-date advice and insight

from Jigsaw24’s education experts, who will receive extra training support from Adobe. Jigsaw24 is already an Adobe Platinum Reseller, holding the highest

accreditation available from Adobe for B2B providers. But the new education-specific accreditation recognises a long history of

providing Adobe solutions in the sector. Luke Bexon, Adobe Product Manager at Jigsaw24, said: “For more than

25 years, we have helped hundreds of education customers to take advantage of Adobe’s excellent teaching and learning tools like Creative Cloud, Premiere Pro and Spark. “Being one of just four UK-based Adobe Education Elite Partners reflects

this experience and expertise, and will mean we can continue to provide great value, curriculum-enhancing technology for customers old and new.” Jigsaw24 supports teaching and learning by offering devices, IT services,

staff training, classroom displays, software subscriptions, networking solutions and more. For more information about Jigsaw24 and its work in the education sector, visit u

Chauvin Arnoux helping to control the spread of Covid-19


hauvin Arnoux’s new CA 1900 no-contact thermal camera offers a simple, quick and reliable way for

detecting whether individuals have an abnormally high body temperature, making it an invaluable aid for controlling the spread of Covid-19 and other infectious diseases. Capable of measuring temperatures between +30 °C and +45 °C, this infrared camera has an accuracy of ± 0.5 °C. Results are gathered in less than one second and are displayed instantly. Without contact and complying with the

recommended distance of 1.5 metres between the operator and the person tested, the CA 1900 measures and shows each person’s temperature in real time on the screen. And depending on the requirements, the operator can adjust the value of the temperature measured to compensate for the difference between body and skin temperatures. Operators can also safely use the CA 1900 to take the temperature of the inner corner of the eye, which delivers a more accurate and dependable result. To notify the operator of any abnormally high temperature, the CA 1900

infrared camera offers two warning alarms, one audible and the other visual. Persons who might be carrying infections are thus identified immediately. For added convenience, the CA 1900 is supplied, as standard, with a tripod

insert. In addition, thanks to its exceptional battery life, this thermographic infrared camera can operate continuously for up to nine hours. This is particularly useful for detecting high skin temperatures and providing quick preliminary fever testing for large numbers of people in the shortest possible time. “Our newly-developed thermal camera is a reliable alternative to

thermometers for environments where accurate data is required fast – such as restaurants, schools, offices and other public places”, explained Julian Grant of Chauvin Arnoux. “We developed this solution as we believe that maintaining high levels of safety during the Covid-19 pandemic is essential for all of us. With the CA 1900 testing can be done from a safe distance and results are visible within a second, which is a great benefit as it can help reduce exposure to infected individuals.”

New review says the ineffective ‘learning styles’ theory persists in education around the world F

or decades educators have been advised to match their teaching to the supposed ‘learning styles’ of students. There are more than 70 different

classification systems, but the most well-known (VARK) sees individuals being categorised as visual, auditory, read-write or kinesthetic learners. However, a new paper by Professor Phil Newton, of Swansea University

Medical School, highlights that this ineffective approach is still believed by teachers and calls for a more evidence-based approach to teacher-training. Professor Newton said: “This apparent widespread belief in an ineffective

teaching method that is also potentially harmful has caused concern among the education community.” His review, carried out with Swansea University student Atharva Salvi,

found a substantial majority of educators, almost 90 per cent, from samples all over the world in all types of education, reported that they believe in the efficacy of learning styles. But the study points out that a learner could be a risk of being pigeonholed

and consequently lose their motivation as a result. He said: “For example, a student categorized as an auditory learner may

end up thinking there is no point in pursuing studies in visual subjects such as art, or written subjects like journalism and then be demotivated during those classes.” An additional concern is the creation of unwarranted and unrealistic

expectations among educators. Professor Newton said: “If students do not achieve the academic grades

they expect, or do not enjoy their learning; if students are not taught in a way that matches their supposed learning style, then they may attribute these negative experiences to a lack of matching and be further demotivated for future study.” He added: “Spending time trying to match a student to a learning style

could be a waste of valuable time and resources.” In the paper, published in journal Frontiers in Education, the researchers detail how they conducted a review of relevant studies to see if the data does


suggest there is confusion. They found 89.1 per

cent of 15,045 educators believed that individuals learn better when they receive information in their preferred learning style. He said: “Perhaps

the most concerning finding is that there is no evidence that this belief is decreasing.” The study concludes that belief in matching instruction to learning styles is

remains high. He said: “There is no sign that this is declining, despite many years of

work, in the academic literature and popular press, highlighting this lack of evidence. However, he also cautioned against over-reaction to the data, much of

which was derived from studies where it may not be clear that educators were asked about specific learning styles instruments, rather than individual preferences for learning or other interpretations of the theory. “To understand this fully, future work should focus on the objective

behaviour of educators. How many of us actually match instruction to the individual learning styles of students, and what are the consequences when we do? Should we instead focus on promoting effective approaches rather than debunking myths?”

u January 2021

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