Outdoor learning is a multi-dimensional concept embracing three
dimensions: `outdoor/adventure-sport activities', `personal development'
and `environmental/sustainability education'. Its potential across
curricula has been recognised in UK and international policy contexts.
Research by Beames, Higgins, Nicol and Ross, and collaborators since 2000,
has led directly to national and international developments: 1. Scottish
Government (SG) policy on local outdoor learning; 2. SG and General
Teaching Council for Scotland policy on sustainability education and
outdoor learning; 3. specialist degree programmes, and continuing
professional development for UK and overseas teachers. Related work has
supported policy developments on recreational and educational countryside
This case study concerns a body of research conducted at Plymouth
University on outdoor and experiential learning. The research has impacted
upon children and schools through developing outdoor learning approaches
and schools making changes to the school physical environment to support
learning. It has also impacted upon practitioners and their practices and
influenced the review of outdoor learning curriculum in Victoria
(Australia). It has led to a successful Lottery bid, led by the Silvanus
Trust, which is having a direct impact on practitioners and their approach
to understanding outdoor learning and well-being.
Researchers from Oxford Brookes University have significantly contributed
improvements to teaching and learning through an evidence-based approach.
influenced practice and policies, whilst challenging public perceptions
about the impact of
education. Through their partnership with the University of Westminster,
the Westminster Centre
for Excellence in Teacher Training has improved teaching and learning in
the Learning and Skills
Sector, engaged with the design and delivery of enterprise education
programmes for Further
Education leaders and championed the status of vocational education. They
contributed to public debates and their research continues to be
disseminated and used in training
throughout the UK.
Established in 2002 in London Metropolitan University's Faculty of
Computing, Gamelab UK is
a research and innovation centre in interactive educational media. By
`pushing the envelope' in
production and development Gamelab has become the pre-eminent centre for
development of TV, and interactive media and games, for audiences and
special education needs. Gamelab's impact includes over seven hours of
television output for
the BBC, eight BAFTA nominations since 2008 and a range of published, and
innovative, games and interactive software for children, teenagers and
young adults with
sensory impairments, learning difficulties and other disabilities.
Our research on learning using mobile technologies has impacted on:
Research by Melanie Nind of the University of Southampton and her
collaborator (Hewett) has had a national and international impact on the
practice of professionals who teach people with severe learning
disabilities. The Intensive Interaction approach is included in UK
National Curriculum guidance, the Government's Strategy for people with
learning disabilities, and it is used across education, psychology, social
care and speech and occupational therapies. Nind's research has shaped the
implementation of Intensive Interaction, and provided practitioners in
Eastern Europe, New Zealand, and Australia with new data and concepts that
help to inform practice to enrich the lives of a vulnerable population.
The University of Aberdeen's £1.4M Inclusive Practice Project has
approaches to teacher education to create classrooms where all children
can learn through full
participation in the school community, without the stigmatisation that
comes from ability labelling.
The Project has driven major changes in teacher education, in primary and
classroom environments in Scotland and beyond. The Project is responsible
for major changes to
initial teacher education and ongoing professional teacher education
programmes and is
influencing education policy in Scotland and abroad.
This case study details the impact of research at Durham University
Business School (DUBS) in changing the way that notions of enterprise are
used within education to develop the personal attributes of young people.
This "enterprise approach" has been widely adopted within primary,
secondary and tertiary educational institutions across the UK and
internationally. The impact of the research is significant in reshaping
curriculum and learning in different levels of education - towards
producing "enterprising young people" regardless of the subject being
studied. The reach of the research is reflected in its application across
all levels of education (primary, secondary and tertiary) as well as in
the numbers of institutions — across a wide range of countries — who have
adopted the model.
Some research achieves apparent impact because it travels in the same
direction as the prevailing political wind. The researchers featured here
have often headed into that wind by arguing that England should close the
academic-vocational divide and establish a unified and inclusive 14-19
education and training system that meets the needs of all learners. They
have consequently made an important contribution to critical public debate
on education policy and have helped to shape the thinking of teaching
unions, government commissions, awarding bodies and local authorities.
Their ideas have proved influential not only in England and Wales but also
Pedagogical practices, actions and interactions in early years
educational settings are of considerable significance for children's
subsequent lives. Stephen's research has influenced provision and practice
in Ireland, Australia and the USA, as well as in the countries of the UK.
Her work on early years Gaelic provision has shaped national policy in