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This case study describes impact arising from research into designing constructionist tools that provide personalisation, support and guidance to learners and teachers, resulting in software used in several schools, FE colleges and universities world-wide. Constructionist learning is founded on the principle of constructionism which argues for the pedagogical importance of building artefacts as a way of building mental representations. A key computational challenge in the design of tools that foster constructionist learning is to provide intelligent support that guides users towards productive interaction with the tool without constraining its creative potential.
Our research explored the ways the emerging Semantic Web can support teaching and learning. It identified case based learning as a key area and outputs were used to enhance the unique research council funded Economic and Social Data Service public collections and pioneers pages. Results informed the thinking of accountancy bodies on e-assessment via the Association of Chartered Certified Accountants/International Association for Accounting Education. An exemplary user case study derived from the research was selected by World Wide Web Consortium (W3C). The research supported the aggregation and presentation of Open Educational Resources via JISC. Project software and documentation was released as open source. Outcomes provided the `Liverpool, City of Radicals' Project timeline.
A design research programme in mathematics education by The University of Nottingham has been taken up by two powerful US change agents — the Bill and Melinda Gates Foundation and the National Council of Supervisors of Mathematics — as a key element in their strategies to improve the quality of teaching and learning in secondary mathematics classrooms across the US.
Beginning with small-scale design research on diagnostic teaching in mathematics, effective principles for the design of lessons were developed to enable teachers to adapt to students' learning needs. These principles were then engineered into robust products and processes through systematic, closely observed classroom trials.
A persistent issue in UK government and policy has been national performance on development and improvement of workforce skills for international competitiveness, highlighted by The Learning Age (1998) and the Lisbon Agenda. Strengthening and alignment of workplace dialogue have been shown to lead to better understanding between those designing and those receiving training and development programmes. This case shows how research part-funded by trade unions has contributed to directly and indirectly shaping policy, leading to further funding targeted at changes in support by the Department for Business, Innovation and Skills (BIS). The result is improved performance in learning and training.
The North East of England has seen a rapid decline in traditional heavy industry, leading to high levels of unemployment. The Business School recognised that traditional pedagogies were less than effective at engaging managers within the region, and developed a programme of on-going research to inform management curriculum development. Initially the research focused on developing an innovative model of work-based learning, and has subsequently developed into four core themes of professional identity, inter-professional working, creativity and coaching. This case study describes the developments since 2001 and the resulting impact since 2008 on policy, local business and individuals.
Research by the University of Nottingham's Education and Technology for Health team has benefited healthcare students, professionals, users, carers and institutions both in the UK and internationally by establishing a participatory methodology for high-quality, sustainable multimedia Reusable Learning Objects (RLOs). These learning tools are now used in 50 countries globally to facilitate individual access to knowledge, enhance learning within curriculums and deliver continuing professional development, with feedback showing satisfaction of up to 100% in some nations. They are also being used to train healthcare professionals in resource-poor countries, further strengthening the University of Nottingham's role as a global education provider.
Lack of interoperability can leave educational material, e-portfolios and course information locked into proprietary systems. This not only limits freedom of choice, it also blocks collaboration. IEC's work in educational technology interoperability standards has addressed this issue internationally by leading on the development of open formats for educational material (IMS Content Packaging), online assessment material (IMS Question and Test Interoperability), e-portfolios (Leap2a) and course information (eXchanging Course Related Information). The adoption of these specifications means that students can move their e-portfolios, course information can be shared, educational content can be exchanged between VLEs, and large assessment infrastructure projects are enabled.
Our research into practices around learning resources has had a major impact on teaching in other higher education institutions (HEIs) in the UK and internationally, on the policy of funding bodies, has been embedded in repository design, and contributed to public policy on transparent government. Our emphasis on socio-cultural factors has changed educational culture, leading to richer policy, by shifting debate from a view of resources as technological objects, to practices.Through shaping the Joint Information Systems Committee (JISC) and Higher Education Academy (HEA) programmes in Open Educational Resources (UKOER) and Digital Literacies, our research has had impact on professional services around open learning practices in over 90 HEIs, and had direct impact on digital literacy support in at least six. Our findings have informed a report to the Cabinet Office on 'Transparent Government'. Internationally, our work has prompted major repositories of resources in the USA, Estonia, the Netherlands and Australia to take a user-centred social focus in repository design.
Outcomes of the research conducted at the University of Edinburgh (2001 to 2007) that have had the most far-reaching impact are a strong conceptualisation of the whole learning environment (including curricula, teaching, learning support, and assessment and feedback) and its influence on the quality of undergraduates' learning. What gave these outcomes added resonance was a concern for disciplinary distinctiveness as well as more generic features; an alertness to the pervasive implications for day-to-day teaching-learning practices of mass 21st-century higher education; and a focus on enhancing as well as evaluating the student experience.
The reach of the impact extends to university teachers, middle and senior academic managers, local and national bodies with responsibilities for surveying quality and standards and, albeit less directly, students. Staff in at least 21 universities in 12 countries have used the Experiences of Teaching and Learning Questionnaire (ETLQ). The National Student Survey questionnaire was influenced by the ETLQ, and has continuing UK-wide impact on teaching through students' retrospective ratings of their experience. Project outputs were directed towards teaching staff through workshops, publications and invited presentations, followed by detailed advice on assessment and feedback of coursework.
Our research into learning through digital technologies has increased the focus on the importance of learning processes and context. The research developed new models of strategic evaluation and learning framework analyses as well as a new concept of MEGAcognition. These have shaped the development, customisation and implementation of more appropriate digital educational resources, nationally and internationally. Our research has involved and influenced key national and international companies and groups. Its users have been policy makers and developers, as well as teachers and pupils in primary and secondary schools. The research has: 1) influenced policy and practice developments nationally and internationally (in UK government departments and the e-strategy agency, and in five major resource development companies and corporations with international reach); 2) increased awareness of and engagement in learning opportunities (in four local authorities); 3) built capacity (in three resource development companies and projects); 4) offered insights into ways to develop, refine and customise educational products for specific audiences (in six resource development companies and local authorities); 5) raised awareness and understanding of educational concepts to non-academic audiences nationally and internationally (through 35 public and private seminars and keynote sessions to national and international audiences); 6) raised awareness of learning and pedagogical practices (in six major resource development companies and corporations).