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Since the late 1990s, research has been undertaken into the theoretical and practical implications of nature-based physical activities and outdoor education. The research, which consisted of phenomenologically-informed case studies, has linked informal, non-formal and formal outdoor learning to consolidate understanding of the social, personal and environmental impacts. The impact has been significant in providing theoretical and practical foundations to inform practitioner work in youth based non-formal outdoor education in European countries. This has been achieved through the establishment of companies and a centre promoting outdoor education, and the production of practical Handbooks available to download.
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).
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.
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 overseas.
The Transforming Learning Cultures in Further Education (TLC) project, which UWE researchers led the design of and played a key role in undertaking, informed policy debates on a range of issues including the quality of teaching and learning in Further Education (FE) settings. Several FE sector teacher training programmes (e.g. Cardiff University) have changed aspects of their content as a consequence of this research, for example to help trainees better understand and develop a positive learning culture in their classrooms. This benefits the trainee teachers and, as a consequence, the learning outcomes for the students they work with. Processes to enhance the practice of established teachers in FE have been implemented as a consequence of this research, for example, City of Bristol College's peer mentoring scheme improves the skills of lecturing staff and outcomes for learners. The project also produced a book that has been widely adopted by FE managers and tutors to help them better understand and enhance the learning context in contemporary college and adult education environments, resulting in more effective teaching and learning. On a wider level the research findings have influenced national policy debates on issues around the funding, practice, and management of teaching and learning activities across the post-compulsory education sector, particularly in further education.
Research undertaken at Cardiff University provided important evidence about unequal access to Learning Outside the Classroom (LOtC) between social groups as well as providing the foundation for campaigning for equal opportunities in this area. Learning Outside the Classroom covers those activities which children undertake beyond the confines of the school walls. These can range from residential trips to international destinations to short visits to local museums and parks. These kinds of activities are widely recognised as being beneficial for children's emotional, cognitive and social development.
The impact of this research can be traced through collaboration with voluntary sector organisations and the UK government to evidence given to various House of Commons Select Committee enquiries, to the raising of the debate in Parliament through an Early Day Motion and then to support for the establishment of the Council for Learning Outside the Classroom (CLOtC) — which provides a link to LOtC organisations and professionals.
Research on unions and workplace learning has informed government and unions on the effectiveness and distinctiveness of union-led learning (ULL) in promoting adult learning and skills. On the basis of the research, the then Scottish Executive decided to provide funding for union-led learning from 2008 to 2011. The research findings have also contributed to priority setting for union learning funds, notably by directing funding towards the longer-term sustainability of ULL across Scotland, benefitting adult and particularly non-traditional adult learners. The research has also impacted on trade union policy on workplace learning and skills by informing strategic deliberations about how unions can generate member and union benefits from learning activities. It has also influenced union and employers' practices by linking skills acquisition and deployment, leading to improved working practices that benefit employers, employees and unions. Moreover, the evaluation framework developed in this research has informed approaches to evaluating ULL elsewhere in the UK, and robust evaluations using the framework have generated additional funds for learners in England at a time when other funding for adult learning has diminished.
The University of Aberdeen's £1.4M Inclusive Practice Project has developed innovative 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 secondary school 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.
Our research on learning using mobile technologies has impacted on:
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.