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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).
The research described below has impacted on policy and practice relating to Personal Development Planning (PDP) - the structured and supported process by which learners reflect upon their own development and plan their future development. The impact has primarily been on the UK Higher Education (HE) sector, but has also extended beyond the UK and into other types of organisation (e.g. graduate recruitment networks). More specifically, the research has: shaped the guidance offered to Higher Education Institutions (HEIs) by the Quality Assurance Agency (QAA) on implementing and developing PDP policies and processes for students; enhanced the practice of PDP practitioners; stimulated debate among these practitioners; and informed the development of resources for these practitioners. This has had an overarching positive effect on learner development in educational settings and beyond.
Our research on technologies in science learning has led to increased participation by young people and adults in science, shifting their understanding of the scientific process. Impacts include:
The impact of research in computer-assisted language learning (CALL) at Ulster is evidenced by the changes it has driven regarding the delivery of language teaching using ICT and multimedia language learning tools in a variety of environments. The production of internationally-recognised research to demonstrate effective motors for change led to the establishment of a key infrastructure, the Centre for Excellence in Multimedia Language Learning (CEMLL), funded by a CETL (Centre for Excellence in Teaching and Learning) grant of £825,000 from Department of Education and Learning (DEL). This has informed developments in language teaching in higher and secondary education and has provided language learning opportunities beyond traditional educational sectors into industrial and community settings.
This case study reports impact derived from a sustained programme of research extending over 15 years. The research has impacted policy makers, practitioners, young people and their families both in the UK and internationally through:
Professor Zhongyu (Joan) Lu's research contributed significantly to the development of a next-generation student response system (SRS) that is fully integrated with web services, Smartphones, multimedia and other ubiquitous technologies. By incorporating the use of widely available online equipment, the system has made SRS more affordable, easier to employ and applicable in a range of settings far more diverse than the traditional classroom scenario. It is now used in Europe and the US by both academia and industry and has served as the basis for a number of dedicated prototypes. Its success has also led to additional major funding streams for further research.
The delivery of interchangeable services across a range of educational platforms has been a long-term problem in the field of technology enhanced learning. The Institute for Educational Cybernetics (IEC) identified widgets as having a potential role in resolving this problem, and developed a widget server, Wookie, to provide a research tool to investigate this. The research is summarised in [4] and [6]. The work attracted international attention, and the server has been reused in a number of other projects to provide interoperable services, both in education and beyond, and including a number of European funded initiatives. The impact of the work was recognised and enhanced by its acceptance by the Apache Software Foundation as an incubator project. It has now graduated as Apache Wookie, and is a full Apache project.
Lynda Gratton has examined how the transformational forces of globalization and technology are changing the nature of work and how organizations can prepare for this transformation. This has been particularly infb02uential for multinational corporations that are seeking to become more innovative and productive in the face of the extraordinary transformation of their external context. Gratton's research has achieved substantial and far-reaching impact via her highly infb02uential books and practitioner-orientated articles; its signifb01cance is recognized by major prizes and awards from the business community; and it illustrates the use of specifb01c channels (Gratton's Hot Spots Movement; and The Future of Work Consortium) to convert academic research into real-world impact.
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.
University of Glasgow-led research on assessment and learning directly shaped assessment policy and practice in Scotland, the UK and Norway. This included the development and implementation of the Assessment is for Learning Programme (AifL) and the Curriculum for Excellence (CfE) as well as changes to testing and monitoring under the Scottish Survey of Literacy and Numeracy (SSLN). The University of Glasgow's contribution to the internationally renowned Assessment Reform Group prompted further curricular and assessment changes both within and beyond the UK. Most recently the impact of the Glasgow research has extended to Norway where it influenced the Norwegian Directorate of Education's changes to assessment policy.