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This case study demonstrates the impact generated through research studies at Plymouth University into `sexting', the self-generation and distribution of explicit images, by children and young people. The findings have informed briefing material for Ofsted inspectors, been used to develop material for schools, and led to schools developing new curriculum based support and peer mentoring. The research has also extended the understanding of the emerging issues and helped inform national debate and public discourse.
Anglia Ruskin University's Professor Bourne leads the Vision Loss Experts Group (VLEG) which is part of the Global Burden of Disease Study (GBD. Comprising 79 leading ophthalmic epidemiologists from around the world, and carried out in partnership with the World Health Organization (WHO), VLEG compiled the most up-to-date statistics ever generated on the prevalence of global blindness, facilitating the analysis of trends and risk factors, and producing detailed future projections.
VLEG data have been described as "a critical contribution to our understanding of present and future health priorities for countries and the global community" (Editor-in-Chief, The Lancet, Dec 2012). The findings have directly impacted on healthcare policymakers and professionals, charities and economic analysts, both in the UK and overseas, increasing their awareness of global eye care issues. These users have applied this increased awareness at a:
a. Global level where the data have become a significant resource in health analyses by economists and healthcare planners such as PricewaterhouseCoopers and the World Economic Forum (WEF), enabling these organisations to provide recommendations for eye-health policies and practices. These reports predict the socio-economic impact of visual impairment in the world and provide an insight into the economic return from investments in eye-health treatment programmes. These in turn have informed the development of healthcare planning nationally and internationally, including the Eye Health Strategy by Vision2020 Australia. In addition, the research findings were used by NGOs and opinion leaders in ophthalmology at the Congress of the International Agency for the Prevention of Blindness (IAPB), informing discussion of blindness prevention strategies. This led directly to the development of an Action Plan for the Prevention of Avoidable Blindness and Visual Impairment (2014-2019) by the WHO, which was endorsed by the 66th World Health Assembly. Furthermore, the World Bank, as part of its mission to alleviate poverty, has adopted the data to inform funding priorities for health care projects in developing countries.
b. National level where VLEG findings drew attention to the absence of reliable data, subsequently leading to the commissioning of a detailed countrywide National Eye Survey of Trinidad and Tobago (NESTT), worth £350,000, in order to identify and address eye-health priorities.
Coordination between the eyes is vital for children's visual and motor development, yet it often fails to develop properly. Horwood and Riddell's research has had important implications for the clinical management of binocular coordination, particularly for infant squint and childhood long-sightedness. They have demonstrated that most newborn infants (approximately 75%) have intermittent misalignment (i.e. sometimes point their eyes in different directions), but after 4 months of age only 3.25% continue to squint and it is only these children that require intervention. As a result, concerned parents have been advised appropriately and unnecessary appointments with GPs and specialists have been reduced. Horwood and Riddell's findings have also led to a substantial change in the management of long-sightedness, from which about 5% of children in the UK suffer (i.e. approximately 300,000 children between 5 and 14 years of age). Traditionally, children with long-sightedness have been provided with glasses that under-correct their vision. Our findings, however, have (i) demonstrated that some long-sighted children choose not to focus on near objects, and (ii) informed clinicians that full correction of focussing is often required to ensure clear vision, for instance, when reading. In both areas, Horwood and Riddell's research has led to changes in clinical guidelines, training, and practice and the advice given to concerned parents.
Human-computer usability research within the university's Sensory Disabilities Research Unit (1993-2002) led to the construction of accessibility guidelines that are widely used, with an estimated reach to a maximum of 30 million people in the EU. PAS 78: Guide to Good Practice in Commissioning Accessible Websites and BSI BS8788 Web Accessibility Code of Practice met 2010 web accessibility law in the UK and subsequent EU legislation. Similarly, BS EN 15823:2010: Braille on Packaging for Medicinal Products met UK, EU and International Standards for Braille on medicine packaging. Further research resulted in award-winning guides for blind users of Windows software that improves accessibility to work.
This project has made a considerable impact on the teaching of Geometry to school pupils with visual impairment thus ultimately enhancing their teaching and learning experience and quality of life (pupils and teachers from schools in remote villages in the states of Tamil Nadu; Andhra Pradesh; and Kerala in India). The Tactile Graphic Tool (TGT) designed as part of this project is a device allowing hand exploratory movement in making tactile diagrams of graphical and geometrical constructions and then portable digital device (e.g. DigiMemo A402 or a tablet PC) is used to make these accessible as digital pictures through the interface of a computer. The benefits of the tools developed have been in assisting people with visual impairment to overcome the challenge of accessing graphic information contents in mathematics, including graphs, geometry and statistical representations. In particular, the case study's impact represents a practical demonstration of the potential of technology-assisted learning for visually impaired students and is aimed at enhancing their educational and workplace opportunities, as well as access to popular media.
Self Organised Learning Environments (SOLEs), characterised by our innovative pedagogies and models of enquiry-based learning, are changing the culture of classrooms and inspiring many thousands of educationalists in schools and other organisations. This impact culminated in the 2013 award to Mitra of the annual TED prize ($1million). Teachers have been inspired to find new enquiry-based ways to encourage students to work together, solve problems and become more engaged in learning with minimal intervention from the teachers themselves. SOLEs have been implemented in schools and other educational institutions resulting in change in the attitudes and practices of teachers, head teachers, education policy makers, education experts and private companies. Impact has extended to 27 countries across 5 continents including India, UK, Argentina, USA, Australia, China, Finland and Qatar. This research has become a global phenomenon, influencing all phases of education (primary, secondary and tertiary) and also the training and development of teachers. The research also inspired the film `Slumdog Millionnaire'.
Falls are a common and serious health risk for older people and reducing falls is a priority for the NHS. Research at the University of Bradford on the link between vision and falls has led to new healthcare guidelines, specifically those from the College of Optometrists and the British Geriatrics Society and endorsed by Age UK and the Royal College of General Practitioners. Continuing professional development practices have changed and public awareness of this health risk has been raised by Which? reports and subsequent media coverage. These developments have impacted on the health and welfare of older people, particularly those at risk of falls.
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 the development of TV, and interactive media and games, for audiences and end-users with 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 highly innovative, games and interactive software for children, teenagers and young adults with sensory impairments, learning difficulties and other disabilities.
The recommendations from this EOC funded research have had a demonstrable impact upon policy. Government responded by implementing a national agenda to challenge gender stereotypes and extend choices for young people which included a review of work experience placements. Best Practice Guides produced by EOC and distributed to key stakeholders foreground the study's recommendations. At the local level, EBPs, LSC and schools have reformed practice and piloted a range of initiatives. In response to the recommendations made through this research, the construction of the London 2012 Olympic Games site met targets for greater gender equality — specifically non-traditional placements for women.
The first of the two studies described here helped to persuade the coalition government that sufficient loans and grants needed to be available from autumn 2012 to ensure that higher tuition fees did not deter students from disadvantaged backgrounds from pursuing a university degree. The second study influenced the national debate on widening participation in higher education and encouraged policy-makers to recognise the importance of providing school students with improved information, advice and guidance on how to reach university. It triggered the launch of a successful website that has enabled teenagers to make more informed choices about HE.