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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.
This case study details the impact of a specific area of original research carried out as part of the Unit's wider commitment to pedagogy. It shows how research and development of the use of VLEs at the HEI has had a significant influence beyond the HEI in the following ways:
The Bristol department of Classics and Ancient History has long been well known for its work on the reception of antiquity. In addition to scholarly publication it has sponsored a great many public events on reception topics, bringing aspects of the classical heritage to the attention of diverse audiences. The first aspect of the impact therefore relates to "creating and interpreting cultural capital" (Main Panel D Criteria, para 84). The second aspect is the influence this research has had on education during the REF period in HEIs both in the UK and North America with respect to the undergraduate curriculum.
The Penguin Archive Project, funded by a major grant from the AHRC [7], produced an online catalogue of the Penguin Collection at the University of Bristol Library (launched in 2011). Penguin Books transformed the range and greatly extended the availability of books to a general readership in the twentieth century. The Penguin Archive located at the University of Bristol can therefore be conceived of as a record of the democratisation of reading in the UK in the twentieth century. As a result of the Penguin Archive Project impact has been realised in three main areas: improving access to the Penguin Archive and making it easier to use for a variety of non-academic users; raising awareness and understanding of the significance of the archive and the rich cultural heritage of Penguin books through public engagement and media activities including a major international conference in 2010; developing collaborative links with Penguin and contributing to their publishing practice. As a result, researchers, editors, authors, publishers and other users such as the Penguin Collectors Society now have access to this major resource.
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.
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:
IMAGINES is an interdisciplinary project and research group exploring the influence and impact of antiquity on modern cultures. The project addresses the reception of antiquity in film, theatre, dance, opera, sculpture, architecture, painting, graphic novels, design and photography and other forms of visual culture. The project has sought to make its work accessible to the public through a series of exhibitions and talks, while it has also sought to engage members of the creative and cultural industries such as art professionals in the fields of architecture, music, graphic novels, and the theatre.
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 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.
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.