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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'.
Outdoor learning is a multi-dimensional concept embracing three dimensions: `outdoor/adventure-sport activities', `personal development' and `environmental/sustainability education'. Its potential across curricula has been recognised in UK and international policy contexts. Research by Beames, Higgins, Nicol and Ross, and collaborators since 2000, has led directly to national and international developments: 1. Scottish Government (SG) policy on local outdoor learning; 2. SG and General Teaching Council for Scotland policy on sustainability education and outdoor learning; 3. specialist degree programmes, and continuing professional development for UK and overseas teachers. Related work has supported policy developments on recreational and educational countryside access.
Pedagogical practices, actions and interactions in early years educational settings are of considerable significance for children's subsequent lives. Stephen's research has influenced provision and practice in Ireland, Australia and the USA, as well as in the countries of the UK. Her work on early years Gaelic provision has shaped national policy in Scotland.
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).
Research by members of the Centre for Language, Culture and Learning (CLCL) has drawn public attention to the home and community learning of children of migrant origin; highlighting the role of siblings, grandparents, complementary schools and faith settings. We have influenced practice in this important yet neglected area by engaging with policymakers, teachers and community leaders through seminars, workshops, print and online media including the BBC, and creating learning resources for families and schools. The research has informed Tower Hamlets' language policy, and received recognition by an influential audience at the Council of Europe's Language Policy Division.
Identifying and promoting best practice in the education of young children, this case study focuses on local, national and international policy and practice in two linked areas: children's learning and staff professional development. It underpins national strategy for England, Northern Ireland and Wales and informs international curriculum developments. We have made a significant impact on children's lives through:
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.
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.
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.
A Threshold Concept is a new way of thinking, where a specific element of a curriculum that is difficult for students to understand, such as `opportunity cost' in Economics or `stress transformation' in Engineering, irreversibly restuctures the learner's understanding once it is grasped. Consequently, by identifying Threshold Concepts, and then by adapting teaching practice and the focus of assessment, educators can significantly benefit students' progress. Durham's conceptualisation of Threshold Concepts has had a transformative effect on educational practice, curriculum design and assessment, particularly in Higher Education (HE), but also on schools, on educational policy as well as on conceptions of work-based learning and games design in international companies such as Nokia. The concept and its application have impacted on professional practice in HE institutions in at least 30 countries. In the UK, Threshold Concepts have been adopted by a number of high profile educational agencies and organisations and are now embedded in the policy and practice of many institutions.