Similar case studies

REF impact found 55 Case Studies

Currently displayed text from case study:

The Use of Semantic Web Technologies developed for Teaching, Learning and Research

Summary of the impact

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.

Submitting Institution

Liverpool John Moores University

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Information and Computing Sciences: Information Systems
Education: Curriculum and Pedagogy, Specialist Studies In Education

5. Enhancing learning, teaching and assessment at university

Summary of the impact

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.

Submitting Institution

University of Edinburgh

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Developing the Teaching of Creative Writing

Summary of the impact

This impact relates to the development of Creative Writing within school and University curricula and has three elements. Firstly, this research has played a leading role in the development of new conceptual frameworks and innovative methodologies for the teaching of Creative Writing within English Literature University curricula within the UK and beyond. Secondly, this research has made a key contribution to the development and implementation of innovative models of professional development for teachers of English Literature and Creative Writing in Further and Higher Education. Finally, this research has changed the profile of Creative Writing as an academic discipline by informing the development of new national UK frameworks for the teaching of Creative Writing in schools and University, including the development of new A Level specifications.

Submitting Institution

Teesside University

Unit of Assessment

English Language and Literature

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Work Based Learning

Summary of the impact

Practitioner research into Work Based Learning (WBL)* undertaken at Chester since 1993 has seen the University established as a national leader in this field of study and the impact has affected both the private and public sectors. During 2008-2013 practitioner research at Chester has underpinned consultancy and developmental work. This has resulted in significant impact on workforce development including transforming policy and efficiency within a large Government department, a NHS Hospital Trust and with businesses in the private sector.

*(WBL defined in this context as fully accredited, negotiated, modules or programmes of planned learning through work delivered by HE providers)

Submitting Institution

University of Chester

Unit of Assessment

Business and Management Studies

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Implementing User-designed Multimedia Learning Tools in Healthcare Contexts

Summary of the impact

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.

Submitting Institution

University of Nottingham

Unit of Assessment

Allied Health Professions, Dentistry, Nursing and Pharmacy

Summary Impact Type

Societal

Research Subject Area(s)

Medical and Health Sciences: Public Health and Health Services
Education: Curriculum and Pedagogy, Specialist Studies In Education

Educational technology interoperability specifications

Summary of the impact

Lack of interoperability can leave educational material, e-portfolios and course information locked into proprietary systems. This not only limits freedom of choice, it also blocks collaboration. IEC's work in educational technology interoperability standards has addressed this issue internationally by leading on the development of open formats for educational material (IMS Content Packaging), online assessment material (IMS Question and Test Interoperability), e-portfolios (Leap2a) and course information (eXchanging Course Related Information). The adoption of these specifications means that students can move their e-portfolios, course information can be shared, educational content can be exchanged between VLEs, and large assessment infrastructure projects are enabled.

Submitting Institution

University of Bolton

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Information and Computing Sciences: Information Systems
Education: Specialist Studies In Education

Enabling publics to participate in science learning through technology

Summary of the impact

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:

  • 24,000 active participants have used the prize-winning iSpot website and app to develop their understanding of species identification, making 250,000 nature observations and identifying new species
  • support for distributed teams of science learners using new configurations of laboratory-based and mobile technologies which have been adopted by Microsoft to support their community engagement projects
  • over 300 children using the open source nQuire software to undertake personal inquiries in community settings; nQuire underpins the new UK Girl Guides' Association `Neighbourhood Researcher' badge.

Submitting Institution

Open University

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Changing educational practice through ‘Threshold Concepts’ [ICS3]

Summary of the impact

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.

Submitting Institution

University of Durham

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Enhancing Learner Development by Influencing PDP policy and Changing PDP Practice

Summary of the impact

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.

Submitting Institution

University of Worcester

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Improving academic induction for higher education lecturers in professional fields

Summary of the impact

Across the Higher Education sector, in the UK and in much of Europe, university lecturers in professional fields are usually appointed on the basis of their practitioner experience and expertise, and they may have little prior experience of teaching at Higher Education level or of research activity. The impact of the research in this case study has been on individuals, Heads of Department, academic developers and universities across the UK in influencing changes in academic induction practices leading to enhanced professional development of university lecturers in professional fields, especially in teacher education, nursing and the allied health professions. The dissemination of the research included the publication by the Higher Education Academy (HEA) of guidelines for academic induction of teacher educators.

Submitting Institution

University of Cumbria

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Filter Impact Case Studies

Download Impact Case Studies