Supporting E-learning Communities in ITT Series: Professional Development through Videoconferencing:
An e-learning report from Durham University
Supporting E-learning Communities in ITT Series: Northumbria University EBR
An E-learning report from Northumbria University EBR
Supporting E-learning Communities in ITT Series: Liverpool Hope University
An E-learning report from Liverpool Hope University
Supporting E-learning Communities in ITT Series: Teaching Observatories / SWTT Website updated and i
An e-learning report from the South West Teacher Training provider
Supporting E-learning Communities in ITT Series: St Martin’s College, Ambleside Campus
An e-learning report from St Martin's College, Ambleside Campus
Supporting E-learning Communities in ITT Series: Brunel University
E-learning report for Brunel University
Supporting E-learning Communities in ITT Series: Hull Citywide DRB / GTP Partnership
E-learning reports
Supporting E-learning Communities in ITT Series: e-Qualitas
An E-learning report from e-Qualitas
Supporting E-learning Communities in ITT Series: Shire Foundation - One Stop Shop
An e-learning report from the Shire Foundation
Supporting E-learning Communities in ITT Series: Staffordshire University
An e-learning report from Staffordshire University
Supporting E-learning Communities in ITT Series: Institute of Education, University of London
An e-learning report from the Institute of Education, University of London.
Supporting E-learning Communities in ITT Series: Billericay Educational Consortium
An e-learning report from the Billericay Educational Consortium.
Supporting E-learning Communities in ITT Series: Gateshead 3-7 SCITT
An e-learning report from Gateshead 3-7 SCITT
14-19 and Digital Technologies: A review of research and projects
This is a Futurelab review of research and projects that is readily and freely available as a PDF file and currently in print (12/06). It uses four cases studies to illustrate and inform its conclusions. It identifies that digital technologies has a broad and pervasive impact upon the 14-19 agenda through an approach that particularly concentrates upon learning theory including constructivist, cognitivist and socio approaches. The key findings, that have the most impact upon teacher training, ar
Personalised Learning and Pupil Voice: The East Sussex Project
This booklet is a 2006 report of Personalised Learning: The East Sussex project, funded jointly by the Centre for British Teachers (CfBT) and the DfES Innovation Unit.
Personalised Learning at GCSE: Whole School Issues
This Teachers TV programme looks at a number of strategies for personalising learning which one comprehensive school in London has put into place, particularly for Years 10 and 11, with apparent success.
Supporting E-learning Communities in ITT Series: Roehampton University: Creative Teaching Network
An e-learning report from Roehampton University
The impact of teacher-directed and child-directed pretend play on cognitive competence in kindergart
This is a research digest from the DfES Research Informed Practice Site (TRIPS) that deals with a project looking at the impact of pretend play on young children's cognitive development. The researchers find that both teacher-directed and child-directed play have positive effects and also argue for mixed age classes to enhance children's learning.
What role does communication play in co-operative learning?
This is a research digest from the DfES Research Informed Practice Site (TRIPS). The Australian project explored the impact of 'co-operative learning' on primary aged pupils. The study provides examples of communication and dialogue skills teachers can use to expand pupil learning.
The Effectiveness of Problem Based Learning in Promoting Evidence Based Practice (2000-03)
One of a series of research briefings available from the Teaching and Learning Research Programme (TLRP) website, this briefing provides a summary of research investigating the effectiveness of Problem Based Learning (PBL). A pilot systematic review and meta-analysis of research was undertaken to evaluate the effectiveness of PBL. The research was carried out by a team of academics, project managed by Dr Mark Newman, from the Social Science Research Unit at the Institute of Education.
