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In recent years a combination of ever more flexible and sophisticated Web technologies and an explosion in the quantity of online content has sparked learning technologists around the world to pursue the promise of the 'reusable learning object' or RLO with the idea that RLOs could be reused in different educational contexts, thereby providing greater overall flexibility and return on investment. In 2002 the ACETS Project undertook a three-year study in the UK to investigate whether RLOs worked in practice and how the pursuit of reuse affected the teacher and their teaching. Teachers working in healthcare-related subjects in Higher and Further Education were asked to create an original learning design or activity from third-party digital resources and to reflect both on the process and its outcomes. The expectation was that teachers would be the ones selecting and reusing third-party materials. This paper describes how one of the ACETS exemplifiers reinterpreted this remit, challenged the anticipated transmissive model of learning, and instead, gave their students an opportunity to create their own original learning designs and learning activities from third-party digital resources. By describing the educational enhancements, the resulting heightened levels of critical thinking, and sensitivity to patient needs, 'reuse' will be shown to be an effective heuristic for student self-direction and professional development. [ABSTRACT FROM AUTHOR]

This paper presents preliminary analysis of clinicians use of the Tissue Viability Leading Change (TVLC) competency framework launched in November 2015. It is the first UK wide competency framework developed for staff working in a tissue viability service. Total downloads for the framework has been 331 to date. Overall initial feedback has been positive. The majority of respondents have accessed the framework for personal professional development. Respondents were asked to rate each of the TVLC competencies by frequency and ease of use. The first 5 competencies were utilised significantly more than competencies 6-10; the majority of respondents rated most competencies easy to use. Nine respondents (81.8%) reported that they were using, or intended to use, the TVLC as part of their appraisal process. Eleven respondents (84.6%) reported that they had used, or intended to use, the TVLC in validation processes as required by the Nursing and Midwifery Council (NMC). [ABSTRACT FROM AUTHOR]

Programme delivery through consortia of institutions, each contributing different areas of expertise, is seen as one solution to the teaching challenges posed by increasing subject specialization within academic departments. For the institutions within such consortia, this may mean that specialist modules will be delivered to multiple streams of students from different institutions, backgrounds, and possibly even countries. This paper draws on experiences in delivering a specialist online GIS MSc module to distance learners studying at three different US and UK institutions. It describes technical lessons learnt from delivering the same learning materials to different groups of students, from both a GIS and an educational perspective. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the research reported in this paper was to examine the potential usefulness of animated learning materials for supporting students with dyslexia in a UK higher education setting. Design/methodology/approach - An experiment was conducted with a set of 13 undergraduate computing students with dyslexia and a control group of 13 non-dyslexic undergraduate computing students. Findings - Overall it appeared that appropriate animated learning materials were perceived as being more useful than equivalent static learning materials by both the students with dyslexia and the control group of non-dyslexic students. However, the control group appeared to find them more useful than the students with dyslexia. Research limitations/implications - Although the experiment reported in this paper was small in scale it did appear to indicate that animated learning materials may potentially be useful for undergraduate students with (and without) dyslexia. Originality/value - There appears to have been little research done in the area of animated learning materials in a higher education setting and in particular with regard to students with dyslexia. [ABSTRACT FROM AUTHOR]

Since the formation of a coalition government in May 2010, there have been substantial changes in government policies relating to the education system in England and Wales. The previous Labour administration strengthened education in food and nutrition and promoted healthy eating in schools. The National Curriculum relating to food technology states what pupils should learn, making reference to practical cooking skills, food safety and hygiene and nutrition and healthy eating. This remains a statutory requirement. The Comprehensive Spending Review (CSR), announced in October 2010, meant that substantial financial cuts would be made across government, including the Department for Education. A huge swathe of quangos has already been cut, including the Qualifications and Curriculum Development Agency (QCDA) and the National Healthy Schools Programme (NHSP). The School Food Trust (SFT) has faced budget cuts, and further massive savings will come from the scrapping of Building Schools for the Future (BSF). The White Paper and Education and Children's Bill will provide greater freedom for schools and academies to determine their own curriculum, length of the school day and lesson times. David Cameron's vision of a 'Big Society' will require greater collaboration from a wide range of organisations, including industry and charitable organisations to support high quality education in food and nutrition in schools. Individual Headteachers will be freed to make decisions at a local level. This will leave individual schools with greater decision making and funding responsibility. [ABSTRACT FROM AUTHOR]

Investigates the impact of interactive education program in the improvement of teaching and educational communities in Great Britain. Aim of the project; Findings on the application of the new information and communication technologies in student's education; Processes found to be effective in the development of teaching and learning with the new instructional system.

In the UK, the General Medical Council clearly stipulates that upon completion of training, medical students should be able to discuss the principles underlying the development of health and health service policy, including issues relating to health economics. In response, researchers from the UK and other countries have called for a need to incorporate health economics training into the undergraduate medical curricula. The Health Economics education website was developed to encourage and support teaching and learning in health economics for medical students. It was designed to function both as a forum for teachers of health economics to communicate and to share resources and also to provide instantaneous access to supporting literature and teaching materials on health economics. The website provides a range of free online material that can be used by both health economists and non-health economists to teach the basic principles of the discipline. The Health Economics education website is the only online education resource that exists for teaching health economics to medical undergraduate students and it provides teachers of health economics with a range of comprehensive basic and advanced teaching materials that are freely available. This article presents the website as a tool to encourage the incorporation of health economics training into the undergraduate medical curricula. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study is to describe the collaborative development of a rehabilitation guide for people living with human immunodeficiency virus (HIV) which was adapted from an online resource for clinicians. Methods: We adapted a comprehensive evidence-informed online clinical resource for people living with HIV using a three-phase participatory process. In Phase 1, we interviewed 26 clinicians and 16 people living with HIV to gather recommendations on how to adapt and format the content to benefit people living with HIV. In Phase 2, we adapted the patient education resource using the recommendations that emerged from Phase 1. Phase 3 consisted of comprehensive stakeholder review of the revised resource on the adaptability, usability, communicability, and relevance of the information. Stakeholders participated in an interview to obtain in-depth information on their perspectives. Transcribed interviews underwent qualitative content analysis. Results: Stakeholders indicated that the e-guide had utility for people living with HIV, community HIV service organizations, and care providers. Conclusion: Engaging people living with HIV resulted in a more relevant and meaningful resource that incorporated patients’ values, needs, and preferences. Implications: Involving multiple stakeholders and user groups in the adaptation and evaluation of online patient education resources can assist in meeting patients’ needs through increasing the relevance, organization and presentation of the content, and incorporating patients’ values and needs. Implications for Rehabilitation: Online patient education resources should be adapted in order to maximize relevance and meaningfulness to patients. Involving multiple stakeholders in the adaptation and evaluation of online patient education resources can assist in meeting patients’ needs. Involving multiple stakeholders increases the relevance, organization and presentation of the content and allows the incorporation of patient values and needs. This collaborative approach with an emphasis on meaningful participation of patients and community may be of interest to others interested in promoting knowledge translation. [ABSTRACT FROM AUTHOR]

This article presents a rationale for delivering training in play skills to groups of foster carers and adopters, and others who work with children and young people in the care system. The aim is to emphasise the relevance of play for facilitating emotional growth and regulation, and to demonstrate how ‘playing in relationship’ can support children who have experienced abuse or trauma in their primary relationships. The article includes a number of suggestions for activities that can be incorporated into training and discussion of how a playful approach to adult learning can enhance the experience. Evaluation comments by participants are also included and possibilities for future carer training programmes are considered. [ABSTRACT FROM PUBLISHER]

The last couple of years have brought a rise in the number of institutional repositories throughout the world and within UK Higher Education institutions, with the majority of these repositories being devoted to research output. Repositories containing teaching and learning material are less common and the workflows and business processes surrounding these types of repositories were unclear. The user motivations to contributing to and downloading from repositories were also unknown. This article reports on two studies: a wide- scale survey carried out with HE staff to identify barriers and incentives to contributing to teaching material repositories; and inter- views carried out as part of a workflow study at Loughborough University, to identify existing practice in the creation and sharing of teaching material. Confusion is reported with regard to the difference between a Virtual Learning Environment (VLE) and a repository. However, many different purposes of a teaching and learning material repository are highlighted. This article discusses how repositories could successfully interoperate with other institutional applications and highlights the benefits of teaching material repositories to the user, through scenarios. Recommendations relating to the key aspects of the design and implementation of a repository service are outlined. [ABSTRACT FROM AUTHOR]

This is the report of a project funded by the British Educational Communications and Technology Research Agency (Becta) to identify the key—but forgotten—information and communication technology research projects in the UK between 1980 and 1999 and to review the contribution that these projects can make in informing the current Becta research agenda and making future research more efficient. [ABSTRACT FROM AUTHOR]

Discusses the importance of copyright in Great Britain, with focus on its application in the field of education. Section 41 of the Copyright Act of 1956; Prohibition against teachers' and pupils' replication of copyrighted material for use in the course of instruction; Justification for copyright law; Two possible types of license.