Report of a study established to look at the whole issue of learning in schools and consider the development of a working vocabulary for practitioners and policymakers centred on the concept of learning for pupils of school age. It also attempts to clarify the concept of learning to learn.
Podcast from the Connected Practice Symposium, "Human services in the network society, changes, challenges & opportunities", Institute for Advanced Studies, Glasgow, 14th/15th September 2009. Talk by Jackie Rafferty, Director of Centre for Human Service Technology, University of Southampton.
Publication containing a series of case studies designed to show organisations how investing in learning in the workplace can lead to improved services.
Report of a study which set out to discover how children and young people use new technologies. It concludes that the use of digital technology has been completely normalised by children and young people and is fully integrated into their daily lives.
Handbook offering guidance to grassroots practitioners on the process of designing a project or product which uses technology-enhanced learning to encourage and promote social justice.
Paper assessing the effectiveness of the teachers continuing professional development resource, Teachers' TV, in the context of how teachers learn and the barriers to teachers' learning.
Information leaflet for parents, carers and family members on how out-of-school-hours learning activities promote learning, healthy lifestyles and fun.
In this position paper, the Social Care Institute for Excellence (SCIE) sets out a skills and qualifications framework that should support practice learning, both in the new degree and across social care organisations. We focus on ways of supporting those whose task it is to assess practice in the workplace ('practice assessors’). We also look at employers’ opportunities for organisational development, improved practice standards and human resource development (HRD).
Document containing interim guidance intended to start the process of laying out nationally agreed minimum competency standards (knowledge, understanding, skills and attitudes) needed by staff in order to deliver alcohol brief interventions.
Document describing a five-day 'Way We Learn' course aimed at parents from disadvantaged communities. The course involved a variety of exercises intended to make parents more attuned to their children's cognitive processes.