Teaching and

Learning Research Programme

Transformation and impact: context and initiatives

Teaching and Learning Research Programme

Context:

Continuing pressure on relevance, impact, etc Future research assessment expected to align incentives

Teaching and Learning Research Programme

An overarching challenge?

The most enduring difference we could make would be to influence the basic ways in which people think about learning and teaching

Teaching and

Learning Research Programme

• TLRP: an

opportunity

to fulfil a sense of moral purpose • The spirit of the Enlightenment: the application of reason to ‘improve’ our society (with implicit value commitments too) • Pragmatism: we make our contribution to the future, but we must do it in the present. We cannot choose where we start from • Nothing stays the same: we will make a difference to the future of UK educational provision

- but we have to work out exactly how

Teaching and

Learning Research Programme TLRP Communication and impact plan

‘We conceive impact not as a simple linear flow, but as a much more collaborative process: interactive, iterative, constructive, distributed and transformative.’ User engagement is important at

all

stages of research, and is likely to significantly enhance dissemination and impact.

Teaching and Learning Research Programme

Work over 2002/3 by the Publications and Other Outputs group and by the Thematic Group on Transformation and Impact

Teaching and

Learning Research Programme TLRP Output Review

a systematic review of many different kinds of output that projects might want to consider. Distinction between: •

stage

of project development, •

audience

•

form

of output

Teaching and

Learning Research Programme Let a thousand flowers bloom - but consider the overall effect

Given the uniqueness of each project, a differentiated output strategy is likely to be most effective in maximising impact Additionally however, there are significant benefits from the presentation of degree of overall Programme coherence

Teaching and

Learning Research Programme

Key findings: clear messages for effective impact

Key findings

User events Gateway book Press strategies Research Briefings Video presentations

Teaching and

Learning Research Programme Programme output expectations

• Advisory Group • Project website • British Education Index • User registrations on TLRP database • Media training of a nominated spokesperson • Impact strategy discussions with Media Fellow • ‘Gateway book’ through RoutledgeFalmer • Identifying ‘key findings’ • ‘Research Briefing’ • User workshops, seminars or other events • Pro-active press strategies in consultation with Media Fellow • Multimedia video presentations of key findings • Journal papers • Participation in targeted academic conferences • Final report to ESRC

Teaching and

Learning Research Programme

Project outputs:

• Websites (via www.tlrp.org) Gateway websites Main project websites

Teaching and Learning Research Programme

Project outputs:

• Occasional publications British Education Index (sent via TLRP office)

Teaching and

Learning Research Programme

Database registrations for users to receive:

• Newsletters • Targeted Research Briefings • Targeted press releases • Targeted other publications • Targeted event invitations (by specific project interests, sector, organisation type, general interests, region,etc)

Teaching and Learning Research Programme Help: Lynne, Suzanne Another

Media contacts Registering user interests on database Processing BEI papers

Teaching and Learning Research Programme Media Fellow: Martin Ince

Freelance journalist and communicator. Former Director of External Relations at ESRC and Deputy Editor of the THES  Advice on any media problem  Media training  Impact strategy advice  Research Briefings  Press releases  Task Groups  [email protected]

Teaching and

Learning Research Programme

Project outputs:

• Research briefings from each project* [*to those with

special interests

registered on the TLRP database at: www.tlrp.org]

Teaching and

Learning Research Programme

Project outputs:

• Events in association with policy-makers and key users, with appropriate arrangements across the UK • Associated press releases, articles in professional journals, user collaboration, etc

Phase I Networks: Science Education:

Royal Society, June 2003

Pupil Consultation:

QCA, July 2003

Modern Apprenticeships:

DfES, October 2003

Teaching and

Learning Research Programme

Project outputs:

• ‘Video-Assets’ Help from ‘Interactive’ project and its associates

Embedded video footage Key Findings Supporting analysis Hyperlinks for follow-ups

Teaching and

Learning Research Programme CONCEPTUALISATION?

(cross-Programme analysis)

DATA-BASE DESIGN

(areas of expertise/particular interests)

META-TAGGING

(data-retrieval/integration) Informal learning contexts Formal learning contexts Learners Learning Teachers Teaching Curriculum Interaction Information technology Assessment Outcomes Educational issues

Teaching and

Learning Research Programme

Project outputs:

• Gateway, overview books

Improving Learning

series • Practitioner books and materials (A4) • Academic publications • RoutledgeFalmer publishing partnership

Teaching and Learning Research Programme

RoutledgeFalmer education team

Teaching and Learning Research Programme Long-term scheduling for collective presentations at selected conferences?

Provisional proposals: 2004 AERA BERA ECER 2005 BERA EARLI Australia/NZ 2006 AERA BERA ECER 2007 BERA EARLI 2008 AERA BERA ECER Australia/NZ

Teaching and Learning Research Programme

Highlighting impact for schools projects in 2005?

January All schools projects and TLRP review at North of England Education Conference March All schools projects and TLRP review at the Education Show, Birmingham April/May All schools projects and TLRP review in a TES supplement

Teaching and Learning Research Programme

The ‘Bazaar’

Ideas, illustrations, contributions, good practice, opportunities, etc, etc, …. whatever next?

The Output Portfolio

A compendium of ideas, examples and practical guidance