Evaluation of the North Lanarkshire curriculum flexibility project

This report highlights some of the very good practice about effective use of flexibility in the curriculum that is emerging. It describes how staff have engaged in innovative use of time in ways which have given pupils increased motivation to learn and encouraged them to become more independent learners and more effective collaborative workers. The important role of school managers in monitoring the impact of innovations in the curriculum is exemplified. This report also acts as a call to action for schools which still often adhere too rigidly to inflexible programmes of study. There remains a need for more imaginative leadership and further professional development of staff at all levels to ensure that full and appropriate use of the opportunities offered by Curriculum for Excellence are realised

Conclusions: Future Directions in Researching Mobile Learning

Mobile learning is in the process of developing its identity as a distinct field of research with particular concerns and challenges. What can researchers learn from neighbouring disciplines and how can they harness new techniques and technologies, to smooth the way for their research efforts? On the basis of an analysis of key messages and reflections from those conducting mobile learning research, the author proposes four generic principles that can guide future research in mobile learning. The chapter also points to new directions in mobile learning research within the broader research agenda of Technology Enhanced Learning. These indicative directions should be helpful to all involved in setting future agendas for mobile learning research and development

St Mary’s College, Middlesbrough: report from the Inspectorate (FEFC inspection report; 33/96 and 15/01)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1995-96 and 2000-01