Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

FJM v United Kingdom: the Taming of Article 8?

Both domestic and Strasbourg jurisprudence make it clear that, where a social landlord seeks their tenant’s eviction, the right to respect for the home in ECHR art.8 accords the resident occupier a right to have the proportionality of that eviction assessed by a court. The key question for the Strasbourg Court in FJM was whether this procedural dimension to art.8 also applies where a private party seeks an eviction...AHR

Use of web-based collaboration and knowledge transformation tools to support the development of a learning community to enhance careers guidance practice

This paper outlines progress towards the development of a learning community to enhance careers guidance practice, through the process of developing web-based collaboration and knowledge sharing tools. These will be used in order to provide a comprehensive telematic platform for interactive and focused knowledge sharing and transformation for Careers Guidance students, tutors, practitioners, policy makers, and training organisations as collaborative participants in a dynamic community of practice. Note some of the technical detail of the operation of the system is given in the linked paper of Attwell and Brown (2000) describing knowledge development in the CEDEFOP Research Arena

Awe or empathy, fast or slow? Articulating impacts from contrasting mobile experiences

Amgueddfa Cymru—National Museum Wales has piloted two very contrasting approaches to the use of mobile technology in two geographically and contextually different museums. Olion/Traces is a bilingual storytelling audio app that takes visitors on a journey around St Fagans National Museum of History, developed in partnership with Cardiff University and Yellobrick as a playful and transgressive narrative, revealing fragments of fact and fiction inspired by St Fagans. At National Museum Cardiff we are piloting a technology first for UK museums: Museum ExplorAR; an Augmented Reality, trilingual, self-led mobile experience providing visitors with a "wow-factor" means of delivering new interpretation. While these two projects are very different in their outputs, their approach draws some interesting comparisons. They were both projects that were given space and trust to allow ideas and fresh thinking to emerge—with the visitors at their core—rather than perceived Museum needs. This paper will explore how the different design approaches have led to a more experimental culture for digital experiences, setting out lessons learned that can be of use to large and small organisations alike

Patient and public attitudes to and awareness of clinical practice guidelines : a systematic review with thematic and narrative syntheses

Article Accepted Date: 15 July 2014 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. Acknowledgements The research leading to these results has received funding from the European Community’s Seventh Framework Programme (FP7/2007-2013) under grant agreement n° 258583 (DECIDE project). The Health Services Research Unit, Aberdeen University, is funded by the Chief Scientist Office of the Scottish Government Health Directorates. The authors accept full responsibility for this paper and the views expressed in it are those of the authors and do not necessarily reflect those of the Chief Scientist Office. NS receives funding through a Knowledge Translation Fellowship from the Canadian Institutes of Health Research. No funding bodies had a role in the manuscript. We would like to thank Healthcare Improvement Scotland and the University of Dundee for support, including access to literature. We would also like to thank Lorna Thompson (Healthcare Improvement Scotland), for her help with the protocol for this review.Peer reviewedPublisher PD