Building Partnerships to Promote Economic and Social Wellbeing and Learning

The paper describes, three initiatives that illustrate ways in which governments can intervene to promote social objectives are described in this paper: Raploch Urban Regeneration in Scotland; the Drugs Round Table in St Kilda, Vic; and Loch Lomond and the Trossachs National Park in Scotland. The paper discusses the conditions that are necessary to achieve effective partnership formation

DISCUSS: Expansive Learning Approach. Discuss Working Paper 6b

No abstract available

Formation of a ‘starter’ VCoP for the DISCUSS platform. Discuss Working Paper 4

No abstract available

Trying to see, failing to focus:near visual impairment in Down syndrome

The majority of individuals with Down syndrome (DS) do not exhibit accurate accommodation, with the aetiology of this deficit unknown. This study examines the mechanism underlying hypoaccommodation in DS by simultaneously investigating the ‘near triad’ – accommodation, vergence and pupillary response. An objective photorefraction system measured accommodation, pupil size and gaze position (vergence) under binocular conditions while participants viewed an animated movie at 50, 33, 25 and 20 cm. Participants were aged 6–16 years (DS = 41, controls = 76). Measures were obtained from 59% of participants with DS and 99% of controls. Accommodative response was significantly less in DS (p < 0.001) and greater accommodative deficits were associated with worsening visual acuity (p = 0.02). Vergence responses were as accurate in DS as in controls (p = 0.90). Habitual pupil diameter did not differ between groups (p = 0.24) but reduced significantly with increasing accommodative demand in both participants with and without DS (p < 0.0001). This study is the first to report simultaneous binocular measurement of the near triad in DS demonstrating that hypoaccommodation is linked to poor visual acuity. Vergence responses were accurate indicating that hypoaccommodation cannot be dismissed as a failure to visually engage with near targets, but rather is a consequence of underlying neurological or physiological deficits

Embedding a Blended Learning Approach From First Year

As DIT strives to enhance the transition of students into third level education, a number of priority areas were identified as part of the ongoing STEER (Student Transition, Expectations, Engagement, Retention) initiative. Ultimately the onus is on DIT to enable students to become self-directed learners. Blended learning is positioned as a solution to aid in this transition. It has been described as the combination of traditional face-to-face teaching methods with authentic online learning activities (Davies & Fill, 2007, p. 817). However, it is not without risk to assume that first year students have a natural affinity with blended approaches, as Garrison and Vaughan (cited in Moore & Gilmartin, 2010, p.4) opined those who have grown up with interactive technology are not always comfortable with the information transmission approach of large lectures. Students expect a relevant and engaging learning experience . The purpose of our project is to provide a rationale for redesigning a module for blended delivery and how blended learning can be implemented, with specific focus on first year undergraduate modules. It is hope that this report can help address current challenges in the application of blended learning, and also make a definite contribution to the laudable STEER goals. This report will initially consider the background to blended learning and the challenges associated with the approach, before finally exploring the practical implications of introducing blended learning to early stage students in a staged fashion and presenting a practical How to guide for blended learning

Strengthening precarity? A critical analysis of education and training programmes in the UK (Scotland)

Purpose: The aim of this paper is to examine the provision of education and training programmes for young people in Scotland for work and lifelong learning within the context of the skills ecosystem approach adopted by the Scottish Government. Design/methodology/approach: The research drew upon findings from a large EU-funded multi-country project which ran from 2016 to 2019 that comprised experiences and perspectives with young people who were affected by these programmes as well as the managers and practitioners tasked with delivering them. The work was conducted in Aberdeenshire and Glasgow and included in-depth interviews with young people and programme managers and practitioners. Findings: The research showed that there is a gap between the rhetoric of the intentions of the policies and how those involved at ground level experience the programmes enacted under policies which draw on a skill ecosystem approach. Whilst there was public funding for training, it was not clear from the enactment of the relevant policies where employers' responsibilities lie. Locating the findings in the skills ecosystem model highlights the weak engagement of employers in their pivotal role in the education and training system and the resulting increased precarity of the young people's futures. Research limitations/implications: The paper sheds light on the shape of education and training provision in Scotland, the range of participants engaged in the provision and the commitment of providers in comparison to policy language and intentions. Originality/value: Through the skill ecosystem approach, this paper draws together policy narratives and the experiences of young people

Young people’s interaction with natural heritage through outdoor learning

Funded jointly by Scottish Natural Heritage and Learning and Teaching Scotland, this research forms part of a two-year research and development programme entitled Outdoor Connections. A key aim of the programme is to research the current state of outdoor education in Scotland for 3–18-year-olds. Outdoor Connections, in turn, is seeking to understand how outdoor learning can be harnessed to address the aims of the current national curriculum development initiative: A Curriculum for Excellence (hereafter ACfE). The research comes at a time when formal outdoor learning is broadening its scope beyond adventure and field studies activities to include a wider range of activities across the whole curriculum thereby potentially connecting learners with their environment, their community, their society and themselves. The report analyses two sets of data. The first comes from a survey of schools’ and pre-school centres’ provision of formal outdoor learning. The second set of data comes from interviews with young people themselves (ages 3–16) about their outdoor experiences more generally. The report analyses these data to show how different types, durations and locations for outdoor learning provide different kinds of opportunities for interaction with nature and different learning outcomes