Designing software to maximize learning1

This paper starts from the assumption that any evaluation of educational software should focus on whether or not, and the extent to which, it maximizes learning. It is particularly concerned with the impact of software on the quality of learning. The paper reviews key texts in the literature on learning, including some which relate directly to software development, and suggests ways in which a range of learning theories can inform the process of software design. The paper sets out to make a contribution to both the design and the evaluation of educational software

Research into values in secondary education : report to the Gordon Cook foundation

This report explores the relationship between the espoused values of teachers, and those enacted through practice. Through the production of staff development materials the research is designed to make an impact on teachers and classrooms. It is argued that pupils need to be able to discuss and challenge those values that underpin their everyday experiences. The findings suggest that to approach values without considering the effects of schooling and the subject would not only lead to a missed opportunity, but would also undermine the validity of a school's role in the exploration of values. A 'bolt-on' approach runs the risk of disengaging pupils from a genuine exploration of values. However if subject teachers are prepared to consider what values the subject offers and how the subject can help pupils explore the values that they hold, it is likely to be more meaningfu

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Reviews

Managing Change in Higher Education: A Learning Environment Architecture by Peter Ford and eight other authors, Buckingham: Society for Research into Higher Education and the Open University Press, 1996. ISBN 0–335–19791–4. 161 pages, paperback. No price indicated

MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report executive summary

This summary report presents and analyses the key findings from eight case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers