E-safety and Web 2.0: Web 2.0 technologies for learning at Key Stages 3 and 4

Becta commissioned the University of Nottingham in conjunction with London Knowledge Lab and Manchester Metropolitan University to research Web 2.0 technologies for learning at Key Stages 3 and 4. This is the fourth report from that research and concentrates on the e-safety aspects of Web 2.0 in education

KS3 and KS4 learners' use of Web 2.0 technologies in and out of school - summary

This is a summary of the second report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from data collected using a guided survey of 2,611 Year 8 and Year 10 pupils and 60 focus groups held with approximately 300 learners. The analysis explores learner use of Web 2.0 technologies and their motivations for using social networking sites and the implications of these findings for teachers and providers

A study of effective evaluation models and practices for technology supported physical learning spaces (JELS)

The aim of the JELS project was to identify and review the tools, methods and frameworks used to evaluate technology supported or enhanced physical learning spaces. A key objective was to develop the sector knowledgebase on innovation and emerging practice in the evaluation of learning spaces, identifying innovative methods and approaches beyond traditional post-occupancy evaluations and surveys that have dominated this area to date. The intention was that the frameworks and guidelines discovered or developed from this study could inform all stages of the process of implementing a technology supported physical learning space. The study was primarily targeted at the UK HE sector and the FE sector where appropriate, and ran from September 2008 to March 2009

Implementing Web 2.0 in secondary schools: impacts, barriers and issues

One of the reports from the Web 2.0 technologies for learning at KS3 and KS4 project. This report explored Impact of Web 2.0 technologies on learning and teaching and drew upon evidence from multiple sources: field studies of 27 schools across the country; guided surveys of 2,600 school students; 100 interviews and 206 online surveys conducted with managers, teachers and technical staff in these schools; online surveys of the views of 96 parents; interviews held with 18 individual innovators in the field of Web 2.0 in education; and interviews with nine regional managers responsible for implementation of ICT at national level

Subjective measures of climate resilience: what is the added value for policy and programming?

Subjective approaches to resilience measurement are gaining traction as a complementary approach to the standard frameworks that typically contain objective measures. Proponents suggest that subjective approaches may add value to existing measures in three areas: by improving our understanding of the drivers of resilience, reducing the questionnaire burden on respondents, and potentially offering more valid cross-cultural comparisons. This perspective assesses the potential, evidence and uncertainties around each of these claims, drawing from decades of research using subjective techniques in the wellbeing and psychological resilience literatures. Overall we find that subjective approaches can theoretically add value in each of these three areas. However the design of appropriate indicators must proceed with specificity and rigour for subjective measures to add value to programming and policy for climate resilience

Social support and older adult falls

Background Social support has been shown to be associated with various positive health outcomes among older adults but has not been previously examined in relation to falls, which are a serious health concern among older adults. Findings This study (n = 1000) uses multivariable logistic regression to evaluate the relationship between social contact and perceived availability of social support and falls among older adults. When adjusting for demographic and other covariates neither relationship was significant. Conclusions This study does not find evidence to suggest that social support could be a prevention measure for falls. Future research on this topic should focus on careful definition and precise measurement of the social support construct

How can we mainstream mental health in research engaging the range of Sustainable Development Goals? A theory of change

Mental health is a leading cause of ill-health worldwide, disproportionately affects low-and-middle-income countries and, increasingly, is considered relevant across the Sustainable Development Goals (SDGs). Hence, we ask: How can we mainstream mental health in research engaging the range of SDGs? We use the UK Research and Innovation Global Challenges Research Fund (GCRF) as a case study. In a previous scoping review, we purposefully sampled non-mental health focused GCRF grants for diversity from 2015 until May-end 2020 (N = 36). In the present study, the principal investigator of each grant in this sample was invited to interview (11 accepting). Snowballing, our networks, and returning to the funding archive secured a further 15 interviews sampled for diversity (Final sample: 13 UK researchers and 13 of their overseas collaborators). A thematic analysis of this data organised key information into a trajectory from the challenges of incorporating mental health impact, to how these challenges might be overcome and, finally, to support needs. This analysis was then organised into a Theory of Change designed to promote the mainstreaming of mental health in global challenges research. We outline the implications for global challenges researchers, mental health practitioners, and global challenge research funders. One important implication is that we provide evidence to encourage funders to engage with the desire of researchers to contribute more broadly to the wellbeing of the communities with whom they work

Resilience-based alcohol education: developing an intervention; evaluating feasibility and barriers to implementation using mixed methods

Alcohol education must ensure that young people have appropriate information, motivation and skills. This article describes the fifth phase in a program of intervention development based on principles of social marketing and intervention mapping. The aim was to enhance drink refusal self-efficacy (DRSE) and help develop skills for non-drinking or moderate drinking. We conducted a mixed-methods feasibility trial that measured intervention effects among 277 UK secondary school students aged 14–16, and used qualitative methods to explore four teachers’ experiences of delivering the intervention. The intervention did not produce the desired changes in DRSE or alcohol use, but nor did it increase alcohol use. In the qualitative process evaluation, time constraints, pressure to prioritize other topics, awkwardness and embarrassment were identified as barriers to fidelitous delivery. A more intense and/or more prolonged intervention delivered with greater fidelity may have produced the desired changes in DRSE and alcohol use. This study illustrates how principles of social marketing and intervention mapping can aid development of resilience-based education designed to help students develop skills to drink moderately, or not drink. It also highlights the need to consider the constraints of micro-social (school) and macro-social (societal) cultures when designing alcohol education