This project focuses on the dissemination of concepts and projects for mobile learning conducted inside and outside school, with the aim to provide support for educational professionals and stak...

A project that explores the links between professional education, vocational education and work-based learning conceptually and empirically, and identifies the implications of those links for the ...

This project will involve the development of appropriate pedagogies in History and Language teaching and learning. The emphasis throughout will be on workplace practice and the development of pra...

The proposal is for the Head of INSI to develop an exciting strand of current work which is directly related to the goals of both theWLE in its promotion of work-related and work-based profess...

The project involves organising a bi-lingual conference on plurilingualism and citizenship involving IOE WLE, SOAS/UCL LWW CETL and PLIDAM at INALCO, Paris. It also develops a major research bid ...

This pilot will strengthen the scope for research and development work in the area of online pedagogies on work-based programmes.

It is proposed that an online resource relating to the policy, theory and practice of all aspects of Visual Learning is created. This multi-modal resource will be available online and form a gro...

The project stems from the proposer’s past and current work - and increased understanding - of teacher development and transformation in Southern Africa. Past work has involved distilling th...

This study investigates how teachers use a visualiser connected to an interactive whiteboard as a pedagogic resource in the teaching of literacy, and the relationship between this and what child...

The challenges of educational change are well documented (Fullan, 2001a, 2001b, 2003; Hargreaves, 1994). This is particularly true of the problems of changing teachers' perceptions of teaching an...

This ESRC study examines the role of different patterns of classroom interaction between teachers and students in facilitating and/or impeding change of classroom practice towards greater dialog...