Inter-Life: interoperability and transition
Lead Research Organisation:
University of Glasgow
Department Name: School of Education
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
Publications
Alison Devlin (Author)
(2013)
Inter-Life as a novel virtual world technology to support the transition into Higher Education
Alison Devlin (Author)
(2011)
The development of life transition skills in Inter-Life : a novel, 3-dimensional virtual learning environment
Alison Devlin (Author)
(2012)
Evaluation of the inter-life virtual world as a creative technology to support the transition to university
Alison Devlin (Author)
(2011)
The development of life transition skills in Inter-Life : a novel, 3-dimensional virtual learning environment
Alison Devlin (Author)
(2012)
Evaluation of the novel inter-life virtual world as an innovative technology to support transition to university
Alison Devlin (Author)
(2012)
Inter-life as a novel virtual world technology to support the transition into higher education
Devlin A
(2013)
Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning
in Interactive Learning Environments
Devlin A
(2013)
The Role of the "Inter-Life" Virtual World as a Creative Technology to Support Student Transition into Higher Education
in Creative Education
Lally V
(2013)
The Inter-Life project: researching the potential of art, design and virtual worlds as a vehicle for assisting young people with key life changes and transitions.
in British journal of guidance & counselling
| Description | I was awarded mentor of the Year by Jobs and Business Glasgow is a recognition of the impact of my EPSRC/ESRC project Inter-Life on the wider business landscape in Scotland. The Bad Idea Impact Project The project is a follow-on from our First Step Award, in which we designed and implemented a programme to empower young people with the skills and confidence to develop enterprising ideas. This is important because there was a distinct lack of Enterprise Education for young people within mainstream education, and Curriculum for Excellence has now placed new emphasis on the importance of Enterprise Education. Education and Business support systems are typically still applying 20th century principles that no longer serve in the modern business environment. Bad Idea has sought to apply practical, visual design thinking techniques, tools and materials to make enterprise more accessible to a wider audience - especially young people who have been subject to high levels of social inequality in their lives. The project will involve digitizing the materials created in the FSA project, codifying the enterprise education programme so that it can be made marketable, and developing e-portfolios for capturing young people's experiences of enterprise. It will use the e-portfolios for evidence, to be assessed by a formal accreditation board set up in/with the University to certify the skills and learning of the participants. It will also investigate the use of self and peer-assessment, using Adaptive Comparative Judgment, to help pupils gain new skills in reflection and review in order to learn intrinsically. This is now a key skill for Curriculum for Excellence. The Bad Idea Project has already shown that it is possible to break down inherent obstacles facing disadvantaged young people by inspiring entrepreneurial spirit. It has done this through the celebration of creativity and innovation. By harnessing the creative capacities of young people we can boost the aspirations of young people and their communities to contribute to building a stronger, more resilient society. The project was successfully piloted in 2013, and through this second phase of funding we can further reduce barriers to exploitation of these ideas, and increase their use and application across new demographics. The distribution and application of the existing physical materials are limited. This new project will overcome these barriers. The following proposal derives from Inter-Life and was submitted to GCRF in August 2016. It was not funded. However, it will be further developed for use in GCRF and other non academic contexts. CULTURAL STABILITY, ENHANCED SECURITY - EDUCATING THE LEARNING SOCIETY (CSES-ELS): Professor Vic Lally (UG, UK), Professor Ghulam Ali Mallah (SALU, PK), Professor Quintin Cutts (UG, UK), Anthony Gerrard (Bad Idea, UK) OBJECTIVES: This network will focus on the education and empowerment of girls and women in Pakistan through enhancing educational capacity, the development of computational thinking and creativity for life, the development of digital entrepreneurship, and the improvement of Teacher Education Programs. The CSES-ELS Network will bring together key world-class expertise in the domains of Technology Enhanced Learning (Devlin & Lally et. al. 2013; Lally & Sharples et. al. 2012; Lally & Traxler, 2016; Traxler and Lally, 2016; Lally & Sclater, 2012; Lally & Sclater, 2013; Sclater & Lally, 2014; Sclater & Lally, 2013; Sclater & Lally, 2016), Intelligent Applications, Computational Thinking and Creativity (Cutts 2014a, 2014b, 2012; Ali & Shaikh, 2012; Mallah et.al. 2013; Zarif & Saleem et.al. 2013), and Digital Entrepreneurship (Gerrard 2015a, 2015b). The partners will collaborate in educational and institutional capacity-building that is scalable and transferable. Joint research-based seminars, workshops and conferences will focus on establishing linked research and technical development agendas. All of this will be undertaken using leading edge TEL methods, including virtual worlds with integrated mobile and voting technologies. The principal specific objectives include developing a joint research and technical agenda that will provide world-class support for: Enhancement of the existing curriculum through research-based, TEL-supported teacher training for Early Childhood Education, Computational Thinking, and Entrepreneurship courses; Professional development to enhance the expertise and educational leadership of HE faculty in curriculum development; Professional development for HE faculty and mid-career teachers on the integration of learning technologies (TEL) into the classroom and education in linked non-formal settings (home, workplace); Development of TEL-supported Masters and PhD Programs in TEL, Computational Thinking and Entrepreneurship for Women at SALU; Development of Professional Development Courses for School Heads and teachers in Early Childhood Education, Computational Thinking, and Entrepreneurship. CSES-ELS will be highly interdisciplinary, with a very strong combination of academic, social and pedagogical skills and expertise. |
| Sector | Communities and Social Services/Policy,Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Electronics,Leisure Activities, including Sports, Recreation and Tourism,Retail,Security and Diplomacy |
| Impact Types | Cultural,Societal,Economic,Policy & public services |