"Learning is a process through which one becomes capable of more sophisticated, more flexible, more creative action".
"The path of learning can never be determined by the teacher. However the path of learning is dependent on the teacher along with a host of other contingencies" .
Davis, Sumara and Luce-Kapler (2000), Engaging Minds
Lawrence Erlbaum Associates, London.
These two quotations articulate some core beliefs about learning which we carried into the project. The informed the work which university researchers and teachers did together and were the subject of much discussion.
Teachers and researchers in the InterActive Project became members of Subject Design Teams. These teams met to share and discuss related research, classroom experiences, software and equipment. Teams also became a place where our own research data were shared and our analyses tested and debated. Small sub-groups, and most commonly pairs from these teams collaborated to develop learning initiatives which:
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centred on key areas within a subject domain
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incorporated a range of technologies as appropriate
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incorporated ways of taking into account students’ existing knowledge
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focused on the development of a community of inquiry
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focused on learner-centred and knowledge-centred environments
- focused on problem-solving and creativity
Subject Designs were carried out by teachers. Video and other data were collected by the researchers. In many cases the subject designs were repeated the next year, adapted and developed in the light of the first experience.
From this page you can find your way to all of the subjects in the project. The side panel shows the five main headings under which the information is organised.
Subject Designs includes accounts of all the design initiatives the teachers carried out.
Team Members gives information about the people involved in the subject-based classroom research
Resources will point you to recommendations for materials, reading etc. Also a note of any professional development materials being developed from the project data.
Development describes how teachers and researchers worked together and includes accounts of the teachers' views of the project as professional development, and the impact it has had on them.
Findings is the place where we set out the project findings most specific to the subject.
For more general discussion of teaching and learning and ICTs see the cross-project strand.
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