Eight first- and second-phases projects were funded under the TEL programme. The projects were interdisciplinary and multi-institutional. They undertook research across a range of contexts and settings ranging from early childhood development through schools, further and higher education as well as professional and workplace learning.

Second-phase projects

SynergyNet: Supporting Collaborative Learning in an Immersive Environment (2008-2011)
PI: Dr. Liz Burd, University of Durham

HapTEL: Haptic Technology Enhanced Learning (2007-2011) 
PI Prof. Margaret Cox, Kings College London

Ensemble: Semantic Technologies for the Enhancement of Case-Based Learning

PI Prof. Patrick Carmichael, Liverpool John Moores University

MiGen: Intelligent Support for Mathematical Generalisation (2007-2011)
PI: Prof. Richard Noss, London Knowledge Lab, University of London

Inter-Life: Interoperability and Transition (2008-2011)
PI: Prof. Vic Lally, University of Glasgow

A Learning Design Support Environment (LDSE) for Teachers and Lecturers (2008-2011)
PI: Prof Diana Laurillard, London Knowledge Lab, University of London

Echoes 2: Improving Children’s Social Interaction through Exploratory Learning in a Multimodal Environment (2008-2011)
PI: Dr Oliver Lemon, Edinburgh University

Personal Inquiry (PI): Designing for Evidence-based Enquiry across Formal and Informal Settings of Learning (2007-2010)
PI: Prof. Mike Sharples, University of Nottingham

First-phase projects

As part of the first phase of the TEL Programme, seven development projects were funded in 2006-2007 in order to support pilots, scoping activities, theoretical development and the building of interdisciplinary teams.

Several of these projects went on the make successful proposals for major second phase projects.

Browse publications from the completed TEL development projects.

TLRP Related Projects

The Teaching and Learning Research Programme has comprised over fifty projects concerned with teaching and learning across settings and through the lifecourse. A number of these have been wholly or partly concerned with educational technologies; technology-enhanced learning or research; or technological infrastructures for education.

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