MESHGuides

• Large scale case study conducted over six months (Jan-July 2012) in 8 schools across Scotland (3 primaries and 5 secondaries)
• Sample included 365 students varying in age from P3 to S2, iPad teacher champions in each school and parents from each school
• A mixed methods approach collecting both quantitative and qualitative data from students, teachers and parents. Methods included:
  • a baseline survey for students (n =) teachers (n= ) and parents (n=)
  • an exit survey for students (n = ) and parents (n = )

This MESH Guide is based on Kevin Burden, K., Hopkins, P., Dr Male, Dr. T., Martin, Dr. S., Christine Trala, C. 2012. iPad Scotland Evaluation. University of Hull. Available at:

http://www.e-learningfoundation.com/Websites/elearningfoundation/images/PDF%20Documents/iPad_Scotland_Evaluation.pdf [Accessed 13th Dec 2014]

Dr Kevin Burden and Dr Sarah Younie | View as a single page |

The case studies reinforce to the readers of this section the need to continue to improve assessment of LTLT competencies, through structured knowledge mobilization and enhanced approaches to strengthening and monitoring learning assessments.

The case studies reinforce to the readers of this section the need to develop teacher pedagogic content knowledge linked to LTLT to increase the levels of achievement of LTLT competencies.

The case studies reinforce to the readers of this section the need to integrate LTLT across the entire curriculum through illustrative global competencies linked to content that is relevant inclusive and representative of a country’s diverse cultures.

The case studies reinforce to the readers of this section the need for national policy frameworks, to embrace the local context and recognize the global dimension of education especially its capacity for building peace and celebrating embracing diversity and differences.

The Learning To Live Together Report (UNESCO Bangkok , 2014) uses case studies from Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, the Republic of Korea, Sri Lanka and Thailand considerations to explore the contributions of national policy frameworks, curriculum, teachers, and assessment to the promotion of Learning To Live Together within the Asia Pacific Region.

Learning outcomes  were identified for the following areas:

- Empathy outcomes

- Engagement in civil society

- Tolerance outcomes

- Teamwork outcomes

- Competencies for early childhood

- Competencies for primary

- Competencies for post primary

See the summary below or full report for more details.