Inclusion Trust has worked to promote social inclusion through a number of innovative research projects.
Facilitate round table discussions (-present)
- The Alternative Should not be Inferior: What now for ‘Pushed Out’ Learners?
In 2015 Inclusion Trust released a new report based on a roundtable debate involving sector experts. It draws together participants’ perspectives and sets out a series of tensions as well as areas of common agreement.
FACING WORK ONE STEP AT A TIME supported by Nominet Trust. As part of a radical new model of learning, Inclusion Trust has worked with Stephen Carrick-Davies in pioneering Facework – a unique online resource for those who work with ‘pushed out’ learners.
- Pushed out learners
- Conversations into employment
- Recalibrating the Machine
- Work-Related Learning; a language lost in translation!
For more info on Facework see www.facework.today
Bridging the Gap (2011-2012)
This was an important inter generational project designed to improve the speaking and listening skills of young people aged 11 to 19 with lower levels of literacy than their peers, whilst simultaneously developing the technology skills of those aged over 64. Supported by the Paul Hamlyn Foundation.
Papers and Publications
- 2012, Bridging the Gap: Improving Speaking and Listening Skills in an Intergenerational Context . Authors: Dr. J. Johnson, R. Johnson, J. Dyer. Keywords: Intergenerational, Speaking and Listening, Social Networks.
- 2012. Bridging the Gap Evaluation: Improving Speaking and Listening Skills in an Intergenerational Context. Authors: Dr. J. Johnson, R. Johnson, J. Dyer Keywords: Intergenerational, Speaking and Listening, Social Networks.
- 2012. Bridging the Gap Executive Summary: Improving Speaking and Listening Skills in an Intergenerational Context. Authors: Dr. J. Johnson, R. Johnson, J. Dyer
our flagship Alternative Provision, has been running for more than 15 years. Notschool has reached over 10,000 marginalised young people, providing a safe place for them to learn and grow. In 2007, Notschool was recognised by the OECD as a new model of learning.
We are further developing the Notschool model of learning, integrating with schools and PRUs to increase impact. In April 2015 we adopted a bespoke learning platform, HERO, developed by W.A.Y, a Michigan based education provider for over 2000 young people. The W.A.Y blended learning programme was inspired by the Notschool principles of co-constructed, interest driven and collaborative learning
- 2011. Perceptions of learning technologies by marginalised youth. Authors: B Lockyer, J Johnson, J Dyer 2011.
- 2009. Conceptual Content Requirements for a Mobile Online Learning Community for Marginalised Youth. Authors: B Lockyer, J Johnson, J Dyer 2009. Keywords: Marginalised, Community, Content, Social Inclusion.
- 2009. Mobile online community for marginalised youth. Authors: J Johnson, J Dyer and B Lockyer 2009. Keywords: Marginalised; Community; Web 2.0; Digital Divide; Social Inclusion.
- 2009. Online Mobile Communities to Facilitate the Social Inclusion of Young Marginalised People.1 Authors: J Johnson, J Dyer, C Chapman, B Lockyer, R Hebenton 2009. Keywords: Online, mobile, community, social inclusion.
- 2009. Online Mobile Communities to Facilitate the Social Inclusion of Young Marginalised People.2 Authors: J Johnson, J Dyer, C Chapman, B Lockyer, R Hebenton 2009. Keywords: Online, mobile, community, social inclusion.
- 2006. Out of Sight, Out of Mind. Inclusion Tust’s provocation paper addressing issues of social inclusion through education and learning technology. This paper challenges the effects of Recent Government policy and the impact that it has upon the inclusion of our young people into learning and society. Keywords: Marginalised Youth, Government, Local Authority, ECM.
- 2006. Assessment in an asynchronous online learning community of excluded young people. Authors: J Johnson 2006. Keywords: Assessment, online learning, Notschool.net, Excluded young people
- 2005. Notschool.net Report. Report for the highly successful Notschool.net project outlining the key findings 1999 through to 2005. Keywords: Notschool.net, Online Learning, Marginalised and Disaffected Young People
- 2005. Notschool.net External Evaluation. Evaluation of the highly successful Notschool.net programme from 2003 to 2005. Keywords: Notschool.net evaluation, Online Learning, Marginalised and Disaffected Young People
- 2005. User-defined content in a constructivist learning environment. Authors: J Johnson, J Dyer. 2005. Keywords: User content, online learning, Proceedings of the 111 International Conference on multimedia and ICT’s in Education held in Caceres, Spain.
- 2004. Defining Virtual Learning Spaces In A Global Context. Authors: J Dyer, J Johnson* 2004. Keywords: Architecture, global, communities, learning. Download Abstract
- 2003. Notschool.net External Evalution. Evaluation of the highly successful Nostchool.net programme from 2000 to 2003. Keywords: Notschool.net evaluation, Online Learning, Marginalised and Disaffected Young People.
- 2001. Notschool.net Startup Report. Report created in 2001 outlining the key findings from the Initial research of Notschool.net between 1999 and 2001 and call for participation for 2001-2002. Keywords: Notschool.net, Startup Report, Online Learning, Marginalised and Disaffected Young People.
- Using Multimedia in an on-line community for disenfranchised youth. Authors: J Dyer, J Johnson. Keywords: Marginalised youth, multimedia, engagement, learning. Download Abstract
- The development of formal and informal learning online through online communities of practice and social networking. Authors: J Johnson, J Dyer. Keywords: informal learning, formal learning, communities of practice, social networking
A European 7th Framework funded project that aimed to research, analyse and ustomized e various marginalised youth groups in Europe, and examine online communities of practice. It aimed to generate and adapt ustomized content to facilitate social inclusion in different regions and across a variety of interest groups in Europe.
A project that used a constructivist methodology and child-centred approach to encourage lifelong learning, encourage teachers to adopt innovative and creative pedagogical approaches, and encourage teachers to share good practice.