Pontydysgu and People

Graham Attwell

gaberlinGraham Attwell is Director of Pontydysgu.

He is an Associate Fellow, Institute for Employment Research, University of Warwick and a Gastwissenschaftler at the Insititut Technik und Bildung, University of Bremen.

Born in 1953 he has a BA (Hons) degree in History from the University of Wales: Swansea College.

He was previously Director of the Centre for Research and Educational Development at Gwent Tertiary College (1993-1996) and a Senior Researcher at the University of Bremen (1996-9)

His experience includes:
Technology-enhanced teaching and learning and web-based learning environment development: Specialised in research and development into pedagogies for Technology Enhanced Learning, Pontydysgu has organised a series of face to face and on-line workshops for teachers in producing Open Education resources. Consultant to OECD and UNESCO on open content development and consultant to the European Centre for Vocational Education and Training (CEDEFOP) on virtual communities and knowledge harvesting. Experience of national project evaluation and national and international programme evaluation in relation to innovations in learning, including use of ICT to support learning: Evaluation of the EU Leonardo da Vincirecognition of informal learning, training of teachers and trainers and development of open source software for education and Open Educational Resources. Recent work has focused on research and development of new applications and approaches to e-Portfolios and Personal Learning Environments and use of social software for learning and knowledge development. Experienced in the use of ICT for e-Learning, developing, delivering and moderating e-learning programmes for teachers and trainers in initial training and for professional development. programme on technology enhanced learning, evaluator for the DG Research IST programme, evaluator of the HEFC JISC e-Learning programme. Currently consultant for the JISC Emerge programme.

Graham Attwell is also Maria’s favourite philospher.

Publications include:
Attwell, G. (1997), Vocational Education and Training Professionals – A New Role in the Fin de Siecle, Lifelong Learning in Europe (Lline), Vol 2, No. 1.
Attwell, G. (1997), Pressures for change in the education of Vocational Education and Training professionals, In A. Brown (ed) Promoting Vocational Education and Training: European Perspectives, Tampereen yliospiston opettajankoulutslaitos, Hameenlina.
Attwell, G. (1997), School to Work Transition in England in Wales, in International Journal of Vocational Education and Training, Vol 5, No 1, Spring 1997.
Attwell, G. and Brown, A. (1998), Requirements and provisions for the acquisition of skills and qualifications for lifelong learning: trends and challenges across Europe, CEDEFOP document, 1998.
Attwell, G., Finch, C. Mulder, M., Rauner, F. & Streumer, J (1997), International Comparisons of School to Work Transition, in European Education Research Association Journal, Vol 3, No 2, October 1997.
Attwell, G., Jennes, A. and Tommassini, M. (1994), Work-related knowledge and work process knowledge, in A. Brown (ed) Promoting Vocational Education and Training: European Perspectives, Tampereen yliospiston opettajankoulutslaitos, Hameenlina.
Attwell, G. and Rauner, F. (1998), Education and Training in Germany, Journal of Training and Development
Attwell G and Brown A. (1999), Developing policies for the utilisation of multi-media in support of vocational education and training, paper presented at German EU Presidency Conference Munich June 1-2, 1999
Attwell G, (1999),Information and Communication Technologies and Vocational Education and Training: CEDEFOP Research Resource Base,
http://www.trainingvillage.gr/incomming/ICT%20resource%20pack/cedefop%20files
/introduction/frames/introductionframes2.htm
Attwell, G. and van Wieringen, F. (2000) (eds), Adult and Vocational Education in Europe, Kluwer, The Hague.
Attwell, G., Deitmer, L. and Nyham, B. (2000) (eds), ‘The Learning Region: Theory and Practice in Europe and the USA’, European Commsion, Luxembourg.
Attwell G, (2000), The Electronic Training Village: Developing Knowledge for education and training, in Life Long Learning in Europe, No 4, 1999
Attwell G., Brown A. and Malloch M., (2000), Developing learning communities in education and training: the contribution of information and communication technologies to knowledge formation in communities of practice, paper produced for Cedefop CEDRA project
Attwell G and Brown A., (2000), Developing a European Research Arena in Vocational Education and Training: Spaces and Interactions for Knowledge Sharing and Development, paper presented at the CEDRA Seminar held in Thessaloniki on 12 May, 2000.
Attwell G, Brown A. and Bimrose J., (2000), Use of web-based collaboration and knowledge transformation tools to support the development of a learning community to enhance careers guidance practice, Paper presented at IVETA 2000 conference, Hong Kong, August 6-9th, 2000
Attwell G and Timms D, (2001) Exploring models and partnerships for eLearning in SMES.ODELUCE Virtual Observatory, http://www.odeluce.stir.ac.uk/papers.htm
Attwell G and Alan Brown, (2000), Knowledge development at the interface of research, policy and practice – support for knowledge development within the CEDEFOP Research Arena (CEDRA), Paper presented at IVETA 2000 conference, Hong Kong, August 6-9th, 2000
Attwell G, (2000), Distance Training: Structure and Management of Instruments. Policies and Contexts, Paper produced on behalf of Cedefop for Lisbon 2000 conference
Attwell G and Malloch M. (2001) Innovative use of telematic tools to support a professional community of practice. Paper presented at Online EDUCA Berlin, 2001, November 29, 2001
Attwell G. and de Laat M. (2002) Approaching An Electronic Community From The Perspective Of “Mutual Learning, Paper presented at European Conference for Education research, Lisbon, September 2002
Attwell G. (2002) e-Europe and elearning – is European policy working? Paper presented at First Conference of the Hellenic Association of Vocational Training Centers. Athens – Friday May 17 and Saturday May 18, 2002
Attwell G. and Hughes J. (2002) A Framework for the Evaluation of E-Learning. Paper presented at European Conference for Education research, Lisbon, September 2002
Attwell G., Brown A. and Kämäräinen P. (Eds), (2002), Transformation of Learning in education and training, CEDEFOP: Luxembourg
Attwell G., Kämäräinen P., Boreham B. and Lammont N (2002) Changing perspectives on the impact of ICT and on the role of ICT in the context of education and training. In Transformation of Learning in education and training, CEDEFOP: Luxembourg
Attwell G. and Heidegger G. (2002) The social shaping of work, technology and organisations as a guiding principle for vocational education and training, in Transformation of Learning in education and training, CEDEFOP: Luxembourg
Attwell G. and Brown A, (2002) Creating spaces for knowledge development – reflections on ICT support for the Cedefop research arena. In Nyhan B. (Ed) Taking steps towards the knowledge society. CEDEFOP: Luxembourg
Attwell, Dirckinck-Homfeld L, Fabian P, Karpati A and Littig P, (2003) E-learning in Europe – Results and Recommendations, BIBB, Bonn
Attwell G, (2003), The challenge of e-learning in small enterprises: Issues of policy and practice in Europe Attwell G, Cedefop, Luxembourg, Office for Official Publications of the European Communities
Attwell, (2004) How can ICT supported learning lead to knowledge development?, http://www.know-2.org/index.cfm,
Attwell G (2004), E-Learning and Sustainability, report produced for the European Commission Lefo Learning Folders project, http://www.knownet.com/writing/papers/sustainabilitypaper
Attwell G., Bimrose J., Barnes S., Brown A., Malloch, M., Hughes D., Gration G. Marris L. (2004), Developing a Carrers Guidace Research electronic resource centre, http://www.knownet.com/writing/papers/guidance
Attwell G. (2005), e-learning and new Basic Skills, http://www.knownet.com/writing/papers/digitalskills Brown, A., Attwell, G. and Bimrose, J. (2002) Utilising information and communication technologies for knowledge development for dispersed communities of practice. In V. Lally and D. McConnell (Eds), Networked collaborative learning and Information and Communication Technologies in Higher Education, Sheffield: Sheffield Publications in Education (pp 47 – 60).
Attwell, G. (2005) Readers in e-learning 1-5,http://www.ecompete.net/portal/downloads/
Attwell, 2006, E-Learning und die sociale Gestaltung der Technik, in Bittingmayer U & Bauer U (eds), Die Wissensgesellschaft, Mythos, Ideologie oder Realitat, Wiesbaden: VS Verlag fur Soczialwissenschaften,
Attwell G, Wilson S, Tosh D, Anderson T and Fraser J, (2006), Personal Learning Environments: challenges in next generation learning. Papers presneted at Alt c Confernce, Edinburgh, September 2006, http://www.alt.ac.uk/altc2006/timetable/abstract.php?abstract_id=812.
Attwell, G. (2007) Searching, Lurking and the Zone of Proximinal Development: e-learning in Small and Medium Enterprises, Vienna: Navreme
Attwell G. and Pumilia P (2007) The New Pedagogy of Open Content: Bringing Together Production, Knowledge, Development, and Learning, Data Science Journal, Vol 6, April 2007 http://dsj.codataweb.org.
Attwell G (2007) e-Portfolios – the DNA of the Personal Learning Environment? Journal of E-Learning and Knowledge Society, Vol. 2.
Attwell G, (2007) Personal Learning Environments – the future of eLearning? eLearning papers Vol. 2, http://www.elearningpapers.eu/index.php?
Attwell G. (forthcoming), PLEs for creating, consuming, remixing and sharing, Proceedings of the TENCompetence Conference, Manchester, January 2007 page=home&vol=2

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    News Bites

    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Robots to help learning

    The TES reports on a project that uses robots to help children in hospital take part in lessons and return to school has received funding from the UK Department for Education.

    TES says “The robot-based project will be led by medical AP provider Hospital and Outreach Education, backed by £544,143 of government money.

    Under the scheme, 90 “tele-visual” robots will be placed in schools and AP providers around the country to allow virtual lessons.

    The robot, called AV1, acts as an avatar for children with long-term illnesses so they can take part in class and communicate with friends.

    Controlling the robot remotely via an iPad, the child can see and hear their teacher and classmates, rotating the robot’s head to get a 360-degree view of the class.

    It is hoped the scheme will help children in hospital to feel less isolated and return to school more smoothly.”


    Gutenburg

    According to developer Gary Pendergast, WordPress 5, Gutenberg, is nearing release.

    Pendergast says: “As the WordPress community, we have an extraordinary opportunity to shape the future of web development. By drawing on the past experiences of WordPress, the boundless variety and creativity found in the WordPress ecosystem, and modern practices that we can adopt from many different places in the wider software world, we can create a future defined by its simplicity, its user friendliness, and its diversity.”


    Adult Education in Wales

    Learning and Work Institute is organising this year’s adult learning conference in partnership with the Adult Learning Partnership Wales. It will take place on Wednesday, 16 May 2018 at the Cardiff City Stadium.

    They say “Changing demographics and a changing economy requires us to re-think our approach to the delivery of learning and skills for adults. What works and what needs to change in terms of policy and practice?

    The conference will seek to debate how can we respond to need, grow participation, improve and measure outcomes for citizens, and revitalise community education.”


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  • @francesbell @catspyjamasnz I did reply and made them aware of the #femedtech to no avail. Now reading back my tweet it may come across that I was questioning why I wasn't chosen to speak. That was not the point. My point is that people don't seem to see gender but act in very gendered ways 1/2

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