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

    MOOCs and beyond

    A special issue of the online journal eLearning Papers has been released entitled MOOCs and beyond. Editors Yishay Mor and Tapio Koshkinen say the issue brings together in-depth research and examples from the field to generate debate within this emerging research area.

    They continue: “Many of us seem to believe that MOOCs are finally delivering some of the technology-enabled change in education that we have been waiting nearly two decades for.

    This issue aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today’s pedagogical landscape; and could they provide a viable model for developing countries?

    We must also look closely at their potential impact on education structures. With the expansion of xMOOC platforms connected to different university networks—like Coursera, Udacity, edX, or the newly launched European Futurelearn—a central question is: what is their role in the education system and especially in higher education?”

    The cost of austerity and privatisation

    There is growing concern over the consequences of the English (Scotland, Wales and Northern Ireland have different policies) government’s cutbacks and privatisation of  careers guidance for young people. The International Centre for Guidance Studies reports on a discussion paper called ‘Cost to the Economy of Government Policy on Career Guidance: A Business Case for Funding and Strengthening Career Guidance in Schools‘ from Lizzie Taylor who is an Careers England Affiliate Member. “The report claims that the economic consequence of current government policy on career education is an escalating annual cost to young people in reduced and lost earnings, reaching £676m p.a. in 2018 before dropping back slightly to £665 m p.a.2022. The total cost in reduced and lost earnings to young people in the period 2013 to 2022 is estimated as £3.2bn.”

    Open Education 2030

    The Institute for Prospective Technological Studies (IPTS) –part of the Joint Research Center of the European commission –  is calling upon experts and practitioners to come up with visionary papers and imaginative scenarios on how Open Education in 2030 in Europe might look with a major focus on Open Educational Resources and Practices, in different education sectors.

    The foresight scenarios submitted can be normative or descriptive, idealistic or provocative, critical or imaginary, reflective or polemic, imaginative or concrete, comprehensive or selective, general or specific. They should be both inspiring and scientifically sound.

    Submissions are free to choose any angle, subject, approach, but they say the future vision and/or scenario should address the key question of how Open Education in 2030 in Europe might look, and include the role of OER.

    More details from the EU Europa website.

    PLE Conference Update

    I wasn’t overoptimistic about the Personal Learning Environments Conference this year. Discussions about PLEs have been subsumed in the hype over MOOCs. And most conferences are struggling with the ongoing recession. But I am delighted that we have received 59 submissions including a number of great proposals for interactive workshops.

    The PLE Conference takes place on 10 and 12 July in Berlin.

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