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Patrick Werquin, PhD, OECD.

Patrick Werquin is currently senior economist at the Organisation for Economic Co-operation and Development (OECD) in the Education and Training Policy Division of the Directorate for Education, in Paris. He has a PhD. in Economics. He taught Economics and Econometrics at the Université de la Méditerranée (Aix-en-Provence and Marseilles; 1986-98) and at the École des hautes études en sciences sociales (EHESS, 1986-1998). From 1992 to February 1999, Patrick Werquin was a researcher at the French Centre for Research on Education, Training and Employment (Centre d’études et de recherches sur les qualifications or Céreq) of the French Ministries of Labour and Education. He has published papers and edited books on issues such as the transition from school to working life, including public intervention in the youth labour market, poverty, wage and unemployment. He was chairman of the European Research Network on Transition in Youth (TIY) from 1998 to 2001 and he is a member of the editorial board of the Journal Économie et Prévision, Paris.

At the OECD, Patrick Werquin is working on the role of national qualification systems in promoting lifelong learning, adult learning (with a specific focus on low skilled individuals), adult literacy issues, new competencies and assessment of adult skills, school to work transition issues as well as recognition of non formal and informal learning, credit transfer and qualifications frameworks. He is the OECD representative for the International Adult Literacy Survey (IALS) and the Adult Literacy and Lifeskills survey (ALL). He is involved in the preparation of the PIAAC survey (Programme International for the Assessment of Adults Competencies). He has contributed to following OECD publications: the third IALS report (Literacy in the information age, 2000), the 2001 Education Policy Analysis (prepared for the meeting of the Education Committee at the Ministerial level), the two reports of the Thematic Review of Adult Learning (Beyond Rhetoric: Adult Learning Policies and Practices, 2003; Promoting Adult learning, 2005), the first ALL report (Learning a living, 2005) and the international synthesis report of the activity on the Role of national qualifications systems in promoting lifelong learning (Qualifications systems: Bridges to Lifelong learning, 2007). His main focus now is on adult learning, adult literacy, qualifications systems, qualifications framework and recognition of non formal and informal learning. 

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Wendy Jones, Head of Policy & Public Affairs, BBC Learning.

Wendy is a journalist/broadcaster by background and has worked for a range of programmes as a presenter/reporter. For a number of years she was BBC Education Correspondent, reporting on developments in education for radio and television. She was also formerly BBC Deputy Secretary, working with the Board of Governors and responsible for external accountability.

In her current role she is responsible for policy and external affairs relating to the BBC’s education and learning output.

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Fabrizio Cardinali, CEO, Giunti Labs.

Fabrizio Cardinali is the CEO of Giunti Labs (www.giuntilabs.com) one of Europe's leading Companies in eLearning R&D and standardisation activities with more than 30 active R&D Projects in the field of eLearning future, Content Management and 3rd generation publishing devices and networks (e.g. eLearning Content Brokerage, Web Services, Mobile Learning, Interactive TV , Learning Content Management Solutions), more than 100 bespoke projects for European leading Corporations, Universities and Public Bodies and developer of learn eXact®, Europe's first eLearning and Mobile Learning Content Management (LCMS) technology now installed in more than 500 Authoring seats World Wide re-engineering eLearning content production towards XML, Reusable Learning Objects and Standards.

Fabrizio is Chair of the European eLearning Industry Group and a regular consultant on eLearning content strategies for the European Commission and has seats into IMS, SCORM and OKI specs bodies.

Alan Clarke

Dr Alan Clarke BSc (Hons), CFIPD, MEd, PhD is NIACE’s Associate Director for ICT and Learning. In this role he is responsible for NIACE’s policy in respect of ICT and e-learning and manages the organisations team. Before NIACE, he worked for the National Council for Educational Technology (now BECTA) and the UK Government’s Department for Education and Skills in the Learning Technology Unit. Alan has been involved with ICT and computer- based Learning for twenty-five years and has undertaken a wide range of investigations, research studies and evaluations. His doctorate was on the design of Computer-Based Learning materials. He has been a member of the DfES Standard Unit’s expert group on ICT, the DfES ICT Skill for Life partners group, Distributed Electronic Learning Group and chaired, the Adult and Community E-learning Strategy committee. His experience has covered a wide range of organisations including local authorities, employers, local and national training providers, community organisations, further and higher education and Information and Communication Technology providers. He has written extensively on the use of ICT and learning.

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Chris Van Woensel, Advisor, Ministry of the Flemish Community - Education Department

Curriculum Division (www.ond.vlaanderen.be/dvo), Member of the former European working group B (Basic skills) on the Detailed Work Programme. Member of the Clustergroup’ Key Competences’.

The Curriculuim Division (former Department for Educational Development) was established by the Flemish Community in 1991, is responsible for providing the Government and the Minister of Education with scientifically argued advice. This contains among other things:

  • formulating proposals regarding the development of the qualifications framework;

  • formulating proposals regarding developmental and final objectives (this means formulating proposals for the core curricula for primary, secondary and adult education and for initial teacher training);

  • developing criteria for the approval by the Inspectorate of the programmes of study (general education) and of the development plans (special education) (programmes of study and development plans incorporate, broaden and specify the core curricula, they are made by schools or school networks and have to be approved by the Government);

  • developing analysis and evaluation instruments for school audits by the Inspectorate (full inspection).

  • and specify the core curricula, they are made by schools or school networks and have to be approved by the Government);

  • developing analysis and evaluation instruments for school audits by the Inspectorate (full inspection).

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Lilia Infelise, ARTES

Lilia Infelise is the founder of the R&D Institute ARTES (www.artes-research.com), of the Multinational Association MOSAICO - Multidisciplinary European Association for Learning, of the Consortium of micro enterprise Atena. She is editor, among many books, of the book: “In-company training: new frontiers in Europe”, which reports 39 cases of pioneer European multinational companies.

Lilia Infelise, is an industrial economist specialising in innovation and training policy, information science and regional science. Her domains of expertise include the creation and project management of ICT systems; counselling for public organisations, such as big hospital, and for SMEs of different sectors; creation of competence development models to support selection, training and human resources development systems and modelling and counselling to business start up and the development of SMEs networks in the community regeneration, community tourism and arts & crafts sectors.

She has developed and been Project Leader on more than 30 large European projects, has been accredited as National expert in Continuing Vocational Training as an Evaluator of EU programme in DG Research, Education and Culture.

Among the projects she has developed, “ALLIANCE – AN ALLIANCE FOR THE DEVELOPMENT OF ENTERPRISE AND EMPLOYMENT IN RURAL AREAS”, focused on the regeneration of human communities in fragile and less developped regions; “NEW FRONTIERS IN SOCIAL INCLUSION MODELS: LEARNING FROM INNOVATIVE NETWORKS”, primarly aimed at searching integrated local development initiatives based on innovative approaches which demonstrates to address effectively traditional and new forms of exclusion in disadvantaged areas in urban contexts and disadvantaged rural communities, in a medium, long term perspective.

Presently, she is involved in the development of the project “TALENT TREE", which has the purpose to effect a measurable change in the dynamics which currently govern the recruitment and performance of newly qualified young people to the mutual benefit of job-seekers and employers in the Region of Lombardy through the identification and development of a set of critical competence needed by young people entering the labour market in the hospitality - leisure - travel industry.

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John Hamer

John Hamer is currently an education consultant, a partner in AlphaPlus Consultancy and a Special Lecturer in the Centre for Developing and Evaluating Lifelong Learning (CDELL) in the School of Education at Nottingham University. Previously he taught for over 20 years, becoming Assistant Vice-Principal of a Sixth Form College, and was for14 years a member of Her Majesty’s Inspectorate of Education (HMI). On behalf of AlphPlus and CDELL he has produced a number of reports and case studies on aspects of key and basic skills - most recently for the DfES on integrated approaches to teaching key skills in Construction, Business Studies and ICT. Current projects include - the development of assessment tools for measuring the impact on young people of provision linked to Extending Entitlement and Learning Pathways 14-19; and a review of research on embedding generic skills – both for the Welsh Assembly Government.

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Alastair Clark, Development Officer, (ICT in Learning), NIACE

Alastair Clark, BA Hons, Cert Ed, M.Ed (Lifelong Learning) started his career in Youth and Community work in Birmingham, Suffolk and Hertfordshire. After that, Alastair worked as a Community Education worker in Derbyshire for 13 years. This involved promoting informal and formal learning opportunities and included area management responsibilities and curriculum coordination for languages and humanities.

From 2000 – 2003 he was Education Officer for the British Education Communications and Technology Agency (Becta) in the community programmes team working on UK online centres and Community Grids for Learning.

Since 2003 he has been a Development Officer for NIACE working in the ICT and Learning team. This work has including promotion of E-Learning in Adult and Community Learning and the UNESCO funded Avicenna Higher Education online learning project. He has also works as a part time evening class teacher of map reading and is an active volunteer member of his local community web site team.

He spent a full year working in France for the voluntary organisation Compagnons Batisseurs and has fluent spoken French. His MEd Research involved case study work of learner experiences in France and the UK and involved conducting research interviews in French. He enjoys canoeing, cycling and turning off his mobile phone.

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Tuula-Harriet Kotikoski

Tuula-Harret Kotikoski (MA, Ph.L., post-graduate Ph.D. student) is an English and German lecturer of the Language Centre of Jyväskylä University of Applied Sciences since August 1988. In this position, she is responsible for teaching English (ESP) for IT Engineering students at the School of IT. During 2002-2003 she worked as a Senior Methodology Lecturer at the University of Jyväskylä and presently also is responsible for teacher trainees’ practical training at the Language Centre. ePortfolios are her special field of interest, and she has studied and used them since 2002, first as methodology lecturer for teacher trainees’ digital storytelling (How did I become the teacher I am now?), after 2003 as an assessment tool and team working method for engineering students’ professional English courses at the School of IT, with special emphasis on meeting working life needs and requirements.

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Jay Derrick

Jay Derrick has worked in adult, community and further education since 1975, as a volunteer, teacher, outreach worker, organiser, project evaluator and curriculum manager, specialising in adult literacy and numeracy, and community- and work-based education and training. He has worked in the voluntary sector, LEAs, in FE colleges, and since April 2003 as an independent consultant. Recent consultancies have included surveying Basic Skills projects taking place within the NHS, supporting workplace basic skills development for the South East England Development Agency, teacher training development projects for NRDC, NIACE and the DfES Standards Unit, and writing policy discussion papers on assessment. He is at present a member of the NRDC research teams on Improving Formative Assessment in Post-compulsory Education, and on Learner Persistence.

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Philip Bonano

In 1982 Philip graduated as a Science teacher from the University of Malta (UoM) with a B.Ed (Hons). Between1982 - 2006 he taught Science and Biology in Secondary and Post-Secondary institutions while lecturing on a part-time basis in ‘Individual Differences in Learning and Instruction; Instructional Design; eLearning’ at the UoM. He obtained a MPhil in Instructional Design in 2001 from the Centre for Communication Technology, UoM. Since 2006 he has been a full time lecturer at the Faculty of Education, UoM lecturing in Educational Technology, Design and Innovation. Philip is currently reading for a PhD in Instructional Psychology and Technology at the University of Joensuu, Finland. His PhD Thesis is about ‘A Process-oriented pedagogy for Game-based Learning’. He is Co-ordinator of the ‘Programme in Educational Technology, Design and Innovation’ at the Faculty of Education, UoM and is involved in several EU and local projects related to eLearning, Flexible, Mobile and Game-based Learning. His research interests are in educational technology, game-based learning, mobile and flexible Learning, technology-intensive creativity support systems, instructional psychology and innovation management.

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Fritz Birnstiel, UBFUB Consulting / VHS Passau – GERMANY

At the beginning of his career , Fritz Birnstiel was Development Engineer for semiconductor test equipment as well as Technical Consultant in avionic, both for more than two years.

Subsequently and for more than 20 years, he contributed decisively to the set-up and expansion of an international communication system company in Munich, having managerial responsibility for several years in project and product management, engineering, quality management, sales and business development.

After that period of employment he has been working for over 16 years as a self-employed Management Consultant, Interim Manager and Trainer in different industries, predominantly in medium-sized businesses.

Such industries included telecommunications and telemarketing, power plants and manufacturing machine engineering, automotive and chemical industry.

His personal experience and involvement to EUprojects has started in 2000 as an expert to VHS Passau (Adult Education Center) for a Leonardo da Vinci project “Training of Call Center Agents”, which was followed by the project “Trainer Qualification in the field of Call Centers using e-Learning” (2001-2003).

The latest Leonardo project dealt with the results of a working group of the European Commission, the “8 Key Competencies for Lifelong Learning”. Mr. Birnstiel’s contribution comprised the entire German input for the period of 2004-2007.

He also participated in various Grundtvig seminars, with the last seminar covering the topic “Managing Lifelong Learning” in 2006.

In connection with his current consultant business for SMEs in the field of industry, health care and governmental/public organizations all inputs by Mr. Birnstiel are performed on the basis of actual daily operational needs in the environment of vocational and general education, while at the same time taking into consideration contemporary management topics.

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Sabine Hoidn

Sabine is currently a Ph.D Candidate in Education and an Assistant Lecturer at the University of St. Gallen, Switzerland. From 2004-2007, she worked as a scientific assistant in the Social Sciences Department, University of St. Gallen, Switzerland. She was invited as a visiting scholar by the Stanford University School of Education for the calendar year 2006. Since April 2007, she has also been a visiting research scholar at the London School of Economics (LSE), Managerial Economics and Strategy Group (MES). Researcher profile and publications under http://www.alexandria.unisg.ch/persons/person/H/Sabine_Hoidn

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Adam J Sporka

 

Adam J Sporka is a researcher and a senior-year PhD candidate at the Czech Technical University in Prague where he also received his master’s degree in computer science. At the same school, he has given courses on human–computer interaction (HCI), programming, and database systems, and supervised MSc and BSc theses. He was a visiting student researcher at Knowledge Media Institute, Open University, UK.In his research he focuses on the non-verbal vocal input for emulation of input devices of personal computing equipment. The results have been presented at numerous international conferences on HCI and assistive technologies. He was one of the organizers of a first workshop on non-verbal vocal interaction at the ACM CHI 2007 conference. He is a co-editor of a special issue of the Universal Access in the Information Society. Adam has already participated in several research projects of the EU. His current appointment is a researcher of the EU 6FP project i2home. He has been involved in organization of numerous international academic events. As a freelance consultant, he currently works for the Czech Academy of Sciences and the Education Centre of the Liberec Region.

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Philip Wong Sing-leung

Philip Wong Sing-leung received his MPhil. in Psychology at the Chinese University of Hong Kong. He is a Project Officer at the Student Affairs Office (SAO), the Hong Kong Polytechnic University (HKPU), and his research interest lies in the assessment of students’ key competencies. One of HKPU’s strategic objectives is to enhance the development of key competencies of its students, and SAO’s primary function is in line with this mission.

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Dr. Loretta AU Yin Ching

Dr. Loretta AU Yin Ching is a doctoral researcher in Hong Kong. At present, she is the Honorary Chief Consultant, Honorary Chief Editor and Honorary Chief Executive Officer of the Hong Kong Educational Leadership Research Centre. She holds a B.A. in Geography from the University of London, an M.A. and a Ph.D. in Education from the University of Hull, In the past, she had taught English for 13 years and had been the Panel Chairlady of the English Department for 7 years. In addition, she was the Geography Panel Chairlady of Hong Kong secondary schools. Her professional expertise areas are school leadership and management, leadership of subject department, international education reforms, school-based management, teacher development, teacher characteristics, teacher performance and teaching pedagogy.

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Branislava Baranovic

Branislava Baranovic graduated in Sociology and Philosophy at the Faculty of Humanities and Social Sciences, University of Zagreb. In 1992, she received her Ph.D. at the same university with the thesis on sociology of education. She is a Senior Scientific Associate at The Institute for Social Research in Zagreb and a Principal Investigator at its Centre for Educational Research and Development. She is one of the founders of the Centre for Educational Research and Development and its director. Her main fields of interest include sociology of education, especially the analysis of school curricula. She is a leader of the project in the area of curricula sociology. She participates in graduate studies at the Faculty of Science and postgraduate studies at Teachers' Faculties at the University of Zagreb.

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Marina Stibric

Marina Stibric (1982) graduated in Psychology at the Faculty of Humanities and Social Sciences, University of Zagreb. She is Research Assistant at the Centre for Educational Research and Development, Institute for Social Research in Zagreb, currently working on the project "Competencies for knowledge society and the development of national curriculum for compulsory education in Croatia". Her field of interest is psychology of education.

 

 Mary Moss, Project Officer, (ICT & Learning Team), NIACE

Mary Moss (BA(Hons), DipTESOL, M.Ed Tech.) is a project officer in the ICT & Learning team at NIACE. She has managed the practitioners’ staff development programme, E-Guides and related training events since 2004, including running two highly successful national conferences. While working for NIACE, she has represented the organisation, speaking and delivering workshops at a range of national events. Mary has also been involved in work with voluntary and community sector organisations and TrEACL projects. Prior to joining NIACE, Mary worked for a variety of organisations, including a regeneration partnership in South Manchester and Manchester Adult Education Service. In both these roles, she was involved in attracting new funding to deprived areas to set up and improve ICT learning centres, and had a strong interest in developing the use of technology in the delivery of courses across the adult learning curriculum. She has a teaching background, first in ESOL/EFL and then in ICT.

 

Steve Thompson

Steve moved from his original career in the steel industry to become an acclaimed musician and song writer with a number of hit songs to his name. He is still plays music professionally but has also worked for over 10 years as a promoter of community media production. In his role as Community Media Coordinator in the Department of Academic Enterprise, University of Teesside, Steve has developed a number of innovative projects including an online quiz for digital engagement (Community Challenge) and a programme of community based media creation projects:

Blog radio: http://www.tvcm.co.uk/blogradio/

Community Challenge – online quiz. http://www.tvcm.co.uk/comchall/

An example of a community project supported: www.skinningrove.tv

Recently Steve has been diversifying and undertaking musicals and exhibition projects. He also produces specially commissioned music for commercials, video, animations and computer games as well occasional demos for other writers. In recent years he has also begun to produce all forms of media including video, CD ROM web media and websites: http://www.stmedia.org/

 

Lesley Joyce

Lesley Joyce is Business Manager, National Qualifications Product Development for the Scottish Qualifications Authority. Lesley has worked within the skills and qualifications arena in Scotland for around twenty years. She has worked for the Scottish Qualifications Authority for the last nine years and within that time has managed a range of general education, vocational and pre-vocational provision.

In November 2004, the Minister for Education in Scotland announced the arrival of a Curriculum for Excellence – a major national educational initiative in Scotland which is built upon four capacities which aspire to enable young people in Scotland to be successful learners, confident individuals, responsible citizens and effective contributors – at work and in society in general. The first outcome of this major national initiative was to be Skills for Work Courses which focus on broad employability skills to help and encourage 14 – 16 year olds to become familiar with the world of work. Lesley was asked to lead the development of this range of innovative and completely new National Courses. Ten courses were developed and piloted across Scotland during 2005-07. The outcomes of the Pilot have been highly encouraging and have resulted in a decision to release these Courses for mainstream use across Scotland from 2007-8 onwards, and to extend the range of provision in this area.

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Judith Gawn, Regional Development Officer, London, NIACE

Judith Gawn (BEd.) was appointed as Regional Development Officer with responsibility for literacy, language and numeracy (LLN) at NIACE London in January 2004. Since joining NIACE she has worked on the regional achievement programme (RAP) working with key strategic bodies and providers in the region to raise achievement in LLN. She lead on a LLN capacity building project with the voluntary and community sector in three English regions and has undertaken evaluations of voluntary sector literacy, language and numeracy projects. As part of her current work she is involved in research into formative assessment in LLN provision as part of a national 2-year project and is part of the NIACE team working in persistence.

Judith has over 25 years’ experience in adult literacy work, from part-time evening class tutor to full-time literacy teacher and trainer in East London. She co-piloted one of the first Level 4 literacy specialist teacher training courses within the East London Pathfinder and was the Basic Skills Teacher Training Co-ordinator at the Community College, Shoreditch in Hackney. She also worked as a trainer with talent (Training Adult Literacy, ESOL and Numeracy Tutors) on courses for Adult Literacy and ESOL teacher trainers.

Margaret Tierney, Qualification Manager at SQA

Margaret’s role at the Scottish Qualifications Authority is ‘to refresh the Core Skills framework, to make it’s qualifications accessible for learners and prepare them for the future’. She also has responsibility to lead the adult literacy agenda in SQA and is excited by it all.

Margaret believes that Core Skills are critical for learner development, are needed for employability, for everyday activity in life and work, for citizenship and that they contribute to creativity and enterprise. To work effectively, tutors need to guide the learning and make explicit links that fit with people’s lives and aspirations.

Previously, Margaret combined a role as Senior Verifier with SQA with her work in a large college in Edinburgh. Here she delivered learning and managed curriculum developments, designed to encourage all learners to achieve as much as possible. Key agendas included the development of contextualised and accredited programmes in personal development and social care, boosting employability skills and changing attitudes to break the cycle of deprivation, well known within the catchment area.

 

Dr. Madhumita Bhattacharya, Massey University

Dr. Madhumita Bhattacharya is a Senior Lecturer at the College of Education, Massey University. She teaches both in undergraduate and postgraduate courses in science and technology education and in the Distance and Online Education Programme. Dr. Bhattacharya has more than 10 years of research and teaching experience in ICT in Education. She has published extensively in international journals and presented at several conferences and institutions. Recently she has been awarded a grant by British Council for collaborative research with University of Brighton, UK. Prior to coming to New Zealand Dr. Bhattacharya has teaching and research experiences in Singapore, Australia, Japan, UK and India.

Alistair McNaught

Alistair McNaught has been involved in staff training for the post 16 sector for over ten years. He contributed to the writing and delivery of both Becta's ILT Champion program for FE and the Ferl Practitioner's Programme - major staff development programmes for the Further Education sector. He is currently a Senior Advisor for TechDis, the JISC advisory service promoting the effective use of technology to support disabled learners. In this role Alistair has contributed to a wide range of offender learning, work based learning, ACL, FE, HE and specialist college events and publications.

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Ursula Howard National Research and Development Centre for Adult Literacy and Numeracy and Head

Ursula Howard is Director of the National Research and Development Centre for Adult Literacy and Numeracy and Head of the Bedford Group for Lifecourse and Statistical Studies at the Institute of Education, University of London.
From 1995 to January 2003 Ursula was Director of Research at the Learning and Skills Development Agency (formerly FEDA). During this time she led the Agency’s research strategy and programmes. In 2001 she was instrumental in establishing the Learning and Skills Research Centre, a specialist strategic research centre focusing on long-term policy development and improving practice across the field of post 16 education and training. At LSDA she also directed a number of national development programmes which supported the implementation of new policy, and led a range of national evaluation and impact studies.

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Dr Harvey Mellar, Institute of Education, University of London

 

Dr Harvey Mellar works at the Institute of Education, University of London. Over the last ten years he has carried out numerous research and evaluation studies in the area of ICT and Skills for Life for (amongst others) the Basic Skills Agency, learndirect/Ufi, and the DfES. Much of this work has been carried out working in the National Research and Development Centre for adult literacy and numeracy (http://www.nrdc.org.uk/), which recently completed a series of five Effective Practice Studies funded by the European Social Fund exploring teaching and learning in reading, writing, numeracy, ESOL and ICT. Harvey together with Dr Maria Kambouri directed the ICT stand of this work, the report of which work was recently published by the NRDC - Effective Teaching and Learning: Using ICT (http://www.nrdc.org.uk/publications_details.asp?ID=87). He is also a member of the London Knowledge Lab (http://www.lonklab.ac.uk/) and has carried out research in many other aspects of the use of technology in learning, particularly in the area of e-learning in higher education.

   
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