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John Cuthell
Website: www.virtuallearning.org.uk
Blog: http://cyberbricoleur.wordpress.com/
Personal Statement | ICT Details | Recent Projects | Case Histories | Publications
Personal Statement
John Cuthell is the Research and Implementation Director for the MirandaNet Academy. Working in association with the Centre for Educational Innovation & Technology, Bath Spa University, he has developed practice based research accreditation for teachers, which celebrates their ICT classroom projects. These new qualifications, funded by the TDA and the DfES, have focused on a range of e-learning and change management projects involving work with varied web-based communities. Past MirandaNet projects have investigated the effect of laptop computers on students and teachers at home and in school. Since 2001 he has co-ordinated MirandaNet action research projects with teachers funded by Promethean, evaluating the impact of interactive whiteboards on teaching and learning. These ACTIVboard projects have been extended to involve schools and educationalists in Mexico, China and South Africa. During 2004. John was a senior tutor on the MirandaNet/DfES/GTC funded pilot Diploma course on e-learning at the Institute of Education, University of London, when several teachers’ case studies were web published (www.mirandanet.ac.uk). From 2004 – 2005 John worked with a team of MirandaNet Fellows to support the introduction of computers into schools in Free State Province, South Africa. Future MirandaNet projects will examine the role of the wider school workforce in the transformation of the education.
John has been in schools for more than thirty-five years. During the past fifteen years he has researched and evaluated the impact of new communications technologies on teaching and learning. With a background in Language, Communication Studies and Cognitive Psychology, his main focus has been a long-term Ph.D and post-doctoral research project on the impact of ICT on thinking, learning and working, published as ‘Virtual Learning’ (2001, Ashgate, Aldershot).
He also runs Virtual Learning, a consultancy specialising in research, evaluation and change management aspects of e-learning. Dr. Cuthell is Visiting Research Fellow at the School of Education and Professional Development, University of Huddersfield and works with the Centre for Educational Innovation & Technology, Bath Spa University, as a Field Consultant for School Improvement projects.
ICT Interests
My ICT interests focus on the ways in which the technology transforms and enables young people. I am particularly interested in the learning strategies that they develop in their own ICT use, and which then permeate the school environment. My current work investigates e-learning environments and cognitive transfer.
I wrote this article in 1998. The technology has changed immeasurably – but has the praxis?
ICT and Distance Learning
One great advantage of a 'traditional' face to face course is that a student can write the course timetable into a diary and regard it as one of life's fixed points. Life is re-arranged to accommodate the course. Coursework deadlines might slip, but the embarrassment of running well-worm excuses past a cynical tutor means that the slippage is comparatively minimal. On the other hand, dead winter evenings, bad weather, illness and a thousand and one excuses are responsible for a dropout rate that many institutions factor into the staff-student ratio at enrolment.
If one's learning group is congenial, then that provides an additional incentive to make an effort. But it is an effort. I spent two years hacking down the M1 from Leeds to Sheffield twice a week for an MA course. Sometimes the amount of will-power I had to expend left me brain-dead for the ensuing session. And then I had to drive home ...
Distance learning varies
There's the attraction of completing the course in one's own time, but my experience is that the amount of will-power needed to fit in the work to a family schedule is often greater than that needed to get to a meeting. Face-to-face learning is an activity that displaces something else: if I go to Sheffield, I can't be anywhere else. But with distance learning, especially CMC distance learning, we don't displace: we multitask, shave our day and night into even thinner salami slices and run the risk of doing everything a little less efficiently.
But it did mean that, when I had a free weekend, I could move a lot of work out of the way: I could do an hour's work before I left home in the morning and, perhaps the biggest bonus of all, I had an infinite information source available for a reasonable rate even at peak times. In comparison, I took three hours out of one holiday week and spent a few pounds' worth of petrol to attend a meeting at Huddersfield University. As many teachers will confirm, however, the one great advantage of CMC over anything else is the 'computer as scapegoat' syndrome. My own machine fell over a few times during three months of the course. I lost my email archive and had to reinstall most things. At work the network fell over once a week, and so on. All absolutely true - and difficult to verify.
The judgement must be, though, that the advantages of CMC far outweigh the disadvantages - and we're only at the start of things in this country. In the next three years things will become easier: Data access through satellite, ISDN or cable modems at home, the use of good graphics, video clips and sound: all will transform the nature of online education.
Working with other members of an online learning group was interesting. The first person to reply to a prompt very often said what I wanted to say. By the time I had thought of something original, things had moved on (by about three weeks, if my past performance was anything to go by.) Other contributors approached issues from a different angle: the conceptual shock this applied jolted me out of routine tramlines of thought. Conversation threads could be followed up with individuals at a later point.On the other hand, because online conversations are usually a-synchronous, you can strip out all the paralinguistic fillers and focus on content. Nobody worries about typos: if you indulge in oral malapropism (now there's a concept for Fetishists Monthly) your listeners automatically discount whatever intelligence you might think you possess. And as I age short-term memory becomes less reliable. No matter how heavy a night I have had previously, the record of a conversation can be reloaded. Unless I've had to reformat Drive C once more. In which case other people can bounce the message back. Verbatim. Conversation is re-defined.
What's needed with online teaching and learning?
Online instruction requires the skills of a good primary school teacher. The pedagogical and social requirements promote the features necessary to maintain a learning environment in a classroom where individuals move at different speeds. This is, perhaps, the shift for adults learning to teach online: that content becomes of less importance than process for the teacher - or instructor, or trainer.
Learning to teach online is essentially experiential, and those learning how to do so need to experience the potential sufferings of our students. We all have to get out there and do it for ourselves, because what we're looking for is performative competence, rather than a body of knowledge. We bring our own pedagogical background and expectations to the arena, and try to map those onto the course.
Facilitating collaborative learning is a slippery concept: how can we measure individual success? If we're looking at performative competence, then that's easy to monitor. If we're looking at knowledge, then there must be a point at which a tutor may have to determine strands which are deemed to be missing.When a tutor assumes the role of moderator in the learning process a level of control over the conversational threads is required, so that contributors who are unaware of their effect on other members should be prompted to behave accordingly. Which could be easier than in a conventional class.
The final - and possibly most important - issue is that of time management. Tutors engaging in online work should be able to assign blocks of time to the work in the same way as they would to those conventionally timetabled. There's the rub. The very nature of online work is its ad-hoc nature. The appeal of online work to administrators is its low cost. If the two are combined, the tutor could find herself under pressure to complete the work in fragments, through the day (and night).
The Salami Factor
This potential for the fragmentation of work is important. I've experienced at first hand the problems inherent in assuming that I can work in short slices of time at work. Short of shutting myself away and locking the door, it's very difficult. I finally had to re-schedule things so that I could work at home - which meant that much of it was done at the weekends. This must inhibit peer interaction, in that responses lack any sense of immediacy. I soon realised that it was necessary for me to print out the sections of the course, and copies of the directories with messages and tasks in. Despite the fact that my computer is constantly in use, it was very easy to lose track of where I was up to with work. The weight of a file in my briefcase was a tangible reminder that there was work to be done. I spent a lot of time kicking ideas around before I came up with an appropriate response. In a way it's because I had sort-of-worked-out responses that have worked (for me) up to now, but the course put me on the spot and made me come up with an unequivocal response. And yet ...
Netiquette and Online Ethics
One activity in the course produced a Netiquette dilemma. The instructions said: "... details of the tasks he suggests ..." and then provided a link. So I clicked. And then found the instruction to mail $20 if the 'contents is of use to you.' And they were - and should have been, since the college provided the link. So who mails $20? The college? Is it part of our course fees? If we're talking about netiquette then I think that the vexed questions of discourse patterns, tone of use, flaming and emoticons, which are of current concern, are essentially transitory and not really relevant. In a lot of cases they're an online manifestation of restricted communication patterns that you get in any male-dominated society. You ignore them - or prod the sender into a more appropriate frame. (There's a good discussion of the issues in 'Manners Matter'.) The real issue for people teaching and learning online is one of ethics.
How do you respond when you're asked to pay for the use of text on which someone has worked quite hard?
What do you do when you encounter students' work that has obviously been taken from a range of sources but not attributed?
Do we really want text to be completely original, when what we're asking is whether or not someone has learned something?
Maybe, in another few years, these are the issues that will be the substance of netiquette - or academic ethics.
Learning Gains
The course provided me with the opportunity to carry out a number of very useful tasks. It pushed me to evaluate search engines I might not otherwise have used. There's a temptation to stick with two or three search engines and assume that they're the 'best' for the subjects one habitually researches. I was quite surprised at the range of information that either did, or didn't, come up when I ran searches as part of the course activities. It was at that point that I downloaded a very useful utility called WebFerret which pulled in sources I might never have found. Another task involved posting messages in a variety of formats. Ingrained work habits and assumptions were swiftly undermined. After using web-based email on a number of machines I reverted to simple email, rather than that with attachments, providing the document was straightforward. A lot of networks won't allow attachments to be downloaded. It's a point I'd not considered when I advised my students to use web email. The requirement to work in a number of formats was invaluable. Not everyone uses Win95 and Office - and the download time of some files gives cause for thought. It doesn't matter if you download the files at work and you don't have to pay telecomm bills, but the thought of a personal phone bill arriving at the same time as the overdraft statement does tend to concentrate the mind wonderfully and make one aware of more cost-effective ways to send files. Working with web-based utilities was more problematic than I initially anticipated. And web-based utilities are the way we really need to go, if a wider population is to use online resources in libraries, community centres and all the other access points opening up. It's worth pooling the experiences of all the institutions that are using this at the moment to share best practice.
Implications for the National Grid for Learning
One aspect of the course that proved interesting was that it forced me to assess whether it was possible to do a course like this at work. It wasn't for me. I started at work, then moved into work/home, then home/work and finished the course completely home-based. Unless people who use the National Grid for Learning have dedicated time at work to learn, then the net result will be that people use NGfL at home - in their own time, and at their own expense. This may well have a significant impact on take-up.
Ways of Learning
Some of the activities provided on the course proved less effective for me than others. Group work raised its ugly head a number of times, then was quickly lowered. It may simply be that learning to teach online is not conducive to group work - or, that the personality types who are drawn to a course of this type are not group workers. The same problem was observed with open conferences. The advantage of an open conference is that the tutor can assume an active role - steering discussion into areas that might prove fruitful; clarifying misconceptions; posing new questions and arbitrating when disagreements arise. The main disadvantage is that the tutor will assume that no postings to the conference = no contributions = no learning. Students will then feel a compulsion to contribute. The issue is essentially one of learning styles. Some personality types resist group learning, preferring to work autonomously. Personal experience with clunky web-based conferencing systems suggests that email lists offer a faster way to communicate. I certainly used the group mailing list rather than the conferencing system. Whenever I looked things up in the conference area there was very little that was new, so the compulsion to sign in became less and less every time.
Online courses offer intriguing possibilities: on the one hand, completion of an online course offers a practical demonstration of competence. If a person completes a course, then they're demonstrating that they have the skills to do so. The tricky part is combining that with course content. Understanding and learning can be assessed in an applied situation - through specific questions - but confirming the authenticity of the learner's response is awkward.
Validating learning with online systems
On the one hand, can we be sure that the student who registered for an online course is the one who undertook the work? And if we can guarantee that, can we be sure that the answer hasn't been downloaded from another website? On the other hand, who needs the summative assessment? Is it to be used for careers and salary purposes? Is it to be used as a gold standard of competence (as, we are told, are A-levels - until, that is, the results are announced. Then standards have fallen.) One of the issues that hasn't been made explicit in the rhetoric of lifelong learning is why people should sign up for it. If it's because they have to, then you'll always have the problem of verification. If it's because they want to, then there's no real problem.
Schools online?
I can't see myself teaching online in my present situation: I'd love to work from home and not have to go through the idiocies of break duty, bus duty, registration and all of the other routines that get in the way of things, but I can't see it happening. Governments want kids off the streets: the only way to do that is to send them to school. People like me will always be their keepers.
On the other hand, for post-16 work in minority subjects, there may well be room for development of specialisms. Video-conferencing may be the way forward. Apart from anything else, the discipline of having to conference in real time means that slippage should be easier to manage.We have the technology, but ...
In a different world, however, learners would be supported by teachers, education systems would provide the framework and ICT the network of possibilities. Until then we will concern ourselves with enforcing school uniform regulations, implementing a National Curriculum and compensating the children of this country for the time that their parents can't spend with them, because they're too busy working to service their mortgages, insurance premiums and pensions contributions.
Recent Projects
John Cuthell is the Research and Implementation Director for the MirandaNet Academy. Working in association with the Centre for Educational Innovation & Technology, Bath Spa University, he has developed practice based research accreditation for teachers, which celebrates their ICT classroom projects. These qualifications have focused on a range of e-learning and change management projects involving work with varied web-based communities. Past MirandaNet projects have investigated the effect of laptop computers on students and teachers at home and in school: Since 2001 he has co-ordinated MirandaNet action research projects with advisers and teachers evaluating the impact of visual learning technologies on teaching and learning. These projects involve schools and educationalists in the United Kingdom, the Czech Republic, Mexico, China and South Africa. From 2004 – 2005 John worked with a team of MirandaNet Fellows to support the introduction of computers into schools in Free State Province, South Africa. Current MirandaNet projects are examining the impact of Web 2.0 technologies on the transformation of education, the role of CPD for the workforce and, in collaboration with the Oracle Education Foundation, project learning and 21st Century skills.
John also runs Virtual Learning, a consultancy specialising in research, evaluation and change management aspects of e-learning. As part of his work he has undertaken research for a number of agencies to identify the training and development needs of the workforce in a range of industries, such as the Hospitality industry, the Travel industry, Food processing and the Food and Drinks industry. His latest research has identified the CPD experiences and needs of ICT advisers in local authorities. He works with FE Colleges and the Skills Sector as a standards moderator for Key Skills.
John worked in schools for more than thirty-five years. During the past fifteen years he has researched and evaluated the impact of new communications technologies on teaching, learning and working. With a background in Language, Communication Studies and Cognitive Psychology, his main focus has been the post-doctoral development and extension of his long-term PhD research project – published as ‘Virtual Learning’ (2001, Ashgate, Aldershot) – on the impact of ICT on thinking, learning and working.
Dr. Cuthell is Visiting Research Fellow at the School of Education and Professional Development, University of Huddersfield and works with the Centre for Educational Innovation & Technology, Bath Spa University, as a Field Consultant for School Improvement projects.
Skills
Research design, planning and implementation
Research analysis and publication
Course design for blended learning
Moodle creation: resources; online discussion forums; assessment
Seminars, face-to-face delivery and tutorial support
Budgeting, staffing and management
On-target and on-budget delivery and completion of all projects
Problem-solving, negotiation and working with others
High-level ICT and presentation skills
Qualifications
PhD: “Virtual learning: the impact of ICT on the way young people work and learn”; Diploma in Life Coaching; Teaching Online: NVQ Level 3; Training and Development: NVQ Level 4 (including D32; D33; D34; D36); M.A. Communication Studies; Certificate in Reading Development: O.U.; Certificate in Methods of Educational Research: O.U.; LDip (TEFL); Cert.Ed.
Professional affiliations
Senior Research Fellow, Miranda Net Fellowship
Member, European Association for Research into Learning and Instruction;
Member, Association for the Advancement of Computing in Education;
Member, Cognitive Science Society;
Member, Association of Internet Researchers
Member, Institute of Verifiers & Assessors
Editor, Journal of Web-Based Communities;
Editor, Journal of Web Information Systems and Technologies
MirandaNet: www.mirandanet.ac.uk john.cuthell@mirandanet.ac.uk
Virtual Learning: www.virtuallearning.org.uk john.cuthell@virtuallearning.org.uk
Relevant experience:
Course tutor, 21st Century Learning Institute: Oracle Education Foundation.
Course design, delivery and tutoring: postgraduate course in Visual learning for Naace and TDA.
Research consultant, Steljes, UK. The impact of interactive whiteboards on pedagogy, practice and learning.
Research analysis of the training and training needs for ICT Advisers, Naace.
Project Manager, MirandaNet – Promethean ACTIVworld International Research Project: China; Mexico; South Africa; United Kingdom.
Evaluator, Raising the Quality of E-leaning Content Provision, Becta
Co-ordinator, school improvement projects
e-facilitator training
Project Manager, e-Lapa Project, and the design, construction & management of the e-Lapa Online Environment.
Design, construction & management: Pinchmill Online Environment
Training and Training Needs. An analysis of the food and drink, and food processing industries in the West Midlands. Report for Advantage West Midlands.
Construction of Key Skills Online website for Actis Ltd.
Design and construction of managed learning environments for clients: DfES e-learning project; Domex; Teachers as Researchers e-facilitators project; MirandaNet Community of Practice
Development of e-learning materials.
e-Learning consultant.
Development of Change Management project.
Project evaluator, NESTA
Project manager, Wapping Project: The management of change.
Research co-ordinator: DfES e-learning project.
Additional current experience:
Oracle Education Foundation: 21st Century Learning Institute – Course tutor.
Bath Spa University: CPD Field Tutor – School improvement
Cornwall College: Consultant.
ICAA: Consultant
DfES: Mentor for Best Practice Research Award holders.
Edexcel: Key Skills Examination team leader; Key Skills Standards Verifier team leader; BTec GNVQ External Verifier; standards moderator; AVQ Examiner (Business).
MirandaNet: Research Fellow; conference contributor; mentor for MirandaNet Action Research scholars.
ProAction People: Vocational training consultant for Europe-based Modern Apprentices.
Prior relevant experience:
1987-2000 Boston Spa Comprehensive School, Boston Spa, West Yorkshire Assistant Head, Curriculum Support team. BTec/GNVQ Co-ordinator. Teacher of Key Skills, (including ICT); Business Studies; Economics; Philosophy.
1985-86 Manager. Dammam Language Institute, Dammam, Saudi Arabia
1984-85 E L Teacher. Technical Studies Institute, Dhahran, Saudi Arabia
1981-84 Consultancy
1977-81 Director, International School, Mozambique
1970-75 Head of English, Mpatamatu Secondary School, Luanshya, Zambia
Corporate Consultancy Experience: 1981-84
British Steel, Middlesbrough; PETROMIN (Saudi Arabia); Saudi Arabian Helicopters, Dammam, Saudi Arabia.
Management consultancy with individual clients:
COMERINT SpA (Rome); Merrell Pharmaceuticals, Zurich; Xerox (Germany); Corradini Poliuretani SpA.; Saudi Arabian Bechtel Co.; Q.G.P.C.; MOBIL (Libya).
In-House consultancy:
Olivetti, SpA, Ivrea, Italy.
Case Histories
Many of the research projects can be found in the MirandaNet Case studies. Other research case studies are published on my website: www.virtuallearning.org.uk.
Publications
Preston, C.; Cuthell, J. P. (2012) MirandaMods: From Practice to Praxis in Informal Professional Learning Contexts. In C. Jimoyiannis (Ed.) Research on e-Learning and ICT in Education, pp 17-28. Springer, London.
Cuthell, J. P.;.L.Cych; Preston, C. (2011) Learning in Liminal Spaces. Paper presented at Mobile learning: Crossing boundaries in convergent environments Conference,University of Bremen. Available from http://www.virtuallearning.org.uk/
Pachler, N.; Cuthell, J. P.; Preston, C.; Allen, A; Pinheiro-Torres, C. (2010) ICT CPD Landscape Review: Final report. Becta ICT CPD Research Reports. Available online: http://www.wlecentre.ac.uk/cms/files/becta/becta-ict-cpd-landscapereport.pdf
Cuthell, J. (2010). Classroom as Crucible and Catalyst. Case studies in pedagogy and praxis developing and supporting visual learning. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1406-1411). Chesapeake, VA: AACE.
Cuthell J, C. Preston, L.Cych, T. Keuchel (2009) iGatherings: from professional theory and practice to praxis in work based teaching and learning WLE Centre, Institute of Education, University of London http://www.wlecentre.ac.uk/cms/index.php?option=com_content&task=view&id=343&Itemid=85
Cuthell, J. P. (2009) Thinking Things Through - Collaborative Online Professional Development. In: Lindberg, J. O & Olofsson, A. D. Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery. Hershey, IGI Global
Cuthell, J. P. (2009)Integrating technology, pedagogy and theory: a resource for Visual Learning. In: Carlsen, R., McFerrin, K., Weber, R., Willis, D. A. (Eds.), Proceedings of SITE 200 (pp. 3074 – 3078) Norfolk, VA: Association for the Advancement of Computing in Education
Cuthell, J. P. (2009)Thinking and Changing Practice: Collaborative Online Professional Development. In: Carlsen, R., McFerrin, K., Weber, R., Willis, D. A. (Eds.), Proceedings of SITE 200 (pp. 2264 – 2269) Norfolk, VA: Association for the Advancement of Computing in Education
Cuthell, J. P. (2008) The Role of a Web-based Community in Teacher Professional Development. International Journal of Web Based Communities, Vol. 2, No. 8 2008, pp. 115 – 139. Geneva, Inderscience
Cuthell, J. P.; Preston, C. (2008) Expert ICT advisers considering their own ICT CPD experiences. In: Carlsen, R., McFerrin, K., Weber, R., Willis, D. A. (Eds.), Proceedings of SITE 2008 (pp. 3247 – 3250) Norfolk, VA: Association for the Advancement of Computing in Education
Cuthell, J. P.; Preston, C. (2008) Multimodal Concept Mapping in teaching and learning: a MirandaNet Fellowship project. In: Carlsen, R., McFerrin, K., Weber, R., Willis, D. A. (Eds.), Proceedings of SITE 2008 (pp. 1999 – 2007) Norfolk, VA: Association for the Advancement of Computing in Education
Cuthell, J. P. (2008) Online forums as a resource for teacher professional development: lessons from a web-based community of practice and influence. International Journal of Web Based Communities, Vol. 4, No. 3, 2008, pp. 359 - 365
Cuthell, J. P.; Preston, C. (2007) Braided Learning: Developments In An Online Community Of Practice. In: Kinshuk, Sampson, D. G., Spector, J. M., Isaias, P. (Eds.), Proceedings Of The IADIS International Conference On Cognition And Exploratory Learning In Digital Age (CELDA 2007) pp.79-84 IADIS Press
Cuthell, J. P., Preston, C. (2007) Perspectives on ICT CPD: Past, Present and Future. The experiential learning of advisers responsible for school teachers’ ICT CPD programmes. WLE Centre, Institute of Education London http://www.wlecentre.ac.uk/cms/files/occasionalpapers/wle_op3.pdf
Cuthell, J. P. (2006) Ms. Chips and her Battle Against the Cyborgs. Embedding ICT in Educational Practice. In: O Murchu, D. & Sorensen, E. ‘Enhancing Learning Through Technology’. Hershey, Idea Group
Cuthell, J. P. (2006) Tools for Transformation: The Impact of Interactive Whiteboards in a range of contexts. In: Crawford, C. M., Carlsen, R., McFerrin, K., Price, J. Weber, R., Willis, D. A. (Eds.), Proceedings of SITE 2006 (pp. 1491 – 1497) Norfolk, VA: Association for the Advancement of Computing in Education
Cuthell, J. P. (2006) Online forums as learning resources: some case studies from MirandaNet. In: Proceedings of IADIS International Conference: Web Based Communities 2006 pp. 371 – 375.
Cuthell, J. P. (2006). Steering the Supertanker: Changing Teaching and Learning In: Computers in the Schools: Technology Applications in Education (2006) 23 1/2 Ed. Maddux, C. Binghamton, N.Y. The Howarth Press
Cuthell, J. P., Preston, C. (2005)‘Teaching in ICT-rich environments – using e-learning to create a knowledge base for 21st century teachers’, In: Leask, M. & Paschler, N. ‘Learning to teach using ICT in the Secondary School, 2nd Edition’. London Routledge
Cuthell, J. P. (2005). Beyond Collaborative Learning. Communal construction of knowledge in an online environment. In: Proceedings of Web Information Systems and Technologies, 2005, (pp. 529 – 536) INSTICC
Cuthell, J. P. (2005). What does it take to be active? Teacher participation in online communities. In: International Journal of Web Based Communities, Vol. 1, No. 3, 2005, (pp. 320-332) Geneva, Inderscience
Cuthell, J. P. (2005) The Impact of Interactive Whiteboards on Teaching, Learning and Attainment . In Price, J., Willis, D., Davis, N., & Willis, J. (Eds.), Proceedings of SITE 2005 (pp. 1353 – 1355) Norfolk, VA: Association for the Advancement of Computing in Education
Cuthell, J. P. (2004). Can technology transform teaching and learning? The impact of interactive whiteboards. (pp. 1133-1138) In Price, J., Willis, D., Davis, N., & Willis, J. (Eds.), Proceedings of SITE 2004 Norfolk, VA: Association for the Advancement of Computing in Education
Cuthell, J (2003). Next steps for ICT teacher education: ICT for active learning. In Price, J., Willis, D., Davis, N., & Willis, J. (Eds.), Proceedings of SITE 2003 (pp. 2740-2744). Norfolk, VA: Association for the Advancement of Computing in Education
Cuthell, J. P. (2003). Evaluation of an In-Service ICT Teacher Education Project. Proceedings of International Conference on Innovation in Higher Education. Kiev 2003
Cuthell, J. P. (2003) Virtual Learning In J. Kirjonen (Ed.). Knowledge work and occupational competence, (pp.23-37) Jyvaskyla, Finland: Institute for Educational Research.
Cuthell, J. P. (2002) Virtual Learning Ashgate Aldershot
Cuthell, J. P. (2002). Virtual Learning In: Journal of Informatics and Education Kratsova A (ed.). 11 – 2002 (pp. 2 – 16) Association for Informatics Education Moscow ISSN 0234 – 0453
Cuthell, J. P. (2002). A Community of Learners In: Distributed Cognition Karasavvidis I (ed.). Journal of Interactive Learning Research. 13 (1/2) (pp. 169–188) Association for the Advancement of Computing in Education Norfolk, VA
Cuthell, J. P. (2001). Virtual Learning? CAL01 Warwick University.
Cuthell, J. P. (2000). The Online Learner. Computer Education. Issue 94 Computer Education Group
Cuthell, J. P. (2000). Students vs Teachers: Computers as the Site of Conflict. Educating for the Third Millennium. Cheltenham & Gloucester College.
Cuthell, J. P. (1999). The House that Strauss Built. D.I.Y. in Cyberspace: Bejeaned Student Bricoleurs. Computer Education. Issue 91 (pp.19-21) Computer Education Group
Cuthell, J. P. (1999). The Autonomous Learner. Paper presented at CAL99 Conference, Institute of Education, University of London, UK. CAL99 Virtuality in Education Abstract Book Pp. 197-199 Elsevier Science
Cuthell, J. P. (1999). How do you learn? An 11-18 developmental perspective. ELSIN 4 European Learning Styles Information Network. University of Central Lancashire, Preston, United Kingdom http://www.elsinnet.org.uk/abstracts/1999/a-cuth.htm
Cuthell, J. P. (1998). What Teachers Think About IT. Computer Education. Issue 88, Pp. 16-19 Computer Education Group
Cuthell, J. P. (1998). Thumbs Up for the Digital Kids? Computers, Equality and Opportunity. MirandaNet: Institute of Education. University of London.
Cuthell, J. P. (1998). The House that Strauss Built. D.I.Y in Cyberspace: Bejeaned Student Bricoleurs. Media 98. Institute of Education. University of London.
Cuthell, J. P. (1997). Cyborgs Sitting in the Classroom. Writing the Future: Writing and Computers 10. Brighton
Cuthell, J. P. (1997). Teaching and Technological Change. The Lifelong Learning Office MirandaNet, for MicroSoft.
Cuthell, J. P. (1997). Patterns of Computer Ownership. (1997) Computer Education. Issue 86, Pp. 13-21. Computer Education Group
Cuthell, J. P. (1996). Teachers lag behind students. Times Educational Supplement, 29.11.96 London
Cuthell, J. P. (1996). Students, Computers and the Writing Process. Writing Conferences: Writing and Computers Association. European Association for Research on Learning and Instruction. Barcelona
Cuthell, J. P. (1991). The GIGO factor: Language, Learners and Computers Conference paper: Learning Technology Conference: DTI; Transcend Technology
Cuthell, J. P. (1990). Work Shadowing: towards the development of a model. Education & Training. Vol. 32 No. 4 MCB University Press
Cuthell, J. P. (1990). Work Shadowing. Training & Management Development Methods MCB University Press
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