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20140904 Millwood - PhD Thesis corrected.pdf
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[A1] Expressive Constructivism
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This model was developed to explain how learning works dynamically in terms of the cognitive activities of expression (what you do to communicate an idea) and evaluation (deciding if the idea is 'right').
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[A2] How Can Technology Enhance Learning?
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Published as a poster in June 2012, this analysis was the culmination of years of developing understanding. It proposes features of the use of computers mapped on to the expressive constructivism model of learning, thus detailing ways in which technology can enhance learning.
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[A3] The Learner at the Centre
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This conceptual model captures a learner-centred analysis of questions that might be asked in order to make decisions at all stages of a cycle of learning within an educational context.
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[P1] Researcher in the Computers in the Curriculum Project at Chelsea College London
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I was employed by Bob Lewis, Director in 1980, at first to translate paper tape software simulations to cassette and floppy disk. I continued under Margaret Cox's direction, developing over ten years as a team adviser, lecturer, educational researcher and author.
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Employment
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[P2] London Mental Models Group
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This multidisciplinary research group was led by the late Joan Bliss of King's College London and involved staff in science, mathematics and history education, but also in language, cognitive psychology, educational computing, expert systems and artificial intelligence.
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Professional
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[P3] Procedure Library
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This was a library of procedures in Pascal and BBC Basic written on a range of computers to provide an interoperable set of functions for educational software. It was the successor to the Subroutine Library. The package was complemented by a technical guide and a design guide.
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[P4] Senior Lecturer in Ultralab at Anglia Polytechnic University
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I was employed by Stephen Heppell to build Ultralab as a developer, technical expert and mentor in the design of interactive multimedia software. I also had a role as lecturer in ICT in Education.
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[P5] Translating software: what it means and what it costs for small cultures and large cultures
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This paper discussing the case for making software translateable was written with Dai Griffiths, Stephen Heppell and Greta Mladenova and was selected for publication in the journal Computers & Education after presentation at the CAL '93 conference
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[P6] Étui
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This EU-funded project developed an educational toy to support children's learning as part of the Experimental Schools section of the i3 network (Intelligent Information Interfaces). The device stimulated meta-level learning awareness, problem solving, creativity and collaboration through the activities it was designed to enable.
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