Team members

People involved with the IDIBL project

Richard Millwood	Reader in Distributed Learning at the Institute for Educational Cybernetics, University of Bolton. Founder and director of Core UK - a not-for-profit team devoted to innovation in learning and technology. Current research, consultancy and development contracts are with UNESCO, the IDeA, Macmillan Cancer Support, SSAT, QCA and Becta. Richard is also creating the Digital Teacher Foundation and establishing the National Archive of Educational Computing.
Mark Johnson	Reader in Applied Research in Educational Technology and Systems in the Institute for Educational Cybernetics, University of Bolton. A music graduate, followed by employment in the computer industry for several years. Recent work has been on a JISC (Joint Information Systems Committee) project concerning 'Personal Learning Environments', which is work that has encompassed socio-cybernetic modelling and critical realist ontology, applying these techniques to the emerging world of 'social software' and Service Oriented Architecture.
Stephen Powell	Reader in Inquiry-based Learning at the in the Institute for Educational Cybernetics, University of Bolton. Recent work has included leading the Ultraversity project that was set up to research and develop a new model for undergraduate students, delivered entirely online, using work-focussed, inquiry-based approaches to learning. Current research includes student and staff experiences of online learning and teaching and pattern languages for online communities of inquiry. Professional blog: Thoughts mostly about learning.

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We are creating new opportunities for accessing higher education, we are making learning & teaching more fulfilling & delightful, we are looking to widen participation in higher education and promote life-long learning, we are making learning meaningful in people's lives.

Based in the Institute for Educational Cybernetics (IEC) at the University of Bolton, the IDIBL project was set up in September 2007 to research, develop and model new approaches to inquiry based learning in the workplace.

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