Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
Craft of eTeaching; presentation of a paper written by Fred Garnett & Nigel Ecclesfield and presented at the 10th ELSE (ELearning & Software for Education) Conference held in Bucharest, Romania on April 24 & 25 2014; updated 28 April 2014 just extra links to add;
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
Craft of eTeaching; presentation of a paper written by Fred Garnett & Nigel Ecclesfield and presented at the 10th ELSE (ELearning & Software for Education) Conference held in Bucharest, Romania on April 24 & 25 2014; updated 28 April 2014 just extra links to add;
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
A Summative Table of the Framework for the Co-creation Model of Open Scholarship. See Slides and ALT-C 2011 Proceedings (Publication) Published as "Towards a Framework for the Co-creation of Open Scholarship" by Fred Garnett & Nigel Ecclesfield
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONG
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
A Summative Table of the Framework for the Co-creation Model of Open Scholarship. See Slides and ALT-C 2011 Proceedings (Publication) Published as "Towards a Framework for the Co-creation of Open Scholarship" by Fred Garnett & Nigel Ecclesfield
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
Presentation for School of Education University of Manchester March 3rd. Discussing Ambient Learning City project in terms of JISC Developing Community Content project MOSI-ALONG
Is ICT Truly making an impact to Education? What do research and experts say?Learning Hero
Is ICT Truly making an impact to education? We listen into researches and opinions from experts for a discussion to help us set a directives with future ICT for education, to answer, what should we do with ICT? What agendas and directives should we set with edtech and technology for education?
Presentation for DTCE at Manchester University looking at a range of digital projects I have worked on since 1995 and highlighting some possible digital futures of education
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Presentation for 6th ISCAR summer university for PhD students.
The study explores a new teaching method applied to a university course on "Education and e-learning Psychology" and based on the Design Principles of the Trialogical Learning Approach (TLA).
Library Technology Conference 2019 . #LTC2019
Introduction to the organization, pedagogy, instructional design and similar consideration when starting eXtended Reality: VR, AR, MR on campus library
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
What we learned about education and self-determination when we occupied Northern Poly for 5 months and ran it as a community festival. We occupied the canteen for 5 years and discovered social anarchism as a natural human organising principle, so becoming socially useful human beings
An Urban Ecology for the re-enchantment of cities, lives and people based on community-building, place-making and social interactions in digital Third Places. Proposing we develop a practice of #socialimprov to transform our neighbourhoods by developing cultural folksonomy based on local actions
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
A potential book cover for our upcoming book. If you have a preference please comment below OR follow the blog learnteach21
https://learnteach21.wordpress.com/
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
I've been involved in greening learning for 40 years and this is what I have learnt so far. Green My Reading, green my institution, green my library & much more
What is World Heutagogy Day, a historical overview of Heutagogy and what we have discussed about learning since 2013. How can we change education into learner-centred learning
This is a novelisation of the Open Context Model of Learning written to show how I had become a self-determined learner. It's about the schools I went to in 1963 and 1968 and how all my real learning was through music and with friends. There is a hidden reason why I picked music from 1963 & 1968. Can you guess why?
1963 music Playlist;
https://www.youtube.com/watch?v=W7vcRyBAQZA&list=PL897435F6EE8E8A49
1968 music Playlist;
https://www.youtube.com/watch?v=14ViwvgtvbA&list=PL9E082BA70EC068E2
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Nigel Ecclesfield FRSA & Fred Garnett FRSA
Our challenge
Can we build new learning infrastructures
that are future-facing & learner-centric
To transform our 1000-year-old institution-
centric, education systems?
We think we can! So we have written Digital
Learning Architectures of Participation
Published July 2020
3. Digital Learning:
Architectures of Participation
Nigel Ecclesfield FRSA & Fred Garnett FRSA
IGI Global book – published 24th July 2020
https://www.igi-global.com/book/digital-learning-architectures-
participation/244422
4. Nigel Ecclesfield FRSA & Fred Garnett FRSA
Our experience
Have each spent 25 years on digital projects
We believe we now have the potential to
transform education with digital toolkits
We have experience across all education
sectors from practice to research
We’ve been rethinking; teaching, learning,
management, structures and processes
5. Nigel Ecclesfield FRSA & Fred Garnett FRSA
Questions & Answers
William Gibson said “the future is already
here, it’s just not evenly distributed”
We think that “the answers are already
here, we are just asking the wrong
questions”
So here are 8 key questions we are asking
about the digital future of learning…
6. #DLAoP; A Toolkit for the Future
• 8 Questions that we answer in the book
1. Can we make learning open?
2. Can we model learning?
3. Can we design for learning?
4. Can we use personal technologies
5. Can we design social structures for learning?
6. Can we build digital institutions?
7. What does digital transformation look like?
8. Can we build a learning infrastructure?
8. Can we make learning open?
1. Open Context Model of Learning
Technology is the essence of education
Lets design a post web2.0 model of learning
So we can Co-create teaching and learning…
In ALL Contexts!
Integrating Pedagogy Andragogy Heutagogy
Using the PAH Continuum…
DLAoP; Book Chapter 1 = Open Context Model of Learning
11. Can we model learning?
2. Learner-Modelling
Well, how do we learn?
Let’s reconceptualise learning;
a) Learner-centric (interest-driven)
b) Context-responsive (lifecycles model)
c) Large-scale system (learners as users)
Using a model of informal e-learning…
DLAoP; Book Chapter 2 - Learner Modelling
12. JISC RSC Northwest
Learner Modelling (see handout)
“Goal-seeking” motivated learners
Animateurs as “Trusted Intermediaries” provide
“timely interventions”
Animateur build learning communities & mentors
Learners respond to social needs
Animateurs suggests resources (from links page)
Teachers as
“trusted
intermediaries”
2002 A Model of
“interest-driven learning”
A Model of “informal e-learning”
First “learner-modelling” diagram
14. Can we design for learning?
3. Emergent Learning Model (ELM)
Can we integrate informal, non-formal and
formal learning?
YES! BUT! Not from Universities down
Because learning is an emergent process…
So we must design from learning outwards
With a learning design toolkit, such as;
Our ELM development framework for building
learning infrastructures
DLAoP; Book Chapter 3 – Emergent Learning Model
17. Can we use our own technology?
4. Digital Practitioners...
Explore;
• With Confidence
• Think Divergently
Trust in;
• A Tapestry of Technology
• Student Play
• Bring Your Own Device
Use; Personal curiosity to Discover resources
& Collaborate using their personal technology
DLAoP; Book Chapter 7 – The Digital Practitioner
20. Can we design social structures for learning?
5. Organisational Architectures of Participation
• Institutions built for learners not managers
• Web 2.0 Architecture of Participation
• Intentional Communities of Practice &
Technology Stewards produce
• adaptive institutions working across
collaborative networks (like EMFFE)
DLAoP; Book Chapter 4 – organisational Architecture of Participation
23. Can we build digital institutions?
6. e-Maturity Model for Further Education
e-Maturity means networked institutions
Let’s reconceptualise institutions;
Emergent Folksonomy elements producing a
dynamic networked Taxonomy or
“Adaptive institutions working across
collaborative networks”
DLAoP; Book Chapter 5 – The EMFFE e-maturity Education Model
24. e-Maturity Model for Further Education
Outline development framework full details in our book
DLAoP; Book Chapter 5 – The EMFFE e-maturity Education Model
26. What does Digital Transformation
look like?
7. Digital Transformation Projects… some
examples;
Thom Cochrane; mobile learning
Vijaya Khote Banu; heutagogy app 4 primary
CROS; social media learning model
Ambient Learning City Manchester;
“Aggregate then Curate”
DLAoP; Book Chapter 8 – Digital Transformation Projects
28. Same thing happened with me and my kids, a
decade ago. When Heutagogy entered the classroom, it
brought with it, liberty, decision making, creativity,
problem solving, positivity etc., It expelled stress, strain,
compulsion etc., out of the classroom.
Vijaya Bhanu Kote;
primary school heutagogy
app
32. Can We Build Learning Infrastructures?
8. Before and After Institutions
We need to move from a Business model of
Management Information Systems (MIS)
Reconceptualising learning structure; 3 E’s
1. Learners who are Exploring
2. Teachers who are Evaluating
3. Managers who are Enabling
DLAoP; Book Chapter 9 – Building Learning Infrastructures
33. The 3 E’s - Levels of Learning Infrastructure
Level Responsibility Aim
Strategic
Planning
Senior
Managers
Technical
Infrastructure
Enabling
Platform
Learning
Management
Course Team Evaluating
Learning
Resources
Learning
Ecology
Learner
Behaviours
Students Union New
Technologies
Exploring
Ecologies of
Resources
An Institutional Development Framework
based on 3 levels of “Technology Stewards”
34. !These are our answers! How do you think
We can build !earning !nfrastructures?
Full details and toolkits !n the book…
35. Digital Learning:
Architectures of Participation
Nigel Ecclesfield FRSA & Fred Garnett FRSA
IGI Global book – published 24th July 2020
https://www.igi-global.com/book/digital-learning-architectures-
participation/244422
36. #DLAoP Book – Table of Contents
1. Open Context Model of Learning
2. Learner Modelling
3. Emergent Learning Model
4. organisational Architectures of Participation
5. The EMFFE-Maturity Model for Education
6. Before and After Institutions
7. The Digital Practitioner
8. Some Digital Transformation Projects
9. Building Learning Infrastructures
10. Learning in the Age of Algorithms
37. Resources
LearnTeach21 (Our Blog for the book)
Architecture of Participation blog (Nigel)
Fred’s Heutagogy Blog
I Am Curious #Digital (Practitioner)
The Craft of Teaching
Before and After MOOCs
Before and After Institutions
Learning in the Age of Algorithms
All Presentations on Slideshare
@fredgarnett #LearnTeach21
38. Collaborations & Inspirations
Jon Akass, Ilene Dawn Alexander, John Anderson, Diana
Andone, Vlad Atanasiu, Simon Beard, Margaret Bennett,
Amanda Black, Valerie Borne, Tom Boyle, Dominic Claire,
Wilma Clark, John Cook, Peter Day, Gill Deadman, Kevin
Donovan, Philip Ecclesfield, Pat Fairley, Tony Hall, Karen
Halliday, Tom Hamilton, Graham Hansell, Ian Harford,
Caroline Haythornthwaite, David Jennings, Terri Kinnison,
Sarah Knight, Vijaya Bhanu Kote, Diana Laurillard, Ellen
Lessner, Rose Luckin, Bridget McKenzie, Joe Montgomery,
Horea Murgu, Mark Naryn, Rick Nelson, Chrissi Nerantzi,
Richard Noss, Alan November, Ronan O’Beirne, Rod Paley,
Geoff Rebbeck, Judy Robertson, Rose Sellman-Leava,
Violeta Serbu, Tristram Shepherd, Ruth Silver, Carl Smith,
Chris Swaine, Diana Thembekile-Levine, Etienne Wenger
Tony Wheeler, Drew Whitworth, Philippa Young & More…