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As an educationalist, I have a passionate belief in the power of learning as a means to freedom and empowerment for individuals, groups and society at large. This belief informs the direction of the Ultraversity project through my role as project leader. This work is the vehicle for my research output, which takes the form of formal papers as well as my professional weblog.
Current role and experience
I am researcher and project-manager of a large-scale action research initiative at Ultralab. In this role, I lead the Ultraversity multidisciplinary team including learning facilitators (lecturers), software and media developers, and support staff. This requires me to manage the strategic development of the Ba. (Hons) Learning, Technology and Research pathway.
This initiative has pulled together many of the best ideas in higher education and e-learning and developed them into an experience that meets the needs of a significant number of 21st century learners, who would not normally be able to access higher education. This success will be evidenced by the estimated 150 students who will complete their degree in June 2006.
This project combines innovative pedagogical and technological approaches to learning, teaching, and assessment, which have gained Ultraversity recognition as an authority in developing leading edge e-learning initiatives. This has enabled me to work in a consultancy role with Bournemouth University to help them develop their own interpretation of the Ultraversity model for an MA pathway, scheduled to start in September 2006. In addition, I have also consulted with a New Zealand higher education institution, Wananga o Aotearoa helping them to develop and validate an undergraduate mixed mode delivery, early childhood degree programme.
Professional learning
In 2004, I completed my Masters in Education and have just stated my PhD studies with Professor Bob Fryer. This will be an inquiry into how the Internet is impacting upon society looking at issues of democratisation and control, identity and reputation, and equality of opportunity for life chances at an individual, national, and international level.
Reviewer for the British Journal of Educational Technology.
Relevant publications
Bradshaw, P., Powell, S., Terrell, I. (2005).  Developing Engagement in online community: lessons for higher education. Innovations in Education and Teaching International.
Bradshaw, P., Powell, S., Terrell, I. (2004). Building a community of practice: technological and social implications for a distributed team. Chapter 16 of Knowledge Networks: Innovation through Communities of Practice. Edited by Paul Hildreth and Chris Kimble published by Idea Group Publishing.
Powell, S., Terrell, I. (2004). àAcross the continents - online community conferences as a mechanism for school improvement. Paper presented to ICSEI Conference.
Powell, S. (2003). Leading a Geography Department. In, M. Brundrett & I. Terrell (Ed.), Learning to Lead in the Secondary School: Becoming an Effective Head of Department.
Bradshaw, P., Powell, S. (2003) - Online Communities for School Leaders. Paper presented to the VCI Conference, London. Pete Bradshaw and Stephen Powell.
Bradshaw, P., Gee, A., Powell, S. (2002) - Virtual communities and professional learning across a distributed, remote membership. Paper presented to Virtual Communities Conference, University of Navarra, Barcelona.
Bradshaw, P., Powell, S., Terrell, I. (2002). Online Communities - Vehicles For Professional Learning? Paper presented to BERA.
Bradshaw, P., Powell, S., Terrell, I. (2002). Learning, Community and Technology: Ultralab's recent experience. Paper presented to APU Learning and Teaching Conference.
