liv.ac.uk
Paul is a chartered member of CILIP and has worked in a range of information related roles, as a Web developer in an academic library (North East Wales Institute of Higher Education now Glyndŵr University, Wrexham) and currently as an E-Learning Support Librarian (University of Liverpool). Paul has also worked in Further Education as a lecturer of IT and is an Associate of the Higher Education Academy.
Paul's research interests include educational applications of the World Wide Web, e-learning and Web accessibility. Paul also maintains an E-learning Information Portal (http://draigweb.co.uk/elearning-portal) and has written a text on this subject entitled Delivering e-learning for Information Services in Higher Education (http://draigweb.co.uk/elearning-portal/book.html). Paul has written a range of articles, commentary and book reviews for well known journals and CILIP publications.
Paul is an editorial board member of the Information for Social Change journal (http://www.libr.org/isc) - contributing articles and editorial work, and was a long standing committee member of the Career Development Group Wales. Paul was also recently a UNISON Health and Safety officer and is NEBOSH qualified in occupational health and safety.
Other recent activities have included book chapters on Web Accessibility for information systems in Knowledge Managment, Practical, Cultural and Theoretical Perspectives and a chapter on E-Learning in Higher Education in Digitisation Perspectives.
Paul's research project has been registered for PhD and is being undertaken Part-Time, the project concerns student perceptions of distributed learning (combining class-based and online learning in a low-contact and professional study context).
My research degree concerns skills requirements for educational technology use amongst stduents studying in a distributed (mixed e-learning and class-based) context. My research project title is: 'What are the skills challenges faced by students in the use of educational technology? Perceptions of undergraduate students studying professional courses in a part-time, distributed study context.'
In recent years, the Higher Education sector has witnessed significant changes in study patterns, client demand and course delivery methods (O' Donoghue et al. 2003). Key features of this changing climate include increasing digitisation of course delivery and support systems, increased levels of demand for part-time and remote study, greater alignment with industry and increased diversity within the student body itself (Catherall 2004).
Existing research has demonstrated a lack of understanding on the role of educational technology skills requirements, assessment and development as a process in distributed study (e.g. Rowland & Rubbert 2001, Newton 2003).
This research project will extend and contribute to existing research, by examining students' perceptions of educational technology skills requirements as a facet of the educational technology skills debate, ultimately comparing these perceptions with government, industry, sector and institutional views derived from the literature review and practical research elements. The research will seek to (a) define generic, discipline-specific and context-based educational technology skills requirements, (b) determine the role and importance of educational technology skills training and assessment, (c) determine the role and importance of continuous development, (d) contribute to the development of a tool to query educational technology skills requirements within a distributed study context.
The research element will be conducted in the context of a Higher Education provider facilitating the UK Government widening participation agenda via innovative strategy, teaching and technology; part-time student groups will be selected across a range of professional-related disciplines, reflecting the trend towards widening participation and the UK Government's aspiration for a demand-led re-alignment of Higher Education.
Previous Versions
Catherall, Paul (2006). Accessibility Issues for Web-Based Information/Knowledge Management Systems (chapter) in Knowledge Management: Practical, Social, Cultural and Theoretical Perspectives edited by Ruth Rikowski. Oxford, Chandos Publishing, 2006, ISBN 1843341891 (paperback) / 1843341395 (hardback).
Catherall, Paul (2006). An overview of Grounded Theory following attendance at the London Grounded Theory conference with Barney Glaser 24th-26th April 2006 (internal NEWI paper). Available at: http://draigweb.co.uk/elearning
Catherall, Paul (2005). The Battle in Seattle: its significance for education by Glenn Rikowski (book review). Information for Social Change, No. 22, Winter 2005, ISSN 1364-694X.
Catherall, Paul (2004). Career Development in a non-traditional library role: some personal reflections. Information for Social Change, No. 19, Summer 2004 (also published in Ymlaen, Wales CDG newsletter, Autumn 2004), ISSN 1364-694X.
Catherall, Paul (2004). Critical Perspectives in E-Learning. Information for Social Change, No. 23, Winter 2006/07.
Catherall, Paul (2005). Delivering E-learning for Information Services in Higher Education. Oxford,Chandos Publishing, 2005, ISBN 184334 0887 (paperback) / 184334095X (hardback).
Catherall, Paul (2005). Foibles, Frolics and Phantasms: Illustrated Poems (1995- 2005). Baltimore, PublishAmerica, ISBN: 1424113997.
Catherall, Paul (2007), From Modernisation to Capabilities: Changing Views of ICTs in the Development Process. Write up of seminar at the Development Informatics Department, University of Manchester by Richard Heeks,19/02/07. http://libr.org/isc/occasional_papers/ICTs.html
Catherall, Paul (2006). Globalisation, Information and Libraries: The implications of the World Trade Organisation’s GATS and TRIPS Agreements by Ruth Rikowski, (book review). Forthcoming for Ymlaen (Issue 8, Summer 2006) and Impact (September 2006).
Catherall, Paul (2006). Globalisation, Information and Libraries: The implications of the World Trade Organisation’s GATS and TRIPS Agreements by Ruth Rikowski, (book review). New Library World (Winter 2006).
Catherall, Paul (2005). Influences in E-Learning : forces for change or confusion? Information for Social Change, No. 19, Summer 2004, ISSN 1364-694X.
Catherall, Paul (2006). Linear Hymns, a collection of lyrics and poems by Giles Paley-Phillips - reviewed by Paul Catherall, Information for Social Change, No. 23, Summer 2006, ISSN 1364-694X.
Catherall, Paul (2000). Resource Description and Control on the World Wide Web (dissertation). Liverpool, John Moores University.
Catherall, Paul (2005). Ruth Rikowski and Anneliese Dodds at GLOBALISATION, LIBRARIES, INFORMATION AND EDUCATION, a Career Development Group Wales and Information for Social Change event at Swansea University, 02/12/05 (conference report). Published in Ymlaen (Issue 7), Impact (Vol 9,2), Information for Social Change (Issue 23).
Catherall, Paul (2006). Short articles and commentary in Information for Social Change, Spring-Summer 2006 (Available at http://www.libr.org/isc):
UN World Press Freedom Day at the North East Wales Institute of Higher Education (NEWI) 03/05/06.
‘Contestability’ : buzzword that could open academy’s doors to private interest. Overview of an article in the Times Higher Education Supplement, April 28th 2006.
Watchdog Brands Profits on PFI Scheme 'Unacceptable'.
Spain Warns Bolivia over Nationalisation and related articles (by FT journalists).
Out on a limb: why Americans see their future as precarious.
Catherall, Paul (2005). Starting to write for the Information Sector, some experiences. Information for Social Change, No. 22, Winter 2005, ISSN 1364-694X.
Article for peer-reviewed journal Policy Futures in Education: Catherall, Paul (2008). Learning Systems in Post-Statutory Education. Policy Futures in Education, vol. 6, No. 1
Book Chapter - Learning systems in post-statutory education 'Perspectives on Digitisation', Sense Publishing, 2010.
E-book Reflections - occasional paper published in Information for Social Change Summer 2010
p.catherallliv.ac.uk
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