Andrew is a Psychologist (C.Psychol, AFBPsS) and Learning Technologist who is a Professor of Education in the CASS School at UEL. His focus within this field is on designing and implementing next generation smart, social and media-rich technologies for learning in the digital age, in ways that are strongly informed by theory. He leads research into Technology Enhanced Transformational Learning, often using Community Action Research methods and exploiting applied research and development networks linked to the expanding Creative and Digital Industries sector in London. He is Principal Investigator on four current projects that reflect these foci: Digging by Debating (a winner of the international digging into data challenge 2011); RadioActive: Engagement, informal learning and employability of disenfranchised young people through internet radio and social media; Westfield Opening Observation Exercise, a large research and consultancy project commissioned the Olympic Delivery Authority (ODA); and, Promoting inclusive critical thinking: InterLoc adaptation and integration.

Previously he was Professor of Technology Enhanced Learning (TEL) and Deputy Director of the interdisciplinary Learning Technology Research Institute (LTRI) at London Metropolitan University. Prior to this he was a Research Lecturer and Director of the Dialogue and Design for New Media Research Group (D&D RG) that he established at the UK Open University whilst working in the Institute of Educational Technology (IET). He gained his PhD in Psychology and Intelligent Media design whilst working as a Research Fellow in the Computer Based Learning Unit (CBLU) at the University of Leeds.

He has over 130 publications, is an active member of international and national committees and working groups and has been a key investigator on collaborative projects that have attracted over £6 Million in competitive funding from a range of sources, and of these projects he has been principal investigator on those that have attracted over £1.3 Million. Current interrelated foci of Andrew's research are: the changing nature and practices of communication rich learning; designing next-generation social media systems; serious and social games; contemporary theory; and generally, designing for the interplay of informal and formal learning (related to education or learning at work).

His earlier projects have ranged from intelligent agent-based training simulations; pioneering networked and multimedia learning support systems (before the Web); computational modelling of learning dialogue; and, generally, the development of new theoretical and pedagogical frameworks for technology-enabled learning in the digital age. Recent projects have included a raft of related JISC funded projects in Digital Dialogue Games and e-learning innovation (where he was the Principal Investigator) and a large-scale FP7 project called MATURE, which is investigating Continuous Social Learning in Knowledge Networks, where he was the co-leader of the work-package for Evaluation and Design Methodology.

Research into Technology Enhanced Learning (TEL) focussing in particular on radical approaches to Education that involve community action research and interdisciplinary research and development related to the intersection of creativity, technology and education.

He is currently the Principal Investigator on the following projects:

"RadioActive Europe: Promoting engagement, informal learning and employability of at risk and excluded people across Europe through internet radio and social media". Funded by EC Lifelong Learning Programme, 390,000 Euros. Partners: Pontydysgu (Wales), University Koblenz-Landau (Germany), Media and Jounalism Research Centre (Lisbon, Portugal), Observatory for Lefelong Learning Development (Bucharest, Romania), Knowledge Innovation Centre (Malta). Starts 01 January 2013

"RadioActive: Engagement, informal learning and employability of disenfranchised young people through internet radio and social media". Funded by Nominet Trust, £119,630. Partners: Pontydysgu (Graham Attwell), Inspire! (David Blagbrough), Yoh! (Ergel Hassan) and Dragonhall (James Dellow).

"Digging by Debating: Linking massive datasets to specific arguments" funded by JISC, ESRC, AHRB (UK) and NEH (US), PI for UK team, £231,000 (UK and US teams). UK Co-investigators, Prof Chris Reed (University of Dundee), Dr David Bourget (University of London). US Partners, Prof Colin Allen (PI for US team) and Prof Katy Borner (Indiana University)

The “Westfield Transport Observation Exercise” that is funded by the Olympic Delivery Authority (ODA), where UEL are collaborating with Parsons Brinckerhoff (the world-leading engineering company) on this large-scale Community Action Reserach Project.  It involves large-scale observations, analysis and interpretation of public behaviour and communication linked to transport events to inform about readiness for the Olympics. These are based around the Westfield Shopping Centre in Stratford, such as its grand opening on Tuesday 13 September 2011 and first Saturday on 17th September. The proximity of Westfield to the Stratford transport hubs and the Olympic Park and the expected increased passenger volumes, has made its opening a unique early opportunity to observe transport and high volume passenger flows, to inform about readiness for the Olympics.

The Co-Investigators on the project are Prof John Preston, Prof Allan Brimicombe and Dr Magda Kolokitha,  who are collaborating within a multidisciplinary UEL team of approx. 20 Academics/Researchers. 

Promoting inclusive critical thinking: InterLoc adaptation and integration, Co-investigator Warren Kidd. Small grant funded by UEL Learning Enhancement Opportunities (LEO) fund, £5,000.

Digital Dialogue Game research and development, building on a raft of projects funded by the UK JISC and further development through the FP7 MATURE project: 'Continuous social learning in knowledge networks'.

A dialogue technology promoting critical, creative and collaborative thinking and reasoning on the net. Incorporating and exploiting argumentation semantics and (user) generated critical texts.

Designing and evaluating smart, social and media-rich learning technologies; Development of performance-based technologies and pedagogies for inclusion and informal learning; Theory and design for dialogue-rich learning; Learning theory and contemporary pedagogy for the digital age.

• PhD Supervision

• Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C. & Hernandez-Leo, D. (Eds). 21st Century Learning for 21st Century Skills. Proceedings of 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Sarbrucken, Germany, September 2012, Springer.

• Boyle, T. & Ravenscroft, A.  (2012). Context and Deep Learning Design. Computers and Education, Elsevier, 59, 4, pp 1224-1233

• Ravenscroft, A.,Warburton, S., Hatzipanigos, S., & Connole, G.(2012).  Designing and Evaluating Social Media for Learning, Editorial for Special Issue of Journal of Computer Assisted Learning (JCAL), Vol. 28, 3, pp 177-182.

• Ravenscroft, A., Schmidt, A., & Cook, J. & Bradley, C. (2011). Designing social media for informal learning and knowledge maturing in the digital workplace. Article for Special Issue of Journal of Computer Assisted Learning (JCAL), on Designing and Evaluating Social Media for Learning, (Eds.) Ravenscroft, Warburton, Hatzipanigos & Conole (Vol. 28, 3, 235-249.

• Ravenscroft, A, Attwell, G., Stieglitz, D, Blagbrough, D. (2011). RadioActive – ‘Jam Hot!’ Personalised radio ciphers through augmented social media for the transformational learning of disadvantaged young people. Full paper accepted for Personal Learning Environments (PLE) Conference 2011, Southampton, UK, 11-13 July 2011.

• Ravenscroft, A. (2011). Dialogue and Connectivism: A new approach to understanding and promoting dialogue-rich networked learning, International Review of Open and Distance Learning, Special Edition: Connectivism: Design and delivery of social networked learning. (Eds) George Siemens and Gráinne Conole, Vol 12, No 3, pp 139-160.

• Ravenscroft, A. & Boyle, T. (2010). A Dialogue and Social Software Perspective on Deep Learning Design, Special Issue of Journal of Interactive Media in Education (JIME), Open University Computers and Learning Research Group (CALRG) 30th Anniversary, 2010, 12. ISSN: 1365-893X , (23 pages)

• Ravenscroft, A., McAlister, S., & Sagar, M., (2010). Digital Dialogue Games and InterLoc: A Deep Leaning Design for Collaborative Argumentation on the Web, In Pinkwart, N. (Ed) Educational Technologies for Teaching Argumentation Skills, Bentham Science E-Books. (In Press).

• Ravenscroft, A., Boyle, T., & Cook, J. & Schmidt, A. (2010). Deep Learning Design for Sustainable Innovation within Shifting Learning Landscapes, In Martin Wolpers, Paul A. Kirschner, Maren Scheffel, Stefanie Lindstädt, Vania Dimitrova (Eds.) Sustaining TEL: From Innovation to Learning and Practice. Proceedings of 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, pp 578-583.

• Ravenscroft, A., Schmidt, A, & Cook, J. (2010). Designing for Motivation in TEL: Relevance, Meaning and Value in Context. Paper for Workshop on Motivational and Affective Aspects of Technology Enhanced Learning and Web 2.0 (MATEL), European Conference-Technology Enhanced Learning 2010 (EC-TEL 2010), Barcelona, 28 September – 1 October, Spain.

• Ravenscroft, A. & Boyle, T.(2010). Deep Learning Design for Technology Enhanced Learning, Full paper in Proceedings of International Conference on Educational Media (Ed-Media) 2010, Toronto, June 29-July 2 2010.

• Ravenscroft, A., Braun, S. & Nelker, T. (2010). Combining Dialogue and Semantics for Learning and Knowledge Maturing: Developing Collaborative Understanding in the ‘Web 2.0 Workplace’, Full Paper in Proceedings of International Conference on Advanced Learning Technologies (ICALT) 2010, July 5-7, 2010, Sousse, Tunisia.

• Ravenscroft, A. Boyle, T., & Cook. (2010). Deep Learning Design for Technology Enhanced Learning: Addressing Profound Shifts in the Learning-Teaching Landscape, Symposium Paper in Proceedings of Association of Learning Technology Conference (ALT-C) 2010, Nottingham, UK, 7-9 September 2010.

• Ravenscroft, A., Warburton, S. & Hatzipanagos, S.(2010). Design perspectives for learning with social media: Reconciling informal and formal learning through Web 2.0? Symposium paper for International Conference on Educational Media (Ed-Media) 2010, Toronto, June 29-July 2 2010.

• Ravenscroft, A., Schmidt, A., & Cook, J. (2010). Designing complex systems for informal learning and knowledge maturing in the ‘Web 2.0 workplace’. Full paper in International Conference on Educational Media (Ed-Media) 2010, Toronto, June 29-July 2 2010.

• Cook, J., Nelkner, T, Attwell, G & Ravenscroft, A. (2010). Womble (Work Oriented MoBile Learning Environment) Workshop at Joint European Summer School on Technology Enhanced Learning 2010, June 7 – 11, Ohrid, FYR Macedonia.

• Moore, D., Yuan, T., Reed, C., Ravenscroft, & A. Maudat, N. (2009). Informal Logic in Human-Computer Dialogue, knowledge Engineering Review. 3 (26) 2011, (Accepted)

• Ravenscroft, A. (2009). Social Software, Web 2.0 and Learning: Status and implications of an evolving paradigm, Guest Editorial for Special Issue of Journal of Computer Assisted Learning (JCAL), Vol 21, Issue 1, 2009, pp 1-5.

• Attwell, G., Cook, J., & Ravenscroft, A. (2009). Appropriating technologies for contextual learning: Mobile Personal Learning Environments, Proceedings of World Summit on Knowledge Society (WSKS), Crete, Greece, 16-18 September 2009.

• Ravenscroft, A. Wells, S., Sagar, M. & Reed, C. (2009). Mapping persuasive dialogue games into argumentation structures, Symposium in Persuasive Technology and Digital Behaviours Intervention, Artificial Intelligence and Simulation of Behaviour (AISB) Convention 2009, Edinburgh, April 6-7, Scotland, UK.

• Hartley, R., Ravenscroft, A, & Williams, R. (2008). CACTUS: Command and control training using knowledge-based simulations, British Journal of Educational Technology (BJET), Vol 39, No 2, pp 390-400.

• Ravenscroft, A. & McAlister, S. (2008). Investigating and promoting educational argumentation: towards new digital practices, International Journal of Research and Method in Education (IJRME), Special Issue on Researching Argumentation in Educational contexts: new methods, new directions. Edited by Caroline Coffin and Kieran O’Halloran, Vol. 31, No 3, pp 317-335.

• Baur, E., Ravenscoft, A, Sagar, M. & Schofield. S. (2008). Deploying dialogue games to engage students in collaborative thinking: An evaluation and case study, In Proceedings of CAL 09: Learning in Digital Worlds, Brighton 23-25 March 09.

• Ravenscroft, A. (2008). Learning and thinking on the web: Issues and implications from a decade of digital argumentation, In Proceedings of CAL 09: Learning in Digital Worlds, Brighton 23-25 March 09

• A. Ravenscroft, S. Braun, J. Cook, A. Schmidt, J. Bimrose, A. Brown & C. Bradley. (2008). Ontologies, Dialogue and Knowledge Maturing: Towards a Mashup and Design Study, Full Paper in Proceedings of International Workshop on Learning in Enterprise 2.0 and Beyond (LEB 08), European Conference on Technology Enhanced Learning 2008, Maastricht, Netherlands, 16-19 September 2008.

• Ravenscroft, A., Sagar, M., Baur, E & Oriogun. P (2008). Ambient pedagogies, meaningful learning and social software, Chapter 27 in Hatzipanagos, S. & Warburton, S. (2008), (Eds.), Handbook of Research on Social Software & Developing Community Ontologies, IGI Global Publishing,pp 432-450.

•  Ravenscroft, A & McAndrew, P. (2007). From Boot Camp to Holiday Camp? Some issues around openness, Web 2.0 and learning. OpenLearn Conference (2007), UK Open University, 31 October 2007, pp 71-73.

• Ravenscroft, A. (2007). The internet and learning: From cyberspace to cyborgs in hyper-reality, Paper at Ideas in Cyberspace Education Conference, Loch Lomond, Scotland, 26 March - 23 March 2007. Available online

• Ravenscroft, A., McAlister, S., & Baur, E. (2007). Developing digital dialogue games for personalised learning: towards pervasive interactions, Paper at CAL 2007 (International Conference on Computers and Learning), Trinity College, Dublin, Ireland, 26 March - 28 March 2007.

• Ravenscroft, A., Wegerif, R.B. & Hartley, J.R. (2007). Reclaiming thinking: dialectic, dialogic and learning in the digital age, British Journal of Educational Psychology Monograph Series, Learning through Digital Technologies , Underwood., J & Dockrell, J. (Guest Eds), Series II, Issue 5, pp 39-57. ISSN 0007-0998/ISBN: 978-1-85433-446-6

• Ravenscroft, A. (2007). Promoting Thinking and Conceptual Change with Digital Dialogue Games, Journal of Computer Assisted Learning (JCAL), Vol. 23, No 6, pp 453-465. ISSN 0266-4909/02.

• Ravenscroft, A. & McAlister, S. (2006). Digital Games and Learning in Cyberspace: A Dialogical Approach, E-Learning Journal, Special Issue of Ideas in Cyberspace 2005 Symposium, Vol. 3, No 1, pp 38-51. Available online

• Ravenscroft, A. & Cook, J. (2007). New Horizons in Learning Design, Chapter 16 in Rethinking pedagogy for the digital age: Designing and delivering e-learning , Beetham, H & Sharpe, R. (Eds), Routledge, pp 207-218. ISBN 0-415-40873-3 (hbk)

• Ravenscroft, A. & McAlister, S. (2006). Designing interaction as a dialogue game: Linking social and conceptual dimensions of the learning process, Chapter 4 in Juwah, C. (Ed.), Interactions in Online Education: implications for theory and practice. Routledge, pp 73-90. ISBN 0-415-35741-1

• Ravenscroft, Wegerif, Mercer & Hartley (2006). Reclaiming thinking: dialectics and design for digital learning", Invited symposium paper at British Journal of Educational Psychology Current Trends Conference, Nottingham Trent University, UK, 7-8 June 2006.

• Ravenscroft, A. (2006). Promoting and analysing educational argumentation: two sides of the same coin? Invited paper at OU Educational Dialogue Research Unit (EDRU) "Argument Seminar", UK Open University, 18 May 2006.

• Dyke, M., Conole, G., Ravenscroft, A. & De Freitas, S. (2006). Learning Theory and its Application to e-learning? Chapter 6 of Conole, G & Oliver, M. (Eds). Contemporary Perspectives in E-learning Research, Routledge, pp 82-97.

• Oriogun, P, Ravenscroft, A & Cook, J. (2006). Towards understanding critical thinking processes in a semi-structured approach to computer-mediated communication, Full Paper in Proceedings of Ed-Media 2006, Orlando, Florida, USA, 26 - 30 June 2006.

• Ravenscroft, A. (2006). Digital dialogue games for inclusive conceptual learning: exploring multimodal interaction, Invited paper for Workshop on "Machine-Mediated Multimodal Communication" Proceedingsof 6th IEEE International Conference on Advanced Learning Technologies (2006), Kerkrade, Netherlands, July 5-7, Kinshuk, Koper, Kommers, Kirschner, Sampson & Didderen (Eds), pp 1198-1199. ISBN 0-7695-2632-2.

• Ravenscroft, A. (2005). 'Its a funny old game': Defining and designing gaming interactions for learning, Paper accepted for 'Mindplay' conference, London Metropolitan University, 20 January 2006.

• Ravenscroft, A., Cook, J., Boyle, T & Clay, J. (2005). What makes e-learning work? A selective review of successful new media innovations. Proceedings of ED-MEDIA 2005 (World Conference on Educational Multimedia, Hypermedia and Telecommunications). Montreal, Canada, June 27-July 2, 2005, pp 302-310. ISBN: 1-880094-56-8

• Ravenscroft, A. (2005). Towards Multimodal Dialogue Games. Invited Talk at The Higher Education Academy Centre for ICS Workshop on Machine Mediated Multimodal Communication (M3C), 19th January 2006, University of Bolton, UK.

• Ravenscroft, A. & McAlister, S. (2005). Dialogue games and e-learning: The InterLoc approach, Frontiers in Artificial Intelligence and Applications Volume 133, Towards Sustainable and Scaleable Educational Innovations Informed by the Learning Sciences, Looi, C., Jonassen, D. & Ikeda, M. (Eds), IOS Press, pp 355-362. ISSN 0922-6389

• Ravenscroft, A. (2005). Promoting Conceptual Change with Digital Dialogue Games, Invited paper for Contemporary issues in science learning synposium, UK Open University 14 December 2005.

• Oriogun, P., Ravenscroft., A & Cook, J. (2005). Validating an Approach to Examining Cognitive Engagement within Online Groups, accepted for The American Journal of Distance Education, to appear in Volume 19 No. 4, due December 2005, pp 197-214.

• Ravenscroft, A. (2005). Content, communication and communities: what can we use and reuse?. Invited paper at Cambridge-MIT-OU Knowledge Research Network (KRN) Conference on Innovations in the Reuse of Electronic Learning Materials: Enabling Communities of Practice, UK Open University, 23 September 2005.

• Ravenscroft A, McAlister S, Boyle T, Wegerif R, Scanlon E & Liber, O. (2005). Thinking in cyberspace: realising educational dialogue games with an open-source application, Paper in Proceedings of Association forLearning Technology Conference (ALT-C), Manchester, UK 6-8 September.

• Ravenscroft, A. (2005). Key features and insights into the team building processes for digital educational game design: a case study, Consultancy Report for GameLab London, GameLab London, London Metropolitan University, July 2005.

• Ravenscroft, A. (2004). Towards highly communicative eLearning communities: Developing a socio-cultural framework for cognitive change. In Land, R & Bayne, S. (Eds.) Cyberspace Education. Routledge, Chapter 9, pp 130-145. ISBN 0-415-32882-9

• Ravenscroft, A. (2004). Games and learning: evolving sociability, emotion and cognition in cyberspace? Paper in Proceedings of Ideas in Cyberspace Education 2 symposium, Higham Hall, Lake District, 23-25 February 2005.

• Ravenscroft, A. (2004). From conditioning to learning communities: Implications of 50 years of research in eLearning interaction design. Association for Learning Technology Journal (ALT-J), Vol. 11, No. 3, pp. 4-18. ISSN: 0968-7769

• McAlister, S., Ravenscroft, A & Scanlon, E. (2004). Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC, Journal of Computer Assisted Learning: Special Issue: Developing dialogue for learning, Vol. 20, No 3, pp. 194-204 ISSN 0266-4909/02

• Conole, G., Oliver, M., Isroff, K & Ravenscroft, A (2004). Addressing methodological issues in e-Learning research, In Networked Learning 2004, (eds.) Banks, Goodyear, Hodgson, Jones, Lally, McConnell & Steeples, Lancaster & Sheffield University, pp. 92-97. ISBN 1-86220-150-1

• McAlister, S., Ravenscroft, A & Scanlon, E. (2004). Designing to promote improved online educational argumentation: an evaluation study, In Networked Learning 2004, (eds.) Banks, Goodyear, Hodgson, Jones, Lally, McConnell & Steeples, Lancaster & Sheffield University, pp. 541-548. ISBN 1-86220-150-1

• McAlister, S. & Ravenscroft, A (2004). Improving educational argumentation: Depersonalising the discourse for cognitive benefits, Proceedings of Computers and Learning 2005 (CAL2005), University of Bristol, 4-6 April 2005.

• Baur, E., Ravenscroft, A & Boyle, T (2004). Supporting e-learning in secondary science: from availability to adoption, Proceedings of Computers and Learning 2005 (CAL2005), University of Bristol, 4-6 April 2005.

• Wegerif, R., Ravenscroft, A & McAlister, S. (2004). Developing a methodology to explore the technological, social and cognitive dimensions of online teaching and learning in an integrated and principled way, Proceedings of Computers and Learning 2005 (CAL2005),University of Bristol, 4-6 April 2005.

• Wegerif, R., Ravenscroft, A & McAlister, S. (2004). Investigating the social dimension of induction into argumentation, Proceedings of EARLI (European Association for Learning and Instruction) Conference 2005, Symposium on the 'Development of Cross-curricular Competencies in Different Educational Contexts, University of Nicosia, Cyprus, 23-27 August 2005.

• Sharpe, R., Beethem, H. & Ravenscroft, A. (2004). Active Artifacts: Representing our Knowledge of Learning and Teaching, Educational Developments, Issue 5.2, pp 16-21. ISSN 1469-3267

• Sharpe, R., Beethem, H. & Ravenscroft, A. (2004). Creating usable representations of knowledge to support practitioner change through bridging the theory-practice gap. Workshop paper for SEDA 2003, Novotel Birmingham Centre, Birmingham, UK, 18-19 November 2003.

• B. Galabov, S. Ilieva, S. Slavov, B. Hadjieva, S. Tsakovski, D. Cheshmedzhieva, M. Dimitrova, Y. Atanasov, J. Harvey, A. Ravenscroft, "Computers in chemical education: the STAR Chemistry portal", Proceedings of Second Humboldt Conference on Computational Chemistry, Nessebar, Bulgaria, 2004, p. 81.

• B. Galabov, S. Ilieva, S. Slavov, B. Hadjieva, S. Tsakovski, D. Cheshmedzhieva, M. Dimitrova, Y. Atanasov, J. Harvey, A. Ravenscroft, "STAR Chemistry: electronic resources for chemistry teachers", portal", In Proceedings of National Conference on e-Learning in Higher Education , Kiten, Bulgaria,2004, p. 111.

• Ravenscroft, A. (2003). Cultivating collaboration in eLearning communities: Reconciling behaviourist and social constructionist approaches. Proceedings of EARLI 2003 EARLI SIG Symposium on "Computer supported collaboration as a co-ordinated activity: theoretical and methodological perspectives", pp. 296. ISBN 88-7178-975-X

• Lambropoulos, N., Boyle, T. & Ravenscroft, A. (2003) AROWs' Spiral Identification of Information Locus in Online Discussion. Proceedings of IASTED International Conference on Communications, Internet, and Information Technology will be held from November 17 to 19, 2003, in Scottsdale, Arizona.

• Ravenscroft, A. (2003). The influence of pedagogical theory on eLearning innovation: A historical perspective, Invited talk given at University of Oxford Colloquium on "Beyond Theory: Educational best practice and the design of ICT for teaching and learning", held at the Oxford Union Debating Chamber, 11 April 2003

• Conole, C., G., Dyke, M & Ravenscroft, A. (2003). What are the inherent affordances of information and communication technologies? Paper accepted for British Educational Research Association (BERA) conference 2003, Heriot Watt, Edinburgh, UK, 11-13 September 2003.

• Conole, C., G., Dyke, M & Ravenscroft, A. (2003). Defining an emerging learning technology community of practice, Proceedings of British Educational Research Association (BERA) conference 2003, Heriot Watt, Edinburgh, UK, 11-13 September 2003.

• Conole, C., G., Dyke, M & Ravenscroft, A. (2003). Towards a meta-framework for e-learning, Proceedings of British Educational Research Association (BERA) conference 2003, Heriot Watt, Edinburgh, UK, 11-13 September 2003.

• Jäger, T., Arpo, R. & Ravenscroft, A. (2003). Supporting violence prevention in school using the internet. Chapter 2 in Jäger, Th., Bradley, C. & Rasmussen, M. (Eds.) (2003). Violence Prevention in School Using the Internet: A European Perspective. Landau: Verlag Empirische Pädagogik, pp. 9-20. ISBN 3-933967-87-2

• Hutchinson, A. & Ravenscroft, A. (2003). Online communication and communities addressing bullying: A UK perspective. Chapter 10 in Jäger, Th., Bradley, C. & Rasmussen, M. (Eds.) (2003). Violence Prevention in School Using the Internet: A European Perspective. Landau: Verlag Empirische Pädagogik, pp. 169-184. ISBN 3-933967-87-2

• Ravenscroft, A. (2003). Developing informal eLearning communities and communication: Approaches and issues. Invited Paper in Proceedings of at BECTa-ALT symposium on “Informal eLearning Research”, Royal Society of Arts, London, UK, 21 February 2003.

• Ravenscroft, A. (2002). From Conditioning to Community Learning: Lessons Learned From Key Innovations in eLearning, Proceedings of  CAL '03: 21st Century Learning, Queens University, Belfast, 8-10 April 2003, UK.

• Ravenscroft, A., E. Baur, J. Harvey, B. Bowe, M. Somer & B. Galabov. (2002). Putting the Learning into eLearning: Developing Online Communities of Practice for School-Based Education, Proceedings of CAL '03: 21st Century Learning, Queens University, Belfast, 8-10 April 2003, UK.

• Ravenscroft, A. (2002). Communities, communication and cognitive change: social processes and designing engaging e-learning discourse, in Driscoll, M. & Reeves, T. C (eds.) Proceedings of E-Learn 2002, Association for the Advancement of Computing in Education (AACE), Norfolk, USA, pp. 792-797. ISBN 1-880094-46-0

• Ravenscroft, A. Bradley, C. & Hutchinson, A. (2002). Using informal e-learning communities to address barriers in education. Proceedings of Online Educa 2002, Berlin, 27-29 November, ICWE GmbH, Germany, pp. 229-230.

• Ravenscroft, A. (2002). Towards highly communicative e-learning communities: some features of a socio-cultural framework for cognitive change. Ideas in Cyberspace Education symposium, Higham Hall, Lake District, 30 October - 1 November. http://mcdept.qmuc.ac.uk/ice/papers.htm

• Oliver, M., Conole, G., Cook, J., Ravenscroft, A. & Currier, S. (2002). Multiple perspective and theoretical dialogue in learning technology, In Williamson, A., Gunn, C,. Young, A. & Clear, T. (eds.) Proceedings of 19th annual conference of the Australasian Society for Computers in Learning and Tertiary Education (ASCILITE) 2002, UNITEC, NZ, pp. 909-918. ISBN 0-473-09119-4

• Conole, G., Oliver, M., Cook, J., Ravenscroft, A., Alsop, G. & Tompsett, C. Perspectives on Learning Technology Research. Ideas in Cyberspace Education symposium, Higham Hall, Lake District, 30 October - 1 November. http://mcdept.qmuc.ac.uk/ice/papers.htm

• Boyle, Bradley & Ravenscroft. (2002). Design challenges of emerging educational contexts, Association of Learning Technology Newsletter (ALT-N).

• Ravenscroft, A. (2002). Looking backwards to move forwards: Implications of fifty years of e-learning research and development, Proceedings of Association for Learning Technology Conference (ALT-C) 2002, 9-11 September 2002, Sunderland, UK.

• Cook, J., Ravenscroft, R., Garnett, F. and Smith, M. (2002). Informal eLearning Communities: The UK Online Perspective. International Conference on Computers in Education. December 2002, Aukland, New Zealand.

• Ravenscroft, A (2002). Pedagogies for e-learning: a review, Invited paper in Proceedings of the European Association of Distance Teaching Universities (EADTU) Conference 2002, Glamorgan, Wales, 4-6 April 2002.

• Ravenscroft, A. & Matheson, M.P. (2002). Developing and evaluating dialogue games for collaborative e-learning interaction, Journal of Computer Assisted Learning: Special Issue: Context, collaboration, computers and learning, Vol. 18, No. 1, pp. 93-102. ISSN 0266-4909/02.

• Ravenscroft, A. & Matheson, M. P. (2001). Carpe diem: Models and methodologies for designing engaging and interactive e-learning discourse. Advanced Learning Technologies: Issues, Achievements, and Challenges, Okamoto, T., Hartley, R., Kinshuk, & Klus, J. P., (eds), IEEE Computer Society Press, Los Alamitos, California. 74-77. ISBN 0-7695-1013-2

• Ravenscroft A., & Matheson M. P. (2001). Dialogue models for e-learning: evaluating frameworks for interaction design. Proceedings of European Conference for Research on Learning and Instruction (EARLI) 2001, Frieburg, Switzerland, 28 August - 1 September 2001.

• Ravenscroft, A. (2001). Designing e-learning interactions in 21C: Revisiting and re-thinking the role of theory, European Journal of Education: Special edition on On-line Learning, Vol. 36, No. 2, pp. 133 - 156. ISSN 0141 8211

• Matheson, M. P., & Ravenscroft, A. (2000). Thinking before implementing: evaluating a dialogue model for conceptual change. Proceedings of International Conference on Computers And Learning (CAL) 2001, University of Warwick, 2 - 4 April 2001, pp. 199 - 200.

• Ravenscroft, A. & Pilkington, R.M. (2000). Investigation by Design: Developing Dialogue Models to Support Reasoning and Conceptual Change, International Journal of Artificial Intelligence in Education: Special Issue on Analysing Educational Dialogue Interaction: From Analysis to Models that Support Learning, Volume 11, Part 1, pp. 273 - 298. ISSN 1560-4306 (on-line), ISSN 1560-4292 (print).

• Ravenscroft, A. & Matheson, M. P. (2000). Evaluating and Investigating learning Through Collaborative Argumentation, Computers And Learning Research Group (CALRG) 2000 conference, The Open University, Milton Keynes, UK, 21 - 22 June 2000.

• Ravenscroft, A. (2000). Designing Argumentation for Conceptual Development. Computers & Education, 34 (2000), pp. 241-255. Elsevier Science Ltd. ISSN 0360-1315.

• Matheson, M. P., & Ravenscroft, A. (1999). Evaluating a Dialogue Game for Conceptual Change, Proceedings of Workshop on Using Educational Dialogues to Design Technology Based Learning, University of North London, 13 September 1999.

• Ravenscroft, A. (1999). Design, Dialogue Games and Conceptual Development, Proceedings of Workshop on Using Educational Dialogues to Design Technology Based Learning, University of North London, 13 September 1999.

• Ravenscroft, A. (1999). Learning as Knowledge Refinement: A Dialogue Modelling Approach to Pedagogy Development. Proceedings of 8th European Conference for Research on Learning and Instruction (EARLI) 99, Goteborg, Sweden, 25 - 29 August 1999.

• Ravenscroft, A., & Hartley, J. R. (1999). Learning as Knowledge Refinement: Designing a Dialectical Pedagogy for Conceptual Change. Frontiers in Artificial Intelligence and Applications Volume 50, Artificial Intelligence in Education. Open Learning Environments: New Computational Technologies to Support Learning, Exploration and Collaboration. Lajoie, S. & Vivet, M. (eds.), p155-162, IOS Press. ISBN 90 5199 452 4

• Ravenscroft, A. (1999). Designing virtual tutors for real arguments: interactions for conceptual development. Proceedings of Computers And Learning (CAL 99) , Institute of Education, London, UK.

• Ravenscroft, A. (1999). Dialogue, Design and New Media for Education, OU Computers and Learning Research Group Conference 1999, The Open University, Milton Keynes, UK, 22-24 June 1999.

• Hartley, J, R. & Ravenscroft, A. (1999). Supporting Exploratory and Expressive Learning: A Complementary Approach. International Journal of Continuing Engineering Education and Lifelong Learning Vol. 9, Nos 3/4, 275-291, Unesco. ISSN 0957-4344.

• Ravenscroft A., Tait K., & Hughes I. E. (1998). Beyond the Media: Knowledge Level Interaction and Guided Integration for CBL Systems. Computers & Education, 30 (1/2) 49-56, Elsevier Science Ltd. ISSN 0360-1315.

• Ravenscroft, A., & Hartley, J. R. (1998). CHALCS: Chapeltown and Harehills Assisted Learning Computer School. Summary Report for Under Secretary of State for Lifelong Learning and Technical Report 98-14, Computer Based Learning Unit, presented March 1998.

• Ravenscroft, A., & Cole, A. J. (1998). Evaluation of CLIC: A Flagship Electronic Journal Project. Technical Report 98-20, Computer Based Learning Unit, University of Leeds (16 pages).

• Ravenscroft A., Tait K., & Hughes I. E. (1997). Beyond the Media: Towards Epistemic Interactions through Guided Integration. Proceedings of the International Conference on Computer Assisted Learning 97, University of Exeter, UK, 240-244.

• Ravenscroft, A., Hartley, J. R., & Mallen, C. L. (1996). Qualitative Modelling, Qualitative Reasoning and Dialogues for Instruction. In Bredeweg, G. , & Djamen, J. (eds.). Workshop Papers. The Role of Qualitative Reasoning Techniques in Intelligent Tutoring Systems, Third International Conference on Intelligent Tutoring Systems 1996, Montreal, Canada, 18-28.

• Ravenscroft, A., Tait, K., & Hughes, I. E. (1996). Is interacting with computers interaction with knowledge? Conference Abstracts, Association for Learning Technology Conference 96, Glasgow, Scotland, 16-18 September, 98-99. 

• Ravenscroft, A. (1996). Why use Computer Based Learning (CBL)? Keynote and paper at Middle East Workshop on Applications of Computers to Science Education. Institute of Graduate Studies, University of Alexandria, 27-31 July 1996. Sponsored by the British Council (Alexandria) and the Institute of Graduate Studies, University of Alexandria.

• Ravenscroft, A. (1996). Designing on-line, interactive, integrated learning support in science. Invited talk and paper at Middle East Workshop on Applications of Computers to Science Education. Institute of Graduate Studies, University of Alexandria, 27-31 July 1996. Sponsored by the British Council (Alexandria) and the Institute of Graduate Studies, University of Alexandria.

• Ravenscroft, A. (1996). Integrating and evaluating computer-based learning systems, Invited talk and paper at Middle East Workshop on Applications of Computers to Science Education. Institute of Graduate Studies, University of Alexandria, 27-31 July 1996. Sponsored by the British Council (Alexandria) and the Institute of Graduate Studies, University of Alexandria.

• Ravenscroft, A., Tait, K., & Hughes, I. E. (1996). An Integrated Lecture Support system applicable to any subject. Proceedings of Embedding Technology into Teaching. Jonathan Darby, Joyce Martin & Sarah Turpin (eds), Heathrow, November 1995.

• Ravenscroft, A., Tait, K., & Hughes, I. E. (1995). Educational Computer Systems: Exploitation by Integration. Conference Abstracts, Association for Learning Technology Conference 95, The Open University, 12-13 September, 17-18.

• Ravenscroft, A. (1995). Exploiting the Machinery of Learning. Association for Learning Technology Newsletter, 9, April 1995, 2.

• Ravenscroft, A., Tait, K., & Hughes . (1994). PILS: a computer-based pharmacology integrated lecture support system. British Journal of Pharmacology. Proceedings supplement. volume 113. 182P.

• Ravenscroft, A., Hughes, I., & Tait, K. (1994). PILS: Designing an Electronic Library for a Pharmacology Lecture Course. Conference Programme and Abstracts, Association for Learning Technology Conference 94, Enabling Active Learning, Hull University, 41-42.

• Pilkington, R.M., & Ravenscroft, A. (1993). Knowledge negotiation and conceptual change.Proceedings of AI-ED '93, Edinburgh, Scotland, 23-27 August 1993, 581.

• Hartley, J.R., Ravenscroft, A., & Williams, R.J. (1992). CACTUS: Command and Control Training Using Knowledge-based Simulations. Interactive Learning International, 8 (2), 127-136, John Wiley & Sons, Ltd. ISSN 0748-5743.

• Programme Chair for the European Conference on Technology Enhanced Learning 2012 (EC-TEL 2012), Saarbrücken Germany, September 2012.

• Member of the Editorial Advisory Board of Computers and Education and International Editorial board of Journal of Computer Assisted Learning (JCAL)

• Guest Editor for Special Issue of Journal of Computer Assisted Learning (JCAL),“Social software, Web 2.0 and Learning" Vol 21, Issue 1, 2009

• Guest Editor for Special Issue of Journal of Computer Assisted Learning (JCAL),“Designing and Evaluating Social Media for Learning”, In progress.

• Founder member of JISC Learning and Teaching Practice Experts Group

• Editorial Advisory Board for Handbook of Research on Social Software and Developing Community Ontologies, IGI Global Publishing (Eds), Hatzipanagos, S. & Warburton, S. (2008)

• Editorial Advisory Board for Digital Identity and Social Media, IGI Global Publishing (Eds), Warburton, S. & Hatzipanagos, S