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Professor Andrew Ravenscroft

Professor of Education, Cass School of Education and Communities

Director, International Centre for Public Pedagogy

    Andrew is a Psychologist and Learning Technologist who is a Professor of Education in the CASS School of Education and Communities at the University of East London (UEL), where he is Director of the International Centre for Public Pedagogy (ICPuP). The Centre currently has 18 members and includes two major and related themes of Technology Enhanced Learning (TEL) for Social Innovation (led by Andrew) and Disaster Education (led by Prof. John Preston).  These themes are constituted by a portfolio of funded projects that have attracted over £2Million in research and development funds (see ICPUP Grants and Funding).  Most of these projects are high-profile applied research that embodies significant civic engagement through collaborating with local, national and international agencies that have direct impact ‘on the ground’. So in addition to their academic merit, these projects influence policy and grass-roots activity, particularly within the locality of East London.    


    Professor Andrew Ravenscroft is a Chartered Psychologist (C.Psychol), an Associate Fellow of the British Psychological Society (AFBPsS) and a Fellow of the RSA, Royal Society for the encouragement of Arts, Manufacturers and Commerce (FRSA).

    He has a leading international profile in Technology Enhanced Learning (TEL) and socially engaged research through publishing over 130 articles, being an active member of international and national committees and working groups and being a principal or co-investigator investigator on a broad portfolio of projects over the past 20 years (funded by various national and international agencies), that have attracted over £6.4 Million in total. Andrew is currently active in many cross-disciplinary initiatives at the interface of creative digital media, critical discourse, performance-based learning and social innovation.

    Andrew’s contemporary theme of Technology Enhanced Learning (TEL) for Social Innovation emphasises non-formal, community-based and inclusive learning within a framework of social justice, and his current work is addressing mental health and substance misuse issues through psychoeducation. This work often applies a combination Community Action Research and Design based Research methods to design, implement and evaluate original educational interventions that address pressing education and social issues, by adapting the ‘space’ of participatory radio for example. Since being at UEL (from February 2011) this theme has been constituted by seven funded projects where Andrew was the Principal Investigator that have attracted £908K in total, most of which are international and multi-partner. These projects include: three consecutive funded projects and two funded PhDs – RadioActive101 – that are national and international projects using participatory radio as an educational intervention with a range of excluded groups throughout Europe and as a psychoeducation intervention to address mental health and substance misuse; Digging by Debating (DbyD), an international project that won the prestigious International Digging into Data Challenge 2011; and, Westfield Opening Observation Exercise, a research and consultancy project commissioned by the Olympic Delivery Authority (ODA) and working with the ODA, Engineers and Transport specialists to test the readiness of the transport system for the London 2012 Olympic Games. 

    Previously Andrew was Deputy Director of the interdisciplinary Learning Technology Research Institute (LTRI) at London Metropolitan University. This had 17 members and contributed to Education for Research Assessment purposes, that was ranked in the top fifth for the UK (with half the output ratings being 'world-leading' or 'internationally excellent'). The LTRI had attracted over £9 Million in competitive funds for collaborative research and development projects (e.g. Digital Dialogue Games, CETL in Reusable Learning Objects and MATURE: Continuous social learning in knowledge networks), with partners from the Academic and Commercial sectors in the UK and European Community. 

    Andrew’s work can also be viewed as Deep Learning Design (or DLD), which  is a design based research approach to Technology Enhanced Learning (TEL) that is particularly focused on learning and education in naturalistic settings linked to the evolving social media landscape. He has previously worked in key positions within other institutes which had the highest rating (5) for research in the UK, and out of the total of £6.4 Million in competitive funding for projects from a range of sources, he has been the Principal Investigator on those that have attracted over £1.8 Million. The interrelated foci of Andrew's research at this time were: 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 non-formal and formal learning (related to education or learning at work). He was a co-investigator and Evaluation Work Package Co-leader on an EC funded Integrated Project, “MATURE: Continuous social learning in knowledge networks”.

    Andrew has also led a significant strand of research and development into Digital Dialogue Games for Learning, that: attracted four rounds of external funding worth over £600,000 and additional internal funding; generated many publications; received considerable national and international recognition  through invited talks and articles; and, delivered 'state of the art' learning technologies (AcademicTalk and InterLoc) to the education and research communities, (See  www.interloc.org.uk).

    These lines of work build upon a significant portfolio of previous projects that included: intelligent agent-based training simulations; pioneering networked and multimedia learning support systems (before the Web); computational modelling of learning dialogue and collaborative processes; and, generally, the development of new theoretical and pedagogical frameworks for learning in the digital age.

    Articles in International Peer Reviewed Journals and Research Series and Articles in Books

    Murdock J, Allen C, Borner K, Light R, McAlister S, Ravenscroft A, Rose R, Rose D, Otsuka J, Bourget D, Lawrence J & Reed C. (2017) Multi-level computational methods for interdisciplinary research in the HathiTrust Digital Library [Online Access: https://doi.org/10.1371/journal.pone.0184188]

    Ravenscroft, A., Rainey, C., Brites, M. J., Correia, S., Catalão, D., Dahn, I., Dellow, J. (2015). RadioActive101: Adapting the ‘space’ of radio as participatory media to promote inclusion, informal learning and employability, Participatory Methodologies: Media and education, Eds. Editors: Maria José Brites, Sílvio Correia Santos and Ana Jorge, pp 37-45.

    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, Saarbrucken, Germany, September 2012, Springer LNCS.

    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., & Conole, G.(2012).  Designing and evaluating social media for learning: Shaping social networking in social learning? Editorial for Special Issue of Journal of Computer Assisted Learning (JCAL): Designing and evaluating social media for learning, Vol. 28, 3, pp 177-182.

    Ravenscroft, A., Schmidt, A., & Cook, J. & Bradley, C. (2012). Designing social media for informal learning and knowledge maturing in the digital workplace. 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. (2010). Dialogue and Connectivism: A new approach to understanding and promoting dialogue-rich networked learning, Invited Article for 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, Invited Article for 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. Educational Technologies for Teaching Argumentation Skills, Bentham Science E-Books, pp 277-315.

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

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

    Ravenscroft, A., Sagar, M., Baur, E & Oriogun, P. (2009). Ambient pedagogies, meaningful learning and social software, In Hatzipanagos, S. & Warburton, S. (2008), (Eds.), Handbook of Research on Social Software and Developing Community Ontologies, IGI Global Publishing, pp 432-450.

    Ravenscroft, A. & McAlister, S. (2008). Investigating and promoting educational argumentation: towards new digital practices. International Journal of Research and Method in Education: Special Edition 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. Print ISSN: 1743-727X, Online ISSN: 1743-7288.

    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, Vol. 23, No 6, pp 453-465. ISSN 0266-4909/02.

    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). 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.    

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

    Oriogun, P., Ravenscroft., A & Cook, J. (2005). Validating an Approach to Examining Cognitive Engagement within Online Groups, The American Journal of Distance Education, Vol. 19 No. 4, pp 197-214.

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

    Ravenscroft, A. (2004). Towards highly communicative e-learning 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.

    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.

    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.

    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.

    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. 

    Ravenscroft, A. & Matheson, M.P. (2002). Developing and evaluating dialogue games for collaborative e-learning interaction, Invited paper for Special Issue of 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. (2001). Designing e-learning interactions in 21C: Revisiting and re-thinking the role of theory, Invited paper for European Journal of Education: Special edition on On-line Learning, Vol. 36, No. 2, pp. 133 - 156. ISSN 0141 8211. 

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

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

    Hartley, J. R. & Ravenscroft, A. (1999). Supporting Exploratory and Expressive  Learning: A  Complimentary Approach. Invited paper for Special Issue, Dicheva, D. & Kommers, P. A. M. (Guest eds.). International Journal of Continuing Engineering Education and Lifelong Learning. Special Issue: Micro Worlds for Education and Continuous Learning, Vol. 9, Nos 3/4, pp. 275-291. ISSN 0957-4344.

    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.), pp. 155-162, IOS Press. ISBN 90 5199 452 4.

    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), pp. 49-56.  ISSN 0360-1315.

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

     

    International Peer Reviewed Conference Papers

    Gerken, T., Ravenscroft, A., Tucker, I., Kerr, G. (2017) Developing and Investigating a Participatory Internet Radio Intervention to Support Psychoeducation and Non-Formal Learning in At-Risk Youth, Submitted to EC-TEL 2017 Doctoral Consortium. Tallinn, Estonia, 12 September 2017

    Ravenscroft, A., Rainey, C. & Dellow, J. (2016) Engagement Before Ownership: Reflections on Participatory Radio as a Learning Intervention with Disenfranchised Groups, Proceedings of Online Educa Berlin (OEB), Berlin Germany, 1 Dec 2016, pp124-127, ISBN 978-3-941055-34-6.

    Ravenscroft, A., Rainey, C. & Dellow, J. (2015). Deep Learning Design for Social Innovation: Participatory Radio for Developing 21C Skills with Disenfranchised Learners, Full Paper for International Workshop on Design for Learning in Practice: Competencies, training, certification, processes, methods and tools European Conference on Technology Enhanced Learning 2015, Toledo, Spain, 15-18 September 2015.

    Ravenscroft, A., Balica, M., Fartusnic., C & Rainey, C. (2015). Implementing and Evaluating the ‘space’ of Participatory Radio as an Educational Intervention for Inclusion, Self-efficacy and Informal Learning, Paper for Inclusion strand, British Educational Research Association (BERA) Conference 2015, Belfast, Northern Ireland, UK, 15-17 September 2015.

    Ravenscroft A., Rainey, C., Brites, M.J., Correia Santos, S., & Dellow, J. (2014). RadioActive101: Implementation and Evaluation of Internet Radio as an Educational Intervention for Inclusion, Informal Learning and Employability, as part of Addressing Inequality: Is ICT a Silver Bullet?, Proceedings of Online Educa, Berlin, 5 December 2014. 

    Ravenscroft A., Rainey, C., Brites, M.J., Correia Santos, S., & Dellow, J. (2014). RadioActive101: Using internet radio to break-down the boundaries of inclusion into smart cities. Full Paper in Proceedings of International Workshop on Smart City Learning, European Conference on Technology Enhanced Learning 2014, Graz, Austria, 16 Sept 2014.

    Ravenscroft, A., Rainey, C., Brites, M. J.,  Correia, S., Catalão, D., Dahn, I., Dellow, J. (2014). Reflections on the acceptance and success of RadioActive101: Motivation through problematisation, improved well-being, emancipation and extreme learning. Full Paper in Proceedings of the MATEL (Motivation and Affect in Technology Enhanced Learning) Workshop 2014, EC-TEL 2014, Graz, 16 September 2014. 

    Ravenscroft, A., Edmonds, C., Reed, K., Murphy, A., Dellow, J. & Qureshi, S. (2013). RadioACtive101: International Internet Radio as Radical Pedagogy for Inclusion, Employability and Informal Learning. Proceedings of Online Educa 2013, Dec 3-5, Berlin Germany.

    Ravenscroft, A., Edmonds, C., Atwell, G., Hughes, J., Steiglitz, D., Blagbrough, D., Dellow, J., Hassan, E., Murphy, A. (2013). RadioActive: Inclusive Informal Learning through Internet Radio and Social Media. Proceedings of British Educational Research (BERA) Conference 2013, 3-5 September, University of Sussex, United Kingdom.

    Ravenscroft, A., Murphy, A., Edmonds, C. & Dellow, J. (2013). RadioActive101: Rethinking radio as radical pedagogy for inclusion, engagement and informal learning for social impact. Proceedings of Radio Research 2013: Radio, the resilient medium, London 11-13 September 2013.

    Boyle, T & Ravenscroft, A. (2011). Context and Deep Learning Design. Full paper at International Workshop on Context and Technology Enhanced Learning 2011 (ConTEL 2011). Workshop held at European Conference on Technology Enhanced Learned (EC-TEL) 2011, 20-23 September 2011, Palermo.

    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 in Proceedings of Personal Learning Environments (PLE) Conference 2011, Southampton, UK, 11-13 July 2011.

    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 in Motivational and Affective Aspects of Technology Enhanced Learning and Web 2.0 (MATEL), European Conference-Technology Enhanced Learning 2010, Barcelona, 28 September – 1 October, Spain.

    
    

    Ravenscroft, A. (2010). Less will be more: Harnessing Web Science and Design to Manage Complexity in Future Learning LandscapesPaper for Workshop in Future Learning Landscapes, European Conference-Technology Enhanced Learning 2010, Barcelona, 28 September – 1 October, Spain.

    
    

    Ravenscroft, A., Boyle, T., & Cook, J. (2010). Deep Learning Design (DLD): Addressing Profound Shifts in the Learning-Teaching Landscape. Accepted Symposium for Association of Learning Technology Conference (ALT-C) 2010, Nottingham, UK, 7-9 September 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’, In Proceedings of International Conference on Advanced Learning Technologies (ICALT) 2010, July 5-7, 2010, Sousse, Tunisia.

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

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

    Ravenscroft, A., Schmidt, A., & Cook, J. (2010). Designing complex TEL for informal learning and knowledge maturing in the ‘Web 2.0 workplace’. Full paper InInternational 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.

    Ravenscroft, A (2009). Learning Rich Radio (LRR): Developing digital literacy, creativity and communication skills through community web-casting. The DAMTAG symposium 2009: Emergent Design for Playful Engagement: New Models, New Audiences, New Platforms, 28 October 2009, London Metropolitan University, London, UK.

    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 (Accepted).

    Baur, E., Ravenscoft, A, Sagar, M. & Schofield. S. (2009). Deploying dialogue games to engage students in collaborative thinking: An evaluation and case study,Proceedings of CAL 09: Learning in Digital Worlds, Brighton 23-25 March 09.

    Ravenscroft, A. (2009). Learning and thinking on the web: Issues and implications from a decade of digital argumentation, Proceedings of CAL 09: Learning in Digital Worlds, Brighton 23-25 March 09.

    Ravenscroft, A., Braun, S., Cook, J., Schmidt, A., Bimrose, J., Brown, A. & Bradley, C. (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 & McAndrew, P. (2007). From Boot Camp to Holiday Camp? Some issues around openness, Web 2.0 and learning. OpenLearn Conference (2007), UK Open University, 30-31 October 2007, pp 71-73.

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

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

    Ravenscroft, (2006). Digital dialogue games for inclusive conceptual learning: the InterLoc approach. Symposium paper at British Journal of Educational Psychology Current Trends Conference, Nottingham Trent University, UK, 7-8 June 2006

    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" Proceedings of 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). 'It’s a funny old game': Defining and designing gaming interactions for learning, Proceedings of '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, McAlister S, Boyle T, Wegerif R, Scanlon E & Liber, O. (2005). Thinking in cyberspace: realising educational dialogue games with an open-source application, Proceedings of Association for Learning Technology Conference (ALT-C), Manchester, UK 6-8 September.

    Wegerif, R., Ravenscroft, A & McAlister, S. (2005). 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, Nicosia, Cyprus, 23-27 August 2005.

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

    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: De-personalising 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 Bristol, 4-6 April 2005.

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

    Lambropoulos, N., Boyle, T. & Ravenscroft, A. (2003) AROWs' Spiral Identification of Information Locus in Online Discussion. To appear on the 2nd IASTED International Conference on Communications, Internet, and Information Technology wheld from November 17 to 19, 2003, in Scottsdale, Arizona.

    Conole, C., G., Dyke, M & Ravenscroft, A. (2003). What are the inherent affordances of information and communication technologies? 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). Defining an emerging learning technology community of practice, Proceedings of British Educational Research Association (BERA) conference 2003, Herriot 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, Herriot Watt, Edinburgh, UK, 11-13 September 2003.

    Ravenscroft, A., Baur, E., Harvey, J., Bowe, B., Somer, M. & Galabov, B. (2003). 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. (2003). 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. (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

    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

    Ravenscroft, A. Bradley, C. & Hutchinson, A. (2002). Using informal e-learning communities to address barriers in education. Proceedings of Online Educa, Berlin 2002, 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. Proceedings of Ideas in Cyberspace Education symposium, Higham Hall, Lake District, 30 October - 1 November.

    Conole, G., Oliver, M., Cook, J., Ravenscroft, A., Alsop, G. & Tompsett, C. Perspectives on Learning Technology Research. Proceedings of Ideas in Cyberspace Education symposium, Higham Hall, Lake District, 30 October - 1 November.

    Cook, J., Ravenscroft, R., Garnett, F. and Smith, M. (2002) Informal eLearning Communities: The UK Online Perspective. Full paper in Proceedings for International Conference on Computers in Education 2002 (ICCE 2002). December 2002, Auckland, New Zealand.

    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 2002, 9-11 September 2002, Sunderland, UK.

    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, Freiburg, Switzerland, 28 August - 1 September 2001.

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

    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). Learning as knowledge refinement: a dialogue modelling approach to pedagogy

    development. Proceedings of European Conference for Research on Learning and Instruction (EARLI) 99, Goteborg, Sweden, 25 - 29 August 1999.

    Ravenscroft, A. (1999). Designing virtual tutors for real arguments: interactions for conceptual development. Proceedings of International Conference on Computer Assisted Learning (CAL 99), Institute of Education, London, UK, pp 127.

    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 (CAL 97),

    University of Exeter, UK, pp. 240-244.

    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. (1996). Is interacting with computers interaction with knowledge? Proceedings of Association for Learning Technology Conference 96, Glasgow, Scotland, 16-18 September, pp. 98-99.

    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, pp. 18-28.

    Ravenscroft, A., Tait, K., & Hughes, I. E. (1995). Educational Computer Systems: Exploitation by

    Integration. Proceedings of Association for Learning Technology Conference 95, The Open University, 12-13 September, pp. 17-18.

    Ravenscroft, A., Tait, K., & Hughes, I.E. (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, pp. 41-42.

    Pilkington, R.M., & Ravenscroft, A. (1993). Knowledge negotiation and conceptual change. Proceedings of

    International Conference on Artificial Intelligence in Education (AI-ED) 1993, Edinburgh, Scotland, 23-27 August 1993, pp. 581.


    Other publications 

    Ravenscroft A., Brites, M.J., Auwärter A., Balica, M., Rees A., Fenech J., Santos, S. C., Rainey, C., Dellow J. (2015). RadioActive Europe: promoting engagement, informal learning and employability of at risk and excluded people across Europe through internet radio and social media (RadioActive101). Public Final Report to the EC Lifelong Learning Programme (EC LLP).

    Ravenscroft A., Brites, M.J., Auwärter A., Balica, M., Rees A., Fenech J., Santos, S. C., Rainey, C., Dellow J. (2014). RadioActive Europe: promoting engagement, informal learning and employability of at risk and excluded people across Europe through internet radio and social media (RadioActive101). Public Interim Report to the EC Lifelong Learning Programme (EC LLP).

    Edmonds, C., Ravenscroft, A., Reed, K., Qureshi, S. & Dellow, J. (2013). RadioActive101: UK Evaluation Report, Submitted to Nominet Trust.

    Ravenscroft et al., (2013) RadioActive: Inclusive Informal Learning through Internet Radio and Social Media, Presented at CASS School of Education and Communities (University of East London, UK) Research Conference, 13 Feb 2013. 

    Ravenscroft, 2011 (Contact), Westfield Opening Observation Exercise, Final Report to the Olympic Delivery Authority (ODA), November 2011 (Confidential).

    Ravenscroft, A., Bradley, C., Cook. J., Schmidt, A., Smith. C., Thalmann, S., Ley, T., Bimrose, J., Barnes, S-A. & Maggenheim, J. (2009). Evaluation Plan, Formative Evaluation and Requirements Specification. Deliverable D6.1 for MATURE: Continuous Social Learning in Knowledge Networks, (2009), EC FP7 IP, http://mature-ip.eu/

    Ravenscroft, A., McAlister, S., & Sagar. M (2009). Digital Dialogue Games (DDGs): Cross-institutional implementation and evaluation of digital dialogue games for inclusive and personalised learning. Final Report for UK Joint Information Systems Committee (JISC), Bristol, UK, www.interloc.org

    Ravenscroft, S. Braun, J. Cook, A. Schmidt, J. Bimrose, A. Brown & C. Bradley. (2008). Ontologies, Dialogue and Knowledge Maturing: A Mashup and Design Study. Technical Report for MATURE. Continuous Social Learning in Knowledge Networks, (http://mature-ip.eu/en/)

    Ravenscroft, A., McAlister, S., & Baur, E. (2006). Development, piloting and evaluation of InterLoc: An Open Source tool supporting dialogue games in education, Final Report to UK JISC (Joint Information Systems Committee), Bristol, UK. (Approved)

    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., McAlister, S. (2005). Development of AcademicTalk: A generic tool and environment for synchronous discussion-based e-learning between peers.Final Report to UK JISC (Joint Information Systems Committee), Bristol, UK. (Approved)

    Lead Author of Final Report to EC for Project (2005), “PDCD Science: Developing a periphery driven curriculum development model for science” (2005). (Approved with Highest Rating).

    A., Cook, J., Boyle, T & Clay, J. (2004). Case studies in e-learning practice to support the JISC e-learning and pedagogy programme. Final Report to the Joint Information Systems Committee (JISC), November 2004. (Approved)

    Ravenscroft, A., Hutchinson, A., Baur, R. & Bradley, C. (2003). MOCCA Framework: Maxims for developing Online Communities and Communication using Affordances,LTRI Technical Report - June 2002. (17 pages)

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

    Co-author of an official EADTU (European Association of Distance Teaching Universities) report presented to the European Commission, entitled “EADTU Research and Technology Group (October 2000)”.

     

    Invited keynotes and high-profile symposia activities and visits (funded by hosts)

    Invited Talk at British Council – Inward Mission for Japanese Universities: HE Institutions and the Olympic and Paralympic Games - University of East London, Talk:  The Westfield Observation Exercise: Evaluating high capacity performance of the Stratford transportation hub in preparation for the London 2012 Olympic Games, 30 January 2017.

    A founding member of a prestigious working group - JISC's "senior technology-enhanced learning working group", inaugural meeting hosted by Lord Lucas (Digital Skills) at the House of Lords, London, 14 July 2016.

    Keynote at the Finnish Embassy, London, UK - H2020 Call "CULT-COOP-06-2017", Participatory approaches and social innovation in culture, talk: "Public Pedagogy and RadioActive101", Finnish Embassy, London, 15 June 2016.

    Invited speaker and visitor at Helsinki Metropolitan University and Gloria Arts Centre (Helsinki), Helsinki, Finland, 27 April – 1 May 2015. RadioActive101: Using participatory radio to promote the inclusion, non-formal learning and employability of disenfranchised groups.

    ‘Star Speaker’ at the Digital Shoreditch Festival Identity Day, RadioActive: Identity, voice, internet radio and social media, Hackney House, Shoreditch, London, UK, 25 May 2012.

    Invited speaker and discussant at the Open University Computers and Learning Research Group Conference (CALRG), 20 June 2012.

    Keynote at CASS School Research Day, 2011,Transformational learning: Psychology, Technology and Design, CASS School of Education and Communities, March 2011.

    Expert panel member for Open Educational Quality Initiative - Research Workshop on Open Educational Practices November 8th – November 9th 2010 at the UNESCO Headquarters in Paris, France.

    Expert participant at (invitation only) NSF/JSMF Workshop on Mapping the History and Philosophy of Science, Indiana University, Bloomington, IN, USA, 17-18 June, 2009.

    Expert participant at (invitation only) Workshop on Learning Companions and Pedagogical Agents: Future Trends and Possibilities, Oxford Internet Institute, 28 May 2009.

    Speaker at OU Computers and Learning Research Group (CALRG) 30th Anniversary, 18th May, Open University, UK, talk: “Digital dialogues for thinking and learning: What are we designing?”

    Discussant on Panel: “The future of open content”, OpenLearn Conference (2007), UK Open University, 30-31 October 2007, other panel members: Prof Eric Duvall, Prof. Robin Mason, John Dehlin and Prof Terry Anderson.

    Symposium organiser for British Journal of Educational Psychology Current Trends Conference, Nottingham Trent University, UK, 7-8 June 2006. Symposium: Reclaiming thinking: dialectics and design for digital learning", Other speakers: Prof. Neil Mercer, Prof Roger Hartley and Prof. Rupert Wegerif.

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

    Keynote at Third Biennial Oxford Brookes e-Learning Conference, e-Learning Here and Now 3: e is for embedding and enhancing, Talk: "Learning Technology Research and embedding e-learning", Oxford Brookes University, 9 July 2004.

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

    Speaker at BECTa symposium on “Informal eLearning Research”, talk: “Approaches and issues in developing informal eLearning communities”, Royal Society of Arts, 21 February 2003, London, UK.

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

    Opening speaker at European Association of Distance Teaching Universities (EADTU) ConferenceEducational Research & Technology symposium. Glamorgan, Wales, 4-6 April 2002. Talk: Pedagogies for e-learning: a review.

    Discussant at International workshop on Learning by Design hosted by UK ESRC (Economic and Social Research Council) Centre for Research in Education, Development, Instruction and Training (CREDIT), University of Nottingham, 9 – 12 September 1999.

    Keynote 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.  “Why use Computer Based Learning (CBL)?”

    Keynote at Workshop on Innovative Techniques for Teaching and Learning. Welsh School of Architecture, University of Cardiff, 8 May 1997, (organised by the Welsh School of Architecture and CTI Centre for the Built Environment), talk: “The Reality of Supporting Learning with new Knowledge Media”.

     

    Invited talks (funded by hosts)

    Ravenscroft, A. (2012). RadioActive: Informal Learning and Employability through Internet Radio and Social Media, Invited talk at the Open University Computers and Learning Research Group Conference, 20 June 2012.

    Ravenscroft, A. (2012). Technology enhanced transformational learning: Radical learning for

    new educational challenges? Invited talk at School of Education and Professional Development, University of Huddersfield, Huddersfield, UK, 23 May 2012.

    Ravenscroft, A. (2010). Personalisation, dialogue games and InterLoc: Promoting engagement and critical thinking on the net. Invited Talk at Responsive Open Learning Environments (ROLE) Workshop, Personal Learning Environments (PLE) Conference, July 7 2010, Barcelona, Spain.

    Ravenscroft, A. (2010). Dialogue, Semantics and Deep Learning Design for Technology Enhanced Learning: Towards a ‘smarter’ web? Learning Societies Lab, School of Electronics and Computer Science (ECS) at the University of Southampton, 3 March 2010.

    Ravenscroft, A. (2009). Reconciling Informal and Formal Learning through Web 2.0, TML/Eiger Symposium and Book Launch, “The Future of Social Software in Higher Education”, King’s College, London, 25 November.

    Ravenscroft, A. (2008). Personalisation as practices: Issues, challenges and future directions for design. Workshop on Personalised Learning Environments (PLEs), held at London Knowledge Lab (LKL)/Birkbeck College, University of London, 18 November.

    Ravenscroft, A. (2008). Designing learning interaction in the digital age: Reclaiming dialogue, thinking and meaning making? Interaction Design Centre (UCLIC) Seminar Series, UCL, 11 November 2008.

    Ravenscroft, A. (2008).The thinking web? Designing tools and mashups for cyber-argumentation. Computer Science Seminar Series, University of Dundee, 1 October 2008.

    Ravenscroft, A. (2008). InterLoc: Digital Dialogue Games for Cyber-argumentation, OU Educational Dialogue Research Unit (EDRU) "Argumentation Workshop", UK Open University, 23 January 2008.

    Ravenscroft (2007). Invited speaker at JISC CETIS Conference "Beyond Standards - Holistic Approaches to Educational Technology and Interoperability", 21-22nd November 2007, at the Lakeside Conference Centre, Aston, Birmingham, UK, Talk: Education 2.0? Designing ambient pedagogies and meaningful experiences for future learning.

    Ravenscroft, A. (2007). Multimedia dialogue games for thinking conversations, Invited talk at Higher Education Academy Subject Centre for Social Policy and Social Work (SWAP) Conference, 4 October 2007, Queens University, Belfast.

    Ravenscroft, A. (2007). From Boot Camp to Holiday Camp? Some issues around openness, Web 2.0 and learning, OpenLearn and CALRG Conference, UK Open University, 21 June 2007.

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

    Ravenscroft, A. (2006). Digital dialogue games for inclusive conceptual learning: exploring multimodal interaction, Invited talk and paper for Workshop on "Machine-Mediated Multimodal Communication" 6th IEEE International Conference on Advanced Learning Technologies (2006), Kerkrade, Netherlands, July 5-7.

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

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

    Ravenscroft, A. (2005). Content, communication and communities: what can we use and reuse? Invited talk and 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. (2005). Games, dialogue and interaction design: engaging learning or the latest fad? Invited talk and paper at 26th OU CALRG Conference 2005, Open University, UK, 16 June 2005.

    Discussant: Open University Computers and Learning Research Group Conference, Open University, 25-26 June 2002.

    Discussant: Open University Computers And Learning Research Group (CALRG) 2000 conference, The Open University, Milton Keynes, UK, 21 - 22 June 2000.

    Speaker at UK ESRC (Economic and Social Research Council) Human Communication Research Centre (HCRC), University of Edinburgh, 26th November 1999, title: “Investigation by Design: Developing Dialogue Models to Support Reasoning and Conceptual Change”.

    Open University Computers And Learning Research Group (CALRG) 1999 conference, Talk: “Dialogue, Design and New Media for Education”, The Open University, Milton Keynes, UK, 22 - 24 June 1999.

    International workshop on Using Educational Dialogues to Design Technology-Based Learning, University of North London, 13 September 1999, title: “Design, Dialogue Games and Conceptual Development”.

    HCI meets CBL Workshop. Computer Based Learning Unit (CBLU), Leeds, UK, 13-14 May 1997 (organised by Paul Brna and Thomas Green). Talk: “Is CBL system design HCI for learning?”

    Panel member: Designing Evaluation and Cost-effectiveness of CAL (chaired by Steve Draper). International Conference on Computer Assisted Learning 97, University of Exeter, UK, 23-26 March 1997.

    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.

    Workshop on Dialogue Modelling in Collaborative Learning Environments. Computer Based Learning Unit (CBLU), Leeds, UK, 18-19 April 1996 (organised by Paul Brna and Michael Baker). “Designing computer-based dialogues to support qualitative explanation based learning”.

    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

    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.

    Accreditation

    Professor Ravenscroft is a Chartered Psychologist (C.Psychol), an Associate Fellow of the British Psychological Society (AFBPsS) and a Fellow of the RSA, Royal Society for the encouragement of Arts, Manufacturers and Commerce (FRSA). 

    Journals and other editorial boards

    Advisory Editor for Computers and Education.

    Member of 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”, Vol 28, 3, 2012.

    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.

    Executive Peer Reviewer for Educational Technology and Society.

    Reviewer for international journals: British Journal of Educational Psychology, Learning and Instruction, Computers and Education, Journal of Computer Assisted Learning (JCAL), International Forum of Educational Technology and Society (IFETS), Association for Learning Technology Journal (ALT-J), Learning, Media and Technology incorporating Education, Communication and Information, Journal of Interactive Media in Education (JIME), Continuum Monograph Series (i.e. on Digital Games and Learning).


    Funding agencies and international committees

    Reviewer for the UK Economic and Social Research Council (ESRC), various Joint Councils initiatives (e.g. TLRP, PACCIT), Leverhulme Foundation, Netherlands Organisation for Scientific Research (NWO) and Singapore National Research Council.

    Member of JISC ‘teaching and learning experts group’.

    Member of the EPSRC/ESRC/e-Science E-learning Consultation Group

    ‘Expert Evaluator’ for European Commission Framework V programme.

    London Metropolitan University Research Representative on EADTU (European Association of Distance Teaching Universities) Educational Research and Technology Group. Special invited membership (only member from a non EADTU institution).


    Conference Committees

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

    Workshop Co-Chair for International Workshop on Context and Technology Enhanced Learning 2011 (ConTEL11)

    Member of Programme/Organising Committees for:

    International Motivation and Technology Enhanced Learning (MATEL) Workshop Series

    International Personal Learning Environments (PLE) Conferences

    British Journal of Educational Psychology (BJEP) Current Trends Conference 2006: Psychological insights into the use of new technology for education;

    International Pragmatic Web Conferences;

    Computers and Learning (CAL) Conferences;

    International Association for the Development of the Information Society (IADIS) e-society conferences;

    International Association for the Development of the Information Society (IADIS) e-learning conferences;

    International workshop on Using Educational Dialogues to Design Technology-Based Learning (1999)

    Artificial Intelligence and Education (AIED 2009);

    Open Educational Resources (OER) 2010;

    Research and Technology Symposium at the EADTU (European Association of Distance Teaching Universities) Millennium Conference: “Wiring the Ivory Tower”, Paris, 2000;

    Open Knowledge Models 2010 Workshop (as part of International Conference on Knowledge Engineering and Knowledge Management 2010);

    Open Educational Resources 2010;

    Intelligent Tutoring Systems (ITS) 2010, 2011;

    European Conference on Technology Enhanced Learning (EC-TEL) 2012.

    Reviewer for international conferences/work-shops:

    International Conference on Intelligent Tutoring Systems (ITS), European Conference on Technology Enhanced Learning (EC-TEL), Open Educational Resources, International Pragmatic Web Conferences, TENCompetence workshop on Service Oriented Approaches and Lifelong Competence Development Infrastructures, International Conference on Artificial Intelligence in Education (AIED), Computer Supported Collaborative Learning (CSCL), Innovation in the Evaluation of Learning Technology, Using Educational Dialogues to Design Technology Based Learning, International Conference on Advanced Learning Technologies (ICALT), International Association for the Development of the Information Society (IADIS) e-Learning and e-Society Conferences, Intelligent Tutoring Systems.

    Other memberships

    Chartered Psychologist (C.Psychol) and Associate Fellow of the British Psychological Society (AFBPsS), Fellow of the Royal Society of Arts, Manufacturers and Commerce (FRSA). DCSF Beyond Current Horizons: Knowledge, Creativity and Communication consultation group, JISC Emerge and Teaching and Learning Experts Group, HE Academy Evaluation of Learners' Experiences of e-learning Special Interest Group (ELESIG), Consultation Group for UK initiative in Large Scale Complex IT Systems (LSCITS).

    Overview




    Andrew has a leading international profile in Technology Enhanced Learning, through publishing over 130 articles, being an active member of international and national committees and working groups and being a principal or co-investigator investigator on a broad portfolio of projects in Technology Enhanced Learning (TEL) over the past 20 years (funded by various national and international agencies), that have attracted over £6.4 Million in total. Andrew is currently active in many cross-disciplinary initiatives at the interface of creative digital media, critical discourse and performance-based learning.

    His contemporary theme of Technology Enhanced Learning (TEL) for Social Innovation emphasises non-formal, community-based and inclusive learning within a framework of social justice, and his current work is addressing mental health and substance misuse issues through psychoeducation. This work often applies a combination Community Action Research and Design based Research methods to design, implement and evaluate original educational interventions that address pressing education and social issues, by adapting the ‘space’ of participatory radio for example. Since being at UEL (from February 2011) this theme has been constituted by seven funded projects where Andrew was the Principal Investigator that have attracted £908,000 in total, most of which are international and multi-partner. These projects include: three consecutive funded projects – RadioActive101 – that are national and international projects using participatory radio as an educational intervention with a range of excluded groups throughout Europe and as a psychoeducation intervention to address mental health and substance misuse; Digging by Debating (DbyD), an international project that won the prestigious International Digging into Data Challenge 2011; and, Westfield Opening Observation Exercise, a research and consultancy project commissioned by the Olympic Delivery Authority (ODA) and working with the ODA, Engineers and Transport specialists to test the readiness of the transport system for the London 2012 Olympic Games.     
     
    Previously, Andrew was Deputy Director of the interdisciplinary Learning Technology Research Institute (LTRI) at London Metropolitan University. This had 17 members and contributed to Education for Research Assessment purposes, that was ranked in the top fifth for the UK (with half the output ratings being 'world-leading' or 'internationally excellent'). The LTRI had attracted over £9 Million in competitive funds for collaborative research and development projects (e.g. Digital Dialogue Games, CETL in Reusable Learning Objects and MATURE: Continuous social learning in knowledge networks), with partners from the Academic and Commercial sectors in the UK and European Community.  

    Andrew has also led a significant strand of research and development into Digital Dialogue Games for Learning, that: attracted four rounds of external funding worth over £600,000 and additional internal funding; generated many publications; received considerable national and international recognition  through invited talks and articles; and, delivered 'state of the art' learning technologies (AcademicTalk and InterLoc) to the education and research communities. 


    Collaborators

    Research

    FUNDING FOR RESEARCH AND DEVELOPMENT PROJECTS

    Projects as Grant Holder and Principal Investigator (£1,581,500 total): 

     

    Aug 2015               

    Digital Media in Therapy: Development & Evaluation of a Participatory Radio Drama Intervention to Improve Psychotherapy Outcomes among At-Risk Youth with Conduct Disorder, UEL ‘Excellence’ Funded PhD studentship, a collaboration between Education, Psychology and Performing Arts UEL and Mental Health And Substance Misuse Services in London, Approx. £63,000

    Jul 2015                    

    Capital Grant for RadioActive101, awarded by UEL Research Support and Development Service (REDS), £15,000

    Sep 2014

    Addiction, At-Risk Youth & Digital Media: Development & Evaluation of an Internet Radio Intervention to Reduce Substance Misuse among Excluded and Hard-to-Reach Youth. UEL Vice Chancellors Funded PhD studentship, a collaboration Between Education, Psychology and Performing Arts. At UEL and Mental Health And Substance Misuse Services in London, Approx. £63,000

    Jan 2013

    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 Journalism Research Centre (Lisbon, Portugal), Observatory for Lifelong Learning Development (Bucharest, Romania), Knowledge Innovation Centre (Malta)

    Jun 2012

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

    Mar 2012

    Small Grant for Bid writing consultant, University of East London Research Development Fund (RDF), £5000, led to the successful RadioActive Europe bid (see above)

    Apr 2012

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

    Jan 2012

    “Digging by debating: linking massive datasets to specific arguments” (PI for UK team). Winner of the international ‘digging into data challenge’ 2011. Partners: University of Dundee (Prof. Chris Reed), University of London (Dr David Bourget), Indiana University (Prof. Katy Börner and Prof Colin Allen). Co-funded by JISC, ESRC, AHRB and NSF. Total funding £231,030 (UK and US teams)

    Aug 2011

    “Westfield Opening Observation Exercise”. Research and Consultancy project commissioned by the Olympic Delivery Authority (ODA) and working with the ODA, London Transport Operators and Parsons Brinkerhoff, involving a collaboration between CASS School of Education Communities and Centre for Geo-information Studies (Co-investigators Prof. John Preston, Dr Magda Kolokitha and Prof Allan Brimicombe). Funding £98,725

    Mar 2011

    “RadioActive: Augmented social media and internet radio for young people”.  A pilot project funded by the University of East London Research Development Fund (RDF), £4,850, and the EU Lifelong Learning G8WAY Transitions project. In collaboration with Pontydysgu (Graham Attwell), Inspire! (David Blagbrough) and Yoh! (Ergel Hassan)

    Sep 2006

    “Cross-institutional implementation and evaluation of digital dialogue games for inclusive and personalised learning”. Adaptation and implementation of dialogue games and InterLoc tool using pervasive technologies for highly participative, interactive and engaging learning. Funded by the JISC Capital Programme: Cross-institutional use of e-learning to support lifelong learners. Project partners: UK Open University, University of Exeter, University of Teesside, Queen Mary - University of London (£199,737)

    Jun 2005

    “Development, piloting and evaluation of InterLoc: An Open Source tool supporting dialogue games in education”. Funded by the JISC e-learning tools programme (round 2). Project partners: UK Open University, University of Southampton, Oxford University and Bolton University (£63,500). This involved the further development the dialogue game approach adopted during the AcademicTalk project (below)

    Nov 2004         

    “NESTA Futurelab Design Challenge (2005-2006)”, Consultancy funded by NESTA Futurelab and GameLab London, Identifying Key features and insights into the team building processes for digital educational game design: a case study (£5,000)

    Sep 2004

    “Development of AcademicTalk: A generic tool and environment for synchronous discussion-based e-learning between peers”. Development of a 'state of the art' synchronous CMC tool to support and scaffold collaborative argumentation. Funded by the JISC e-learning tools programme. Project partners: UK Open University, University of Southampton and Bolton University (£107,000)

    Apr 2004

    Case studies in innovative e-learning practice to support the e-learning and pedagogy programme”. Working with the JISC 'e-learning and pedagogy programme' to formatively evaluate e-learning models and produce case studies of effective e-learning practice. Funded by the JISC Committee for Learning and Teaching (JCLT). Project partners: the Western Colleges Consortium, (£24,000)

    Jan 2002

    “STAR Science (Science Teachers Associated Resources). Formally entitled: PDCD Science: Developing a periphery driven curriculum development model for science”. Developing interactive web-portals supporting highly communicative communities of interest and practice for school-based eLearning. Funded by the EC Socrates-Minerva programme. Project partners: Dublin Institute of Technology (Ireland) and the National Centre for Distance Education in Sofia (Bulgaria), (£124,000)

    Mar 2001

    “Examining models of successful collaborative dialogue: a qualitative approach”. Funded by OU Institute of Educational Technology Research Committee. (£10,000)

    Feb 2000

    “Transposing Models of Communicative Interaction into Cognitive Tools for New Media: Towards High Quality Educational Dialogue”. Research Fellowship funded by Open University Research Funding Development Committee (RFDC) 2000, In collaboration with Dr. Mark Matheson (OU), (£25,000)

    Dec 1998

    “Evaluating and Investigating Learning Through Collaborative Argumentation”, Research Fellowship funded by Open University Research Development Fund (RDF), (£25,000)

    Dec 1998         

    “Learning, Dialectics and Design for New Media”, Competitive PhD Studentship funded by Open University Research Degrees Committee (RDC). In collaboration with Prof. Eileen Scanlon, (£35,000 approx.)

    Oct 1994

    “Development and Evaluation of the General-Purpose Integrated Learning Support (G-PILS) System” (phase 2), Work-package awarded by Teaching and Learning Technology Programme (TLTP) 2 – Pharma-CAL-ogy Consortium, (£30,000)

    Nov 1993         

    “The Integrated Learning Support System: Evaluation and Development” (phase 1), Funded by University of Leeds Academic Development Fund (Project 38), (£25,000)

     

    Projects as Co-Investigator (£4.9 Million total)

    Apr 2008
    “MATURE: Continuous social learning in knowledge networks”, Project funded by the EC Framework 7. Part of a 13 partner consortium that is developing a theoretical base and investigating and developing tools supporting learning as ‘knowledge maturing’ within the workplace (£4.4 Million, 13 partners, scientific coordinator Universität Karlsruhe in Germany). Co-investigator and Design Methodology and Evaluation Work-Package (WP6) Co-Leader.

    Mar 2002 

    “A Study of UK Online centres”, Project funded by British Educational Communications and Technology Agency (BECTa) investigating informal learning in the context of UK Online Centres. In collaboration with Prof. John Cook (London Metropolitan University) (£35,000).  


    Jan 2002

    “VISIONARY: Violence in Schools, intelligence on the net archiving resources for youngsters”. Development of a web-portal and online communities of concern for violence prevention in schools. EC Socrates-Minerva project. Project partners: Universitat Koblenz-landau (Germany), Vordingborg Stratsseminarium (Denmark), Universidade de Lisboa (Portugal) and the University of Joensuu (Finland). Co-investigator with other LTRI members: Claire Bradley and Anna Hutchinson. (£184,000). 

    Jul 2000
     “ICOGAD: Interactions et changements Cognitifs dans les groupes d'Apptrentissage a distance” (Interaction and cognitive change in distance-learning groups). Cognitique 2000, funded by Ministere de la Recherche, France. In collaboration with Dr. R Goodfellow, M.N Lamy, T Chanier & A Trognon (Group de Recherche sur les Communications, Université Nancy 2) (£33,000). 
       

    Funding

    Andrew researches Technology Enhanced Learning (TEL) for Social Innovation


    Interests




    Programmes
    PhD Supervision:


    Sept 2015
    Director of Studies for Amanda Cooper - Digital Media in Therapy: Development & 
    Evaluation of a Participatory Radio Drama Intervention to Improve Psychotherapy 
    Outcomes among At-Risk Youth with Conduct Disorder, UEL ‘Excellence’ Funded 
    PhD studentship, a collaboration Between Education, Psychology and Performing 
    Arts. Co-Supervisors – Dr Meredith Terlecki, Gordon Kerr.

    Sept 2014
    Director of Studies for Tom Gerken - Addiction, At-Risk Youth & Digital Media: 
    Development & Evaluation of an Internet Radio Intervention to Reduce Substance 
    Misuse among Excluded and Hard-to-Reach Youth. UEL Vice Chancellors Funded 
    PhD studentship, a collaboration Between Education, Psychology and Performing 
    Arts. Co-Supervisors – Dr Meredith Terlecki, Gordon Kerr.

    Research-led teaching in Performing Arts, Professional Practice: Employability and the Music Professional

     

    Teaching