Andrew Ravenscroft

Professor Andrew Ravenscroft

Professor In Education

Professor

Professor of Education and Social and Community Work and Senior Research Advisor

Department of Social Work, Counselling & Social Care , School of Childhood and Social Care

I am a Psychologist, Professor of Education and Social and Community Work and Senior Research Advisor in the School of Childhood and Social Care at the University of East London. I am the cluster Professor covering Social and Community Work programmes. I perform impactful and collaborative interdisciplinary research in educational and community settings that typically theorises, co-designs and evaluates interventions and psychosocial or socio-technical innovations.

I am 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).

Within UEL I am a member of: the Centre for Wellbeing, Community and Inclusion; the Centre for Social Change and Justice; and, an Associate of the Institute for Connected Communities (ICC).

Qualifications

  • C.Psychol, AFBPSS, FRSA, PhD, MSc, BSc, HNC

Areas Of Interest

  • Critical and inclusive education as social and socio-technical Innovation
  • Socio-technical and psychosocial innovation and intervention in educational and community settings.
  • Impactful interdisciplinary mixed methods research and development (including AI/Computational modelling, design-based research, co-design, qualitative and quantitative methods, action research)
  • Mindfulness and innovative mental health intervention
  • Learning and psychosocial development of vulnerable and socially excluded children and young people
  • Dialogue and digital design and literacy
Andrew Ravenscroft

SUMMARY OF RESEARCH, IMPACT AND INNOVATION

As a Psychologist and Learning Technologist, broadly, I work on interdisciplinary approaches to Psychosocial and Socio-technical Innovation in educational and community settings. In this capacity I have been Principal or Co-Investigator on collaborative research and development projects that have attracted over £6.45 Million in funding and authored or co-authored over 160 publications.

Over the past decade a lot of my work has focused on the intersection of: inclusive education; mental health and wellbeing; and, the criminal exploitation of vulnerable children and young people and the impact of youth violence. This has included working directly with vulnerable young people in youth work and CAMHS (Child and Adolescent Mental Health Service) settings, in London and Europe, through the co-production of participatory internet radio (RadioActive101 project); a commissioned project with the London Borough of Newham to evaluate a family focused and multi-agency approach to the criminal exploitation of children; and, being the Academic Lead for Newham Youth Safety Action team (NYSAT), that aimed to support Civil Society Institutions in Newham to decrease youth violence, with an emphasis on young people’s voice and lived experience. Two current and related foci are: researching the impact of the intersection of ‘toxic’ conditions for children and young people; and, investigating and conceptualising mindfulness-based approaches as early interventions with young people (such as Boxing and Mindfulness, BAM).

Recently I have also been collaborating on various other innovative initiatives in mental health awareness and intervention. These include public workshops with the multi-award winning "Ridiculusmus" Theatre Company (e.g. The Eradication of Schizophrenia in Western Lapland) and volunteering with Breathing Space at the London Buddhist Centre, with teams supporting various mindfulness-based approaches to mental health wellbeing, such as Mindfulness Based Cognitive Therapy (MBCT) courses. I have been practicing and developing my Buddhist meditation practice for the past decade and I was an original member of the RSA (Royal Society for the encouragement of Arts, Manufacturers and Commerce) mindfulness network. This allows me to harmonise my lived experience and impactful research in this area.

This research, impact and innovation (above) is also realised through research-informed teaching and curriculum innovations in my School of Childhood and Social Care and Arts and Creative Industries at UEL.

Two other complementary themes that run throughout my work focus on how to cultivate and support ‘inclusive thinking dialogue’ through designing enabling technologies and using mixed methods approaches to the development and evaluation of social innovations and designed contexts. Such work has combined machine-learning, Big Data and computational dialogue modelling techniques to investigate whether arguments can be located and mined in and across massive document repositories such as Google Books (Digging by Debating project). An example of impactful mixed-methods research was the Westfield Opening Observation Exercise that I led, a ‘massive-scale’ 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.

Before joining UEL, I was Professor of Technology Enhanced Learning and 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, ranking in the top fifth for the UK (with half the outputs rating as 'world-leading' or 'internationally excellent'). We attracted over £9 million in 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.

Earlier in my career I founded and led the “Dialogue and Design for New Media” Research Group, when I was Research Lecturer in the Institute of Educational Technology at the Open University. This work built on a previous portfolio of funded research that I undertook at the Computer Based Learning Unit at the University of Leeds, when I was working as a researcher whilst also doing my PhD that combined Artificial Intelligence, Psychology and Education approaches and methods.

Invited keynotes, symposia and visits

(Mostly funded by hosts)

  • Conference Chair, The Combatting Child Criminal Exploitation Conference 2022: Developing a Multi-Agency Approach, Government Events online.
  • Keynote speaker at the Annual Western (Universities) Widening Participation Cluster Conference, University West of England, Talk: Digital poverty and vulnerable young people: what can we do after lockdown and Covid-19? (Online) 30 June 2020.
  • Consortium Expert Panel on Open Dialogue and Performing arts (funded by the Wellcome Trust), entitled "Dialogue as the embodiment of love". Panel after the performance of "The Eradication of Schizophrenia in Western Lapland" performed by Ridiculusmus at Battersea Arts Centre, London, UK, 24 May 2019. Ravenscroft paper "Community Psychosis, Open Dialogue and Psychoeducation".
  • Participant at Special Meeting of Department of Education and JISC, including topics about near future Technology Enhanced Learning (TEL) development and Education 4.0, JISC, London, 8 November 2018.
  • Invited participant at JISC "Future of Technology Enhanced Learning event - Co-creating the future", Edgbaston Stadium, Birmingham, UK, 28 November 2017 (Invitation Only).
  • Invited Contributor to Carnegie Trust UK sponsored event on digital skills and inclusion of vulnerable young people, as part of BBC's Digital Cities Week, BBC Scotland (Glasgow), 15 March 2017.
  • 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 Education and Communities School Research Day, 2011,Transformational learning: Psychology, Technology and Design, School of Education and Communities, March 2011. Expert panel member for Open Educational Quality Initiative - Research Workshop on Open Educational Practices 8-9 November 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) Conference: Educational Research & Technology symposium. Talk: Pedagogies for e-learning: a review. Glamorgan, Wales, 4-6 April 2002.
  • 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”
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PUBLICATIONS

Recent and Representative Publications

  • Sharpe, D., Canitrot, D., Morococza, N., Ravenscroft, A., Galicia Mesa, L, P, & Narayan, V. (2023). New Deal for Young People Mentoring Research Report. Institute for Connected Communities (ICC), University of East London (UEl), Mayor of London/London Assembly Report. Available at: Download
  • Ravenscroft, A. (2022). Participatory Internet Radio (RadioActive101) as a Social Innovation and Co-Production Methodology for Engagement and Non-Formal Learning Amongst Socially Excluded Young People, International Journal of Inclusive Education, Taylor & Francis, Vol 26, 6, 541-558. Available at: Download
  • Ravenscroft, A., Richards, P. & Bunce, M. (2022). Education 4.0: Is characterising and harmonising intelligences a way of thinking about a Pedagogy 4.0 for HE? Book Chapter in "The Sage Handbook of Learning and Work",  (Eds) Malloch, M., Cairns, L., O' Connor, B. & Evans. K, pp 653-669, Sage. Available at: Download
  • Ravenscroft, A., Salisbury, C., Voela, A. & Watts, P. (2021). Addressing the safety and criminal exploitation of vulnerable young people: Psychosocial transformations before, during and after COVID-19 and lockdown, Chapter in "After Lockdown – Opening Up: Psychosocial Transformations in the Wake of COVID-19", (Eds) Voela, A & Ellis, D. (Eds), 151-171, Palgrave Macmillan, Springer Group. Available at: Download

Articles in International Peer Reviewed Journals, Book Chapters, Research Series and REF-able Reports

  • Sharpe, D., Canitrot, D., Morococza, N., Ravenscroft, A., Galicia Mesa, L, P, & Narayan, V. (2023). New Deal for Young People Mentoring Research Report. Institute for Connected Communities (ICC), University of East London (UEl), Mayor of London/London Assembly Report.
  • Ravenscroft, A., Salisbury, C., Voela, A. & Watts, P. (2022). Addressing the safety and criminal exploitation of vulnerable young people: Psychosocial transformations before, during and after Covid-19 and lockdown, Chapter in "After Lockdown – Opening Up: Psychosocial Transformations in the Wake of Covid-19", (Eds) Voela, A & Ellis, D. (Eds), 151-171, Palgrave Macmillan, Springer Group.
  • Ravenscroft, A., Richards, P. & Bunce, M. (2022) Education 4.0: Is characterising and harmonising intelligences a way of thinking about a Pedagogy 4.0 for HE? Book Chapter in "the Sage Handbook of Learning and Work", Contracted by Sage, (Eds) Malloch, M., Cairns, L., O' Connor, B. & Evans. K. pp 653-669.
  • Ravenscroft, A. (2022) Participatory Internet Radio (RadioActive101) as a Social Innovation and Co-Production Methodology for Engagement and Non-Formal Learning Amongst Socially Excluded Young People, International Journal of Inclusive Education, Taylor & Francis, Vol 26, 6, 541-558.
  • Ravenscroft, A., & Allen C. (2019). Finding and Interpreting Arguments: An Important Challenge for Humanities Computing and Scholarly Practice, Digital Humanities Quarterly, Issue 13.4 
  • Ravenscroft, A., Dellow, D., Brites, M. J., Jorge, A., & Catalão, D. (2018). RadioActive101 – Learning through radio, learning for life: an international approach to the inclusion and non-formal learning of socially excluded young people, International Journal of Inclusive Education, Volume 24, Issue 9, pp997-1018, Routledge, Taylor & Francis 
  • 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, PLOS ONE,
  • 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), 63 pages.
  • 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.
  • McAlister, S, Allen, C, Ravenscroft, A, Reed, C, Bourget, D, Lawrence, J, Börner, K and Light, R. (2014).
  • From Big Data to Argument Analysis and Automated Extraction - Final Report and Research White Paper. Digging into Data Phase 2. [Programme/Project deposit] http://repository.Jisc.ac.uk/5607/
  • 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., Hatzipanagos, S., & Conole, G.(2012). Designing and evaluating social media for learning: Shaping social networking into 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, Hatzipanagos & Conole, Vol. 28, 3, 235-249.
  • Moore, D., Yuan, T., Reed, C., Ravenscroft, A. & Maudat, N. (2011). Informal Logic in Human Computer Dialogue, Knowledge Engineering Review, 3 (26) 2011, pp 159-174.
  • Ravenscroft, A. (2010). 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, 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 Learning Design for Collaborative Argumentation on the Web, In Pinkwart, N. Educational Technologies for Teaching Argumentation Skills, Bentham Science E-Books, pp 277-315.
  • 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. (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.
  • 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. Association for Learning Technology Journal (ALT-J), accepted, 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
  • Ravenscroft, A. (2004). Towards highly communicative e-learning communities: Developing a sociocultural framework for cognitive change. In Land, R & Bayne, S. (Eds.) Cyberspace Education. Routledge, Chapter 9, pp 130-145. ISBN 0-415-32882-9
  • Sharpe, R., Beetham, H. & Ravenscroft, A. (2004). Active Artefacts: 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, 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, 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, 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. 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 and National Peer Reviewed Conference Papers

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  • Ravenscroft, A., Richards, P., and Bunce., M. (2021). Education 4.0: Is characterising and harmonising intelligences a way of thinking about future learning design and a pedagogy 4.0? British Educational Research Association (BERA) Conference 2021, 13-16 September 2021, Online.
  • Ravenscroft, A. (2018). What is Therapy? Using Participatory Radio as a Psychoeducational Intervention with At-Risk Young People, Proceedings of British Educational Research Association (BERA) Conference: Researching Mental Health and Education: Where are we now? University of West London, London, UK, 12 July 2019.
  • Ravenscroft, A., Dellow, J., José Brites, M., Jorge, A. & Catalão, D. (2018). International Participatory Radio for the Inclusion and Non-formal Learning of Socially Excluded Young People, In Proceedings of British Educational Research (BERA) Conference, 11-13 September 2018, University of Northumbria, United Kingdom.
  • Ravenscroft, A. & Maisuria, A. (2018). Politics, Public Pedagogy and Action: Beyond a Pedagogy of Hope, Proceedings of International Conference on Critical Education, 25-28 July 2018, pp 23.
  • 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, Proceedings of EC-TEL 2017 Doctoral Consortium, Tallin, Estonia, 12 September 2017.
  • Cooper, A., Ravenscroft, A., Preston, S., Castro Romero, M.,(2017) Reengaging Disconnected youth through radio drama Proceedings of British Educational Research (BERA) Conference 5-7 September 2017, University of Sussex, United Kingdom.
  • Ravenscroft, A., Rainey, C., & Dellow, J. (2016) Engagement Before Ownership; Proceedings of Online Educa Berlin (OEB), Berlin Germany, 1 Dec 2016, pp124-127.
  • Ravenscroft, A., Rainey, C. & Dellow, J. (2015). Deep Learning Design for Social Innovation: Participatory Radio for Developing 21C Skills with Disenfranchised Learners, Full Paper in Proceedings of 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, 3-5 December 2013, 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 2013, 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, Spain, 28 September – 1 October 2010.
  • Ravenscroft, A. (2010). Less will be more: Harnessing Web Science and Design to Manage Complexity in Future Learning Landscapes Paper for Workshop in Future Learning Landscapes, European Conference-Technology Enhanced Learning 2010, Barcelona, Spain, 28 September - 1 October 2010.
  • Ravenscroft, A., Boyle, T., & Cook, J. (2010). Deep Learning Design (DLD): Addressing Profound Shifts in the Learning-Teaching Landscape. 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, Sousse, Tunisia, 5-7 July 2010.
  • 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 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,  Ohrid, FYR Macedonia, 7-11 June 2010.
  • 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, , London Metropolitan University, London, UK, 28 October 2009.
  • 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, Scotland, UK, 6-7 April 2009.
  • Baur, E., Ravenscroft, 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, UK, 23-25 March 2009.
  • 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, UK, 23-25 March 2009.
  • 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), pp 71-73, UK Open University, 30-31 October 2007.
  • Ravenscroft, A. (2007). The internet and learning: From cyberspace to cyborgs in hyper-reality, Ideas in Cyberspace Education Conference, Loch Lomond, Scotland, 23-26 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, 26-28 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 EdMedia 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 2005.
  • 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, UK, 23-25 February 2005.
  • Conole, G., Oliver, M., Isroff, K & Ravenscroft, A (2004). Addressing methodological issues in eLearning 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 of Bristol, 4-6 April 2005
  • Sharpe, R., Beetham, 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 held in Scottsdale, Arizona, November 17-19, 2003.
  • 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, UK, 8-10 April 2003.
  • 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, UK, 8-10 April 2003
  • 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 ELearn 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 2002
  • 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 2002
  • 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, Sunderland, UK, 9-11 September 2002
  • 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 1995, 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, p.182
  • 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, p. 581.
  •  

Other Publications (Project/Consultancy Reports, Technical Reports, Keynotes etc.)

  •  
  • Sharpe, D., Canitrot, D., Morocza, N., Ravenscroft, A., Galicia Mesa, L, P,. & Narayan, V. (2023). New Deal for Young People Mentoring Research Report. Project Final Report, Institute for Connected Communities (ICC), University of East London (UEL).
  • Ravenscroft, A., Salisbury, C., Watts, P., Voela, A., Harden, A. & Lloyd, E. (2020). Evaluating the Impact of the Newham 'Keeping Safe' Pilot, Final Report to London Borough of Newham, London, UK, October 2020. Available on request from a.ravenscroft@uel.ac.uk
  • Ravenscroft, A. & Bunce, M. (2019). Education 4.0: Is characterising and harmonising intelligences and fostering mindfulness and positive mental health a way of thinking about a Pedagogy 4.0 for HE? Talk at the University of East London (UEL) Research Conference, 27 June 2019. UEL, London, UK.
  • Ravenscroft, A and Brimicombe, A. (2018). Big Data Discourse Visualisation for Positive Mental Health in the Work-place, Talk at the University of East London (UEL) Research Conference, 28 June 2018, UEL, London, UK.
  • Ravenscroft, A and RadioActive101 team at University of East London (UEL), 11 members, (2017). Putting the Voices that are Usually Unheard at the Centre of the Stage, Interdisciplinary Case Study at the University of East London (UEL) Research Conference, 6 July 2017, UEL, London, UK.
  • 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 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.
  • 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,
  • 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)".
  •  

FUNDING

Funding for research, impact and innovation and projects

Career total > £6.45 Million (£6,456,768)

Projects as Grant Holder and Principal Investigator, including PhD Awards, £1,705,993 total (Co-Investigator Grants below, £4,746,000)

  • March 2024

RadioActive 2: Designing a pilot participatory radio and multimedia platform. EduCom Seed Funding research grant, with School of Arts and Creative Industries, University of East London, and Newham Youth Empowerment Service, £7,500

  • March 2023

Toxic Childhood’s and Youth: Mapping problems and improving interventions? EduCom Impact Case Study Development Grant, with Institute of Connected Communities (ICC), University of East London, £6,000.

Mindfulness and mental health: A uniquely scalable early intervention for vulnerable young people. EduCom Seed Funding research grant, with School of Psychology, University of East London, £7,500.

  • Feb 2021

Using digital art and media to develop the critical consciousness and 21st century skills of vulnerable young people in Thailand. Partners, Mahidol University, Thailand. British Council Newton Fund, £99,990.

  • July 2019

Principal Investigator - Evaluating the impact of the 'Keeping Safe' pilot in Newham. Collaborating with London Borough of Newham and leading a multi-disciplinary UEL team from School of Education and Communities, the Institute for Health and Human Development (IHHD) and the School of Health, Sport and Bioscience, £19,860.

  • 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 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, including PhD studentships (£4,750,775)

  • July 2022

Sponsor and Co-I, New Deal for Young People Mentoring Research: Mapping Mentoring across London. UEL in partnership with Citizen Scientists. Funded by Greater London Authority (GLA)/London Research and Policy Partnership (LRaPP), £30,000.

  • Oct 2018

UCL and UEL ESRC DTP PhD Studentship, in Psychology, Layal Hussain, Growing up Bilingual: Understanding specific benefits across mainstream and complimentary education. Co-supervisors Dr Virginia Lam (Dos) and Dr Rachel George. In collaboration with Newham Partnership for Complimentary Education, £68,775 (fees and stipend

  • April 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.

  • March 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).

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The last four years of publications can be viewed below. 

Full publications list

Visit the research repository to view a full list of publications

Research repository