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Andrew Ravenscroft

Organization:	Learning Technology Research Institute @ London Metropolitan University
User Profile	andrewravenscroft
Phone	+44 (0)20 7749 3753
Homepage:	http://homepages.north.londonmet.ac.uk/~ravensca/

Deputy Director of LTRI and Professor for Technology-Enhanced Learning
Background and Expertise:

PhD in Learning Science from University of Leeds
Over 17 years experience in research and development positions (Leeds, UK OU, LTRI),
Cognitive Science/Design-based research
Led and collaborated on broad range of projects in advanced learning and interaction design

Role in the project

Co-leading the Evaluation Work-package (with Prof. John Cook) and working on Design Methodologies, Dialogue Design and Social Software and Semantic technologies across the project

Activities

Successful second MATURE Review

JTEL Summer School 2010

MATURE workshop at JTEL Summer School 2010: Womble (Work Oriented MoBile Learning Environment).

Invited Talk at the Learning Societies Lab at the school of ECS at University of Southampton

Ed-Media 2010

MATURE 2nd Associate Partner Event

Developing Collaborative Understanding

'‘Where is my Mind?’ Dialogue, Learning and Design for the Web

MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective

Publications

2010

Andrew Ravenscroft, Simone Braun, Tobias Nelkner
Combining Dialogue and Semantics for Learning and Knowledge Maturing: Developing Collaborative Understanding in the ‘Web 2.0 Workplace’
In: International Conference on Advanced Learning Technologies (ICALT) 2010, July 5-7, 2010, Sousse, Tunisia, 2010

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Andrew Ravenscroft, Tom Boyle
Deep Learning Design for Technology Enhanced Learning
In: Accepted for International Conference on Educational Media (Ed-Media) 2010, Toronto, June 29-July 2, 2010

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2009

Graham Attwell, John Cook, Andrew Ravenscroft
Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments
In: Miltiadis D. Lytras and Patricia Ordóñez de Pablos and Ernesto Damiani and David E. Avison and Ambjörn Naeve and David G. Horner (eds.): 2nd World Summit on the Knowledge Society (WSKS 2009), Crete, Greece, (2009), Springer, 2009, pp. 15-25

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Presentation

Abstract The development of Technology Enhanced Learning has been dominated by the education paradigm. However social software and new forms of knowledge development and collaborative meaning making are challenging such domination. Technology is increasingly being used to mediate the development of work process knowledge and these processes are leading to the evolution of rhizomatic forms of community based knowledge development. Technologies can support different forms of contextual knowledge development through Personal Learning Environments. The appropriation or shaping of technologies to develop Personal Learning Environments may be seen as an outcome of learning in itself. Mobile devices have the potential to support situated and context based learning, as exemplified in projects undertaken at London Metropolitan University. This work provides the basis for the development of a Work Orientated MoBile Learning Environment (WOMBLE).

BibTeX

T. Yuan, D. Moore, A. Ravenscroft
Evaluations of a Human-computer Debating System for Educational Debate
In: IADIS Conference on e-Learning 2009, Algarve, Portugal, 17-20 June 2009, 2009

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

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T. Yuan, D. Moore, A. Ravenscroft.
Evaluations of a Human-Computer Debating system for Educational Debate
In: IADIS Conference on e-Learning 2009, Algarve, Portugal, 17-20 June 2009, 2009

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Andrew Ravenscroft
Social Software, Web 2.0 and Learning: Status and implications of an evolving paradigm
Journal of Computer Assisted Learning, vol. 21, no. 1, 2009, pp. 1-5

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2008

Andrew Ravenscroft, Simone Braun, John Cook, Andreas Schmidt, Jenny Bimrose, Alan Brown, Claire Bradley
Ontologies, Dialogue and Knowledge Maturing: Towards a Mashup and Design Study
In: Andreas Schmidt and Graham Attwell and Simone Braun and Stefanie Lindstaedt and Ronald Maiaer and Eric Ras (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

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BibTeX

Abstract This paper proposes an initial design study to examine and test some of the key concepts and issues within a large-scale European research project that is exploring and aiming to realise learning as a process of knowledge maturing in the workplace. It will outline some of these concepts, based on a contemporary (or Web 2.0 driven) articulation of how ontologies can be acquired, externalised and exploited by a user-community and introduce a new role for learning dialogue - through developing work into „dialogue games‟. An initial scenario, or „thought experiment‟, is proposed that is grounded on currently available ontology development (SOBOLEO) and learning dialogue (InterLoc) web-technologies and how these could be integrated, or „mashed up‟, to improve the management, understanding and application of labour market information in the context of careers advice. Finally, we also consider the potential role of m-learning techniques and the implications about context that these give rise to.

A. Ravenscroft, S. McAllister
Investigating and promoting educational argumentation: towards new digital practices
International Journal of Research and Method in Education (IJRME), vol. 31, no. 3, 2008, pp. 317-335

BibTeX

A. Ravenscroft, M. Sagar, E. Baur, P. Oriogun
Social Software & Developing Community Ontologies
In: S. Hatzipanagos and S. Warburton (eds.): , IGI Global, 2008, pp. 432-450

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