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Andrew Ravenscroft

Andrew_Ravenscroft2.jpg
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

Publications

2012

Ravenscroft, Andrew, Schmidt, Andreas, Cook, John, Bradley, Claire
Designing social media for informal learning and knowledge maturing in the digital workplace
Journal of Computer Assisted Learning, vol. 28, no. 3, 2012, pp. 235-249

Abstract This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called knowledge maturing. The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for ‘people tagging for organisational development’, that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.

2010

Ravenscroft, Andrew, Schmidt, Andreas, Cook, John
Designing Complex Systems for Informal Learning and Knowledge Maturing in the ‘Web 2.0 workplace’
In: Proceedings of International Conference on Educational Media (Ed-Media) 2010, Toronto, June 29-July 2, 2010

Abstract This article presents an original approach to designing complex systems to realise informal learning and knowledge maturing that is being conducted as part of a large-scale EC project called MATURE. In addressing the challenge of designing work integrated Technology Enhanced Learning (TEL) systems within the ‘web 2.0 workplace’, we have developed and tested an agile and ‘federated’ approach to the design of complex social and semantic technologies. This follows a paradigm of Deep Learning Design that incorporates: early technical and conceptual Design Studies; Use Cases of envisaged scenarios; Demonstrators which synthesise the technical and user requirements; and, a flexible Evaluation Framework that coordinates the related activities. After presenting this approach and how it is realised in an ongoing project, we offer some conclusions about designing complex socio-technical systems for TEL in the future.

Ravenscroft, Andrew, Schmidt, Andreas, Cook, John
Designing for Motivation in TEL: Relevance, Meaning and Value in Context
In: 1st International Workshop on Motivational and Affective Aspects of Technology Enhanced Learning, 2010

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

Ravenscroft, Andrew, Braun, Simone, Nelkner, Tobias
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

2009

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

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

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).

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

Ravenscroft, Andrew
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

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

Ravenscroft, Andrew
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

2008

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

Ravenscroft, A., McAllister, S.
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

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

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.