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Claire Bradley

Claire Bradley
Organization: Learning Technology Research Institute @ London Metropolitan University
User Profile Claire Bradley
Phone+44 (0)207 749 3756

Research Fellow in Learning Technology

Background and Expertise:
MA in Interactive Multimedia

Over 20 years experience in academic and research positions (Open College, London Institute and LTRI)

Extensive experience of the evaluation of Learning Technologies and approaches on large-scale EU and UK funded projects, with a recent focus on the adoption and use of mobile learning approaches

Role in the project

Performing Evaluation work-package, i.e. formative and summative evaluation of MATURE designs, prototypes and implementations




Kaschig, Andreas, Maier, Ronald, Sandow, Alexander, Lazoi, Mariangela, Schmidt, Andreas, Barnes, Sally-Anne, Bimrose, Jenny, Brown, Alan, Bradley, Claire, Kunzmann, Christine, Mazarakis, Athanasios
Organisational Learning from the Perspective of Knowledge Maturing Activities
IEEE Transactions on Learning Technologies, vol. , no. 3, 2013, pp.

Abstract The level of similarity of knowledge work across occupations and industries allows for the design of supportive information and communication technology (ICT) that can be widely used. In a previous ethnographically-informed study, we identified activities that can be supported to increase knowledge maturing, conceptualized as goal-oriented learning on a collective level. The aim of this paper is to investigate the current state of support and success of these knowledge maturing activities and to contrast them with their perceived importance, in order to identify those which have the highest potential for being supported by ICT. Quantitative and qualitative data were collected through telephone interviews with representatives from 126 organizations throughout Europe in a sample stratified according to size, sector and knowledge-intensity. The activities that appear to be most promising are ‘reflecting on and refining work practices and processes’, ‘finding people with particular knowledge or expertise’, as well as ‘assessing, verifying and rating information’. Rich empirical material about how these activities are performed and also the issues that emerged and need to be managed were collected. Three clusters of organizations were identified: best performing organizations, people- and awareness-oriented organizations and hesitant formalists. It was found that a balanced knowledge strategy that leaned towards personalization outperformed a codification strategy.


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.


Kaschig, Andreas, Maier, Ronald, Sandow, Alexander, Lazoi, Mariangela, Barnes, Sally-Anne, Bimrose, Jenny, Bradley, Claire, Brown, Alan, Kunzmann, Christine, Mazarakis, Athanasios, Schmidt, Andreas
Knowledge Maturing Activities and Practices Fostering Organisational Learning: Results of an Empirical Study
In: Sustaining TEL: From Innovation to Learning and Practice 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings, Lecture Notes in Computer Science vol. 6383, Springer, 2010, pp. 151-166

Abstract Knowledge work is performed in all occupations and across all industries. The level of similarity of knowledge work allows for designing supporting tools that can be widely used. In this paper an activity-based perspective towards knowledge work is taken. Based on findings from a previous ethnographically-informed study, we identified valuable activities to be supported in order to increase knowledge maturing inside companies. The goal of this paper is to contribute to which knowledge maturing activities are deemed important, so that they can be supported by IT services. Quantitative and qualitative data have been collected in 126 organisations of different size, sector and knowledge intensity. Important feedback and issues emerged and need to be managed in order to support success in the knowledge maturing activities that allow improvement of organisational learning through the dissemination and application of the most appropriate knowledge.


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.