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John Cook

Organization:	Learning Technology Research Institute @ London Metropolitan University
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Phone	+44 (0)20 7133 4341
Homepage:	http://homepages.north.londonmet.ac.uk/~cookj/#contact

London Metâ€™s E-Learning Project Leader and Professor of Technology Enhanced Learning

Background and Expertise:
PhD in Learning Technology from the UK Open University

Over 22 years experience in academic, research and management positions in UK HE

Led and collaborated on broad range of projects in learning technology emphasising informal learning, mobile learning and organisational adoption and change (related to e-learning, e.g. as manager of CETL in Reusable Learning Objects http://www.rlo-cetl.ac.uk/)

Role in the project

Evaluation work-package leader and working across the project applying expertise in informal learning, mobile learning and adoption of e-learning tools and approaches

Activities

LTRI pitches MATURE to Prince Andrew in Shoreditch, London

STELLAR Roundtable on Social Mobile Networking for Informal Learning (SoMobNet)

Successful second MATURE Review

JTEL Summer School 2010

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

MATURE 2nd Associate Partner Event

User-generated content, User-generated contexts and Learning

Work orientied mobile learning environment (WOMBLE)

Alpine Rendez-Vous

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

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

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BibTeX

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.

2011

Cook, John, Schmidt, Andreas, Kunzmann, Christine, Braun, Simone
The challenge of integrating motivational and affective aspects into the design of networks of practice
In: 2nd International Workshop on Motivational and Affective Aspects in Technology Enhanced Learning (MATEL 11), ECTEL 2011, Palermo, Italy, CEUR Workshop Proceedings, 2011

BibTeX

Abstract In this position paper, we (i) set out the background, problems and questions involved in moving towards a design methodology for incorporating motivational and affective factors in networks of practice, (ii) define networks of practice, highlighting that motivational and affective factors are intertwined with a range of other complex issues, (iii) examine some of these aforementioned problems using a specific example from the MATURE IP (http://mature-ip.eu/) called people tagging, and use this case (iv) to delineate the challenge of integrating motivational aspects into the design of networks of practice.

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

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BibTeX

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

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BibTeX

2009

Cook, John
Mobile Learner Generated Contexts: Research on the Internalization of the World of Cultural Products
In: Bachmair, B. (eds.): Media Literacy in New Cultural Spaces - Medienbildung in Neuen Kulturräumen, VS-Verlag für Sozialwissenschaft, 2009

BibTeX

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

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).

2008

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

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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.