BibSonomyburst/author/LuckinBibSonomy RSS feed for /author/Luckin2012-02-15T13:44:16+01:00http://www.bibsonomy.org/bibtex/2bbb7ed1772f7b6bb05b90dad8fdf5339/dblpdblp2011-12-21T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Plowman">Lydia Plowman</a>, <a href="/author/Luckin">Rosemary Luckin</a>, <a href="/author/Laurillard">Diana Laurillard</a>, <a href="/author/Stratfold">Matthew Stratfold</a>, and <a href="/author/Taylor">Josie Taylor</a> </span><em>CHI, </em><em>page 310-317. </em><em>ACM, </em>(<em>1999</em>)Wed Dec 21 00:00:00 CET 2011CHIconf/chi/1999310-317Designing Multimedia for Learning: Narrative Guidance and Narrative Construction.1999dblp http://www.bibsonomy.org/bibtex/28756f059b228709b1dd6209347dea687/dblpdblp2011-12-14T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Joiner">Richard W. Joiner</a>, <a href="/author/Stanton">Danae Stanton</a>, and <a href="/author/Luckin">Rosemary Luckin</a> </span><em>J. Comp. Assisted Learning</em> <em>19(2):145-148</em> (<em>2003</em>)Wed Dec 14 00:00:00 CET 2011J. Comp. Assisted Learning2145-148Guest editorial: Children and new technology.192003dblp http://www.bibsonomy.org/bibtex/2e4fe0f0c3eea1507473e8879c0481d68/dblpdblp2011-12-14T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a> </span><em>ICCE, </em><em>page 19-22. </em>(<em>2002</em>)Wed Dec 14 00:00:00 CET 2011ICCE19-22Peer to Peer Convergence: Designing a Pedagogical Framework for Personal Learning Networks.2002dblp http://www.bibsonomy.org/bibtex/2df3a9624fe257f69fdcd6375679b6a7c/dblpdblp2011-12-14T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Puntambekar">Sadhana Puntambekar</a>, and <a href="/author/Luckin">Rosemary Luckin</a> </span><em>CSCL, </em><em>page 737-738. </em><em>International Society of the Learning Sciences, </em>(<em>2002</em>)Wed Dec 14 00:00:00 CET 2011CSCLconf/cscl/2002737-738Documenting collaborative interactions: issues and approaches.2002dblp http://www.bibsonomy.org/bibtex/26a57db3786414fa2f87ae84fbdea52e3/dblpdblp2011-12-13T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Smith">Hilary Smith</a>, <a href="/author/Underwood">Joshua Underwood</a>, <a href="/author/Fitzpatrick">Geraldine Fitzpatrick</a>, and <a href="/author/Luckin">Rosemary Luckin</a> </span><em>Educational Technology &amp; Society</em> <em>12(3):289-308</em> (<em>2009</em>)Tue Dec 13 00:00:00 CET 2011Educational Technology & Society3289-308Classroom e-Science: Exposing the Work to Make it Work.122009dblp http://www.bibsonomy.org/bibtex/2559c59e972dcf1914f2f1ffcf881488d/dblpdblp2011-12-13T00:00:00+01:00dblp <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a> </span><em>CSCL 2, </em><em>page 8. </em><em>International Society of the Learning Sciences, </em>(<em>2009</em>)Tue Dec 13 00:00:00 CET 2011CSCL (2)conf/cscl/2009-28Participatory learning in context.2009dblp http://www.bibsonomy.org/bibtex/227c9986ee29f1ab956c7ce1885afe8ca/yishyish2011-12-12T01:28:06+01:00asld-book context design ecologyofresources eor ldg learning resources <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a> </span><em>COGNITIVE SCIENCE RESEARCH PAPER-UNIVERSITY OF SUSSEX CSRP</em> (<em>2005</em>)Mon Dec 12 01:28:06 CET 2011COGNITIVE SCIENCE RESEARCH PAPER-UNIVERSITY OF SUSSEX CSRPLearning contexts as ecologies of resources: Issues for the design of educational technology5782005asld-book context design ecologyofresources eor ldg learning resources The question that motivates the discussion at the heart of this paper is how can we use technology to help learners (and teachers, peers and parents) to adapt the resources they find within a particular location to best support their learning needs. We present a description of a learning context as a Learner Centric Ecology of Resources and associated Organising Activities that can be deployed variously but with a concern to promote and support mediations, including those of the teacher and learner. For theoretical grounding, we look to sociocultural theory and in particular the Zone of Proximal Development (ZPD) with its emphasis upon the internalization of the interactions that occur within a learner’s context. This internalization process results in the decontextualization of social interactions within the head of the individual. It means that the resultant internal processes are defined by the context from which they originate. The ZPD can be thought of as a context in which productive interactivity can take place. The constructs of, situation definition, intersubjectivity and semiotic mediation as presented by Wertsch are explored in order to extract a specification of context for use in the design and evaluation of learning technologies. Likewise, the Zone of Available Assistance, the Zone of Proximal Adjustment and the Broadband Learner Model: all previously used by us to inform the development of educational softwarehttp://www.bibsonomy.org/bibtex/20b89fed8212f4cbafbfd1e12c16d1f6c/yishyish2011-12-12T01:10:34+01:00asld-book context design ecologyofresources education eor ldg learner-centered learning <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a> </span><em>Routledge, </em>(<em>2010</em>)Mon Dec 12 01:10:34 CET 2011Re-designing learning contexts: technology-rich, learner-centred ecologies2010asld-book context design ecologyofresources education eor ldg learner-centered learning What do we mean by the word ‘context’ in education and how does our context influence the way that we learn? What role can technology play in enhancing learning and what is the future of technology within learning? Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world. Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores: the meaning of the concept of context and it’s relationship to learning the ways in which different types of technology can scaffold learning in context the Learner-Centric ‘Ecology of Resources’ model of context as a framework for designing technology-rich learning environments the importance of matching available resources to each learner’s particular needs the ways in which the learner’s environment and the technologies available might change over the coming years the potential impact of recent technological developments within computer science and artificial intelligence. This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. It will be of interest to those teaching, researching and thinking about the use of technology in learning and pedagogy, as well as those involved in developing technology for education and those who use it in their own teaching. For practical examples of the way the Ecology of Resources framework has been used visit: http://eorframework.pbworks.com.http://www.bibsonomy.org/bibtex/2426b4b9450418fb1fdae5e7d275b9057/yishyish2011-12-12T01:08:20+01:00design ecologyofresources education eor ldg learner-centered learning <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a> </span><em>Computers &amp; Education</em> <em>50(2):449-462</em> (<em>2008</em>)Mon Dec 12 01:08:20 CET 2011Computers & Education2449-462The learner centric ecology of resources: A framework for using technology to scaffold learning502008design ecologyofresources education eor ldg learner-centered learning This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the elements in the Ecology of Resources are a particular focus for discussion here. In particular, we consider how we might use the Ecology of Resources model to scaffold learning so that a wide range of the resources available to a learner within their context can be used to best support their learning needs. Resources here include people, technologies and artifacts. We look for ways in which they can be linked and marshaled in a learner centric manner and draw on the HOMEWORK and VeSel projects as a practical examples of the way the Ecology of Resources framework can be used.http://www.bibsonomy.org/bibtex/25b641a6b6ff13ed6d0b998683187e150/dblpdblp2011-08-10T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a>, <a href="/author/Underwood">Joshua Underwood</a>, <a href="/author/du Boulay">Benedict du Boulay</a>, <a href="/author/Holmberg">Joe Holmberg</a>, and <a href="/author/Tunley">Hilary Tunley</a> </span><em>Intelligent Tutoring Systems, </em><em>volume 3220 of Lecture Notes in Computer Science, </em><em>page 98-107. </em><em>Springer, </em>(<em>2004</em>)Wed Aug 10 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/200498-107Lecture Notes in Computer ScienceCoherence Compilation: Applying AIED Techniques to the Reuse of Educational TV Resources.32202004dblp http://www.bibsonomy.org/bibtex/20f886963ee0c4f8755c2a7d572a85eb2/dblpdblp2011-08-10T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Akhras">Fabio N. Akhras</a>, <a href="/author/du Boulay">Benedict du Boulay</a>, <a href="/author/Graesser">Arthur C. Graesser</a>, <a href="/author/Lajoie">Susanne P. Lajoie</a>, <a href="/author/Luckin">Rosemary Luckin</a>, and <a href="/author/Person">Natalie K. Person</a> </span><em>Intelligent Tutoring Systems, </em><em>volume 3220 of Lecture Notes in Computer Science, </em><em>page 908. </em><em>Springer, </em>(<em>2004</em>)Wed Aug 10 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/2004908Lecture Notes in Computer ScienceWorkshop on Modeling Human Teaching Tactics and Strategies.32202004dblp http://www.bibsonomy.org/bibtex/26799b591737bddd4901c276876134fe4/jennymacjennymac2011-07-05T15:15:08+02:00intelligent metacognitive self-regulation skills systems tutoring <span class="authorEditorList"><a href="/author/Roll">Ido Roll</a>, <a href="/author/Aleven">Vincent Aleven</a>, <a href="/author/Azevedo">Roger Azevedo</a>, <a href="/author/Baker">Ryan S.J. Baker</a>, <a href="/author/Biswas">Gautam Biswas</a>, <a href="/author/Conati">Cristina Conati</a>, <a href="/author/Harris">Amanda Harris</a>, <a href="/author/Luckin">Rose Luckin</a>, <a href="/author/Mitrovic">Tanja Mitrovic</a>, <a href="/author/Murray">Tom Murray</a>, <a href="/author/White">Barbara White</a>, and <a href="/author/Winne">Phil Winne</a> </span><em>Supplementary Proceedings of the 13th International Conference of Artificial Intelligence in Education. Marina del Rey, CA. USA. July 2007, </em>(<em>2007</em>)Tue Jul 05 15:15:08 CEST 2011Supplementary Proceedings of the 13th International Conference of Artificial Intelligence in Education. Marina del Rey, CA. USA. July 2007Workshop on Metacognition and Self- Regulated Learning in Intelligent Tutoring Systems2007intelligent metacognitive self-regulation skills systems tutoring Introduction: A number of studies in educational psychology and cognitive science have shown that students who apply better metacognitive skills and self-regulation strategies during their learning process have better learning outcomes. Educational technology such as intelligent tutoring systems has proven to be effective at the domain (or cognitive) level but similar success has not been achieved yet with regard to tutoring better metacognitive and self-regulation skills. A key question is whether instructional technology can be as effective in fostering metacognitive skills as it is in teaching domain-specific skills and knowledge. On the face of it, the answer is positive. Novel means for interaction, better understanding of learning, mechanisms for tracing students’ knowledge, and established domain-level tutoring principles could be applied at the metacognitive level. However, it remains largely unknown exactly how educational technology can help students acquire better metacognitive skills and use them more effectively. The aim of the workshop is to improve our understanding of the design of goals, instruction, and assessment of tutoring metacognition and self-regulated learning using educational technology.Google Scholarhttp://www.bibsonomy.org/bibtex/21d997bce77c1f793d661ce61c35feee7/dblpdblp2011-06-30T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a>, and <a href="/author/Hammerton">Louise Hammerton</a> </span><em>Intelligent Tutoring Systems, </em><em>volume 2363 of Lecture Notes in Computer Science, </em><em>page 759-771. </em><em>Springer, </em>(<em>2002</em>)Thu Jun 30 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/2002759-771Lecture Notes in Computer ScienceGetting to Know Me: Helping Learners Understand Their Own Learning Needs through Metacognitive Scaffolding.23632002dblp http://www.bibsonomy.org/bibtex/2cc7e75abaaa74438a889f4a34625ce97/dblpdblp2011-06-30T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/du Boulay">Benedict du Boulay</a>, and <a href="/author/Luckin">Rosemary Luckin</a> </span><em>Intelligent Tutoring Systems, </em><em>volume 2363 of Lecture Notes in Computer Science, </em><em>page 995. </em><em>Springer, </em>(<em>2002</em>)Thu Jun 30 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/2002995Lecture Notes in Computer ScienceResource Reuse and Broadband User Modelling in ie-TV.23632002dblp http://www.bibsonomy.org/bibtex/2245114585306b7bb2de9c284f0d280db/dblpdblp2011-06-30T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Underwood">Joshua Underwood</a>, and <a href="/author/Luckin">Rosemary Luckin</a> </span><em>Intelligent Tutoring Systems, </em><em>volume 2363 of Lecture Notes in Computer Science, </em><em>page 1012. </em><em>Springer, </em>(<em>2002</em>)Thu Jun 30 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/20021012Lecture Notes in Computer ScienceAdequate Decision Support Systems Must Also Be Good Learning Environments.23632002dblp http://www.bibsonomy.org/bibtex/2e2c85d98cf643f6e6cbf614896075830/dblpdblp2011-06-28T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/du Boulay">Benedict du Boulay</a>, and <a href="/author/Luckin">Rosemary Luckin</a> </span><em>Cognitive Technology, </em><em>volume 2117 of Lecture Notes in Computer Science, </em><em>page 289-300. </em><em>Springer, </em>(<em>2001</em>)Tue Jun 28 00:00:00 CEST 2011Cognitive Technologyconf/ct/2001289-300Lecture Notes in Computer ScienceThe Plausibility Problem: An Initial Analysis.21172001dblp http://www.bibsonomy.org/bibtex/211ee4883e2cc4c51eeae6ba0b7af7958/dblpdblp2011-06-28T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Tate">Anne Rosemary Tate</a>, <a href="/author/Underwood">Joshua Underwood</a>, <a href="/author/Ladroue">Christophe Ladroue</a>, <a href="/author/Luckin">Rosemary Luckin</a>, and <a href="/author/Griffiths">John R. Griffiths</a> </span><em>AIME, </em><em>volume 2101 of Lecture Notes in Computer Science, </em><em>page 55-58. </em><em>Springer, </em>(<em>2001</em>)Tue Jun 28 00:00:00 CEST 2011AIMEconf/aime/200155-58Lecture Notes in Computer ScienceVisualisation of Multidimensional Data for Medical Decision Support.21012001dblp http://www.bibsonomy.org/bibtex/262b74fde3beef59192bed639a8bc63d8/dblpdblp2011-06-17T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Luckin">Rosemary Luckin</a> </span><em>Intelligent Tutoring Systems, </em><em>volume 1452 of Lecture Notes in Computer Science, </em><em>page 304-313. </em><em>Springer, </em>(<em>1998</em>)Fri Jun 17 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/1998304-313Lecture Notes in Computer ScienceEcolab: Exploring the Construction of a Learning Assistant.14521998dblp http://www.bibsonomy.org/bibtex/23d80154bd6bc2ff3a3cfd62ce37ba01b/dblpdblp2011-06-16T00:00:00+02:00dblp <span class="authorEditorList"><a href="/author/Carr">Amanda Carr</a>, <a href="/author/Luckin">Rosemary Luckin</a>, <a href="/author/Avramides">Katerina Avramides</a>, and <a href="/author/Yuill">Nicola Yuill</a> </span><em>AIED, </em><em>volume 6738 of Lecture Notes in Computer Science, </em><em>page 432-434. </em><em>Springer, </em>(<em>2011</em>)Thu Jun 16 00:00:00 CEST 2011AIEDconf/aied/2011432-434Lecture Notes in Computer ScienceScaffolding Metacognitive Processes in the Ecolab: Help-Seeking and Achievement Goal Orientation.67382011dblp http://www.bibsonomy.org/bibtex/2ebb3f574b59386dedfbd8fe9870857d1/jennymacjennymac2011-06-08T11:22:08+02:00CD design features learning multimedia narrative non-linear <span class="authorEditorList"><a href="/author/Laurillard">Diana Laurillard</a>, <a href="/author/Stratfold">Matthew Stratfold</a>, <a href="/author/Luckin">Rose Luckin</a>, <a href="/author/Plowman">Lydia Plowman</a>, and <a href="/author/Taylor">Josie Taylor</a> </span> (<em>2000</em>)Wed Jun 08 11:22:08 CEST 2011Affordances for learning in a non-linear narrative medium2000CD design features learning multimedia narrative non-linear A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that ‘afford’ activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.Scientific Commons: Affordances for learning in a non-linear narrative medium (2000), 2000-08-15 [Laurillard, Diana, Stratfold, Matthew, Luckin, Rose, Plowman, Lydia, Taylor, Josie]