Rosemary Luckin

Learn More
Boundaries between formal and informal learning settings are shaped by influences beyond learners’ control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term ‘digital dissonance’ to describe this(More)
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(More)
The use of augmented reality (AR) in formal education could prove a key component in future learning environments that are richly populated with a blend of hardware and software applications. However, relatively little is known about the potential of this technology to support teaching and learning with groups of young children in the classroom. Analysis of(More)
William Frawley's original and wide-ranging new book embraces linguistics, artificial intelligence, philosophy, and psychology in seeking a reconciliation between contemporary cognitive science and Vygotskian psychology. Lev Semenovich Vygotsky (1896--1934) was a Russian psychologist who founded the sociocultural school of psychology, which is based upon(More)
This paper compares and contrasts two projects in order to better understand the complex issues surrounding the use of technology to support parental involvement with schools and their children’s learning. The Becta-funded ICT Test Bed evaluation (2002–2006) had the intention of saturating schools (in three areas of social deprivation) with a range of(More)
A motivationally-aware version of the Ecolab system was developed with the aim of improving the learners’ motivation. To gain some insight into the effects of motivational modeling on students’ affective states, we observed the affect of 180 students interacting with either Ecolab or M-Ecolab. The affective states considered were based on existing coding(More)
Narrative is fundamental to the ways we make sense of texts ofall kinds because it provides structure and coherence, but it isdifficult to see how this works in the context of multimediainteractive learning environments (MILES). We tested our hypothesesabout the form and function of narrative in MILES by developingthree versions of material on CD-ROM which(More)
This paper describes a Conceptual Framework underpinning “Systems that Care” in terms of educational systems that take account of motivation, metacognition and affect, in addition to cognition. The main focus is on motivation, as learning requires the student to put in effort and be engaged, in other words to be motivated to learn. But motivation is not the(More)
An assumption behind much work on the use of tangibles for learning is that there are individual cognitive benefits related to the physical manipulation of materials. However, previous work that has shown learning benefits in using physical materials often hasn't adequately controlled for the covariates of physicality. In this paper, we describe a study(More)