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- Chair of Learning with Digital Technologies
- IOE - Culture, Communication & Media
- UCL Institute of Education
Artificial Intelligence and its application to Education
Learning analytics and big data in Education
Physical computing and programming (e.g. BBC Microbit, Raspberry Pi, Arduino)
Augmented and Virtual Reality in Education
Digital policy and strategy for education
EdTech startup and SME innovation ecosystems
Prof Rose Luckin has been developing and writing about the Learning Sciences, Educational technology and Artificial Intelligence in Education (AIEd) for over 20 years. Her research explores how to increase participation by teachers and learners in the design and use of technologies. In addition to over 50 peer-reviewed articles and two edited volumes, Prof. Luckin is the author of Re-Designing Learning Contexts (Routledge, 2010), and lead author of the influential Decoding Learning report (Nesta, 2012). Rose is a member of the Welsh Assembly’s Successful Digital Futures group and was previously a member of the board of BECTA (the British Educational Communications and Technology Agency) and founder and chair of their Research Advisory Group. Rose is a member of the EPSRC college of reviewers and has advised the research councils of various countries on the design and use of educational technologies. Her research applies participatory methods to the development and evaluation of technology for learning. This work is interdisciplinary and encompasses education, psychology, artificial intelligence and HCI.
Artificial Intelligence and Education.
I use Artificial Intelligence techniques to develop and/or evaluate educational technology. In particular, I build learner models that track learners' metacognitive progress as well as their outcome performance. The design of the pedagogiocal components of the systems are based upon Vygotsky's Zone of Proximal Development. Evaluations have demonstrated the effectiveness of this work.
Educational Technology, Innovation and Learning.
I evaluate the potential and promise of new technologies and work with educators to help them use these tools effectively.
I conduct research that addresses the aims of the Learning Sciences, such as that into the help-seeking behaviour of learners, and that uses the Learning Sciences to inform the design of technology to support learning.
My research explores how to scaffold learning across multiple technologies, locations, subjects and times. I apply participatory methods to the development and evaluation of Technology for learning. This work is interdisciplinary and encompasses Education, Psychology, Artificial Intelligence and HCI. I investigate the relationship between people, their context, the concepts they are learning, and the resources at their disposal. This research involves working closely with academic and non-academic partners and users and beneficiaries.
Rose has taught in schools, Further Education and at University, she is currently a Governor at St Paul’s public day school in London and the Self Managed Learning College in Brighton. She has previously served on the governing bodies of state primary and secondary schools and was Pro-Vice Chancellor at the University of Sussex, with responsibility for teaching and learning.
Courses that I have developed and taught
Undergraduate: Interactive Learning Environments, Software Design.
Masters Level: Integrated Studies: What is interactivity, Software Design and Evaluation, Interactive Learning Environments.
PhD. Supervision: I am currently supervising or co-supervising 4 PhD students. I have previously supervised 11 students to the successful completion of their PhD. Recently, these include:
Katerina Avramides: An Investigation into Students’ Understanding of Knowledge Justification in Psychology Using a Software Tool: Theory and Method in the Study of Epistemic Cognition. 2009
Madeline Balaam: Exploring the Emotional Experiences of High School Students with a Subtle Stone Technology. 2009
Kyriaki Anagnostopoulou: Learning in third space: the nature of non-formal learning opportunities afforded to e-learning leaders in the workplace. 2014
PhD. Examining: I have completed the following PhD external examining duties, in addition to acting as internal examiner as required within my institution:
1. Timothy Barker: Collaborative Learning with Affective Artificial Study Companions in a Virtual Learning Environment. CBL, University of Leeds, November, 2001
2. Mary Martin: factors determining the Foundation of E-Mail Communities in a University Class. University of Glasgow, April 2002
3. Atif Waraich: Narrative and Meaning in the Design of Interactive Learning Environments. University of Leeds, November 2002
4. Felix Schmidt-Justen: Collaborative Knowledge Communities: Knowledge Creation and Knowledge Transfer with Online Communities International University Bremen, Germany, 2005
5. Jacob Habgood: The effective integration of Digital Games and Learning Content, University of Nottingham, September 2007
6. Megan Davis: TouchStory: Interactive Software Designed to Assist Children with Autism to Understand Narrative. University of Hertfordshire, School of Computer Science 2009
7. Rebecca Ferguson: The Construction of Shared Knowledge through Asynchronous Dialogue, IET, Open University, 2009
8. Ralph Alexander Barthel: Collaborative Knowledge Building Through Multi-Path Video Creation, University of Nottingham, 2010.
9. Marije GELDOF: Literacy and ICT: Social Constructions in the Lives of Low-literate Youth in Ethiopia and Malawi. Royal Holloway, University of London
10. Yang Yang: Social Software Supported Children's Education Out of School: Informality and Transition of Learning, University of Nottingham, 2010.
11. Shannon Kennedy-Clark: “Collaborative Game-Based Inquiry Learning in Science Education: An investigation in to the design of materials and teacher education programs”. University of Sydney, May, 2012
12. Victoria MacArthur: An Approach to Modelling Learner Cognition for Technology Enhanced Learning, Trinity College Dublin, 2012
13. Suzanna Martin: Mobile contextual data for hands on learning, University of Bath, 2013
14. Marcia Håkansson Lindqvist Conditions for Technology Enhanced Learning and Educational Change - A case study of a 1:1 initiative. University of Umea, Sweden. October, 2015.
I have acted as an external examiner for Masters courses at Glasgow University, University of Nottingham, Trinity College Dublin, University of Sussex and University of Manchester.