Search results for author:"Lucinda Kerawalla"
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Technology, Pedagogy and Education Vol. 14, No. 1 (March 2005) pp. 107–125
Thirty-two families were given six market-leading, educational CD-ROMs each, and usage of them was logged over 11 weeks. These children and their parents were also interviewed on three occasions. Although parents and children were enthusiastic upon...
Learning, Media and Technology Vol. 33, No. 1 (March 2008) pp. 21–33
Since the early years of the twenty-first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be...
Educational Media International Vol. 47, No. 4 (December 2010) pp. 277–292
This paper describes a participatory design approach to the development of inquiry-based learning supported through a technology toolkit. The work is part of an interdisciplinary project--Personal Inquiry (PI). The paper focuses on the approach we...
“I’m keeping those there, are you?” The role of a new user interface paradigm – Separate Control of Shared Space (SCOSS) – in the collaborative decision-making process
Computers & Education Vol. 50, No. 1 (January 2008) pp. 193–206
We take a socio-cultural approach to comparing how dual control of a new user interface paradigm – Separate Control of Shared Space (SCOSS) – and dual control of a single user interface can work to mediate the collaborative decision-making process...
Gráinne Conole; Eileen Scanlon; Lucinda Kerawalla; Paul Mulholland; Stamatin Anastopoulou; Canan Blake
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2065–2074
The University of Nottingham and the Open University are partners in a ca. £1.2m project to help school students learn the skills of modern science. The three-year project, Personal Inquiry (PI) (funded by the UK ESRC and EPSRC research councils),...
Exploring the Potential of the Homework System and Tablet PCs to Support Continuity of Numeracy Practices between Home and Primary School
Lucinda Kerawalla; Jeanette O'Connor; Joshua Underwood; Benedict duBoulay; Joe Holmberg; Rose Luckin; Hilary Smith; Hilary Tunley
Educational Media International Vol. 44, No. 4 (December 2007) pp. 289–303
In this study we assess whether and how the Homework System was effective in creating greater continuity of understanding between home and school. Children in a mixed Year 1 and Year 2 class (aged 5-6 years old) were taught numeracy using the...
Lucinda Kerawalla; Karen Littleton; Eileen Scanlon; Ann Jones; Mark Gaved; Trevor Collins; Paul Mulholland; Canan Blake; Gill Clough; Gráinne Conole; Marilena Petrou
Interactive Learning Environments Vol. 21, No. 6 (2013) pp. 497–515
Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to ...
Mark Gaved; Trevor Collins; Paul Mulholland; Lucinda Kerawalla; Ann Jones; Eileen Scanlon; Karen Littleton; Canan Blake; Marilena Petrou; Gill Clough; Alison Twiner
Open Learning Vol. 25, No. 3 (November 2010) pp. 187–200
We explore how small-format laptops ("netbooks") have been used within evidence-based investigations undertaken by secondary school students, to what extent these are suitable for effectively supporting learners across different locations and...
Mike Sharples; Eileen Scanlon; Shaaron Ainsworth; Stamatina Anastopoulou; Trevor Collins; Charles Crook; Ann Jones; Lucinda Kerawalla; Karen Littleton; Paul Mulholland; Claire O'Malley
Journal of the Learning Sciences Vol. 24, No. 2 (2015) pp. 308–341
A central challenge for science educators is to enable young people to act as scientists by gathering and assessing evidence, conducting experiments, and engaging in informed debate. We report the design of the nQuire toolkit, a system to support...