Plenary Speaker

Rosemary Luckin, PhD

London Knowledge Lab, UK


Rose Luckin is Professor of Learner Centred Design at the London Knowledge Lab. She holds a First Class BA in Computing and Artificial Intelligence and a PhD in Cognitive Science. Prof Luckin has published over 50 peer-reviewed articles, two edited volumes and one research monograph. In 2012, she worked with Nesta to produce the influential "Decoding Learning" report. She has been a member of numerous conference committees, has advised countries across the globe and research councils within the United Kingdom. Until 2011, she was a member of the board of BECTA (British Educational Communications and Technology Agency), the body charged with implementing the UK Government's eLearning strategy. Prof Luckin is a Governor at St Paul's public day school in London and has previously served on the governing bodies of state primary and secondary schools. 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. Prof Luckin investigates the relationship between people, their context, the concepts they are learning, and the resources at their disposal. She has developed the Ecology of Resources design framework as discussed in her book "Re-designing Learning Contexts" (published by Routledge).


Title: Mainstreaming Innovation

Presenter: Rosemary Luckin

In 2012, we produced the "Decoding Learning" report for Nesta ( The process of writing this report involved combining innovations arising from within the research community in universities and companies with the innovations that teachers were applying in their classrooms. In writing the report, we considered over 1,000 research publications and 300 records of teacher innovation. From this pool of 1,300 innovations, 150 were selected for a further assessment by a panel of experts who ranked them according to their innovative qualities. In this talk, almost three years on from publication of the report, I explore how well these innovations have stood the test of time. The 'Decoding Learning' report categorized innovations into the following eight categories and I'll also explore the continuing relevance of these:

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  • Learning from Experts
  • Learning with Others
  • Learning through Making
  • Learning through Exploring
  • Learning through Inquiry
  • Learning through Practising
  • Learning from Assessment
  • Learning in and across Settings

Innovation requires an effective design process and in the second part of the talk, I'll discuss the type of process that might help to deliver future innovation. Our research for the 'Decoding Learning' report highlighted the significant disconnect between educational technology's key partners - industry, research, teachers and learners. Too often, researchers and practitioners operate in isolation from the technology developers whose products grace our schools and homes. This situation makes little sense, but how might it be different? What are the barriers to change and how might we overcome them?