London Knowledge Lab moving on Print
Tuesday, 23 February 2016

By mutual and cordial agreement, the institutional collaboration between UCL and Birkbeck at the London Knowledge Lab is coming to an end. UCL have launched a new research centre, the UCL Knowledge Lab (please visit the Departments and Centres page of the UCL IOE website) and Birkbeck will shortly be doing the same (in the meantime, please visit the Department of Computer Science and Information Systems website at Birkbeck).

The London Knowledge lab was led since 2004 by Professors Richard Noss and Alex Poulovassilis as a collaborative initiative between computer scientists from Birkbeck and educators from the Institute of Education, funded by the Science Research Investment Fund. Our common legacy includes over a decade of interdisciplinary research funded by ESRC, EPSRC, AHRC, EU, JISC among others; a variety of knowledge exchange and public engagement activities; and a distinctive postgraduate training programme. We retain our common London Knowledge Lab presence on this website, in recognition of our shared legacy and over a decade of successful interdisciplinary research together.

Dr Vania Dimitrova Visiting LKL Print
Monday, 01 February 2016
We are delighted to welcome Dr Vania Dimitrova to the London Knowledge Lab. She is visiting us February-April 2016, working with Alex Poulovassilis at Birkbeck on exploration of knowledge graphs with case studies in career development and lifelong learning. Dr Dimitrova is Associate Professor in the School of Computing at the University of Leeds, and Co-Director of the Leeds Research Centre in Digital Learning (see She is a member of the Artificial Intelligence Group where she leads the research activity on user-adaptive intelligent systems, focusing on knowledge-enriched user modelling and adaptation, crowdwisdom, interactive data exploration, knowledge capture and ontological modelling. She has chaired the premier international conferences on user modelling (UMAP) and intelligent learning environments (AIED, ECTEL). She is a member of the editorial boards of the personalisation journal (UMUAI) and the International Journal on Artificial Intelligence in Education (IJAIED). She was an associate editor of IEEE Transactions on Learning Technologies (IEEE-TLT) and served on the advisory board for the UK programme in technology-enhanced learning.
Event: Talk by Rikke Toft Nørgård Print
Friday, 06 November 2015

Speaker name:  Assistant professor, PhD, Rikke Toft Nørgård (Noergaard)

Institution: Center for Teaching Development and Digital Media, Aarhus University, Denmark

Short bio:

Rikke is an assistant professor at the Center for Teaching Developments and Digital Media, Aarhus University, Denmark. Her field of research lies within ‘futuremaking through design thinking and new technologies in education,' new educational potentials with new technologies and media, and development of the concept of ‘educational design thinking' (merging educational philosophy, empathic design thinking and practices with new technologies).

Rikke holds a PhD in digital gameplay with a focus on the gameplayer's interaction with and experience of gameplay design and technology.

Currently, Rikke is on a 3 month research stay with London Knowledge Lab, Center for Global Higher Education and Center for Higher Education Studies at Institute of Education, UCL

Title of talk:

Educational Design Thinking: On radical online learning, connected curriculum and participatory academic communities


Taking the blended MA in ICT-Based Educational Design and the Coding Pirates Future Island workshop for children year 7-17 as paradigmatic cases, this talk explores community-driven participation in education beyond the institution and across ages and stages. The talk reflects on how designing for ‘radical' participation in education can move educatees' learning with technologies beyond the security of the institution. Furthermore, the talk discusses how taking a value-based, vision-driven and designerly approach to teaching and learning through the use of ICT can promote the 4 C's of 21st digital literacy competencies: technological communication, collaboration, creativity and critical thinking.

Presenting and discussing the paradigmatic cases, this talk reflects on how interactions and experience with mixed technologies, media and materials beyond the institution might invite for engaging, empowering and emancipatory education in ways that foster participatory academic communities and citizenship through the use of educational design thinking.

Professional website link and/or supportive material:


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