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Ravenscroft, Andrew; Rainey, Colin; Brites, Maria José; Correia Santos, Silvio; Dellow, James (2014)
Languages: English
Types: Unknown
Although ‘Smart Cities’ is an enticing and progressive concept and metaphor for conceiving and designing socio-technical educational systems in the 21C, clear examples of how this might be realised in practice are only just emerging. Similarly, although few would disagree with the desire to incorporate into our ‘learning designs’ notions such as ‘person in place’, ‘smartness and well-being of communities’ and the need for 21C thinking and literacy skills, where these concepts are located and where they are actualised is often opaque.\ud \ud This article presents a clear and somewhat radical example of how ‘smart city’ notions can be articulated and also used to challenge conventional norms about ‘who is smart’. It does this through describing the implementation and evaluation of RadioActive101, an international internet radio hub that is an educational intervention which gives a voice to disenfranchised groups in mostly urban areas throughout Europe, with a particular focus on at-risk and unemployed young people. This paper will describe this project along with its strikingly positive evaluation so far, which questions, in our digital age, some of the tenets of traditional education, and the boundaries for who can become \ud agents of positive social change within our developing smart cities.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 1. Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C. & Hernandez-Leo, D. (Eds). 21st Century Learning for 21st Century Skills. Proceedings of 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Sarbrucken, Germany, September 2012, Springer LNCS.
    • 2. Friere, P. (1970). Pedagogy of the Oppressed, Continuum Publishing.
    • 3. Vygotsky, LS, (1978), “Mind in Society - The Development of Higher Psychological Processes.” Editors: Michael Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souberman, Harvard University Press, Massachusetts, USA.
    • 4. Ravenscroft, A., Schmidt, A., & Cook, J. & Bradley, C. (2012b). Designing social media for informal learning and knowledge maturing in the digital workplace. Special Issue of Journal of Computer Assisted Learning (JCAL), on Designing and Evaluating Social Media for Learning, (Eds.) Ravenscroft, Warburton, Hatzipanigos & Conole, Vol. 28, 3, 235-249.
    • 5.Ravenscroft, A., Wegerif, R.B. & Hartley, J.R. (2007). Reclaiming thinking: dialectic, dialogic and learning in the digital age, British Journal of Educational Psychology Monograph Series, Learning through Digital Technologies , Underwood., J & Dockrell, J. (Guest Eds), Series II, Issue 5, pp 39-57.
    • 6.Ravenscroft A., Brites, M.J., Auwärter A., Balica, M., Rees A., Fenech J., Santos, S. C., Rainey, C., Dellow J. (2014). RadioActive Europe: promoting engagement, informal learning and employability of at risk and excluded people across Europe through internet radio and social media (RadioActive101). Public Report to the EC Lifelong Learning Programme, EC LLP), http:// uk2.radioactive101.eu/files/2014/07/D1-5-public_part_report_llp_en_FINAL_A1.pdf
    • 7.Edmonds, C., Ravenscroft, A., Reed, K., Qureshi, S. & Dellow, J. (2013). RadioActive101: UK Evaluation Report, Submitted to Nominet Trust, UK.
    • 8.These are: communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship, cultural awareness and
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

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