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Professor Charles Crook

Professor of ICT and Education, Faculty of Social Sciences

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Biography

Charles Crook is Professor of ICT and Education. He is Director of the Learning Sciences Research Institute at Nottingham and is a developmental psychologist by background. After research at Cambridge, Brown and Strathclyde Universities, he lectured in Psychology at Durham University and was Reader in Psychology at Loughborough University.

Much of this work implicates new technology. He was a founder member of the European Society for Developmental Psychology and is currently editor of the Journal of Computer Assisted Learning.

Research Summary

Current projects concern the resourcing of collaborative learning with particular interest in early education but also undergraduates.

Recent Publications

Charles is a member of the Learning Sciences Research Institute. His research supervision areas include:

  • collaborative learning
  • new media: issues relating to developmental psychology
  • educational technology
  • the experience of higher education learning

Research topics of current and recent students include:

  • ethnography of distance learners
  • young peoples engagement with out-of-school learning technologies
  • mobile blogging and cultural learning
  • disability, community and new technology
  • emotion in collaboration

Research proposals: please email Charles if you would like to discuss the appropriateness of your research topic. See also: School of Education research supervision areas.

  • CROOK, C.K. and MITCHELL, G.L., 2012. Ambience in social learning: student engagement with new designs for learning spaces Cambridge Journal of Education. (In Press.)
  • AINSWORTH, S.A, GELMINI-HORNSBY, G, THREAPLETON, K. CROOK, C. O'MALLEY, C and BUDA, M., 2011. Anonymity in classroom voting and debating Learning and Instruction. 21, 365-378 (In Press.)
  • CROOK, C.K., 2011. Versions of computer-supported collaboration in higher education. In: LUDVIGSON, S.., LUND, A., RASMUSSEN, I. and SALJO, R., eds., Learning across sites: New tools, infrastructures and practices 1st. Abingdon: Routledge. 156-171
  • ANASTOPOULOU, S, YANG, Y, PAXTON, M, SHARPLES, M, CROOK, C, AINSWORTH, S and & O'MALLEY, C., 2010. Maintaining continuity of inquiry learning experiences across contexts: Teacher's management strategies and the role of technology. Lecture Notes in Computer Science. 6383, 17-29
  • CROOK, C.K. and LEWTHWAITE, S., 2010. Technologies for formal and informal learning. In: LITTLETON, K., WOOD, C. and STAARMAN, J.K., eds., International Handbook of Psychology in Education Emerald. 435-461
  • CROOK, C.K., 2010. Task-oriented collaboration: not just what is inside the task, but what the task is inside of International reports on socio-informatics. 7(1), 104-109
  • CROOK, C.K., 2009. Coordinating, collaborating and blending with technology. In: LIGORIO, M.B., ANDRIESSEN, J., BAKER, M., KNOLLER, N. and TATEO, L>, eds., Talking over the computer Scriptaweb. 53-64
  • CROOK, C.K and CLULEY, R, 2009. The teaching voice on the learning platform: seeking classroom climates within a virtual learning environment. Learning, media and technology. 34(3), 199-213
  • CROOK, C.K., 2007. Learning science and learning technology: finding a place for cultural psychology. In: UNDERWOOD, J.D.M. and DOCKRELL, J., eds., Learning through digital technologies London: British Psychological Society. 1-17
  • CROOK, C. and BENNETT, L., 2007. Does using a computer disturb the organization of children's writing? British Journal of Developmental Psychology. 25(2), 313–321
  • WANG, T and & CROOK, C.K., 2007. An Empirical Study on Academic Achievement and Utilization of Support Provisions by Tertiary English English Language E-learners in China International Journal of Instructional Technology and Distance Learning. 4(10), 35-50
  • CROOK, C., GROSS, H. and DYMOTT, D., 2006. Assessment relationships in higher education: the tension of process and practice British Educational Research Journal. 32(1), 95-114
  • IN PRESS CROOK, C.K., 2006. Convening Learning Relationships Through ICT: Protecting the Practices of Learning from the Processes of Innovation. In: , ed., TBC (In Press.)
  • WANG, T. AND CROOK, C.K. and , 2006. The Experiment of Tertiary Online Education in China: An Overview International Journal of Instructional Technology and Distance Learning. 3(9),
  • CROOK, C.K., 2005. Addressing research at the intersection of academic literacies and new technology International Journal of Educaiton Research. 43(7-8), 509-518
  • KERAWALLA, L. and CROOK, C.K., 2005. From Promises to Practices: the fate of educational software in the home Technology, Pedagogy and Education. VOL 14(NUMB 1), 107-126
  • CROOK C.K., 2004. Ripe for a virtual revolution? The Psychologist. VOL 17(PART 4), 202-205
  • CROOK, C.K., 2004. ICT and the Literacy Practices of Undergraduate Writing. In: Teaching Secondary School Literacies with ICT Open University Press, Buckingham.
  • CROOK, C.K. and GARRETT, D., 2004. The Positivist Paradigm in Contemporary Social Science Research. In: Research Methods in the Social Sciences Sage Publications Ltd, London, UK. 207-214
  • CROOK, C.K., 2004. The positivist paradigm in contemporary social science research.. In: Research methods in the social sciences 207-214
  • CROOK, C.K., 2004. La Formation en Ligne Mieux que l'Enseignement Classique Hermes. 39(69-76),
  • CROOK, C.K., 2002. Deferring to resources: collaborations around traditional vs computer-based notes Journal of Computer-Assisted Learning. 18(1), 64-76
  • KERAWALLA, L. and CROOK, C.K., 2002. Children's computer use at home and at school: context and continuity British Educational Research Journal. 28(6), 751-771
  • CROOK, C.K. and LIGHT, P., 2002. Virtualisation and the cultural practice of study. In: Virtual Society? - Technology, cyberbole, reality Oxford University Press, Oxford. 105-125
  • CROOK, C.K., 2002. Virtual University: The Learner's Perspective. In: Virtual University? Knowledge, Markets and Management Oxford University Press, Oxford. 105-125
  • CROOK, C.K., 2002. Learning as cultural practice. In: Understanding Distributed Learning Routledge Falmer, London, New York. 152-169
  • CROOK, C. and BARROWCLIFF, D., 2001. Ubiquitous computing on campus: patterns of engagement by university students International Journal of Human-Computer Interaction. 13(2), 245-256
  • CROOK, C.K., 2001. The campus experience of networked learning. In: Networked Learning: Perpespectives and Issues 293-308
  • CROOK, C.K., 2001. Learning networks and the issue of communication skills. In: Networked Learning: Persepectives and Issues 308-342
  • CROOK, C.K., 2001. The Social Character of Knowing and Learning: implications of cultural psychology for educational technology Journal of Information Technology for Teacher Education. VOL 10(PART 1/2), 19-36
  • CROOK, C.K., 2001. Managing intersubjectivity in video-mediated collaboration. In: Carrying Forward the Conversation 441-442
  • CAMPBELL, A., SHIRLEY, L., HEYWOOD, C. and CROOK, C., 2000. Infants' visual preference for sex-congruent babies, children, toys and activities: A longitudinal study British Journal of Developmental Psychology. VOL 18(PART 4), 479-498
  • CROOK, C.K., Locating the teacher within socially constructivist educational practice Chinese journal of applied linguistics. (In Press.)

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