Robert Lewis is currently Honorary Professor of Knowledge Technology in the Department of Educational Research at the University of Lancaster. Previously, he was Professor of Knowledge Technology in the Department of Psychology, and Information Systems and Services, and has recently been Visiting Professor at the University of Geneva also, Coordinator of Research at Neurope Lab on the French Geneva Campus at Archamps. He has recently been involved with various programmes at the International Institute for Management Development (IMD) in Lausanne.

He has been engaged in research and development into the uses of technology to support learning and knowledge exchange since 1969. A twelve year period in the University of London focussed on curriculum research and development with an emphasis on the design of environments, particularly simulations and modelling tools, aimed to support learning through exploration, the technology providing feedback to the learner on their ideas rather than assessing their apparent state of knowledge.

A four-year period followed that in which the use of technologies in schools was promoted through the professional development of teachers.

In the following 7 years he coordinated a UK Research Council programme (the ESRC InTER programme) in IT and education with projects focussing on collaborative learning with advanced technological tools. Other projects at that time involved communications technologies to support the development of professionals at their place of work. During the early 1990's he was Coordinator of Research at Neurope Lab where the needs of professional in enterprises were a major focus. Methodologies and tools to support knowledge exchanage in communities of practice and, more fundamentally, formalisms for informal knowledge and competence representation. He played a major role in European R&D in the field of telematics and open learning.

He holds the International Federation for Information Processing (IFIP) Silver Core (for distinguished services) as a result of activities including being Chair of Working Group 3.3 (on research), a member of Technical Committee 3 (Education) between 1980 and 1993 and also, as editor of many IFIP conference proceedings. He was a founder member of the French Association, OBSERVATOIRE DES TECHNOLOGIES POUR L'EDUCATION EN EUROPE, OTE.

Current research relates to collaborative learning through exploratory course modules for part-time post-graduate students in which they undertake group action research projects, communicating within the group and with their tutors by asynchronous electronic messaging and conferencing. Such courses have been run in the Netherlands, Spain and, most recently, in Hong Kong. Data mining tools are now being used to monitor the contributions of members to the joint research. This 'research through courses' is complemented by more traditional PhD student research on knowledge sharing in organisations.

Artwork by Dragan Radenovic, Kotor, 1986

Online project information/reports:

· Just-in-Time Open Learning (JITOL) - an EC DGXIII project under the DELTA programme

· Virtual Mobility and Distributed Laboratories (VMDL) - an EC DGXII Human Capital and Mobility network

Negotiating European Credit Representation and Recognition (NECTAR) - an EC DGXIII project under the DELTA programme

Journal Editor

Journal of Computer Assisted Learning (1985 - present) Blackwell Scientific Publications

Recent publications

Lewis, R. (2001) Issues of Learning at a Distance. Keynote paper presented at the Conference on E-Learning and Continuing Professional Education, Chia-Yi, Taiwan.

Abstract. The paper explores a number of notions drawn from developmental psychology and cognitive science in the context of the new digital age with the opportunities for knowledge sharing that that offers. The context will be both formal learning (in schools and universities) and experiential (knowledge gained through working on tasks). The issues are based upon empirical research and are underpinned by theories from the cultural-historical school of psychology originating in the 1930’s in the Soviet Union. The topics will be considered under the following themes:

• formal and tacit knowledge;
• sharing professional knowledge;
• knowledge acquisition processes;
• the nature of learning;
• levels of activity;
• distributed working and learning;
• coping with complexity.

The work context is included as much learning takes place through implicit exchanges of knowledge whilst tasks are being undertaken and problems solved. This authentic activity is something that is often missing in formal institutional settings. These theoretical themes will be used to examine very practical educational contexts and issues raised will include those related to:

• the design of tasks for groups of learners working face-to-face or at a distance;
• what is the nature of tasks that promote peer interaction on tasks that learners perceive as authentic?
• what is the difference between learners working face-to-face and remotely?
• how do tutors' role change in those two situations?
• the composition of effective peer groups for solving problems:
• how should factors such as gender and ability differences be treated?
• how to ensure equality of opportunity, contribution and responsibility?
• assessment of group working:
• what changes are needed in assessment approaches?
• what should/can be assessed?
• how can both individual contribution and overall group achievement be assessed?
• tutors’ professional development:
• how to build on existing skills?
• can tutors be considered as professional learners?
• what is the relationship between university and school tutors?
• can school tutors become researchers?

Lewis, R. (2001) Information and Communication Technology support for learning: bringing research and practice together. Keynote paper at the Global Chinese Conference on Computers in Education, Taiwan, June 2001

Abstract Whatever role we may have in education, Information and Communication Technology (ICT) is a threat and yet, appears to offer, significant opportunities. This paper tries to address both sides of this story from the perspective of all those concerned in supporting learning from childhood to retirement and beyond in formal and informal settings.

The goal of all participants to this conference is to ensure that practice, and the policy which supports that practice, capitalises on ICT through the analysis of well-focussed research and exemplary practice.

Such a statement can be supported by all of us — whether we are parents, teachers, policy makers and/or researchers. BUT, the simplicity of such a statement has its limitations if the human-behavioural and the (often) political issues that become exposed are analysed. There are many barriers to change and the (relatively) new ICT is a threat as it suggests that change is inevitable — there seems no way that it can be stopped.

On the more positive side, the opportunities offered by ICT may allow us to step back to some old, yet effective social ways of learning which seem to have lost favour in recent years. What comes to mind is Socratic dialogue through apprenticeship and peer learning. These can both be reintroduced through collaborative or cooperative learning and situated or contextual learning experiences.

Teachers are critical actors in meeting these challenges and this paper explores ways in which their professional practice can be supported through an awareness of and participation in contemporary research.

All parts of this paper will contain two threads: change processes and learning processes. I will start from the recent past and move progressively to the present day. In doing so I will increasingly consider the ways in which ICT can contribute to support the learning process and the ways we might bring that into effect by promoting changes in practice.

Whatever role we may have in education, Information and Communication Technology (ICT) is a threat and yet, appears to offer, significant opportunities. This paper tries to address both sides of this story from the perspective of all those concerned in supporting learning from childhood to retirement and beyond in formal and informal settings.

The goal of all participants to this conference is to ensure that practice, and the policy which supports that practice, capitalises on ICT through the analysis of well-focussed research and exemplary practice.

Such a statement can be supported by all of us — whether we are parents, teachers, policy makers and/or researchers. BUT, the simplicity of such a statement has its limitations if the human-behavioural and the (often) political issues that become exposed are analysed. There are many barriers to change and the (relatively) new ICT is a threat as it suggests that change is inevitable — there seems no way that it can be stopped.

On the more positive side, the opportunities offered by ICT may allow us to step back to some old, yet effective social ways of learning which seem to have lost favour in recent years. What comes to mind is Socratic dialogue through apprenticeship and peer learning. These can both be reintroduced through collaborative or cooperative learning and situated or contextual learning experiences.

Teachers are critical actors in meeting these challenges and this paper explores ways in which their professional practice can be supported through an awareness of and participation in contemporary research.

All parts of this paper will contain two threads: change processes and learning processes. I will start from the recent past and move progressively to the present day. In doing so I will increasingly consider the ways in which ICT can contribute to support the learning process and the ways we might bring that into effect by promoting changes in practice.

Lewis, R. (2001) Learning in the digital age. Invited paper. Information Society and Intelligent Information Technologies in the 21st Century. 'Future Russia' and the British Council, Moscow.

This paper aims to highlight some of the key factors facing education in a coming digital age. It questions the top-down approach being taken by governments and other agencies in seeking ways to capitalise upon new information technologies for education and training. It identifies and discusses some of the parameters that influence the potential value of learning through the use of information technologies. Having reviewed these dimensions, it suggests some ways in which universities and enterprises might move together to a more grass-roots approach to realising the potential of ICT for knowledge development. It tries to warn about the simple solution of putting old wine in new bottles — that is, using a new medium without thinking deeply about the processes of learning and the newly recognised need of learners (and their employers) as part of the knowledge society.

Abstract This paper sketches some of the key factors arising from the notion of e-learning. It tries to address one question of the seminar —what is e-learning? It questions the top-down approach being taken by governments and other agencies in seeking ways to capitalise upon new information technologies for education and training. It identifies and discusses some of the parameters that influence the potential value of learning through the use of information technologies. Having reviewed these dimensions, it suggests some ways in which universities and enterprises might move together to a more grass-roots approach to realising the potential of ICT for knowledge development. It tries to warn about the simple solution of putting old wine in new bottles — that is, using a new medium without thinking deeply about the processes of learning and the newly recognised need of learners (and their employers) as part of the knowledge society.

Abstract This paper suggests a framework for thinking about the themes of the Conference — learning societies, creativity, caring and commitments. The focus is on human activity but this has to be placed in the context of what is meant by a learning society and what might be the motivations and intentions for change in such societies. An interpretation of Activity Theory is used to identify insightful foci for the complexity of issues — pedagogical, social, technological — that influence human activity. An analysis of the context of working together, either collaboratively or cooperatively, makes a clear and important distinction between the two. This becomes important as human activity in undertaking tasks passes through various stages over time, and the focus of the immediate task changes. Information and communication technology may promote and support change but how can these tools be managed and their value exploited for the benefit of all members of society?

Lewis, R. (1999) Apprendre conjointement: une analyse, quelques experiences et un cadre de travail (Learning together: a rational, some experiences and a framework.) In Hypermédia et Apprentisages 4, Actes du quatrieme colloque (eds. J-F. Rouet et B. de la Passardiere). INRP et EPI, Paris.

Abstract: This papers draws a distinction between forms of learning in groups. It suggests that the intentions of individuals defines whether working together takes on a collaborative or cooperative form.

This distinction between the goals becomes important, and is not simply a semantic (academic) distinction, as it is a central part of any framework for research into the support role of information and communications technology and, hence, the development of tools for group use.

An example of a well formulated case study of learning together is followed by a consideration of aspects of Russian socio-psychology which leads to two forms of framework which may help to unravel the complexities of group interactions. It is suggested that Activity Theory is useful in a considetation of factors influencing the form and value of learning together as well as in highlighting features in the design of tools which may support learning.

Keywords: Activity Theory; Collaboration; Communities; Cooperation; Information technology; Hypermedia; Learning.

Abstract: New technologies have the potential to provide opportunities, and even force many changes, in higher education institutions. These involve changes in the processes of research as well as in the processes of learning. It might be time to make an effort to inspect previous experiences that allow us to draw some conclusions about the necessary conditions of successful ICT implementations, since these experiences might prove valuable to all those wishing to introduce ICT in their practice. There are three main issues: new approaches to learning; institution change and, of critical importance, the development of tutor competences in using the new technology. The paper limits its scope to just the last two key conditions.

In order to adapt to meet the opportunities and challenges presented by new technologies, institutional infrastructure has to change to meet certain conditions: economic, human and technological resources are essential for a successful implementation. Of course these issues are related to institutional values in many ways, including the necessary investment.

The second set of conditions involve individuals and have to do with new skills which tutors, as well as students, will need to develop. Our starting point is the acknowledgement that tutors are already competent and experienced in their role and support to student learning. However, if new technologies are to enhance that support, tutors will need to build on their existing skills and acquire new competencies and insights. These skills may be analysed according to a temporal scheme in the incorporation of ICT to existing curricula: planning, development and evaluation. It is seen as worthwhile to make an effort to connect the exact nature of the changes introduced to the nature of the outcomes which are desired.

The fact that these are considered necessary conditions does not imply that they are always met before implementations are attempted, since these latter often help bring about the necessary changes.

Lewis, R. & Vizcarro, C. (1998) Collaboration between universities and enterprises in the Knowledge Age. Paper presented at the IFIP Working Conference, The Virtual Campus 'Trends for Higher Education and Training'. November, 1997, Madrid. Published in The Virtual Campus, Chapman & Hall, London (pages:115-128)

Abstract: This paper suggests that a radical review is required of the way in which universities carry out their research and teaching roles. Political and economic factors are forcing change and the classical role of universities for delivering knowledge to customers is being challenged both in research and in the way teaching and learning take place.

In this new context, information and communication technologies allow an alternative approach to be taken. In this approach it is argued that the delivery of content should no longer play a major role; remote access to digital libraries and learning support through tele-tutoring are becoming increasingly common. The new role relates to supporting the process of knowledge exchange and acquisition rather than the delivery of content.

This paper is not concerned with creating virtual campuses to support traditional courses based on formal knowledge. Rather it reports on some experimental activities in which students learn through participation in research in naturalistic settings. It is further suggested that enterprises can come to see universities as partners in learning and research activities to the benefit of both parties. The use of information and communication technologies play a key role in making it possible to support the exchange of informal, context-related knowledge.

Keywords Collaboration, universities, enterprises, knowledge, information, communication, technology

Lewis, R. (1997) An Activity Theory framework to explore distributed communities. Journal of Computer Assisted Learning, 13, 4, 210-218.

Abstract: Technology-mediated communication is having an influence on the working, learning and leisure activities of everyone. This paper looks at work and learning which have many features in common and yet remain different in many ways as the intentions are distinct. Research into computer support for working and computer support for learning emphasise the differences through rather traditional perspectives but it may be possible that each research domain can offer insights into the other. This paper attempts to draw on both research cultures and makes tentative steps in creating a framework for the new insights which are required if there is to be a better understanding of the ways that communications technology may be able to add new opportunities for distributed communities of learners.

Keywords: Activity Theory; Cognition; Computer-mediated communication; Distributed communities; Learning; Working

Heeren, E. & Lewis, R. (1997) Selecting Communication Media for Distributed Communities. Journal of Computer Assisted Learning, 13, 2, 85-98.

Abstract: Within the 'Virtual Mobility and Distributed Laboratories' project three naturalistic case studies of distributed research communities were conducted with a focus on the communication media used. The findings provide insight into relationships between the different media that the communities selected, and the different activities to which these media contributed. These findings are also relevant for distributed groups in which collaborative learning is the primary aim. A framework is presented for understanding and recommending selections of media for particular kinds of tasks, which is derived by integrating Media-Richness Theory in Activity Theory. This framework indicates how task/media fit may be achieved while taking into account the evolving character of activities in a distributed community. Implications of the framework for collaborative distance learning are discussed.

Keywords: Activity Theory; Collaborative distance learning; Communication media; Distributed research groups; Media-richness Theory

Lewis, R. (1996) Sharing professional knowledge: organisational memory. Paper presented at the Multimedia Training in Trade and Industry Conference. June 1996, World Trade Centre, Amsterdam and published: Int. J. Continuing Engineering Education and Life-long Learning, 7, 2, 95-107.

Abstract: This paper reviews and compares the outcome of a number of recent research projects which have looked at the ways that communications technology can be used to support distributed groups of workers and learners. It blurs the distinction between 'work' and 'learning' by drawing on mainly professional communities in which the distinction hardly exists.

It considers the individual and organisational dimensions of work in communities in which interaction between members is wholly or partly dependent on a range of electronic communications media. It looks at ways in which professional knowledge, often tacit and informal, may be elicited and shared during the process of which action organisational memory is significantly enhanced.

Lewis, R. (1996) Working and Learning in Distributed Communities. Paper presented at the seminar - Computer Supported Learning Environments, Universidad Autonoma de Madrid, June 1996. Published in Spanish.

Abstract: In a society which, it is claimed, is increasingly dependent on information, cognitive processes which transform information into knowledge must become a major concern. Work and learning have many features in common and yet remain different in many ways as the intentions which are the driving force of both these human activities are distinct. Research into computer support for working and learning emphasise the differences through rather traditional perspectives but it may be possible that each research domain can offer insights into the other. This paper attempts to draw on both research cultures and makes faltering steps in creating a framework for the new insights which are required if there is to be a better understanding of the ways that communications technology can support distributed communities of workers and learners.

Lewis, R. (1996) Ownership and membership of a 'virtual' team: the perspectives of a research manager. Paper presented at the Conference: Using IT effectively in R&D Management, IMD, Lausanne - September 1996 and published R&D Management, 28, 1, 5-12.

Abstract: Many sectors of human activity are growing increasingly dependent on information and its contextual processing in the creation of knowledge. Nowhere is this process more crucial than in distributed R&D communities. This paper draws on experience of working in such communities and on investigations into the role of information and communications technologies. This work may have begun to uncover a framework on which to base the effective application of IT in this context.

A recent research study, supported by the EC Human Capital and Mobility Programme, was undertaken by a team which was itself distributed and comprised those with background disciplines in management science, developmental psychology and information technology. It focussed on the communications channels (the media) used by international R&D communities and an analysis of the case study data revealed three significant dimensions:

• the nature and stages of R&D tasks;
• individuals and their engagement in the community;
• management and organisation of distributed teams.

This paper focuses on the last of these themes whilst drawing upon the others. It reviews the dynamics of R&D tasks and the way that this requires changing organisational styles which establish, support and maintain each individual's contribution to the collective goal as the task passes through the phases of intention, procedure and operation. It begins to address the issue concerned with capitalising on diversity rather than the more usual approach of always seeking a unifying concensus.

Keywords: Communications media; Diversity; Organisational memory; Partnership; Research teams; Technology; Virtual organisations.

Lewis, R. (1996) Sharing professional knowledge in the healthcare sector. Invited paper presented at the Springer-Verlag Seminar: Dr. Multimedia, Heidelberg, October 1996. To be published in Int. J. Continuing Engineering Education and Life-long Learning

Abstract This paper starts by reviewing concerns over the validity and security of information systems in the healthcare sector which are universal. It then introduces two scenarios for professional communities which are present in the United Kingdom but which may need cultural reinterpretation. There are then insights from two European projects which have investigated the role of communications media to support human-human interaction. Drawing on these outcomes, it returns to the scenarios and suggests ways in which the potential of information and communication technology may support the work of the communities involved. The need for pilot implementations is argued and the paper concludes by identifying key factors in the creation and establishment of 'virtual' organisations.

Keywords: Computer-mediated communication; Information and communication technology; Medical communities; Professional knowledge; Tacit knowledge.

Lewis, R. (1995) Jitol concepts in the field of professional knowledge exchange. Proceedings of the DELTA Dusseldorf Conference (eds. P. Held & W. Kugermann). IOS, Amsterdam.

Abstract The objective of the JITOL Project was to develop and evaluate a learning environment for the professional development of individuals. The environment is based upon information- technology consisting of a telematic network linking and making accessible computer resources including data and knowledge bases, and using conferencing and communications software to facilitate access to human tutors and co-learners. The unique nature of the open learning environment which was explored by the Project, comes from building up appropriate knowledge bases by constantly integrating learners' explicit needs. More concretely, representations of the interactions between participants in the system are stored and structured so as to become additional knowledge resources for subsequent use

Lewis, R. & Collis, B. (1995) Virtual Mobility and Distributed Laboratories: - supporting collaborative research with knowledge technology. In Adults in Innovative Learning Situtations (eds. G. Davies and B. Collis). Elsevier/North Holland, Amsterdam, 1995.

Abstract Virtual Mobility and Distributed Laboratories (VMDL) is a pilot project in the European Commission, Directorate DGXII programme, Human Capital and Mobility. The project builds upon recent experiences of the Just-in-Time Open Learning project, JITOL, which was part of the DGXIII DELTA programme. The latter undertook field trials of various information and communications technology (ICT) tools and methods for the support of knowledge exchange between professionals. Such exchange can be considered as part of continuous professional development or as simply an aspect of working in a professional community. In either case, on-going learning is involved. Based on JITOL experiences as well as others involving the support of distributed collaborative work among professionals, the VMDL Project is looking more closely at the processes of distributed collaboration and the technologies and instrumentation that can profitably support those processes.

Lewis, R. (1993) Learning Technologies from a Human Actors View. Computers & Education, 21, 1/2, 173-180.

Abstract The role of resources to support learning are many and varied. This paper places human-human interaction at the heart of learning and discusses a variety of uses of information and communications technologies to support human learning. Traditional roles for the computer as surrogate teacher and as a mirror on learners' thinking are briefly reviewed. The new role for technology in bringing human experts into the workplace of professionals is described through recent and current projects concerned with learning and knowledge exchange. The notions of communities of practice and learning organisations are explored.

Lewis, R. (1992) Strategies for Research - integrating outcomes into practice. Invited stream Paper. Informatics & Education, Information Processing '92, Proceedings of the IFIP 12th World Congress, Madrid, September 1992. IFIP Transactions A-13. North Holland, Amsterdam.

Abstract Those engaged in research have a strong interest in ensuring that their findings become well known. The way in which research outcomes are diffused will depend upon the audience which the researcher views as most important. Not only is there a desire to see that the outcomes are known, but also that they are used. The uses will vary according to the nature of the research being undertaken, perhaps by other researchers but perhaps exploited in industry or in society. The effectiveness of this diffusion process is not purely a matter of good publication practice. Other factors include the original formulation of the research task and the execution of the research itself. Ahead of such concerns, though probably influenced by them, are questions concerning the strategy which helps to formulate the research agenda and the execution of the research itself. These issues are discussed in the context of research into the uses of information and communication technologies to support learning and knowledge transfer.

Lewis, R. (1992) Research and the Professional Development of Teachers: the role of universities. Keynote Paper. New Information Technologies in Schools. OECD & Ministéio da Educacao, Portugal.

Abstract Social change may be influenced by aggregate, unintended trends but planned change is most likely to succeed if individuals are actively engaged in defining the changes envisaged. In introducing new types of learning opportunities to schools, teachers are the key change agents. The potential benefits of using technology to support learning will accrue if teachers come to feel ownership of the innovation. This paper suggests that teachers' engagement in research can be a powerful mechanism for bringing about that sense of ownership and, hence, stimulating change. Those in universities have a major role to play in supporting such action research and technology itself may have a part to play in bringing about closer liaison between practitioners and researchers in mutually rewarding collaborative activities.

Lewis, R. (1990) Perspectives on Information Technology Support for Learning. In R. Lewis & S. Otsuki, Advanced Research on Computers in Education. North Holland/Elsevier, Amsterdam.

Abstract A series of conferences were organised by Technical Committee 3 (Education) of the International Federation for Information Processing (IFIP) as part of the 1990 World Conference on Computers in Education. The third and final conference was held in Tokyo on the theme of Advanced Research. This paper discusses a simple model for the role of information technology (IT) in learning and offers a new framework within which to place a range of theories of human development and outlines ways in which the framework can be used to describe aspects of the uses of IT. It reviews the previous two conferences from a researcher's perspective and makes some suggestions about ways in which a research agenda may be formed before proposing some contemporary issues for research.

Lewis, R. (1990) The Ownership of Change - an experiment in experience exchange. In A. McDougall and C. Dowling (eds.) Computers and Education - Proceedings of the Fifth IFIP World Conference, North Holland/Elsevier, Amsterdam.

Abstract As the pace of technological innovation increases, very rich opportunities for the use of computers to support learning will become available. However, before that happens it is urgent to prepare educationists for making decisions on the cognitive basis on which such activity should be developed and supported according to particular social, cultural and economic needs. This was a part of the rationale behind a four-week Summer School for teacher educators from developing countries which was held in Kotor, Yugoslavia in 1989. It was made possible by support from the Intergovernmental Informatics Programme of UNESCO following a proposal from ALNeT, a Yugoslav-British association for the Advancement of Learning through New Technologies. This paper reports on the rationale, philosophy, methodology and realisation of the Summer School. It includes reaction to the School from tutors, and from the participants and their respective governments or institutions.