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MirandaNet Fellowship Profiles (MirandaNet Archive - as of March 2015)

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Nigel Riley

Personal Statement | ICT Details | Recent Projects | Case Histories | Publications

Personal Statement

I am SENCO at a primary school in Plymouth with a wide range of interests in the use of ICT in schools. I was a teacher-researcher and part time lecturer at Exeter and Plymouth Universities whilst ICT Subject Leader.

ICT Interests

My previous research used ICT-based concept mapping to develop learning dialogues, thinking skills and creativity. I developed concept mapping as an evaluation tool to determine critical learning in online discussion forum and as a creative space to generate ideas that transfer more cohesively from speech into writing. The aim was to develop ideation to improve children's literacy.

Recent Projects

I completed a Masters degree in ICT at Exeter University and have worked on several projects including Intel's Teach to the Future Evaluation.

I have recently been investigating the use of heart rate variance monitoring software to facilitate self-regulation in pupils with issues in SEBD and I am currently developing content for a moodle platform to deliver self-directed learning opportunities.

Case Histories

I have also worked on several MirandaNet projects including the DfES/MirandaNet Efacilitators Project (2003) and World Ecitizens (2003), as well as contributing much research to the MirandaNet/Inspiration Visual Learning Project (2006-8), all of which can be found in the MirandaNet Case Studies & Research Area.



Riley, N.R. (2007) Investigating the impact of ICT-based multimodal mapping in developing effective learning dialogues, Reflecting Education, Vol. 3, No. 1, November 2007 pp. 74-97.

Riley, N.R. (2006) Methods for evaluating critical learning using online discussion forums, Technology, Pedagogy and Education, Vol. 15, No. 1, March, pp. 61-76.

Riley, N.R. and Ahlberg, M. (2004) Investigating the use of ICT-based concept mapping techniques on creativity in literacy tasks. Journal of Computer Assisted Learning,20, pp 244-256.


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