International Journal of Educational Technology in Higher Education welcomes submissions to the thematic series on ‘Learning design for in situ continuous professional development’. Deadline: Dec. 1st.

Building on recent advances in learning design and focusing on higher education, this thematic series addresses the specific challenges that designers of learning arrangements face when designing in situ professional development (such as workplace learning). As always, such designs should cover the activities that learners engage in, the social setting (fellow learners, facilitators) and the context in which learners carry out their activities. If the workplace is the context and the learners are professionals, designers face unprecedented challenges. For example, how can educators be convinced to become genuine designers who cast aside their default constraints of school, curriculum, lecture and embrace the opportunities of online or blended learning? How can learning activities be designed that are at the very leas compatible with but better still make sense in a workplace setting? How can team learning be facilitated? How can the transition from merely learning in a team to learning in a large, personal networked learning environment be made? And also, how should this kind of learning be implemented in a workplace environment that has been spoon fed on training sessions with mere knowledge transfer, often in settings away from the workplace? We welcome papers that focus on these and other challenges typical for the design of in situ professional development arrangements. Although such papers may be situated in any workplace setting, papers addressing the topic of teacher professional development are of specific interest.

Potential topics include but are not limited to:

  • Learning design
  • Design thinking
  • Professional development
  • Continuous professional development
  • Workplace learning
  • online learning
  • Technology-enhanced learning
  • Blended learning


Shirley Agostinho from University of Wollongong visited us the last two weeks. We have enormously enjoyed her visit these days, including encouraging conversations with the different members of the team, the nice piece of joint work done and the avenues for collaboration identified. We will really miss having her around!


From left: Laura Serra, Marc Beardsley, Kostas Michos, Kalpani Manathunga, Davinia Hernández-Leo, Shirley Agostinho, Pablo Abenia, Laia Albo

This is the picture we took the first day of her visit (Sep. 12th) and that she has also shared in their “learning design research” blog.

Below the slides I used in the panel “Global partnership for development. The role of academia in empowering participatory and collaborative action” at the Social Impact of Science Conference 2016. I talked about “Open collaborative platforms, education and research: MOOCs, ILDE“.


The session was chaired by Enric Senabre Hidalgo, Universitat Oberta de Catalunya, and with speakers Xavier Serra Casals, Dept. of Information and Communication Technologies, Universitat Pompeu Fabra; Davinia Hernández Leo, Dept. of Information and Communication Technologies, Universitat Pompeu Fabra; Bruno Raimbault, Médecins Sans Frontières, Open Street Map movement; Xabier Barandiaran, Barcelona City Council – Participation Councillorship. The session organised with the support of the DTIC-UPF María de Maeztu Units of Excellence Programme (MDM-2015-0502).

Peter Sloep’s visit

ounl_petersloep_290Peter Sloep visited us at UPF 19th and 20th of July. We enjoyed discussions around learning design, communities, analytics, MOOCs, and group formation.


It has been a pleasure for me to chair this morning a very interesting session on the impact of MOOCs. It was one of the monographic sessions of this year CIDUI conference. I summarised five papers contributed by five teams of authors. Papers address the challenges around MOOCs and propose some solutions. This was followed by a debate by the authors with contributions by the audience.Foto_CIDUI_Davinia

Main topics included: challenges for educators and the institution; assessing the quality and impact of MOOCs; basic technological skills of educators and learners; and blended learning using MOOCs.

Some days ago Lori Lockyer, from Maquarie University (Sydney, Australia) visited us. We discuss with her our current research and she also shared with us outcomes from her projects, all around bringing learning design and analytic thinking together.




Together with MJ Rodríguez-Triana (EPFL), Y. Mor (PAU Education), P. Salvador (Carnegie Mellon), S. Warburton (U. of Surrey), B. Rienties (OU UK), L.P. Prieto (EPFL) and P. Scupelli (Carnegie Mellon), we’re co-organizing a workshop, to be held at EC-TEL 2016 in September in Lyon on “Connecting Learning Analytics with Learning Design“.

The workshop aims to open up the dialogue between the learning design (LD) and learning analytics (LA) communities, acknowledging the potential benefits for both fields from a productive synergy. As such, we expect participants from both of these communities, who have a deep understanding of one domain, and at least a keen interest in the other. We also welcome participants from other domains where the synergy of LD and LA could offer valuable opportunities.

Submissions are due in mid/end June. All the details in the workshop website: http://clad2016.ld-grid.org/#clad16 and the hashtag #clad16 !