Professor of Learning with Digital Technologies in the Faculty of Culture and Pedagogy, and Assistant Director for Open Mode Learning.

Current research is in two related areas (see LKL Research tab): Teaching/Learning Design tools for teachers, and Digital interventions for low numeracy and dyscalculia. 

In both cases the intention is to bridge the gap between teaching and research.

Teaching/Learning Design tools for teachers 

For more on learning design tools please see use the following links:

for downloading the Learning Designer:

·       Learning Designer for Windows:

·       http://www.dcs.bbk.ac.uk/~dionisis/LDSE/downloads/download.php?win3-leeds

·       Learning Designer for Mac/Linux:

·       http://www.dcs.bbk.ac.uk/~dionisis/LDSE/downloads/download.php?mac3-leeds

and for the Learning Design Support Environment project website

·       https://sites.google.com/a/lkl.ac.uk/ldse/Home

For the patterns collector website: http://tinyurl.com/ppcollector3 - try browsing and adapting existing patterns, or designing your own.

A video is available from initial page of the Pedagogical Patterns Collector that talks through how to use it.

Digital interventions for low numeracy and dyscalculia 

For digital games designed to assist learners with low numeracy please see  

 www.numbersense.co.uk  where the games focus on foundational concepts of numerosity, and on the functional skill of telling the time.

See 'Dyscalculia: From brain to education' - paper in Science. Full text at http://www.sciencemag.org/cgi/content/full/332/6033/1049?ijkey=IiMn47/zfOJ0I&keytype=ref&siteid=sci†

Brief biog

Previous appointments include Head of the e-Learning Strategy Unit at the UK Governmentís Department for Education and Skills, the Visiting Committee on IT at Harvard University, Pro-Vice-Chancellor for learning technologies and teaching at The Open University.

Current appointments include the Board of the Observatory for Borderless HE, the Governing Board for the UNESCO Institute for IT in Education, the Council for FernUniversitet in Hagen, the Trustees Board for the E-Learning Foundation.

Recent publications

Laurillard, Diana (2013), Supporting Teachers in Optimizing Technologies for Open Learning   in J. Willems, B. Tynan, and R. James (Eds), Global Challenges and Perspectives in Blended and Distance Learning, Information Science Reference, Hershey, PA.

Diana Laurillard (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology, NY: Routledge.

Review in Teachers College Record at http://www.tcrecord.org/Content.asp?ContentID=17048

Laurillard, D., P. Charlton, et al. (2012). A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, (in press).

Charlton,P., Magoulas, G., & Diana Laurillard, D. (2012): Enabling creative learning design through semantic technologies, Technology, Pedagogy and Education, 21:2, 231-253.

Thomas, M. S. C., & Laurillard, D. (2012). Computational modelling of learning and teaching. In D. Mareschal, A. Tolmie & B. Butterworth (Eds.), Handbook of Educational Neuroscience. Oxford: Wiley-Blackwell.

Brian Butterworth, Sashank Varma, and Diana Laurillard (2011) Dyscalculia: From Brain to Education, Science, Vol. 332 no.6033 pp. 1049-1053.†

(2011). Supporting teachers in optimizing technologies for open learning. In B. Tynan & J. Willems (Eds.), Education 2011-2021 SUMMIT. Edmonton: Athabasca University Press.

Laurillard, D and Ljubojevic, D. (2011). Evaluating learning designs through the formal representation of pedagogical patterns. In J. W. Kohls & C. Kohls (Eds.), Investigations of E-Learning Patterns: Context Factors, Problems and Solutions (pp. 86-105): IGI Global.

(2010). Effective Use of Technology in Teaching and Learning in HE. In Peterson, Baker & McGaw (Eds.), International Encyclopedia of Education (Vol. 4, pp. 419-426). Oxford: Elsevier.

(2009) The pedagogical challenges to collaborative technologies, International Journal of Computer-Supported Collaborative Learning, 4(1) 5-20.

(2008) ëThe teacher as action researcher: Using technology to capture pedagogic formí, Studies in Higher Education, 33(2), 139-154.

(2008) Digital technologies and their role in achieving our ambitions for education, Professorial lecture, Institute of Education, University of London, ISBN: 0 85473 702 2, 38pp.

San Diego, J., Laurillard, D., Boyle, T., Bradley, C., Llubojevic, Neumann, T. and Pearce, D. (2008) ëToward a user-oriented analytical approach to learning designí ALT-J, 16 (1) 15-29.

(2008). Open teaching: The key to sustainable and effective open education, in Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge, Toru Iiyoshi and M. S. Vijay Kumar (eds), MIT Press.

(2007). Pedagogical forms of moblie learning: framing research questions, in Mobile Learning: Towards a research agenda, Norbert Pachler (ed), Occasional papers in Work-based Learning, I, WLE Centre, Institute of Education, London.

(2007) ëModelling benefits-oriented costs for technology enhanced learningí Higher Education, 54, 21-39.

(2005) ëE-Learning in Higher Educationí, in Changing Higher Education: The Development of Learning and Teaching, Paul Ashwin (ed), RoutledgeFalmer.

(2005) Harnessing technology to personalise the learning experience, in Personalising Learning the 21st Century, Chris Yapp & Sara de Freitas (eds), Network Educational Press.

(2003) With Patrick McAndrew. ëReusable educational software: a basis for generic learning activitiesí, in Reusing Online Resources: A sustainable approach to e-learning, Allison Littlejohn (ed), pp81-93, Kogan Page.

(2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. 2nd edition. London: RoutledgeFalmer.

Powerpoint presentations

laurillard-inaugural-20080226