Event: Talk by Rikke Toft Nørgård Print
Latest News
Friday, 06 November 2015

Speaker name:  Assistant professor, PhD, Rikke Toft Nørgård (Noergaard)

Institution: Center for Teaching Development and Digital Media, Aarhus University, Denmark

Short bio:

Rikke is an assistant professor at the Center for Teaching Developments and Digital Media, Aarhus University, Denmark. Her field of research lies within ‘futuremaking through design thinking and new technologies in education,' new educational potentials with new technologies and media, and development of the concept of ‘educational design thinking' (merging educational philosophy, empathic design thinking and practices with new technologies).

Rikke holds a PhD in digital gameplay with a focus on the gameplayer's interaction with and experience of gameplay design and technology.

Currently, Rikke is on a 3 month research stay with London Knowledge Lab, Center for Global Higher Education and Center for Higher Education Studies at Institute of Education, UCL

Title of talk:

Educational Design Thinking: On radical online learning, connected curriculum and participatory academic communities


Taking the blended MA in ICT-Based Educational Design and the Coding Pirates Future Island workshop for children year 7-17 as paradigmatic cases, this talk explores community-driven participation in education beyond the institution and across ages and stages. The talk reflects on how designing for ‘radical' participation in education can move educatees' learning with technologies beyond the security of the institution. Furthermore, the talk discusses how taking a value-based, vision-driven and designerly approach to teaching and learning through the use of ICT can promote the 4 C's of 21st digital literacy competencies: technological communication, collaboration, creativity and critical thinking.

Presenting and discussing the paradigmatic cases, this talk reflects on how interactions and experience with mixed technologies, media and materials beyond the institution might invite for engaging, empowering and emancipatory education in ways that foster participatory academic communities and citizenship through the use of educational design thinking.

Professional website link and/or supportive material:


Honorary Degree: Professor Diana Laurillard Print
Latest News
Friday, 30 October 2015





Honorary Degree: Professor Diana Laurillard

On 29 October 2015, Professor Diana Laurillard was awarded an Honorary Degree of Doctor of Education by Edinburgh Napier University, in recognition of her major contribution to education, with an emphasis on learning with technology. The laureation cited her published books, her work at the Open University and the Department for Education and Skills, her membership of Boards of Governors and Trustees, and of the Dearing committee, and Harvard Visiting Committee on IT, and her recent work on learning design tools for teachers.


Event: Methods for Studying Creativity: Ahead of the Curve Print
Latest News
Monday, 19 October 2015


Royal Statistical Society, 12 Errol Street, London 

Researching creativity, collaboration and co-ordination requires methods that span disciplinary, quantitative and qualitative, and textual, visual and aural boundaries.  Michael Schober (New School, New York), Carey Jewitt (UCL Institute of Education) and Matthew Purver (Queen Mary University of London) discuss and demonstrate developing methods for studying creativity creatively. 

1.30 Registration and tea/coffee
2.00 Event starts - Chair and introduction by Patrick Sturgis
2.15 Michael Schober - paper 25 minutes, 10 minutes questions
2.50 Carey Jewitt - paper 25 minutes, 10 minutes questions
3.25 Tea/coffee
4.00 Matt Purver - paper 25 minutes, 10 minutes questions
4.35 Discussion between speakers and participants
5.00 Close

This event is free of charge but to attend please register from the link below.

Jobs @ UCL IOE: Director of Futures Print
Latest News
Wednesday, 07 October 2015

thumb-news_10.pngThe UCL Institute of Education seeks an inspirational and commercially astute Director of Futures who will champion the transformation of the IOE's online learning activity enabling us to extend the reach of our world class provision. We welcome applications from high calibre individuals who wish to play a pivotal role in the continued success of this world leading and innovative institution.

Application deadline: 22nd October
For more information, please visit the job advert on the UCL Human Resources site.

Event: Digital technology and the surveillance of schools Print
Latest News
Thursday, 17 September 2015

Title of talk:   Big Bother ... digital technology and the surveillance of schools

Speaker name:  Neil Selwyn

Institution:  Monash University, Melbourne

29th October 2015 at the London Knowledge Lab 12:30-13:30 followed by refreshments

London Knowledge Lab
23-29 Emerald Street London WC1N 3QS

Abstract:  As in many areas of society, technology-based surveillance processes and practices are now a common feature of schools. Through technologies such as online monitoring, smart cards, CCTV, tagging and biometric tracking, the monitoring, measurement and control of school populations has increased steadily. Drawing upon in-depth ethnographic studies of three Australian secondary schools, this presentation explores the range of surveillance practices and processes at work within schools. Our findings highlight the range of (often low-level) modes of surveillance in schools - many of which suggestion a gradual shift from ‘panoptic' to ‘post-panoptic' conditions of surveillance.

Professional website
link and/or supportive material:

Event: Reflections on Divergent and Antagonistic Paradigms in Educational Research Print
Latest News
Thursday, 17 September 2015
Do We Have to Choose?: Reflections on Divergent and Antagonistic Paradigms in Educational Research

7th October 2015 at the London Knowledge Lab 12:30-13:30pm followed by  refreshments

London Knowledge Lab
23-29 Emerald Street

London WC1N 3QS

Speaker name:

Andrea A diSessa

Institution: University of California at Berkeley, USA

Abstract: For about three years, I have been engaged in a focused dialectical agenda of trying to engage two different paradigms of research in education that are usually considered distinct, and which are often, in fact, antagonistic. One is situative; the other is cognitive. Via a long and winding road, we have produced a synthetic volume, containing work by teams consisting of members of each paradigm, and reflections on the dialectical task. This will be an informal report of the experience, with potential implications for rapprochement of other antagonistic viewpoints in educational research. I will also briefly describe some of the joint research that was developed in this project.

The book that resulted from this project is: diSessa, A. A., Levin, M., & Brown, N. (in press). Knowledge and Interaction: A synthetic agenda for the learning sciences. New York, New York: Routledge.

"Decades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, ‘siloed' science-where different traditions refuse to speak with one another, or merely ignore one another-is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and
methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time."

Professional website

link and/or supportive material:  

diSessa website:

Book description:

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