Projects & scholarship
2018 - 2023
QRTA Training Activity
Duration: 5 years
Project team: Norbert Pachler (PI), Don Pernnington
This project rolls out the Queen Rania teacher education programme to a small number of universities nationally in Jordan.
2016 - 2020
Provision of technical assistance to the Queen Rania Teacher Academy for the provision of pre-service teacher education
Funder: Queen Rania Teacher Academy, Jordan
Duration: 5 years
Project team: Norbert Pachler (PI), Kim Insley and Sarah Worton (CoPIs), Jemma Taylor (Project Manager, UCLC), Don Pennington, Piers Saunders
This project provides technical support in the development of a system of initial teacher education in Jordan to improve the quality of teaching and learning in public schools and include the monitoring and evaluation of the quality and impact of the provision.
2014 - 2015
External evaluation of a Proposal for Reorganisation of Secondary Studies in European Schools
Funder: European Commission: European Schools
Duration: 10 months
Project team: Sandra Leaton Gray (PI), David Scott, Norbert Pachler, Michael Reiss, Peter Mishto, Didac Guiterrez-Peris
This study sought to provide evidence about the impact of the proposed new structure for secondary studies in European Schools (year groups S4-S7), compared with the existing curriculum.
2012 - 2015
European schools enhancing creativity, exploration and science: we.learn.it
Project partner; in collaboration with partners from Finland, Sweden, Austria, Ireland, Belgium, France and the UK
November 2012 - February 2015
European Commission FP7
we.learn.it was a facilitated grassroots initiative formed from school networks in 6 European countries and selected partnerships including schools in developing countries tightly linked to a facilitators network of higher education institutions, thematic organizations, selected individuals, learning content and technology providers. Schools in the project were enabled to co-develop and embark on so-called Learning Expeditions focusing on collaborative, experiential learning around the use of digital technologies. The project developed a collaborative sharing platform of European TEL research with schools. The Institute of Education played a leading role, together with the OECD, on the conceptualization of the Learning Expeditions and their evaluation, the development of impact indicators and of an evaluation framework and on the evaluation of the project as a whole.
2012 - 2014
Mobile learning: opportunities and challenges for school and curriculum development
Project partner; in collaboration with the London Borough of Croydon and the Landkreis Barnim
October 2012 - September 2014
Comenius Regio Partnership
The aim of the project was to develop, implement, evaluate and disseminate scenarios for the use of mobile technology for teaching and learning. A range of schools and sites of educational provision were involved in this process and the examples were shared between them, regionally and internationally. The project focused on the exploration of socio-cultural spaces and places in the physical proximity of school with mobile devices, in particular smartphones, used as multifunctional tools for situated and contextual learning. Data and information was collected in the form of mobile portfolios in these spaces and places with a view to being integrated into teaching and learning in curricular activities. The intention was to provide opportunities to capture informal learning of students with mobile technologies and to blend learning in formal and informal contexts. By involving different school types, age groups, subjects and fields of work and learning, mobile learning scenarios did not have a standardised design. A common feature was that they would help to bridge the gap between the life-world of young people and the educational institutions as well as to strengthen the enjoyment of learning. The Institute of Education provided pedagogical guidance for, and expert advice on the mobile learning activities undertaken in the course of the project. This guidance was based on the outcomes of the work of the London Mobile Learning Group (www.londonmobilelearning.net) an international, interdisciplinary research group working on the theory and practice of mobile learning.
2011 - 2012
Presidency of the European Baccalaureate
Contractor: Department for Education
Duration: 12 months
Consultant: Norbert Pachler
Norbert was appointed as President/Chair to oversee the European Baccalaureate for the UK Presidency of the European Schools during 2011-12 by the DfE.
The European Baccalaureate is the school-leaving examination for pupils who attend one of the 14 European Schools. In his role he inter alia chaired the Examining Board, composed of examiners from each country of the European Union, he undertook visits to the European Schools before and during the examinations and he produced a report post presidency for the Board of Governors on the quality/standard of the examination and the education provided.
Development of Teaching Standards
Contractor: British Council Montenegro
Duration: September - October 2011
Consultant: Norbert Pachler
Norbert provided consultancy services to the Ministry of Education and Sport Montenegro in defining new teaching standards in the context of Montenegro’s comprehensive education reform aimed at delivering changes at the systemic level with particular reference to quality assurance.
Social Mobile Networking to enhance community building for adults’ informal learning
Project partner; in collaboration with the University of Florence, the Consiglio Nazionale delle Ricerche, London Metropolitan University, University of Bremen and Attiko Vocational Training Centre
April 2011 - March 2012
The aim of the partnership was to explore the role mobile and social networking can play in the context of technology-enhanced learning environments with a focus on workers’ community building. It investigated the following research questions: how can/do mobile devices support workers’ community building through social networks? What models of assessment are possible through new mobile devices in informal learning situations? How can mobile devices support workers’ training between real and online contexts?
Project outcome: Special Issue of the British Journal for Educational Technology 43(5)
2010 - 2012
MyMobile - Education on the move. Responsive learning contexts in European Adult Education
Project partner; in collaboration with partners from Germany, Italy and Belgium
October 2010 - September 2012
The aim of the partnership was to cultivate exchange on existing approaches and methods in mobile learning and mutually to develop guidelines for mobile learning in adult education within the context of lifelong learning. These general principles were applied and tested in diverse learning scenarios. Upon conclusion of the project, practical guidelines for multipliers were made available, showing how mobile learning scenarios and methods can be integrated into adult education and further developed. These enable multipliers to employ the mobile phone as a learning tool, a didactic method, and a field of pedagogical endeavour in their work with, e.g., migrants, multigenerational houses, seniors, media education support schemes (which are of growing significance for all types of educational institutions), in integration work with socially marginalized groups, in museum programmes, etc.
Friedrich, K., Ranieri, M., Pachler, N. and de Theux, P. (eds) (2012) The ‘MyMobile’ Handbook: Guidelines and scenarios for mobile learning in adult education. ISBN 978-2-9601128-1-8. Available at: http://www.mymobile-project.eu/IMG/pdf/Handbook_print.pdf
2009 - 2011
European Diploma in Intercultural Competence (EDICC)
Project partner; in collaboration with 12 partners from across nine European countries
Erasmus Life Long Learning Programme
This European Union DG Culture and Education funded multilateral Erasmus curriculum development project entitled ‘European Diploma in Intercultural Competence’ developed an academic curriculum for continuing education on intercultural competence by transferring existing theoretical knowledge into a work life orientated curriculum for adult learners. The project duration wss October 2009 to September 2011.
2009 - 2010
Landscape review and analysis of the provision of ICT CPD in schools
Duration: 4 months
Project team: Norbert Pachler (PI), Caroline Daly, Caroline Pelletier, Christina Preston, John Cuthell, Allison Allen
The objectives of this project were: to analyse and summarise the current provision of ICT CPD by considering the existing evidence base, developing and carrying out a programme of research to understand the existing key providers of ICT CPD and relevant field forces in order to obtain a more informed picture of provision nationally; to assess the scope and nature of various providers who make up the ICT CPD market place, the nature, scope, quality and impact of their provision; as well as to analyse and assess this provision against: the nature of workforce standards with respect to the use of technology, the need for an e mature workforce as set out in the Harnessing Technology Strategy, and Becta’s emerging model of Workforce E-maturity.
Pachler, N.; Preston, C., Cuthell, J., Allen, A. and Pinheiro-Torres, C. (2010) ICT CPD Landscape: Final Report. London: WLE Centre. Available at: http://www.wlecentre.ac.uk/cms/files/becta/becta-ict-cpd-landscapereport.pdf
2008 - 2009
Scoping a vision for formative e-assessment
Funder: Joint Information Systems Council (JISC)
Duration: 8 months
Project team: Norbert Pachler (PI), Harvey Mellar, Caroline Daly, Yishay Mor, Dylan Wiliam
Official project website: http://www.jisc.ac.uk/publications/documents/feasstfinalreport.aspx
The project aimed to develop a domain map for formative e-assessment based on a review of relevant literature in the field of formative assessment and e-assessment as well as an analysis of aspects of prevailing assessment practice in technology-enhanced post-16 contexts internationally. Project outcomes include a set of recommendations, a literature review as well as a set of case studies of existing practice in formative e-assessment and related patterns and scenarios for practitioners and software developers.
Pachler, N.; Mellar, H.; Daly, C. Mor, Y., Wiliam, D. (2009) Scoping a vision for formative e-assessment: a project report for JISC. London: WLE Centre/London Knowledge Lab. Available at: http://www.jisc.ac.uk/media/documents/projects/scopingfinalreport.pdf
ICT CPD for school teachers
Duration: 7 months
Project team: Caroline Daly (PI), Norbert Pachler, Caroline Pelletier
This commissioned research project consisted of two parts, a literature review followed by primary data collection. Its focus was on exploring available ICT CPD models and provision, on gaining a clearer understanding of the CPD needs of teachers in relation to ICT as well as on developing a better understanding of the key stakeholders and their agendas.
Daly, C., Pachler, N. and Pelletier, C. (2009) ICT CPD for school teachers: a literature review for Becta. London: WLE Centre. Available at: http://www.wlecentre.ac.uk/cms/files/becta/becta-ict-cpd-literaturereview.pdf
Daly, C., Pachler, N. and Pelletier, C. (2009) Continuing Professional Development in ICT for teachers. London: WLE Centre. Available at: http://www.wlecentre.ac.uk/cms/files/becta/becta-ict-cpd-report.pdf
Education and Training 2010
Duration: 10 months
Consultant: Norbert Pachler
Norbert acted as expert advisor for the cluster on Teachers and Trainers of the European Union DG Culture and Education, which brought together representatives from 20 EU member states with a view to harmonising systems of and approaches to initial teacher education and continuing professional development of teachers.
Snoeck, M., Eisenschmidt, E., Forsthuber, B., Holdsworth, P., Michaelidou, A., Dahl Norgaard, J., Pachler, N. and Porcarelli, C. (2010) Developing coherent and system-wide induction programmes for beginning teachers - a handbook for policymakers. Brussels: European Commission. Available at: http://www.ipex.eu/ipex/cms/home/Documents/doc_SEC20100538FIN
2006 - 2007
The development of methods for eliciting learner-narratives within a framework for embedded evaluation for fully online distance learners
Funder: Centre for Distance Education, University of London
Duration: 12 months
Project team: Caroline Daly, Norbert Pachler, John Pickering, Jeff Bezemer, Jill Russell, Jon Wardle
The research project was a qualitative study to develop methods to investigate the experiences of 100% distance e-learners’ studying within asynchronous environments. It was conducted with participants following the postgraduate programmes in International Primary Health Care at University College London (UCL) and Creative Media Practice, Bournemouth University. Learners’ experiences were examined by trialling narrative investigative methods which were developed by the project. These formed a protocol for developing embedded evaluation in e-learning course design and provide a significant advancement in approaches to evaluating the learner experience in distance contexts.
2005 - 2006
A study of e-learners’ experiences in the mixed-mode professional degree programme, the Master of Teaching
Funder: Centre for Distance Education, University of London
Duration: 12 months
Project team: Caroline Daly, Norbert Pachler, Jon Pickering, Jeff Bezemer
The research project represented a qualitative investigation with a focus on the subjective, perceptual and experiential aspects of e-learners’ experiences, and how they can be gauged as part of a new strategy for evaluation built into the design of an innovative professional Masters course.
Daly, C., Pachler, N., Pickering, J. and Bezemer, J. (2006) A study of e-learners’ experiences in the mixed-mode professional degree programme, the Master of Teaching. WLE Centre: London.
2005 - 2010
Centre for Excellence in Work-based Learning for Education Professionals (WLE Centre)
Funder: Higher Education Funding Council
Duration: 5 years
Centre management team: Norbert Pachler, Karen Evans, Caroline Daly
The WLE Centre aims to transform current models of work‐based learning to respond to the diversity of
professional learning needs. It undertakes and uses research to enhance professional practice in a
variety of workplace settings. It approaches work‐based learning through work‐related programmes and
through initiatives in the workplace. The Centre aims to develop new approaches in work‐based learning
through facilitating innovations in:
• learning at work and through professional practice;
• teaching and assessment modes for work‐related and work‐located learning;
• uses of e‐learning, mobile learning and digital technologies;
• developing new conceptual and theoretical approaches to work‐based learning.
1998 - 2000
The use of ICT and autonomous strategies in target culture teaching
Duration: 36 months
Project leader: Norbert Pachler
The project brought together a range of partner institutions from across the EU (Belgium, Finland, Spain, Austria and the UK) and explored the potential of web-based technologies in foreign language and culture teaching and learning across a number of contexts (formal and informal), educational systems and settings.
Language Learning Journal (Editor-in-Chief) (1999- present)
London Review of Education (Associate editor) (2005 - 2013)
Reflecting Education (Editor-in-Chief) (2005 - 2016)
German as a Foreign Language (Joint editor) (2001 - 2007)
International Journal of Mobile and Blended Learning 5(3):
Mobile Learning and Creativity
with Ilona Buchem and Isa Jahnke
British Journal of Educational Technology 43(4)
with Maria Ranieri, John Cook and Stefania Manca
MedienPädagogik, Zeitschrift für Theorie und
Praxis der Medienbildung.
and cases with Ben Bachmair and John Cook
International Journal of Mobile and Blended Learning: Mobile learning in the
approaches to teaching foreign languages (2005) with Ana Redondo
Quality and sustainability: social and mobile media in formal and informal education, UNESCO Mobile Learning Week, March 8, 2016
Mobile Learning: Learning across Contexts - Learning in Transition, September 8-11, 2015
Planning, implementing and evaluating the use of mobile devices through Learning Expeditions and scenarios, UNESCO Mobile Learning Week, February 23, 2015
Towards sustainable mobile learning scenarios, Pan-European Mobile Learning Scenarios Network workshop, UWE Bristol, October 9, 2013
Language learning and teaching in the digital age: new research methodologies, Seminar, Open University, Institute of Education, University of Leicester, Milton Keynes, April 18, 2013
Learning and communication in the clinical workplace, Roundtable, Institute of Education, University of London, Researching Learning for Clinical Practice (RLCP), May 28, 2012
International Symposium on Mobile Learning and Social Networking, University of British Columbia, Centre for Teaching Learning and Technology, April 16, 2012
International Symposium on Education and Development, Institute of Education, University of London, December 14, 2011 Joint theme leader with Niall Winters: (Mobile) Digital technologies
International Roundtable on Social Mobile Networking for Informal Learning (SoMobNet), Stellar Theme Team, Institute of Education, University of London, November 21, 2011
EDICC Intercultural Competence Seminar, Institute of Education, University of London, September 12, 2011
Roundtable ‘Pedagogically-orientated Mobile Learning research: the case of design research’ at AERA annual conference, New Orleans, April 8-12, 2011
Workshop ‘The mobile’ in teaching and learning: exploring and evaluating the role of mobile phones’ at the Learning and Teaching Conference, Institute of Education, University of London, April 1, 2011
Conference ‘Mobile Learning: Crossing boundaries in convergent environments’, March 21-22, 2011, Bremen
Research seminar ‘Harnessing technology to enhance teaching and learning’. Part of the HEA Evidence-based Practice Seminar Series 2010 ‘Enhancing Professional Learning and Teaching Practice through Technology’, Institute of Education, University of London, May 20, 2010
Workshop ‘Individualised mobility as cultural resource: harnessing the ‘mobile complex’ for participatory learning’ at Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) ‘Bildung in der Demokratie’, March 17, 2010
Workshop ‘Technology-enhanced learning in the context of technological, societal and cultural transformation’ at 2nd Alpine Rendez-Vous: STELLAR Network of Excellence, Garmisch-Partenkirchen, November 29-December 1, 2009
Conference ‘Technology-enhanced language teaching and learning’, Languages of the Wider World CETL / WLE, November 12, 2009
Symposium ‘Outside in and inside out: interdisciplinarity and mobile learning research’ at AERA annual conference, April 14, 2009
3rd WLE Centre Mobile Learning Symposium: Mobile Learning Cultures across Education, Work and Leisure, March 27, 2009
Symposium ‘Outside in and inside out? Digital media as cultural resources for learning’ at CAL09 Learning in Digital Worlds, March 23-25, Brighton
Workshop: Learning with mobile phones: curricular responses to changes in media and everyday life, Deutsche Gesellschaft fuer Erziehungswissenschaft (DGfE) ‘Kulturen der Bildung’ - Cultures of Education, March 16-19, Dresden, Germany
Conference: 'Mainstreaming Chinese: from enrichment to curriculum subject' UK China Now initiative, WLE Centre, Institute of Education, June 20
2nd WLE Centre Mobile Learning Symposium: Research Methods in Informal and Mobile: How to get the data we really want, December 14, 2007
1st WLE Centre Mobile Learning Symposium: Towards a Research Agenda, February 9, 2007
Lansing Hui Guo, PhD (China) Mobile apps assisted language learning
Hasmik Kyureghyan, EdD (Armenia) Establishing a professional learning community in a post-Soviet context
Leying Li, PhD (China): A narrative inquiry into the professional identity formation of teachers of Chinese as a Foreign Language in the UK
Eliane Metni, EdD (Lebanon): Digital technologies and the professional development of teachers
Angela Novoa Echaurren, EdD (Chile) Supporting teachers in pedagogical innovation through digital technologies [Second supervisor]
Uwe Matthias Richter, EdD (UK): Understanding (professional) learning in online and distance work-based university degree courses: an exploratory study
Kathryn Taylor, EdD (UK): Mid-career secondary school teachers’ perceptions of the relationships between their professional identities and their professional development and learning
Julia Rodriguez, EdD (completed 2018) Exploring digital out-of-class identity construction and literacy practices of teenagers
Yi Xiang, PhD (completed 2017): Narrative inquiry into Hanban teachers’ first years of professional identity construction in UK schools
Muireann O’Keeffe, EdD (completed 2016): Exploring higher education professionals’ use of Twitter for learning
Tinghe Jin, PhD (completed 2016): Understanding of interculturality through the perspectives of students of Mandarin in British universities
Jaroslaw Dydowicz, EdD (completed 2015): The development of TESOL teacher beliefs and knowledge in an ICT-enriched CPD environment
Shuang Zeng, PhD (completed 2015) English learning with Web 2.0 : an investigation into Chinese undergraduates’ technology (non)use and perspectives
Chun-Ying Wang, PhD (completed 2014) Conceptual metaphors in the use of prepositions in English and Mandarin
Patricia Arinto, EdD (completed 2013): Teaching at a distance in a digital age: perspectives from the Philippines
Keith Turvey, PhD (completed 2011; University of Brighton): Narrative ecologies: a conceptual model for developing and researching student teachers’ professional practice in initial teacher education
Kerstin Heilgenberg, PhD (completed 2011): Acquisition of a second academic culture
Caroline Daly, PhD (completed 2009): The impact of text-based computer-mediated communication on teachers’ professional learning
Shirley Lawes, PhD (completed 2004): The end of theory? A comparative study of the decline of educational theory and professional knowledge in Modern Foreign Language Teacher Education in Britain and France
Harald Olk, PhD (completed 2001; Christ Church University College) Cultural transfer in translation