Projects & scholarship

  • ResearchGate

2018 - 2023


QRTA Training Activity

Funder: USAID

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.

Project report:

Leaton Gray, S., Scott, D., Pachler, N., Reiss, M. and Gutierrez-Peris, D. (2015) External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Available at:

2012 - 2015


European schools enhancing creativity, exploration and science:

Project partner; in collaboration with partners from Finland, Sweden, Austria, Ireland, Belgium, France and the UK

November 2012 - February 2015

European Commission  FP7 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 ( 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.


Project report:


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:

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

Funder: Becta

Duration: 4 months

Project team: Norbert Pachler (PI), 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.


Project report:


Pachler, N.; Preston, C., Cuthell, J., Allen, A. and Pinheiro-Torres, C. (2010) ICT CPD Landscape: Final Report. London: WLE Centre. Available at:

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:


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.


The project Wiki is available at, the project blog at


Project report:


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:

ICT CPD for school teachers

Funder: Becta

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.


Project reports:


Daly, C., Pachler, N. and Pelletier, C. (2009) ICT CPD for school teachers: a literature review for Becta. London: WLE Centre. Available at:


Daly, C., Pachler, N. and Pelletier, C. (2009)  Continuing Professional Development in ICT for teachers. London: WLE Centre. Available at:

Education and Training 2010

Contractor: GHK

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.


Project output:


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:

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.


Project report:


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. Available at:'_experiences_in_mixed-mode_professional_degree_programme_the_Masters_of_Teaching

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

Funder: EU

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.

(Guest) Editorships



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)


Guest Editorships:



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)

Special Issue: Social Networking and Mobile Learning

with Maria Ranieri, John Cook and Stefania Manca


MedienPädagogik, Zeitschrift für Theorie und

Praxis der Medienbildung.

Themenheft 19:

Mobile learning in widening contexts: concepts

and cases with Ben Bachmair and John Cook


International Journal of Mobile and Blended Learning: Mobile learning in the

context of transformation Part 1 2(3)Part 2 2(4)


Cambridge Journal of Education 37(1): Choices in Language Education


Support for Learning. The British Journal of Learning Support 20(3): Inclusive

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

Research students


Asanka Dayananda, MPhil/PhD (UK) The role of co-creation and peer marking in undergraduate level study


Lansing Hui Guo, PhD (China) Mobile apps assisted language learning


Hasmik Kyureghyan, EdD (Armenia) Teacher professional agency and learning in the context of a bottom-up approach to teacher professional development


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): Exploring Lebanese teachers' engagement in a low-cost technology-enhanced, problem-solving orientated learning intervention with refugee children


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

Meltem Sunman, MPil/PhD (Turkey) Understanding the nature of self-regulation in online higher education


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