I am a Lecturer at The Open University, UK. My research interests focus on the evaluation of technologies for learning (web-based platforms, mobile applications, digital games) through innovative research methodologies including crowdsourcing and learning analytics. I hold funding from the National Science Foundation, Wellcome Trust, and ESRC for researching learning in online citizen science communities with the aim to make learning science more accessible and productive for youth. I also hold funding from the British Academy for evaluating the impact of mobile maths applications on young children's learning and development. I run an eSTEeM funded project on improving online pedagogy around the use of virtual microscopy in VLEs and work with a broader academic team on the BBC/OU online citizen science partnership.
Qualifications: I am a Senior Fellow of the Higher Education Academy (SFHEA).I received my Ph.D. degree in Digital Games and Psychology from the University College London (UCL) Institute of Education with very minor amendments (4 weeks), a MSc in Education, Technology, and Society at the University of Bristol, UK (with Distinction) and a BA (Hons) degree in Primary Education, University of Cyprus.
Teaching: I am chairing the master module H800:Technology-enhanced learning: practices and debates (MA in Open and Distance Learning; MAODE) and I am Data Wrangler for the Faculty of Business and Law (FBL). I also work with the Early Alert Indicators team and consult on the evaluation of university-wide predictive learning analytic interventions and their impact on students' performance and attainment.
m-Evaluate: Devising an evaluation framework for the design and use of mobile learning applications in early years' education, Funded by: British Academy. Role: Principal Investigator, Oct 2017-Sept 2018
Understanding and improving students’ learning experience and engagement with practical science on-line: The case of virtual and remote microscopes, Funded by: eSTEeM, The OU centre for STEM pedagogy. Role: Principal Investigator, Feb 2016 - Jan2018 http://www.open.ac.uk/about/teaching-and-learning/esteem/projects
mobiGame: How can touch screen mobile game applications support inclusion and participation in science learning of preschoolers from disadvantaged backgrounds?, http://mobilegameschildren.blogspot.co.uk/, Funded by: British Educational Research Association (BERA), Role: Principal Investigator – BERA BJET Fellow, Feb 2015-Nov 2016.
In the past, I worked extensively for a number of international and national projects related to learning analytics and formal and informal science education and developed a number of technologies for supporting science learning and understanding. Specifically, I worked for the following projects:
nQuire: Young Citizen Inquiry, http://nquire.wordpress.com/, Funded by: Nominet Trust, UK, Role: Postdoctoral research associate (Educational developer)
PROFILES, www.cut.ac.cy/profiles/indexEN.html, Funded by: European Commission, Seventh Framework Programme (FP7), Role: Postdoctoral research associate
Digital support for Inquiry, Collaboration, and Reflection on Socio-Scientific Debates CoReflect, www.coreflect.org, Funded by: European Commission, Seventh Framework Programme (FP7), Role: Postdoctoral research associate
As a Visiting Lecturer at the Cyprus University of Technology I was teaching in higher education for two years at both undergraduate and postgraduate levels. I chaired and taught the following master courses:
and undergraduate courses:
As part of my duties, I supervised a number of master and undergraduate students.
Also, I worked for 7 years as a primary teacher in the UK and abroad.
Please see here.
Herodotou, C., Sharples, M., Scanlon, E. (2018) (Eds). Citizen Inquiry: Synthesizing Science and Inquiry Learning. London: Taylor & Francis.
The Open University inaugural Engaging Research Award Scheme, category: Early Career Researcher, funded by the RCUK Public Engagement with Research Catalyst ‘An open research university’, 12th March 2014.http://www.open.ac.uk/research/main/news/ou-announces-winners-its-first-engaging-research-awards-scheme
|Role||Start date||End date||Funding source|
|Lead||01/Feb/2015||31/Aug/2016||BERA British Educational Research Association|
The proposed research relates to the 'use of mobile technology to support inclusion and participation' aspect of the call and the impact of mobile technology in the UK on preschool children from disadvantaged backgrounds. Preschoolers from Disadvantaged Backgrounds (PDB) face higher risks of exclusion for, their personal or social circumstances may comprise obstacles to educational achievement and reaching the basic minimum level of skills for inclusion in society (OECD, 2012). It is more likely to experience anxiety and lack of confidence when it comes to learning (Hirsch, 20007). Preschool learning experiences are crucial as they affect youngers' cognitive and socioemotional development as well as longer-term educational, professional and social inclusion (Sylva, 2010). Touchscreens (smartphones and tablets) is the most popular play activity amongst children of diverse socioeconomic backgrounds, overtaking more traditional forms of play (Michael Cohen Group, 2014).However, their impact on learning and inclusion is relatively underexplored. The aim of this study is to shed light in this area of research by examining the impact touch screen game applications have on PDB participation in science learning. Engagement with science is a thorny issue within the field of education with students being disinterested in STEM topics and careers (Tapscott, 2012). Science teaching in early years is underemphasized despite the critical role of early exposure to increasing comfort, engagement and long-term achievement later in school life, especially for PDB (Bowman, Donovan, & Burns, 2001; Greenfield et al., 2011). This study will specifically examine how touch screen mobile game applications relate to domain-specific and domain-general scientific thinking, that is, conceptual knowledge to solve a science task and development of reasoning skills about causal relationships respectively. Scientific thinking skills are essential for effective problem-solving and personal and professional development throughout life (Williams, Papierno, Makel, Ceci, 2004) contributing to inclusion and participation in society. A comparative study will be conducted with 100 preschoolers. Participants will be divided into two groups - a control group and a group of PDB - in order to address the following research objectives (a) describe usage patterns when preschoolers make use of touch screen mobile game applications, (b) measure the impact of using touch screen game applications on scientific thinking, and (c) examine how preschoolers' previous subject theories about cause and effect relationships mediate scientific thinking. Data will be collected through semi-structured interviews with preschoolers, observation check-lists and tape-recording of preschoolers' use of touch screens. To achieve greater impact, outcomes will be reported in international, scientific conferences and high-ranked peer-reviewed journals, to educational stakeholders through policy briefings, presentations in academic and public events, and through official website and social network sites. Considering the involvement of children in research, BERA ethical guidelines will be followed ensuring privacy, security and ethical conduct during the implementation of the project.