Dr Vily Papageorgiou
About
Biography
Vily joined the Surrey Institute of Education (SIoE) as a Lecturer in Higher Education in July 2022. She is the pedagogy lead for the delivery of key activities that form part of the institution-wide Curriculum Design Review programme and the design of new programmes. Vily teaches on the PGCert in Learning and Teaching in Higher Education and is a personal tutor on the MA in Higher Education. She is also a PhD supervisor for postgraduate researchers on various topics related to higher education and educational technology.
Vily holds a BA (Hons) in Early Childhood Education from the National and Kapodistrian University of Athens (Greece) and is a Qualified Teacher. She has completed an MA in Learning, Technology and Education from the University of Nottingham and a PhD in Education from Imperial College London. In her PhD, Vily adopted a multiple case study research approach to investigate the decision-making processes of educators and digital learning professionals during online learning design, the factors influencing their decisions, and the rationale behind their pedagogic choices. Her PhD research was awarded a highly selective scholarship by Imperial College London Learning and Teaching Strategy funds.
Vily has worked on a range of large-scale educational research projects including FP7, Erasmus+ and projects with industry partners in the domains of educational technology, health education, serious games, and teacher training. She is experienced in working and conducting research with interdisciplinary colleagues and has (co-)authored numerous high quality research deliverables. She has been the principal investigator of individual small-scale research on the use of technologies to enhance learning and teaching in early childhood and primary education as well as collaborative and social learning underpinned by sociocultural theories.
Her research interests include digital and postdigital education, education futures, participatory approaches to curriculum and learning design, strategic pedagogical change, learning ecologies, educational technologies in school and higher education, and sociocultural studies.
Vily’s professional experience includes extensive interdisciplinary collaborative work with academic and professional staff colleagues for the design of innovative and robust credit-bearing online and blended programmes and MOOCs. She is also a qualified teacher and she has teaching experience in nursery and primary schools (student group: 4-6 year old students) in the United Kingdom and Greece.
Areas of specialism
My qualifications
Affiliations and memberships
Other Activities
- Advisor for the Association for Learning Technology's (ALT) ELESIG Scholar Scheme (2023-2024).
- SRHE's Research and Development Committee member.
- Reviewer for the British Journal of Educational Technology and the Curriculum Journal.
- Reviewer for the European Conference on Technology Enhanced Learning (ECTEL), British Educational Research Association (BERA), and Society for Research into Higher Education (SRHE) conferences.
- Surrey Institute of Education representative on Faculty of Arts and Social Sciences (FASS) Education Committee.
ResearchResearch interests
Vily's research expertise and interests include:
- Digital and postdigital education; digital pedagogy
- Learning design; participatory approaches to design; learning by design
- Education futures
- Strategic pedagogical change; pedagogical decision-making
- Learning ecologies; educational sustainability
- Sociocultural studies
- Analysing collaborative learning processes, dialogue and reasoning
- Investigating the relationship between pedagogy, design, technology and learning spaces
- Educational technology: artificial intelligence (AI) in education, computer-supported collaborative learning, serious games, digital storytelling, learning analytics.
- Professional development and teacher training.
Please email Vily if you are interested in forming research collaboration or for PhD / PGT supervision in one of the above research areas.
Research projects
Current projects:
Project title: Conceptualising and envisioning the ‘sustainable teacher’ within the postdigital university
This research project is fully funded by the Society for Research into Higher Education (SRHE) and Routledge Taylor & Francis Group.
Role: Principal Investigator (PI)
Period: September 2023 - September 2024
Interdisciplinary multi-partner research projects I have worked on in the past:
1. STEAM: An Erasmus+ design-based research project which aimed to design, implement, and evaluate a serious game for helping teachers to increase their awareness and experience in multimodality for learning and teaching. In this project, I acted as the organisational representative and I was involved in all the research activities.
Role: Researcher and organisational representative.
2. MAGELLAN: An FP7 design-based research project which aimed to enhance peoples’ creativity by establishing a web-platform for authoring, publishing, executing and experiencing location-based games.
Role: Researcher.
3. Research and Development of a Board Game for Children with Hemophilia: A research project funded by a leading pharmaceutical company for developing a board game for young children with hemophilia as well as their families, friends and educators. In this project, we conducted background research to inform the focus of the board game. We also collected data through focus groups and user tests with key stakeholders (e.g., psychologists, nurses, physicians) to get relevant insights and advice to ensure that the board game is engaging and fit for purpose.
Role: Researcher and educational consultant.
Research interests
Vily's research expertise and interests include:
- Digital and postdigital education; digital pedagogy
- Learning design; participatory approaches to design; learning by design
- Education futures
- Strategic pedagogical change; pedagogical decision-making
- Learning ecologies; educational sustainability
- Sociocultural studies
- Analysing collaborative learning processes, dialogue and reasoning
- Investigating the relationship between pedagogy, design, technology and learning spaces
- Educational technology: artificial intelligence (AI) in education, computer-supported collaborative learning, serious games, digital storytelling, learning analytics.
- Professional development and teacher training.
Please email Vily if you are interested in forming research collaboration or for PhD / PGT supervision in one of the above research areas.
Research projects
Current projects:
Project title: Conceptualising and envisioning the ‘sustainable teacher’ within the postdigital university
This research project is fully funded by the Society for Research into Higher Education (SRHE) and Routledge Taylor & Francis Group.
Role: Principal Investigator (PI)
Period: September 2023 - September 2024
Interdisciplinary multi-partner research projects I have worked on in the past:
1. STEAM: An Erasmus+ design-based research project which aimed to design, implement, and evaluate a serious game for helping teachers to increase their awareness and experience in multimodality for learning and teaching. In this project, I acted as the organisational representative and I was involved in all the research activities.
Role: Researcher and organisational representative.
2. MAGELLAN: An FP7 design-based research project which aimed to enhance peoples’ creativity by establishing a web-platform for authoring, publishing, executing and experiencing location-based games.
Role: Researcher.
3. Research and Development of a Board Game for Children with Hemophilia: A research project funded by a leading pharmaceutical company for developing a board game for young children with hemophilia as well as their families, friends and educators. In this project, we conducted background research to inform the focus of the board game. We also collected data through focus groups and user tests with key stakeholders (e.g., psychologists, nurses, physicians) to get relevant insights and advice to ensure that the board game is engaging and fit for purpose.
Role: Researcher and educational consultant.
Teaching
Vily teaches on the Postgraduate Certificate in Learning and Teaching in Higher Education. She is also a personal tutor on the MA in Higher Education.
Publications
Additional publications
Papageorgiou, V., Beer, N., Bryant, P., Lameras, P. & Varga-Atkins, T. (in press). Reframing Digital Capabilities in Higher Education. In McNamara, A., Mahon, D., Papageorgiou, V. and Ramdeo, J. (eds.). Inspire: Learning for Teaching in Higher Education, Nova Publishing.
Papageorgiou, V., Druckman, A., Kioupi, V. & Pinilla-Roncancio, M. (in press). Empowering Integration of Sustainability in Higher Education Curricula. In McNamara, A., Mahon, D., Papageorgiou, V. and Ramdeo, J. (eds.). Inspire: Learning for Teaching in Higher Education, Nova Publishing.
Papageorgiou, V., Fenton, S.J., Hauke, E. & Taddese, H. (in press). Sustaining Our People: A Values-Infused Approach for Embedding Sustainability in Higher Education. In McNamara, A., Mahon, D., Papageorgiou, V. and Ramdeo, J. (eds.). Inspire: Learning for Teaching in Higher Education, Nova Publishing.
McNamara, A., Mahon, D, Papageorgiou, V., & Ramdeo, J.(Eds.) (2024). Inspire: Learning for Teaching in Higher Education, Nova Publishing.
Papageorgiou, V. (2023). Towards a polyfunctional use of cultural-historical activity theory in technology enhanced learning research. Studies in Technology Enhanced Learning, 3(1). https://doi.org/10.21428/8c225f6e.291cef39
Papageorgiou, V., Meyer, E. & Ntonia, I. (2021). Designing together: The role of collaborative and multidisciplinary teams in designing for online learning. International Research Conference: (Re)connecting, (Re)building: Higher Education in Transformative Times, 6 – 10 December 2021, online conference. [Available from: https://srhe.ac.uk/international-conference-2021/]
Papageorgiou, V., Meyer, E., Ntonia, I. & Pazio, M. (2020). The role of evidence in online learning design: educators and university professional staff perspectives and experiences. 13th Annual International Conference of Education, Research and Innovation, 9-10 November, online conference. [Available from: https://library.iated.org/view/PAPAGEORGIOU2020ROL]
Lameras, P. & Papageorgiou, V. (2020). Experiences of Multimodal Teaching Through a Serious Game: Meanings, Practices and Discourses. In Isaias, P., Sampson, D.G. & Ifenthaler, D. (eds.) Technology Supported Innovations in School Education. Springer, Cham, pp. 175-193.
Papageorgiou, V. & Lameras, P. (2017). Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses. 14th International Conference on Cognition and Exploratory Learning in Digital Age, 18-20 October, Vilamoura, Algarve, Portugal, pp. 133-140.
Papageorgiou, V. (2015). The integration of interactive whiteboard for collaborative learning in Greek nursery schools. School of Education, University of Nottingham, September 2015.
Papageorgiou, V. (2014). Designing learning activities for the development of logico-mathematical knowledge and thinking in Early Years Education. In Chasapis, D. (ed.) Mathematics at Pre-school and Primary School Education Proceedings, 25-26 April, National and Kapodistrian University of Athens, Athens, Greece pp. 125-146 [Available from: http://users.uoa.gr/~dchasapis/praktika/12_2014.pdf in Greek]
Papageorgiou, V. (2013). The social interaction between friends and non-friends during their free play in early years education, Presentation at the National and Kapodistrian University of Athens (Department of Early Childhood Education), May 2013.