HCI and the Educational Technology Revolution

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Colleges, School and Institutes

External organisations

  • HCI Centre, University of Birmingham, Birmingham, B15 2TT, UK and Talis, 48 Frederick Street, Birmingham B1 3HN, UK
  • Brunel University London
  • CREATE-NET, Via alla Cascata, 56/D - 38123 Povo, Trento, Italy and Dipartimento di Psicologia e Scienze, Cognitive, University of Trento, Corso Bettini, 84 - 38068 Rovereto, Italy


While educational technology has a long pedigree, the last few years have seen dramatic changes. These have included the rise and institutionalisation of MOOCs, and other web-based initiatives such as Kahn Academy and Peer-to-Peer University (P2PU). Classrooms have also been transformed with growing use of mobile devices and forms of flipped classroom; and educational progress and engagement has been increasingly measured leading to institutional and individual learning analytics.
This workshop seeks to understand the interaction of these issues with human–computer interaction in a number of ways. First to ask what HCI has to contribute to these in terms of the design of authoring and learning platforms, and the wider socio-political implications of increasingly metric-driven governance? Second to discuss how will these changes affect HCI education? Together
practice-based and theoretical approaches will help us build a clear understanding of the current state and future challenges for educational technology and HCI.


Original languageEnglish
Title of host publicationProceedings of the International Working Conference on Advanced Visual Interfaces (AVI 2016)
Publication statusPublished - 7 Jun 2016
EventInternational Working Conference on Advanced Visual Interfaces (AVI 2016) - Bari, Italy
Duration: 7 Jun 201610 Jun 2016


ConferenceInternational Working Conference on Advanced Visual Interfaces (AVI 2016)


  • open education, flip classroom, Education, peer learning, MOOCs, HCI, learning analytics, OER