EARLI 2015





We are happy to announce that the JURE International Organising Committee has arranged for a great selection of workshops you can participate in. We have scheduled two workshop slots on Monday August 24th, offering the opportunity to attend a workshop in the morning slot (8:30 – 10:30) and the afternoon slot (16:00 – 18:00). You can choose among 15 workshops on a broad range of topics hosted by experienced and renowned workshop leaders. You can find a complete overview of the workshops below. You can choose three workshops from the morning slot and three from the afternoon slot, prioritizing them according to your preferences. Please register for the workshops by July 15th , by completing the Workshops registration form. After that date the registration process for JURE 2015 workshops will be finalized and any unregistered delegates will be allocated randomly to any workshops that have still available places. 



Monday, 24 August 2015



Performing, writing, publishing and presenting your narrative (or other) systematic review: Guidelines for PhD students

Dr. Filip Dochy
Professor, Faculty of Psychology & Educational Sciences, University of Leuven, Belgium
Founding Editor of the Educational Research Review

Managing Director of EARLI

When writing a PhD study, a useful approach to start is to find out what research on you chosen topic revealed in the past decades. In other words: It is wise starting off while knowing what others investigated about the topic and what exactly they found earlier.


This workshop provides you concrete guidelines related to performing such a (in most cases narrative) systematic review. How do you search? How do become systematic? How do you map out and delineate? How do you set criteria for inclusion? How do you report? Where and how do you publish? and How do you give a challenging presentation on such a subject? The workshop lets you work in small groups and leaves you with concrete guidelines, advice and prior published examples.


My post-PhD dream job: Academic or not?

Dr. Lynn McAlpine
Professor, Department of Education, University of Oxford, UK

Professor Emerita, McGill University, Montreal, Canada

Coordinator of EARLI SIG 24

What can you do to effectively navigate your trajectory from PhD to an academic or non-academic career? This workshop draws on an eight-year study in Canada and the UK about the trajectories of 40 social scientists and scientists as they navigated their careers post-PhD. The workshop provides opportunities for you to consider post-PhD opportunity structures in light of your own goals and personal motivations. Also practiced are strategies to analyze how your research experiences can map on to a range of capabilities wanted by both academic and non-academic employers. The overall goal is to examine what you as an early career researcher can do to better prepare for your post-PhD future.


The publication process in international peer-reviewed journals

Dr. Erno Lehtinen

Professor, Faculty of Education, University of Turku, Finland
Editor-in-chief of Frontline Learning Research (FLR)


Dr. Jake McMullen
Senior Researcher, Center for Learning Research, University of Turku, Finland
Assistant Editor of Frontline Learning Research (FLR)

Success with publishing in international high-quality journals is an ever-increasing necessity in research life. Not only a work or graduation requirement, it is also is one of the most potent forms of learning and professional development available to junior researchers. From manuscript preparation until acceptance and beyond, this workshop will provide a comprehensive overview of the publication process both from the perspective of a) a senior researcher with years of experience as an editor, reviewer, and author for a wide-range of international journals and b) a junior researcher with freshly-dried experiences as an author navigating the murky waters of your first set of publications.


Questions that will be addressed in this workshop include: Why should I publish my articles in high-quality journals? How do I choose the most appropriate journal for my manuscript? What are open-access journals and how do I find legitimate ones? How do journal rankings factor into my decisions? How do I navigate the review process? What are best practices for revising my manuscript and responding to reviewers? How do I get people to read my paper once it’s finally published?


Academic writing ‘exposed’!

Dr. Debra Ann Myhill
Professor, University of Exeter, College of Social Sciences & International Studies UK
EARLI Executive Committee, Secretary-Treasurer

This session will look at the convention of academic writing, particularly the doctoral thesis.  It will consider the importance of the global structure of the thesis and chapters within the thesis, particularly the need to signpost very carefully and the development of a coherent argument.  It will also address the more local expectations at paragraph and sentence level, and appropriate ways to communicate ideas using an academic style.  The session will be a practical workshop, including peer collaborative writing to try out the guidance, and opportunities to analyse your own writing.  Please bring with you some of your own academic writing.  If you have not yet begun to write your doctoral thesis, do bring your Masters thesis or an academic assignment.


 Using exploratory factor analysis to examine the underlying structure of questionnaires

Dr. Charalambos Y. Charalambous

Lecturer, Department of Education, University of Cyprus, Cyprus

Scholars in the social sciences often use questionnaires to measure different constructs, ranging from intelligence to burnout to teachers’ beliefs and knowledge. A key question, however, arises when employing such instruments: Do they really measure the trait(s) they were developed to gauge? Although more advanced techniques can be used to address this question, in this workshop we will explore the use of exploratory factor analysis (EFA) for investigating the underlying structure of questionnaires. After briefly discussing the background of EFA, using real data and employing SPSS, we will go through the four stages of running such an analysis. First, we will investigate whether the collected data are factorable. Once this is the case, we will examine how many factors can satisfactorily describe our data. Next, we will discuss the importance of rotating the extracted solution and explore the reliability of the emerging factors. Finally, we will compute factor scores to be used in subsequent analyses. The workshop will conclude by offering criteria for determining the appropriateness of a given factor-solution structure; hints for troubleshooting common problems when using EFA will also be provided. The seminar is intended for postgraduate students who plan to develop and/or use questionnaires in their research.


Approaches to qualitative data analysis: interaction analysis and work with video-data

Dr. Crina Damsa
Postdoctoral Fellow, Department of Education, University of Oslo, Norway
Coordinator of EARLI SIG 17

This workshop will offer strategies to engage with and analyze qualitative data that capture students´ participation in learning activities. Data generated in collaborative learning, such as (video)recordings of verbal or non-verbal interaction, require in-depth analyses and sophisticated interpretations. Interaction analysis supports such interpretations and can be employed from various angles.


In this workshop, the aims are to support participants to understand the purpose of and gain knowledge about interaction analysis as depicted above, and to engage with datasets in order to apply this analytic technique. These aims will be addressed by:

a) Presenting and discussing foundations for thinking and working qualitatively, and analysis strategies of data from learning activities containing verbal and non-verbal interaction;

b) Exploring interaction data and software that support analysis of such datasets. Different software alternatives will be introduced. The Atlas.ti software will be used for demonstration;

 c) Engaging with excerpts selected from video-data provided by the instructor. If the infrastructure allows it, participants will have access to computers equipped with the Atlas.ti software. Participants are, however, encouraged to bring in their own data and own laptops if they have qualitative analysis software installed. 



Using variation theory as tool for analysis of teaching and learning in classrooms

Dr. Angelika Kullberg

Senior lecturer, Department of pedagogical, curricular & professional studies, Göteborg University, Sweden

Coordinator of EARLI SIG 9

The workshop will focus on the use of variation theory as a tool for analysis of teaching and learning in classrooms. Variation theory (Marton & Booth, 1997; Marton, 2015) theory is based on the idea that the experience of variation is a prerequisite of discernment. Only when two instances are different and compared, it is possible to notice distinguishing features. Previous studies have demonstrated that e.g. examples used in a lesson could be described in terms of patterns of variation and invariance (Bartolini Bussi, Sun, & Ramploud, 2013; Watson & Mason, 2006). When sets of examples are presented (by the teacher, a student or in a textbook) some instances vary while others are invariant. The variation made possible to experience in a lesson, for instance in the examples used, can determine what is made possible to learn.

In the workshop we will analyse video data from mathematics classrooms in compulsory school. However, the analytical tools and principles can be used to analyse teaching and learning of any subject matter at any school level.


Introduction to structural equation modelling


 Dr. Eva Kyndt
Centre for Research on Professional Learning & Development, and Lifelong Learning, KU Leuven  University of Leuven, Belgium
Coordinator of SIG4 Higher Education


Prof. Dr. Patrick Onghena
Methodology of Educational Sciences Research Group
KU Leuven – University of Leuven, Belgium

This workshop aims at providing a basic introduction to Structural Equation Modelling (SEM) without using mathematical formulas and without going into all the technical specifics, while at the same time staying true to the complexity of the presented analysis. We will start with presenting SEM on a conceptual level. Both the measurement and the structural model (and the combination thereof) will be explained. Subsequently, we will present why and when SEM could be used, what the advantages and disadvantages are in comparison with regression analysis and which different types of models can be analysed by means of SEM analyses.

After conceptualising the participants'own research models within an exercise, we will guide the participants through the actual analysis and interpretation of an example using R software (Latent Variable Analysis packGE, lavaan). Illustrative data, R-script and accompanying text will be provided during the workshop.

In order to get the most out of this workshop, knowledge about basic inferential statistics (e.g., regression analysis) is required. Please bring your own laptop to the workshop and install free R software beforehand (http://www.r-project.org).





Monday, 24 August 2015



Becoming a reflective researcher: Professional e-portfolios for documenting and promoting your work

Dr. Andria Andiliou

Educational Developer and Researcher

This workshop is designed for early career researchers who are interested in creating an electronic portfolio to showcase and reflect on their work as well as establish their online presence. The focus of the workshop will be on how early career researchers can create an electronic professional portfolio that (a) documents and integrates their important teaching, leadership and service experiences and (b) highlights the skills, abilities, and achievements that the researchers have developed.


The workshop will be interactive as the facilitator will alternate between presentation, small group-work, discussion and case studies of e-portfolios. Moreover, the facilitator will suggest e-portfolio platforms and discuss their capacity to incorporate social media such as twitter and blogs for successful networking with colleagues and other communities.


At this workshop participants will select a theme to serve as a framework for their e-portfolio. In addition, they will identify relevant teaching materials including assignments, assessment tools, and educational technology as well as research outputs to incorporate in their portfolio. Finally, participants will develop a strategy for collecting evidence and documenting their effectiveness as teachers and researchers.


What makes a competitive proposal? Success stories in EU grants

Dr. Rocío García-Carrión

Marie Curie Postdoctoral Research Fellow

The faculty of Education, University of Cambridge, UK

This workshop will provide key considerations on preparing a successful application to the EU Framework Programme for Research and Innovation. Particularly, the workshop will offer comprehensive advice and recommendations in applying for competitive grants in the current programme Horizon 2020. The discussion will focus on two main sections under the H2020: a) an excellent science grant, which includes Marie Skłodowska-Curie Actions, among others; and b) a grant to address a societal challenge.  The workshop will be run by a successful Marie Curie Fellow under the FP7 in Educational Psychology at the University of Cambridge. She will contribute her extensive experience in several research grants under the FP6 and FP7 and as member of the coordination team of the only SSH research selected by the European Commission among the ten success stories in EU research. The workshop will focus on the most important factors to make a successful proposal, in particular, how to address the scientific, political and social impact. Participants will be requested to bring their own laptop to go through the H2020 sections introduced in the workshop.



Neuroscience and education workshop: Advances and methodological implications of the field

Dr. Stephan E. Vogel
Assistant Professor, Department of Psychology, University of Graz, Austria

The last decade has seen a remarkable growth in interest towards the scientific discipline “Educational Neuroscience”. Educational Neuroscience refers to an interdisciplinary field that explores the connection between neurobiological mechanisms of the brain and education. Due to the broad availability of non-invasive neuroimaging methods, such as functional magnetic resonance imaging (fMRI), a growing body of literature has emerged, which investigates the typical as well as the atypical brain trajectories of school-taught skills such as reading and mathematics. Empirical studies from the field provide novel insights and a refined picture of how the human brain changes over the course of learning and development. The first part of this workshop aims to explore these recent advances, and to provide an interactive and critical setting in which empirical findings, educational implications and limitations of the field can be discussed. The second part of the workshop will focus on future challenges and how these can be possibly overcome. Finally, a hands-on session will introduce participants to basic principles of neuroimaging data processing to illustrate possibilities and limitations of imaging data analyses. For the workshop participants will need a laptop with the computer software “Brain Voyager Viewer” installed.



Eye-tracking in educational research   

Dr. Halszka Jarodzka

Assistant professor, Open University of the Netherlands, The Netherlands

Visiting Scholar, Lund University, Sweden

Coordinator of EARLI SIG 27


Ellen Kok

PhD Candidate / Educational researcher
Maastricht University, The Netherlands

Junior Coordinator of EARLI SIG 27

Continuously we make eye movements of different kinds; for instance, when reading we focus on a character within a word (fixation), move from one word to another (saccade), close our lids (blinks), and our pupil changes its size (pupil dilation). Eye tracking is a technique to record all of these movements and it is being used more and more often nowadays in research on learning and instruction. Eye tracking is a powerful research technique that provides many possibilities, but also challenges to the researcher. Most important, eye tracking tells us where a person looked at and for how long, but not why. Hence, eye tracking data is often triangulated with other data (e.g., verbalizations) that provide us with insight on cognitive processes accompanying the measured eye movements. In this workshop students learn what eye tracking is and what its underlying perceptual assumptions are. Next, we will provide practical guidelines on design of eye tracking research. Finally, concrete examples from research on learning and instruction that made use of eye tracking will be discussed.


Reliability and validity of test scores

Dr. Michalis Michaelides
Lecturer, Department of Psychology, University of Cyprus

The aim of this workshop is to provide an overview of the main principles and techniques to assess the fundamental concepts of validity and reliability of test scores. Scales, measurement instruments, tests in general, are commonly used in the social sciences and in educational research. Appropriate interpretations and uses of scores obtained from tests require validation, i.e. accumulation of evidence that supports the proposed interpretations and uses. Common types of validation evidence will be reviewed during the workshop. The concept of reliability refers to the consistency of test scores under repeated administrations of a test on a population and relates to measurement error. Error may be introduced in the measurement process by various sources, and may be random or systematic. Approaches to identify and quantify, and suggestions to reduce measurement error will be presented. 


Introduction to design-based research methods

Dr. Iris Tabak
Senior Lecturer, Department Of Education, Ben-Gurion University

Editor-in-chief of Journal of the Learning Science (JLS)

This workshop will offer an introduction to Design-based Research (DBR) methods. The workshop is for scholars who are interested in understanding the rationale that underlies this approach, and in developing initial ideas about how to design, carry out and write-up a DBR project. DBR is a research approach that aims to balance the concomitant goals of advancing theory as well as of producing usable, applied, knowledge. Moreover, it aims to produce process accounts that explain how configurations of agents, materials and interactions in context produced certain outcomes. In this workshop, I will present a brief historical overview, as well as some of the grounding assumptions and foundational commitments of DBR. We will examine some examples of DBR projects, and discuss the strengths, limitations, and future outlook of this approach. 


Design, implementation and evaluation of learning interventions: Methodological frameworks and research in the ‘real world’.

Dr. Marisol Basilio

Research Associate

The faculty of Education, University of Cambridge, UK


This workshop is addressed to junior researchers who wish to contribute to educational research by identifying ‘what works’ to improve learning outcomes.  The aim is to provide tools for conceptualising and conducting such research by examining best practices and challenges in the design, implementation, and evaluation of learning interventions within educational contexts. The first part of the workshop will provide an overview of current research frameworks of intervention and evaluation design. We will discuss the decision making process of key aspects of any intervention study: framework and theory of change, operative research questions, measurement and data collection, dosage and fidelity, ethical considerations, data analysis, and reporting results practices.  The second section of the workshop will apply these concepts to ‘real world’ research examples in varied learning contexts (e.g. in the UK, and South Africa) focusing on issues of implementation. It is increasingly recognised that it is not enough to know ‘what works’ (i.e. which particular programs and their effect sizes) but we must also understand ‘how it works’, ‘for whom’ and ‘in which contexts’. We will discuss implications for educational research considering not only intervention agents and beneficiaries (e.g. teachers/parents conducting activities and students), but also implementation agents (e.g. researchers/organisations training and coordinating intervention agents).