BEGIN:VCALENDAR VERSION:2.0 PRODID:-//CiviCRM//NONSGML CiviEvent iCal//EN X-WR-TIMEZONE:Europe/London METHOD:PUBLISH BEGIN:VTIMEZONE TZID:Europe/London BEGIN:STANDARD TZOFFSETFROM:+0000 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20270128T140000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:CiviCRM_EventID_823_c1ec699f7b9af3c31b962e2084dfe9d6@srhe.ac.uk SUMMARY:Designing with GenAI: People\, Practices and Profe ssional Identities X-ALT-DESC;FMTTYPE=text/html:

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Facilitated and chaired by: Vily Papageorgiou\, co-convenor of the SRHE Digital University Network. For more details about the network and its activities\, please click here.

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Overview

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Generative AI (GenAI) is increasingly becom ing part of conversations about learning design in higher education. It offers new possibilities for supporting learning design work\, but also raises questions that remain unsettled: How should GenAI be used in learning design\, and where might its limits lie? What should remain the responsibility of educators and other educational professionals? How might GenAI reshape the expertise\, roles and relationships involved in learning design and teac hing? And what would it mean to use these technolo gies in ways that are pedagogically meaningful\, e thically responsible and attentive to context?

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Taking a mult ivoiced perspective\, this international online ev ent brings together four complementary contributio ns. The opening talk takes a conceptual perspectiv e on GenAI across the learning design lifecycle\, exploring teacher–AI complementarity\, educator ag ency and critical thinking\, AI literacy\, and the role of community and analytics\, alongside examp les and emerging guidance for practice. The second talk considers the educational developer perspect ive\, asking how GenAI is reshaping professional i dentities and what forms of expertise\, values and practice are needed as educational developers sup port colleagues through emerging uncertainties. Th e third talk moves into learning design practice t hrough an empirical case study from King’s College London\, examining how learning designers are usi ng GenAI in creative and innovative ways\, alongsi de their attitudes and concerns. The final talk fo regrounds educators themselves\, drawing on empiri cal research into how university educators use a p urposefully configured GenAI environment to design learning activities\, with attention to affordanc es\, pedagogical judgement and critical GenAI lite racy.

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S chedule

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\n 14.00 – 14.05\n	\n < span style="font-family:Calibri\, sans-serif\;">We lcome and housekeeping \n \n Introduction and overview of the s ession by Dr Vily Papageorgiou \n
\n 14:05 – 14:25 \n	\n Yannis Dimitriadis: < span style="font-size:11pt\;">Navigating through Opportunities and C hallenges in GenAI-supported Design for Learning \n
\n 14:25 – 14:45 \n	\n ~~Mon ika Pazio Rossiter~~~~: Who Are We Becoming? Educational Developer Identities in the Age of AI~~ \n
\n < span style="font-size:12pt\;">14:45 – 15:05 \n	\n Gennadii Miroshnikov & Jessica Ferro: Integrating GenAI into Learning De sign Workflows: A Learning Designer Perspective \n
\ n 15:05 – 15:10< /p>\n	\n Comfort break< /span> \n
\n 15:10 – 15:30 \n	\n Anastasia -Olga (Olnancy) Tzirides & Vily Papageorgiou: Learni ng Design with Purposefully Configured GenAI: Educ ator Experiences \n
\n 15:30 – 15:55 \n	\n Q&A \n
\n 15:55 – 16:00 \n	\n ~~Clo sing remarks~~ \n

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< span style="line-height:normal\;">Speakers

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~~Yannis Dimitriadis~~ is Full Profe ssor of Telematics Engineering\, University of Val ladolid\, Spain (institutional website). He is also coordinator of the GSIC/EMIC interdisciplinar y TEL research group. His most recent research wor k has focused on human-centered learning analytics and artificial intelligence\, ethics in research\ , alignment of learning design and learning analyt ics\, design for learning\, and orchestration of c omputer-supported collaborative learning processes . He is member of the editorial board of multiple journals\, such as JCAL\, APIN\, BJET\, ETS\, etc. and co-editor of the 2024 BJET special section on Human-Centered Learning Analytics. He has partic ipated in more than 50 competitive research projec ts in TEL and co-authored more than 100 journal pa pers and 215 conference papers.

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< b>Monika Pazio Rossi ter is a Principal Teaching Fellow in Educational De velopment in the Centre for Higher Education Resea rch and Scholarship at Imperial College London. Sh e is a programme director for MEd in University Le arning and Teaching. She holds Senior Fellowship o f Advance HE. Her research interests revolve aroun d assessment practices\, inclusive and culturally responsive feedback practices\, and the changing r ole of technology in educational practice.< /span>
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Gennadii Miros hnikov is a Senior Learning Designer at King’s Colle ge London with over 15 years of experience in tech nology-enhanced and blended learning across higher and professional education. His research focuses on the integration of systems thinking into educat ional practice\, with particular interest in scena rio planning\, strategic forecasting\, and the dev elopment of future-oriented learning design. Dr Mi roshnikov is also actively involved in academic de velopment initiatives that explore innovation in d igital education and curriculum transformation. He works extensively on enhancing the quality of onl ine education\, contributing to institutional stra tegies for improving learning design\, student eng agement\, and pedagogical alignment in both higher and professional education contexts.
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Jessica Ferro is a le arning designer at King's College London. Her rese arch interests concern whether Generative AI is af fecting learning design professionals' practice an d professional identity\, with a particular focus on how learning designers engage with Generative A I\, its implications for professional identity\, a nd the ethical concerns it raises within the field .
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Anas tasia-Olga (Olnancy) Tzirides is a Research Scientis t at the University of Illinois Urbana-Champaign w hose research explores the role of artificial inte lligence in teaching\, learning\, and educational design. Her work focuses on generative AI\, human- AI collaboration\, AI literacy\, and the design of learner-centered digital environments. Combining expertise in learning sciences\, educational techn ology\, and user experience research\, she investi gates how AI can support meaningful learning while maintaining human agency and critical engagement. Dr Tzirides has published extensively on AI-suppo rted learning\, feedback systems\, and multilitera cies\, and has presented her work internationally across Europe and the United States. She holds a P hD in Learning Design and Leadership from the Univ ersity of Illinois Urbana-Champaign.
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~~Vily Papageorgiou~~ is a Senior Lecturer in Higher Education at the Surrey Institute of Education\, University of Surrey. He r work focuses on learning design and digital educ ation\, with a particular interest in supporting e ducators and institutions to create evidence-infor med and engaging learning environments. Her resear ch spans learning design\, educational technologie s\, teacher professional development\, education f utures\, and sustainable pedagogies. She is Co-Dir ector of Surrey’s Wellbeing\, Identity\, Transitio n and Technology in Higher Education (WITT-HE) res earch group. From 2022 to 2024\, she served as ped agogic lead for the University of Surrey’s institu tion-wide Curriculum Design Review programme. She is a Senior Fellow of Advance HE

DESCRIPTION:SRHE Members must log-in (https://srhe.ac.uk/wp-lo gin.php) to access member registration rates\n \n \n \n Facilitated and chaired by: Vily Papageorgio u (https://www.surrey.ac.uk/people/vily-papageorgi ou)\, co-convenor of the SRHE Digital University N etwork. For more details about the network and its activities\, please click here. \n \n \n \n Overv iew\n \n \n \n Generative AI (GenAI) is increasing ly becoming part of conversations about learning d esign in higher education. It offers new possibili ties for supporting learning design work\, but als o raises questions that remain unsettled: How shou ld GenAI be used in learning design\, and where mi ght its limits lie? What should remain the respons ibility of educators and other educational profess ionals? How might GenAI reshape the expertise\, ro les and relationships involved in learning design and teaching? And what would it mean to use these technologies in ways that are pedagogically meanin gful\, ethically responsible and attentive to cont ext?\n \n \n \n Taking a multivoiced perspective\, this international online event brings together f our complementary contributions. The opening talk takes a conceptual perspective on GenAI across the learning design lifecycle\, exploring teacher–AI complementarity\, educator agency and critical thi nking\, AI literacy\, and the role of community an d analytics\, alongside examples and emerging guid ance for practice. The second talk considers the e ducational developer perspective\, asking how GenA I is reshaping professional identities and what fo rms of expertise\, values and practice are needed as educational developers support colleagues throu gh emerging uncertainties. The third talk moves in to learning design practice through an empirical c ase study from King’s College London\, examining h ow learning designers are using GenAI in creative and innovative ways\, alongside their attitudes an d concerns. The final talk foregrounds educators t hemselves\, drawing on empirical research into how university educators use a purposefully configure d GenAI environment to design learning activities\ , with attention to affordances\, pedagogical judg ement and critical GenAI literacy.\n \n \n \n Sche dule\n \n \n \n \n \n \n \n 14.00 – 14.05 \n \n \n \n \n Welcome and housekeeping\n \n \n \n Introduction and overview of the sess ion by Dr Vily Papageorgiou\n \n \n \n \n \n \n \n 14:05 – 14:25\n \n \n \n \n Yannis Dimitriadis: Navigating through Opportuni ties and Challenges in GenAI-supported Design for Learning\n \n \n \n \n \n \n \n 14:25 – 14:45\n \n \n \n \n Monika Pazio Rossi ter: Who Are We Becoming? Educational Developer Id entities in the Age of AI\n \n \n \n \n \n \n \n 14:45 – 15:05\n \n \n \n \n G ennadii Miroshnikov & Jessica Ferro: Integrating G enAI into Learning Design Workflows: A Learning De signer Perspective\n \n \n \n \n \n \n \ n 15:05 – 15:10\n \n \n \n \n Comfort break\n \n \n \n \n \n \n \n 15:10 – 15:30\n \n \n \n \n Anastasia-Olga (Olnan cy) Tzirides & Vily Papageorgiou: Learning Design with Purposefully Configured GenAI: Educator Exper iences\n \n \n \n \n \n \n \n 15:30 – 15:55\n \n \n \n \n Q&A\n \n \n \n \n \n \n \n 15:55 – 16:00\n \n \n \n \n Closing remarks\n \n \n \n \n \n \n \ n \n \n \n \n \n Speakers\n \n \n \n Yannis Dimit riadis is Full Professor of Telematics Engineering \, University of Valladolid\, Spain (institutional website (https://investigacion.uva.es/CawDOS/?id= b681e8884cb24078&idioma=en&tipo=activ&elmeucv=N)). He is also coordinator of the GSIC/EMIC interdisc iplinary TEL research group. His most recent resea rch work has focused on human-centered learning an alytics and artificial intelligence\, ethics in re search\, alignment of learning design and learning analytics\, design for learning\, and orchestrati on of computer-supported collaborative learning pr ocesses. He is member of the editorial board of mu ltiple journals\, such as JCAL\, APIN\, BJET\, ETS \, etc. and co-editor of the 2024 BJET special sec tion on Human-Centered Learning Analytics. He has participated in more than 50 competitive research projects in TEL and co-authored more than 100 jou rnal papers and 215 conference papers.\n \n \n \n Monika Pazio Rossiter is a Principal Teaching Fell ow in Educational Development in the Centre for Hi gher Education Research and Scholarship at Imperia l College London. She is a programme director for MEd in University Learning and Teaching. She holds Senior Fellowship of Advance HE. Her research int erests revolve around assessment practices\, inclu sive and culturally responsive feedback practices\ , and the changing role of technology in education al practice.\n \n \n \n Gennadii Miroshnikov is a Senior Learning Designer at King’s College London with over 15 years of experience in technology-enh anced and blended learning across higher and profe ssional education. His research focuses on the int egration of systems thinking into educational prac tice\, with particular interest in scenario planni ng\, strategic forecasting\, and the development o f future-oriented learning design. Dr Miroshnikov is also actively involved in academic development initiatives that explore innovation in digital edu cation and curriculum transformation. He works ext ensively on enhancing the quality of online educat ion\, contributing to institutional strategies for improving learning design\, student engagement\, and pedagogical alignment in both higher and profe ssional education contexts.\n \n \n \n Jessica Fer ro is a learning designer at King's College London . Her research interests concern whether Generativ e AI is affecting learning design professionals' p ractice and professional identity\, with a particu lar focus on how learning designers engage with Ge nerative AI\, its implications for professional id entity\, and the ethical concerns it raises within the field. \n \n \n \n Anastasia-Olga (Olnancy) T zirides is a Research Scientist at the University of Illinois Urbana-Champaign whose research explor es the role of artificial intelligence in teaching \, learning\, and educational design. Her work foc uses on generative AI\, human-AI collaboration\, A I literacy\, and the design of learner-centered di gital environments. Combining expertise in learnin g sciences\, educational technology\, and user exp erience research\, she investigates how AI can sup port meaningful learning while maintaining human a gency and critical engagement. Dr Tzirides has pub lished extensively on AI-supported learning\, feed back systems\, and multiliteracies\, and has prese nted her work internationally across Europe and th e United States. She holds a PhD in Learning Desig n and Leadership from the University of Illinois U rbana-Champaign.\n \n \n \n Vily Papageorgiou is a Senior Lecturer in Higher Education at the Surrey Institute of Education\, University of Surrey. He r work focuses on learning design and digital educ ation\, with a particular interest in supporting e ducators and institutions to create evidence-infor med and engaging learning environments. Her resear ch spans learning design\, educational technologie s\, teacher professional development\, education f utures\, and sustainable pedagogies. She is Co-Dir ector of Surrey’s Wellbeing\, Identity\, Transitio n and Technology in Higher Education (WITT-HE) res earch group. From 2022 to 2024\, she served as ped agogic lead for the University of Surrey’s institu tion-wide Curriculum Design Review programme. She is a Senior Fellow of Advance HE\n \n CATEGORIES:Conference CALSCALE:GREGORIAN DTSTAMP;TZID=Europe/London:20270128T140000 DTSTART;TZID=Europe/London:20270128T140000 DTEND;TZID=Europe/London:20270128T160000 LOCATION:Online event\, link will be provided\n URL:https://srhe.ac.uk/civicrm/event/info/?reset=1&id=823 END:VEVENT END:VCALENDAR