Skip to main content

Invited speakers

This year we have 2 key note speakers

Inge de Waard – Learning Strategist & Hopeful Explorer

“Learning Spaces: always shaken, never stirred”

Portrait of Inge de Waard

Over the last two decades learning spaces have been constructed, redesigned, and questioned by a multitude of stakeholders. While learning spaces are located at the center of technology, social sciences, informal human actions and philosophical discourse, we must acknowledge that these spaces have been constructed according to contemporary, dominant socio-economic realities.  

In this talk, Inge will take us on a learning journey, a concentrated time lapse spanning two decades, stopping at impactful educational technologies and their resulting heated learning discussions. As learning landscapes have shifted - seemingly - dramatically in the last two decades, the same timeless discussions keep popping up, questioning learning as well as new technologies used for learning. But do these discussions really make a difference? What is the main factor impacting learning spaces? Learning is still one of the most elusive actions any and all of us undertake daily. So do these discussions help us forward or are the discussions on learning spaces nothing more than storms in shallow water, always shaking but never really stirred?  


Inge is a senior learning strategist, longtime researcher, award-winning learning innovator and (e)Learning coordinator. She has taught master students in eLearning knowledge (Institute of Tropical Medicine - ITM), built new courses (MobiMOOC – massive open online course on mobile learning), mentor professional engineers to prepare them for international, blended curricula (InnoEnergy, Europe), and researched Technology Enhanced Learning in formal, blended, and informal settings (ITM, Belgium, Athabasca University, Canada; The Open University, UK). Her expertise has been recognised by peers, resulting in additional co-authored papers, invited talks and keynotes in both academic as well as professional conferences, workshops and seminars.

She has an ongoing passion for integrating Technology Enhanced Learning within formal and informal settings, as well as in personalised learning using quantitative (e.g. learning analytics) and mostly qualitative data (e.g. participative research design).

Her latest project involves the learning aspect of a project in development at InnoEnergy, called SkillCharge. This project combines AI, HR and Learning to match courses to skill gaps that individuals might have, based on analysing their resume with AI and then matching courses (formal and informal learning) with that same AI engine. 

You can find Inge sharing her ideas in these channels


Publications on Google Scholar


The Open University, Centre for Research in Education and Educational Technology

Alastair Creelman - E-learning Specialist from Linnaeus University

He works in a number of organisations and international projects including EDEN's (European Distance and E-learning Network) NAP Steering Committee  and in 2017 was awarded the title EDEN Fellow.  He also works for the Nordic Network for Adult Learning  (NVL) as Swedish representative in the Distans network, a member of the steering committee of ITHU (Swedish network for IT in higher education) and a member of the ISO PC288 standardisation.

During the last few months everyone in higher education has experience of online teaching using digital

Portrait of Alastair Creelman

platforms and tools. Some have succeeded beyond expectations whilst others have survived thanks to the help of colleagues and educational technologists. At first the focus was on quickly moving the classroom to an online space, in particular via synchronous video meetings in Zoom and asynchronous assignments in the learning management system. However, many teachers have since discovered the advantages of creating other asynchronous multi-modal learning spaces that foster greater inclusion and creativity than the limited interaction of synchronous spaces. By allowing students to reflect, discuss and express themselves at their own pace and in a variety of media we ensure that all voices are heard. Another critical factor is establishing a sense of community and trust in an online environment and many teachers have worked successfully with this during the lockdown period.

A particularly interesting issue is how we create interactive and engaging online learning spaces that enable students to meet, collaborate and discuss even outside their particular class or cohort. All institutions have invested heavily in recent years in building exciting new campuses that facilitate active learning and creativity, but much less attention has been paid to the online campus. We need to realize that the online campus is the space that unites all staff and students, no matter where they are physically based. Campus students usually have a very strong sense of identity with their university since they spend so much of their daily life there. However, that loyalty and identity is much weaker for online students since they only meet their own cohort and its teachers. How can we create a shared sense of presence and community to all students and encourage greater contact between campus and online students?

You can find Alasair sharing his ideas and inspiration in these channels


Did you find this page useful?
Thank you for helping us!
Belongs to: KTH Intranet
Last changed: Oct 20, 2020