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Capitalising on the potentials of technology integration to promote students’ self-regulation​ (2020-2022) 

Funded by  the Swedish Foundation for International Cooperation in Research and Higher Education


Abstract: Technology enhanced learning and lifelong learning are two concepts that have been frequently associated with the modernisation of university education. The aim of this project is to provide curriculum design that harnesses both, with a focus on students’ self-regulated learning. The proposal is a bilateral collaboration project between two higher education institutions that have relevant and complementary competences: the Kanda University of International Studies in Japan and the KTH Royal Institute of Technology in Sweden. The former has a long and successful tradition in developing curriculum-based lifelong language learner autonomy and self-regulation and the latter has the expertise to design and research effective technology enhanced learning environments. The final outcome of the project will be a curriculum model that exploits the potentials of technology to foster learners’ self-regulation. The value of this endeavour stems from the methodology used: the ensuing curriculum will not be subject-specific and it will be exemplified in such ways that is can be modified and repurposed by higher education institutions in ways that fit their contexts. â€‹


Learning Analytics in Higher Education (2020-2021.09.15)

Funded by Digital Futures (KTH), a postdoctoral project



Culturally Informed Robots in Learning Activities (CIRILA) (2021-present)

Funded by WASP-HS 




Profile picture of Olga Viberg


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