Stylianos Hatzipanagos
Lecturer in Higher Education
Contact
Telephone: +44 (0)20 7848 3716
Email: s.hatzipanagos@kcl.ac.uk
Room 5.22, Waterloo Bridge Wing,
Franklin-Wilkins Building,
Waterloo Road,
London, SE1 9NN
Biography
Dr Stylianos Hatzipanagos is the Head of e-Learning in KLI. He was the College e-learning co-ordinator from September 2009 to March 2012. Stylianos joined King's Learning Institute in September 2003. He has a first degree in Physics, MScs in Physics Education and in Information Technology (Artificial Intelligence) and his doctoral research was on design and evaluation of interactive learning environments. He is also a fellow of the
Centre for Distance Education (CDE) of the University of London, and fellow of the
Support Centre for Open Resources in Education (SCORE) at the Open University.
Stylianos teaches on the Masters in Academic Practice (MAP) programme. He is Internal Examiner and exam board chair for the Masters in Academic Practice (MAP) as well as external examiner (PhD/MPhil) for the University of Wales and Internal Examiner (PhD) for the University of London.
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Social Science & Public Policy
Teaching Approach
I employ approaches to appeal to different learner styles, and encourage learner participation by using a variety of student-centred strategies. I aim at greater learner engagement and achievement.
I reflect on my practice in a variety of ways. The process of reflection comprises a range of activities such as keeping tutorial logs, writing detailed reviews after a lecture or tutorial sessions or evaluating a teaching experience. I also evaluate how a particular teaching session compares with previous ones, how it relates to my knowledge and to outcomes of research in this area. I also focus on what aspects I could improve on and on which successful outcomes to build on.
I am very much committed to the use of learning technologies to support learning and teaching. Learning technologies can enhance teacher/student interaction, complement face to face sessions by providing virtual classes and a variety of accessible learning materials. I am also very much interested in new developments in learning technologies and in research and development in related areas.
The wide range of teaching I have initiated, observed and developed in collaboration with colleagues from a range of disciplines has provided me with the opportunity to identify areas where further investigation would be appropriate. As a result the development of my insight into pedagogy through my teaching has enabled me to enrich the research environment.
My research interests are in innovation in learning and teaching, assessment in higher education, computer mediated communication and computer supported collaborative work, usability of computer educational interfaces, design and evaluation of interactive learning environments.
I have been interested in exploring how technology enhanced learning impacts traditional approaches to learning and teaching. I have worked in investigating the pedagogical impact of computer based simulations and exploring issues of design, development and evaluation in virtual learning environments. I am also interested in evaluating current and emerging technologies (inc. social software and social networking) that could have a positive disruptive effect within higher education.
I have been the recipient of two Teaching and Research Awards from the Centre for Distance Education (University of London). The two projects put forward a conceptual model of formative assessment based on the literature and promoted understanding of the significance of formative assessment by establishing and comparing attitudes to assessment amongst tutors and students within distance learning environments in higher education.
In the context of formative assessment I have also investigated the use of teaching observations in higher education as a formative and reflective tool. The published findings of a 4 year study of peer observation clearly show that teaching observations encourage self-reflection and increase teaching practitioner awareness of issues related to learning and teaching.
My research in e-portfolios for assessment has been initiated by a CTF project (in collaboration with Simon Lygo-Baker) that explored the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence.
I have also developed successful research funding applications and participated in research projects at a national and European level.
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Hatzipanagos, S. (2010) Closing the loop: how tutor engagement with formative assessment practices can have an impact on the learner experience in Kemp, P. and Atfield, R. (Eds) Enhancing learning through Assessment. Threshold Press. In Press.
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Hatzipanagos, S. & Rochon, R. (Eds) (2010) Special Issue: Approaches to assessment that enhance learning.Assessment & Evaluation in Higher Education , 35 (5).
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Hatzipanagos, S., Basiel, A. & Fillery-Travis, A. (2010)Collaborative knowledge construction with web video conferencing: a Work based learning approach. In Ertl, B. (Ed)Technologies and Practices for Constructing Knowledge in Online Environments (London: Information Science Reference, an imprint of IGI Global).
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Hatzipanagos, S. Lygo-Baker, S. (2008) e-Portfolios for academic development: a career progression vehicle or a private tool of reflection, International Conference on e-learning, 26-27 June, Cape Town, South Africa.
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Hatzipanagos, S. (2008) Feedback in formative e-assessment: closing the loop in distance learning, Computers and Learning Research Group conference, 18 June, The Open University, Milton Keynes, UK.
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Hatzipanagos, S. Lygo-Baker, S. (2007) ePortfolios for Academic Development: Engagement vs. Formal Assessment, Society for Research into Higher Education Conference (SRHE), 11-13 December, Brighton, UK.