Professor Alejandro Armellini is the Director of the Institute of Learning and Teaching in Higher Education at the University of Northampton. The mission of the Institute is to enable transformational learning experiences through inspirational teaching. Ale's key role is to provide leadership in the area of learning and teaching across all schools and services.
Three aspects of Ale's work are:
- The development, implementation and evaluation of Northampton's Learning and Teaching Plan.
- The development of a robust CPD framework for academic staff, in collaboration with the Head of Academic Practice.
- Fostering evidence-based, innovative practices in both campus-based and online learning and teaching.
Ale has extensive international teaching and programme development experience across different education sectors. Over the years, he has used, researched and refined the structured CAIeRO process (elsewhere known as Carpe Diem) and other evidence-based design-for-learning interventions to promote positive change in HE provision across modes of study. Teams under his leadership have researched the application of learning technologies in diverse academic settings. His PhD tutees research specific areas in the field of educational technology, pedagogy, openness and innovation. He is active in consultancy work globally.
Professor Alejandro (Ale) Armellini's research focuses on learning innovation, online pedagogy, course design in online environments, institutional capacity building, open practices and pedagogical design.
- Padilla Rodriguez, B. C. and Armellini, A. (2017) Developing self-efficacy through a massive open online course on study skills. Open Praxis. 9(3), pp. 335-343. 2304-070X.
- Manca, S., Grion, V., Armellini, A. and Devecchi, C. (2017) Editorial: Student voice. Listening to students to improve education through digital technologies. British Journal Of Educational Technology. 1467-8535. (In Press)
- Armellini, A. and Padilla Rodriguez, B. C. (2017) El prácticum en la experiencia estudiantil en la Universidad de Northampton, Reino Unido. In: Recursos Para un Prácticum de Calidad. Spain: POIO. pp. 25-34.
- Bennett, S., Devecchi, C. and Armellini, A. (2017) Towards a system for accreditation and recognition of teaching competences: the UK framework and the C@N-DO experience. In: Felisatti, E. and Serbati, A. (eds.) Sviluppare la Professionalità Docente e Innovare la Didattica Universitaria. Milano: F. Angeli. (In Press)
- Armellini, A. and Padilla Rodriguez, B. C. (2016) Are Massive Open Online Courses (MOOCs) pedagogically innovative? Journal of Interactive Online Learning. 14(1), pp. 17-28. 1541-4914.
- Padilla Rodriguez, B. C., Armellini, A. and Caceres Villalba, V. C. (2016) Massive Open Online Courses (MOOCs) behind the scenes. In: Kirby, P. and Marks, G. (eds.) Proceedings of Global Learn 2016. Waynesville, N.C.: Association for the Advancement of Computing in Education (AACE). 9781939797230. pp. 359-366.
- Armellini, A. and De Stefani, M. (2016) Social presence in the 21st Century: an adjustment to the Community of Inquiry framework. British Journal Of Educational Technology. 47(6), pp. 1202-1216. 1467-8535.
- Alden Rivers, B., Armellini, A. and Nie, M. (2015) Embedding social innovation and social impact across the disciplines: identifying "Changemaker" attributes. Higher Education Skills and Work-Based Learning. 5(3), pp. 242-257. 2042-3896.
- Padilla Rodriguez, B. C. and Armellini, A. (2015) Expanding the interaction equivalency theorem. International Review of Research in Open and Distance Learning. 16(3), pp. 298-317. 1492-3831.
- Armellini, A., Bennett, S., Coulson, K. V. and Farmer, R. (2015) From values to quality enhancement: a hands on journey through technology-enabled course design and delivery. Workshop presented to: Online Educa Berlin (OEB) - 21st International Conference on Technology Supported Learning and Training, Berlin, Germany, 02-04 December 2015. (Unpublished)
- Alden Rivers, B., Armellini, A., Maxwell, R., Allen, S. and Durkin, C. (2015) Social innovation education: towards a framework for learning design. Higher Education, Skills and Work-based Learning. 5(4), pp. 383-400. 2042-3896.
- Alden Rivers, B., Nie, M. and Armellini, A. (2015) University teachers’ conceptions of ‘Changemaker’: a starting point for embedding social innovation in learning and teaching. Education + Training. 57(5), pp. 588-600. 0040-0912.
- Padilla Rodriguez, B. C. and Armellini, A. (2014) Applying the interaction equivalency theorem to online courses in a large organization. Journal of Interactive Online Learning. 13(2), pp. 51-66. 1541-4914.
- Armellini, A., Howe, R. and Coulson, K. V. (2014) Effective online collaboration and academic skills within a transferable quality framework in Higher Education. Workshop presented to: Online Educa - 20th International Conference on Technology Supported Learning and Training, Berlin, Germany, 03-05 December 2014. (Unpublished)
- Alden Rivers, B., Armellini, A., Howe, R., Simmons, M., Hendrix, M., Maxwell, R. and Harris, J. (2014) GAMEchanger: a game jam for social innovation education. In: Alden Rivers, B. and Smith, J. (eds.) Changemaker in the Curriculum: The University of Northampton: Case Studies 2013-2014. Northampton: The University of Northampton. pp. 33-34.
- Coulson, K. V., Armellini, A. and Farmer, R. (2014) MOOC and SPOC: a tale of two courses. Workshop presented to: altc2014 Riding Giants: How to Innovate and Educate Ahead of the Wave: The 21st Annual Conference of the Association for Learning Technology, Warwick University, 01-03 September 2014.
- Alden Rivers, B., Nie, M. and Armellini, A. (2014) University teachers’ conceptions of “Changemaker”: a starting point for embedding social innovation in learning and teaching. Paper presented to: 6th International Social Innovation Research Conference 2014, The University of Northampton, 01-03 September 2014. (Unpublished)
- Padilla Rodriguez, B. C., Armellini, A. and Hawkridge, D. (2013) In-company online training: strategic and operational lessons. Progressio: South African Journal for Open and Distance Learning Practice. 35(2), pp. 193-208. 0256-8853.
- Padilla Rodriguez, B. C. and Armellini, A. (2013) Interaction and effectiveness of corporate e-learning programmes. Human Resource Development International. 16(4), pp. 480-489. 1367-8868.
- Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20. 0268-0513.
- Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Research into Higher Education Abstracts. 47(1), p. 20. 0034-5326.
- Padilla Rodriguez, B. C. and Armellini, A. (2013) Student engagement with a content-based learning design. Research in Learning Technology. 21, pp. 127-136. 2156-7069.
- Rogerson-Revell, P., Nie, M. and Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning applied linguistics and TESOL programme. Open Learning: The Journal of Open, Distance and e-Learning. 27(2), pp. 103-119. 0268-0513.
- Hawkridge, D., Armellini, A., Nie, M., Padilla Rodriguez, B. C. and Witthaus, G. (2012) Digital audio for asynchronous interactive learning at an English university. In: Jia, J. (ed.) Educational Stages and Interactive Learning: From Kindergarten to Workplace Training. Hershey, PA, USA: IGI Publishing. pp. 468-484.
- Nie, M. and Armellini, A. (2012) Enhancing curriculum design and delivery with OER. In: Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education, Conference Proceedings. Milton Keynes: Support Centre for Open Resources in Education, The Open University. 9780749229375. pp. 365-369.
- Nikoi, S. and Armellini, A. (2012) The OER mix in higher education: purpose, process, product, and policy. Distance Education. 33(2), pp. 165-184. 0158-7919.
- Armellini, A. and Hawkridge, D. (2012) Utopian universities: a technicist’s dream. Journal of Computing in Higher Education. 24(2), pp. 132-142. 1042-1726.
- Nikoi, S., Rowlett, T., Armellini, A. and Witthaus, G. (2011) CORRE: a framework for evaluating and transforming teaching materials into open educational resources. Open Learning: The Journal of Open, Distance and e-Learning. 26(3), pp. 191-207. 0268-0513.
- Nie, M., Armellini, A., Witthaus, G. and Barklamb, K. (2011) How do e-book readers enhance learning opportunities for distance work-based learners? Research in Learning Technology. 19(1), pp. 19-38. 2156-7069.
- Hawkridge, D., Armellini, A., Nikoi, S., Rowlett, T. and Witthaus, G. (2010) Curriculum, intellectual property rights and open educational resources in British universities — and beyond. Journal of Computing in Higher Education. 22(3), pp. 162-176. 1042-1726.
- Armellini, A. and Aiyegbayo, O. (2010) Learning design and assessment with e-tivities. British Journal of Educational Technology. 41(6), pp. 922-935. 0007-1013.
- Nie, M., Armellini, A., Harrington, S., Barklamb, K. and Randall, R. (2010) The role of podcasting in effective curriculum renewal. ALT-J: Research in Learning Technology. 18(2), pp. 105-118. 0968-7769.
- Armellini, A., Salmon, G. and Hawkridge, D. (2009) The Carpe Diem journey: designing for learning transformation. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M. (eds.) Transforming Higher Education Through Technology-Enhanced Learning. York, UK: Higher Education Academy. pp. 135-148.
- Salmon, G., Jones, S. and Armellini, A. (2008) Building institutional capability in e-learning design. ALT-J: Research in Learning Technology. 16(2), pp. 95-109. 0968-7769.