Courses taught: PGCert Professional Academic Practice, Academic Professional Apprenticeship
Higher qualifications: PhD (University of Aveiro), Senior Fellow of the Higher Education Academy (FHEA)
Membership of professional organisations: Society for Research into Higher Education (SRHE), Association for Learning Technology (ALT)
Biography
I have been working in Higher Education since 2001 with different roles and exposed to different realities. Before starting to work at UWL, I was a Senior Lecturer in Technology-Enhanced Learning at Kingston University London where I co-led a University wide initiative aiming at transforming the Virtual Learning Environment, Online Learning and Assessment. I’ve taught and led modules and courses in different institutions and countries related with Curriculum Design, Learning, Teaching and Assessment, and with Quality and Online Learning.
My academic background is in Education and more specifically on Technology-Enhanced Learning. My doctoral research aimed at establishing the foundations of active e-learning by designing a quality framework for sustaining effective learning design and delivery, and in developing procedures for evaluating active e-learning.
I’m passionate about design as a research paradigm and design thinking. My current research interests relate with co-designing physical and online learning spaces; learning design and learning analytics; and quality and policy in Online and Blended Learning. I’m currently interested in supervising PhD and Master students in these areas.
I have been a reviewer of some of the most relevant journals in Online Learning such as Computers & Education, British Journal of Educational Technology, Research in Learning Technologies or Educational Technology Research and Development. I have been invited to be a keynote speaker in different conferences and seminars across Europe and South America.
As an academic I’m particularly fond of linking my practice with research and learning from other contexts and other ways of thinking. I envision higher education as an innovative and creative place wherein students and academic staff learn and experiment with each other as agents of change.
Casanova, D., Huet, I., Garcia, F. et al. Role of technology in the design of learning environments. Learning Environ Res 23, 413–427 (2020).
ElShaer, A., Casanova, D., Freestone, N. S., & Calabrese, G. (2020). Students’ perceptions of the value of electronic feedback—Does disciplinary background really matter? British Journal Of Educational Technology, 51(2) https://doi.org/https://doi.org/10.1111/bjet.12881
Casanova, D., & Price, L. (2018). Moving towards sustainable policy and practice–a five level framework for online learning sustainability. Canadian Journal of Learning and Technology, 44(3).
Casanova, D., Price, L. & Avery, B. (2018) Supporting sustainable policy and practices for online learning education. In Climate Change Education: Distance Learning for Sustainable Development. Springer
Casanova, D., Di Napoli, R., Leijon, M. (2018). Which space? Whose space? An experience in involving students and academics in space design. Teaching in Higher Education.
Casanova, D. & Mitchell, P. (2018). The Cube and The Poppy: Participatory approaches for designing technology-enhanced learning spaces. Journal of Learning Spaces
Casanova, D., & Moreira, A. (2017) A comprehensive model for discussing the quality of Technology-Enhanced Learning in Blended Learning programmes. International Journal of Mobile and Blended Learning, 9 (4) p. 1-20
Price, L., Casanova, D., & Orwell, S. (2017). Modeling an institutional approach to developing Technology Enabled Learning: Closing the gap between research and practice. In INTED2017 Proceedings (pp. 5009–5018). https://doi.org/10.21125/inted.2017.1168
Elshaer, A., Calabrese, G., Casanova, D. and Huet, I. (2016). Building a community of practice for engaging pharmacy students to learn in a collaborative research environment. Currents in Pharmacy Teaching and Learning. p. 698-707
Casanova, D., Costa, N., & Moreira, A. (2014). Technology Enhanced Learning (TEL) in Higher Education: a proposal for developing a quality framework. In T. Marek, W. Karwowski, M. Frankowicz, J. Kantola, & P. Zgaga (Eds.), Human Factors of a Global Society: A System of Systems Perspective (pp. 707–718). Boca Raton, Florida: CRC Press.
Casanova, D., Moreira, D., & Costa, N. (2011). Technology Enhanced Learning in Higher Education: results from the design of a quality evaluation framework. Procedia - Social and Behavioral Sciences, 29, p. 893-902.
Huet, I., Baptista, A.V., Neri de Souza, D., Casanova, D., Schreurs, J., & Rutkauskiene, D. (2010). Pedagogical traditions in EU Universities: challenges and opportunities. International Journal of Intercultural Information Management, 2(2), 100-116.
Loureiro, M.J., Huet, I., Costa, N., Baptista, A., & Casanova, D. (2010). Using ICT to enhance the on-line research supervision process. Acta Academica Supplementum 1, p. 151-174
Diogo.Casanova@uwl.ac.uk
020 8209 4279
Courses taught: PGCert Professional Academic Practice, Academic Professional Apprenticeship
Higher qualifications: PhD (University of Aveiro), Senior Fellow of the Higher Education Academy (FHEA)
Membership of professional organisations: Society for Research into Higher Education (SRHE), Association for Learning Technology (ALT)
Biography
I have been working in Higher Education since 2001 with different roles and exposed to different realities. Before starting to work at UWL, I was a Senior Lecturer in Technology-Enhanced Learning at Kingston University London where I co-led a University wide initiative aiming at transforming the Virtual Learning Environment, Online Learning and Assessment. I’ve taught and led modules and courses in different institutions and countries related with Curriculum Design, Learning, Teaching and Assessment, and with Quality and Online Learning.
My academic background is in Education and more specifically on Technology-Enhanced Learning. My doctoral research aimed at establishing the foundations of active e-learning by designing a quality framework for sustaining effective learning design and delivery, and in developing procedures for evaluating active e-learning.
I’m passionate about design as a research paradigm and design thinking. My current research interests relate with co-designing physical and online learning spaces; learning design and learning analytics; and quality and policy in Online and Blended Learning. I’m currently interested in supervising PhD and Master students in these areas.
I have been a reviewer of some of the most relevant journals in Online Learning such as Computers & Education, British Journal of Educational Technology, Research in Learning Technologies or Educational Technology Research and Development. I have been invited to be a keynote speaker in different conferences and seminars across Europe and South America.
As an academic I’m particularly fond of linking my practice with research and learning from other contexts and other ways of thinking. I envision higher education as an innovative and creative place wherein students and academic staff learn and experiment with each other as agents of change.
Selected publications