Contact

• workRoom C60 Trent Building
  University Park
  Nottingham
  NG7 2RD
  UK
• work0115 84 68076
• cecilia.goria@nottingham.ac.uk

Biography

I am Professor in Digital Pedagogies and Language Education in the Department of Cultures, Languages and Area Studies, University of Nottingham. I hold the role of Digital Learning Director for the Faculty of Arts and I am the Director of the Language Centre, University of Nottingham.

Expertise Summary

Language Teaching, Technology Enhanced Teaching and Learning, Distance and Online Learning, Virtual Worlds, Linguistics

Teaching Summary

I teach Exploring Language and Linguistics - an undergraduate module part of the BA in Modern Languages and Translation - and I contribute to the undergraduate module Teaching and Learning Foreign… read more

Research Summary

My work and research are concerned with the nurturing of cultural changes that prioritise pedagogical considerations in the adoption of digital technologies for teaching and learning. I am currently… read more

Recent Publications

• GORIA C. and KONSTANTINIDIS A., 2023. A participatory pedagogical model for online distance learning: ideation and implementation. TOJ of Distance Learning. 24(1), 145-161
• GORIA C. and SPEICHER O., 2022. Addressing chaos with a purpose-built teaching delivery model. In: BYROM T. and CAWCKWELL J., eds., The Teaching and Learning Challenges of 21st-Century Higher Education: Prioritising Pedagogy Cambridge Scholars Publishing.
• GORIA C. and HANFORD S., 2022. Hybrid Teaching and Learning in HE: a futuristic model or a realistic model for the future? Summary and Reflection Available at: <https://blogs.nottingham.ac.uk/learningtechnology/2022/04/11/hybrid-teaching-and-learning-in-he-workshop/>
• GORIA C., WITTHAUS G., TURNER M., HANFORD S., BHEND M., WRAY A., WAHYUDI M. and GIBSON A., 2022. Hybrid Teaching: A futurist model or a realist model for the future? QAA Collaborative Enhacement Projects. Available at: <https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/learning-and-teaching/hybrid-teaching-a-futurist-model-or-a-realist-model-for-the-future#]>

• View all publications

I teach Exploring Language and Linguistics - an undergraduate module part of the BA in Modern Languages and Translation - and I contribute to the undergraduate module Teaching and Learning Foreign Languages with my expertise on digital technologies for language education.

Current Research

My work and research are concerned with the nurturing of cultural changes that prioritise pedagogical considerations in the adoption of digital technologies for teaching and learning. I am currently involved different project that look at: technology enhanced learning spaces, physical as well as digital; the transition of teaching and learning from the face-to-face to the online environment; support plan models to facilitates the development of staff digital skills, the pedagogical implication of lecture recording, the benefits and challenges of audience response tools, the creation and support of communities of practice around the use of digital technologies.

Furthermore, having worked for almost 10 year in the field distance teaching and learning my research in this area explores pedagogical models for improving the nature and quality of the experience of distance learners. My work pivots around community building, openness, multimodality, personalised learning, student agency and participation, student experience, modes of technology enhanced teaching and learning.

• GORIA C. and KONSTANTINIDIS A., 2023. A participatory pedagogical model for online distance learning: ideation and implementation. TOJ of Distance Learning. 24(1), 145-161
• GORIA C. and SPEICHER O., 2022. Addressing chaos with a purpose-built teaching delivery model. In: BYROM T. and CAWCKWELL J., eds., The Teaching and Learning Challenges of 21st-Century Higher Education: Prioritising Pedagogy Cambridge Scholars Publishing.
• GORIA C. and HANFORD S., 2022. Hybrid Teaching and Learning in HE: a futuristic model or a realistic model for the future? Summary and Reflection Available at: <https://blogs.nottingham.ac.uk/learningtechnology/2022/04/11/hybrid-teaching-and-learning-in-he-workshop/>
• GORIA C., WITTHAUS G., TURNER M., HANFORD S., BHEND M., WRAY A., WAHYUDI M. and GIBSON A., 2022. Hybrid Teaching: A futurist model or a realist model for the future? QAA Collaborative Enhacement Projects. Available at: <https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/learning-and-teaching/hybrid-teaching-a-futurist-model-or-a-realist-model-for-the-future#]>
• GORIA C., 2021. Reflections on the impact of COVID-19 on teaching and learning in the Faculty of Arts at the University of Nottingham. In: PLUTINO A. and POLISCA E., eds., Languages at work, competent multilinguals and the pedagogical challenges of COVID-19 Research-publishing.net.
• GORIA C. and GUETTA L., 2020. Transforming learning spaces for multilingual interaction: the outcomes of a workshop delivered at the 2020 eLearning. In: BORTHWICK K. and PLUTINO A., eds., Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design Research-publishing.net. 5-14
• GORIA C., KONSTANTINIDIS A., KILVINSKY B. and DOGAN B.E., 2019. Personal learning environments and personal learning networks for language teachers’ professional development.. In: GIANNIKAS C. N. and KAKOULLI CONSTANTINOU E., eds., Professional development in CALL: a selection of papers Research-publishing.net. 87-99
• GORIA C., GUETTA L., HUGHES N., REISENLEUTNER S. and SPEICHER O., eds., 2019. Professional competencies in language learning and teaching Research-publishing.net.
• KONSTANTINIDIS A. and GORIA C., 2017. Cultivating a community of learners in a distance learning postgraduate course for language professionals.. In: EuroCALL 2016: Communities and Cultures, 24-27 August 2016, Limassol, Cyprus first Edition. Research-publishing.net. 230-236
• GORIA, CECILIA, SPEICHER, ORANNA and STOLLHANS, SASCHA, eds., 2016. Innovative language teaching and learning at university: enhancing participation and collaboration. Dublin: Research-publishing.net.
• GORIA C. and LAGARES M., 2016. Open online language courses: the multi-level model of the Spanish N(ottingham)OOC.. In: EuroCALL 2015: Critical CALL, 26-29 August 2015, Padova, Italy First Edition. 221-227
• TOWEY D., FOSTER D., GILARDI F., MARTIN P. and WHITE A., 2015. Researching and supporting student note-taking: Building a multimedia note-taking app. In: IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2015. 54-58
• GORIA C., 2013. Collaborative Italian – Using technology to support student-led language teaching Language Education Technologies. 5, 173-184
• GORIA C., 2013. Collaborative Italian: An Open Online Language Course. In: ANA BEAVEN, ANNA COMAS-QUINN and BARBARA SAWHILL, eds., Case Studies of Openness in the Language Classroom First Edition. Research-publishing.net.
• GORIA C., 2010. Integrating the Year Abroad. In: CRAWFORD E. and SMALLWOOD A., eds., Teaching for Integrative Learning: Exploring ePortfolio Practice Centre for Integrative Learning. 45-53
• GORIA C., 2009. Integrating the Year Abroad: an integrative approach to Language Learning supported by WebCT Portfolio. EuroCALL Revue. Available at: <http://www.eurocall-languages.org/review/15/index.html>
• GORIA C., 2004. Subject clitics in the Northern Italian dialects : a comparative study based on the minimalist program and optimality theory Dordrecht ; London : Kluwer, 2004.
• GORIA C., 2003. Economy of Structure: the case of Subject Clitics in Piedmontese. In: QUER, J., SCHROTEN J., SCORRETTI M., SLEEMAN P. and VERHEUGD E., eds., Romance Languages and Linguistic Theory 2001 245. John Benjamins. 93-112
• GORIA, C., 2002. The Complexity of the Left Periphery: Evidence from Piedmontese Syntax. 5(2), 89-115