Regine Hampel is Full Professor of Open and Distance Language Learning at the Open University, and currently holds the role of Associate Dean (Research Excellence) in the Faculty of Wellbeing, Education and Language Studies. From 2013 to 2016 she was Associate Dean (Research & Scholarship) in the Faculty of Education and Language Studies; from 2010 to 2013 she was Director for Postgraduate Studies in the Centre for Research in Education and Educational Technologies (CREET). She was a member of the Department of Languages until 2010 where she convened the Open Languages Research Group and was involved in the German programme offered by the Open University. This included designing and chairing a new level 2 German course that used an innovative blended approach.
Her research focuses on the use of digital technologies for language learning and teaching, contributing to new theoretical and pedagogical perspectives that go beyond narrow cognitive approaches and take account of sociocultural theories of learning and ecological principles as well as the multimodal nature of the new media. She is particularly interested in the affordances of these tools and the potential they offer for learner interaction, communication and real-world learning, as well as the implications for task design, online teaching skills, and new literacies. This work has fed into a wide range of presentations and publications, including a forthcoming book on Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach (Palgrave Macmillan).
From 2011 to 2013 she was Assistant Editor for System: An International Journal of Educational Technology and Applied Linguistics. She is a Fellow of the Higher Education Academy.
My research focuses on the use of online tools for language learning purposes and is closely linked to my work in open and distance language education. My overall goal is to contribute to a theoretical and pedagogical framework for online learning which goes beyond narrow cognitive approaches and takes account of sociocultural theories of interaction and collaboration as well as the multimodal nature of the new media. I am particularly interested in task design, learner interaction, teacher training, new literacies, and multimodal aspects of the new media, their affordances, and the potential they offer for collaboration and communication. This work has fed into books, articles, book chapters and conference presentations and symposia. Books include Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach (Palgrave Macmillan, forthcoming) as well as a co-authored book on Online Communication in Language Learning and Teaching (with Marie-Noëlle Lamy, 2007), an edited book (Hampel and Stickler, Developing Online Language Teaching: research-based pedagogies and reflective practice, Palgrave Macmillan, 2015), and two edited special issues of the CALICO Journal (on qualitative research in CALL) and Innovation in Language Learning and Teaching (Festschrift for Professor Jim Coleman).
A list of my publications can be found under 'Publications'; downloads of some papers are available on the Open Research Online website (http://oro.open.ac.uk/).
I am on the Editorial Boards of Language Learning & Technology and ReCALL and regularly review for a range of journals (including ReCALL, Language Teaching, Applied Linguistics, Language Learning & Technology, CALICO Journal and CALL) and book publishers. I have also been a member on several conference programme committees (e.g. EUROCALL, WorldCALL, AAAL, ICCE and JALTCALL).
I have been invited to give a number of keynotes, including at the I ELT International Congress & II National Congress on Didactics (University of San Gil, Colombia, 2019), GLoCALL&ChinaCALL (University of Suzhou, China, 2018), JALTCALL conference (Nagoya University, 2015), and the EUROCALL Teacher Education SIG conference (Cyprus University of Technology, 2015). Invited presentation have included talks at the Universitat de València & Universitat Politècnica de València (Spain, 2017) and Stellenbosch University (South Africa, 2016), Örebro University (Sweden, 2014, 2015), and the Croatian Association for Applied Lingustics, University of Zagreb (2013).
I have been involved in various projects, many of which have attracted external funding. These include:
From 2000 until 2010 I was involved in all German courses offered by the Open University, from beginners' to final-year degree level. This included producing new courses as well as being in charge of existing courses, and I led the production of a new level 2 German course with my colleague Christine Pleines. L203 Motive combines traditional course materials with DVD-ROMs and a Moodle-based virtual learning environment in a blended approach. My academic responsibilities included writing the business appraisal and the syllabus, planning and producing course materials, drawing up the assessment and the tuition strategy, designing the use of the VLE, and leading a team of academics and academic-related colleagues. Once the course was up and running I was responsible for running and maintaining it. The new course was informed by research on the use of a number of VLE tools (e.g. forums, blogs and videoconferencing) which was funded by the British Academy as well as the Open University's Pro Vice Chancellor (Teaching and Learning). To complement the findings on student experience, a tutor training project was carried out in collaboration with the Universitat Oberta de Catalunya. The results of these cutting-edge projects at the interface between teaching and research were crucial for the development of teaching in the department more widely.
In the early days of synchronous computer-assisted language learning I played a major role in introducing online tuition via Lyceum in several German courses at a time. Our course team gained an OU Teaching Award (2001-2002) for Integrating Internet-based real-time audiographic conferencing tools into distance language-learning, thus recognizing its innovative character. My involvement included task design, developmental testing, tutor training and the organization of student induction as well as chairing the departmental Lyceum Group.
|CREET: Language and Literacies Research Cluster||Cluster||Faculty of Education and Language Studies|
|Role||Start date||End date||Funding source|
|Lead||01/Oct/2016||30/Sep/2019||Shakespeare's Globe (Globe Education)|
This studentship is expected to run for three years, from October 2016. It is jointly funded by The Open University (Faculty of Wellbeing, Education and Language Studies) and The Globe Theatre Education Trust. The studentship is for research into the impact of Globe Education’s flagship schools programme, Playing Shakespeare with Deutsche Bank.
|Role||Start date||End date||Funding source|
|Co-investigator||01/Oct/2015||30/Sep/2020||LEVERHULME The Leverhulme Trust|
The OU has been awarded a major grant from The Leverhulme Trust to enable 18 new PhD scholarships to drive forward knowledge of Open World Learning. The focus will be on how to increase access to education for all across the globe using new technologies and innovative approaches. The Leverhulme Trust has awarded a grant of £1,050,000 to The OU's Institute of Educational Technology (IET) and Faculty of Education and Language Studies (FELS) to fund 15 full-time, three-year doctoral scholarships over the next five years. In addition to this, the OU will fund a further three scholars from low and middle-income economies, taking the total number of places up to 18. Managed by the Centre for Research in Education and Educational Technology (CREET), the purpose of these scholarships is to explore the factors that support or impede inclusive approaches to learning, for example around the use of new communication methods such as social networking and devices such as mobile phones and tablets.