Learning science the fun and creative way: coding, making, and play as vehicles for informal science learning in the 21st century (COMnPLAY-Science).

The COMnPLAY SCIENCE project aims to help Europe better understand the new ways in which non-formal and informal science learning is taking place through various coding, making, and play activities that young Europeans (children, adolescents and young adults) are nowadays increasingly engaged with, outside school and higher education science classrooms, beyond the formal boundaries of science education.

Coordinated by LCI NTNU, Norway and with partners from 10 European countries (Austria, Finland, Germany, Greece, Malta, Netherlands, Norway, Spain, Sweden, UK)

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 787476. This Web site reflects only the authors’ view. The Research Executive Agency (REA) and the European Commission are not responsible for any use that may be made of the information it contains.


Cross-Analytics Driven Design to Enhance Learning Experience

The challenge and vision of this seed-project is to provide rich and integrated knowledge on how to combine action-based (e.g., clickstreams) and physiological data-streams (e.g., brain activity), thus creating “cross-analytics”, to design meaingfull learning experiences. Xdesign is methodologically rooted in Human-Computer Interaction (HCI) and learning technologies. Xdesign’s research methods combine empirical, analytical, theoretical, and design approaches, all with focus on the relationship between user-generated data and their design capabilities to amplify human needs and capacities.

This project is funded from the Research Council of Norway.


An Academia-Industry Knowledge Alliance for enhancing Online Training Professionals’ Competences in Educational Data Analytics (Learn2Analyze).

The goals of the Learn2Analyze project is to:

  • Enhance existing competence frameworks for instructional designers and e-trainers of online courses with new Educational Data Literacy competences for using emerging Educational Data Analytics methods and tools.
  • Develop and evaluate a series of professional development Massive Open Online Courses (MOOCs) for cultivating these competences with emphasis to combining theory and practice in the form of authentic work-oriented tasks.

The Learn2Analyze consortium is an international Knowledge Alliance of six organisations from five different European Union countries (Greece, Norway, Germany, Italy and Ireland) and one partner from Australia and three global eLearning market leaders of online course management systems with educational data analytics capacities (including Moodle, IMC’s Learning Suite and eXact Learning).

Knowledge Alliances, Agreement n. 2017-2733 / 001-001, Project No 588067-EPP-1-2017-1-EL-EPPKA2-KA).

Future Learning

Orchestrating 21st Century Learning Ecosystems using Analytics

Learning analytics allow instructors and researchers to discover important learning episodes and phenomena (e.g., moment of learning/misconception), get better understanding of learner characteristics/needs; and understand the features that make the learning material effective. In Future Learning we will leverage learning analytics capabilities to formulate a conceptual framework for assisting researchers and instructors in improving the orchestration of e-learning tools and practices as well as harmonizing heterogeneous learning analytics streams. The aim of the project is to investigate how the insights of learning analytics can inform us to better orchestrate different e-learning tools and learning practices. In particular, we want to explore:

  • What kind of learning analytics can help orchestrate a learning ecosystem?
  • How can different learning analytics be integrated to improve educators’ decisions?
  • How do integrated learning analytics contribute to the creation of more meaningful and efficient set of technologies for learning?
  • How can different technologies be coupled to help students overcome the difficulties they face while keeping them engaged?

This project is funded from the Research Council of Norway.


Adaptive Learning Analytics to Support Information Technology Education (Adapt-IT).

Adaptive learning can foster the creation of meaningful learning experiences, since “one-size-does-not-fit-all” and research has shown that the students’ learning experience and performance can be improved through adaptive e-learning environments that suit their needs. Adaptive learning environments can automatically build a visual presentation of students’ learning progress and provide different learning analytics reports. AdaptIT will support various programming languages courses, like Java and JavaScript; covering various IT courses. The goal of the project is to visualize the state of individual student’s knowledge and present the visualization to students, instructors and academic advisors. This helps students in facilitating their metacognitive activities and promoting self-reflection and awareness.

This project is funded from NTNU’s Excellent Education program (NTNU Toppundervisning).

Cognition 2.0

Cognition 2.0: Physiological and Contextual Computing for Augmenting Human Cognition

The purpose of Cognition 2.0 is twofold: (a) to bridge the cognitive gap by building and deploying a “cognitive information layer” in-between human and machine, responsible for informing the machine side about user’s cognitive states and adapting ongoing human-machine interaction, respectively; and (b) to serve as an application framework, encompassing design and development guidelines for future cognition-aware applications. For realizing these objectives, Cognition 2.0 will draw on an interdisciplinary approach that combines state-of-the-art knowledge and methods from the fields of Contextual and Physiological Computing, Artificial Intelligence, Computational Neuroscience, and Cognitive Psychology.

This project is funded by the Swiss National Science Foundation.


Centre for Excellent IT Education (Excited) is one of the eight national Centers for Excellent Education (SFU) in Norway, granted and funded from the National Agency for Quality in Education (NOKUT). Excited focuces in innovative technologies and practices in order to support CS education.

This project is funded by the National Agency for Quality in Education (NOKUT).


Center on Technology Enhanced Life-Long Learning. The GEMINI Center TELL is a strategic cooperation among the Department of Computer Science at NTNU and SINTEF Digital in the area of Technology Enhanced Lifelong Learning. Our vision is to realize a better society through lifelong learning for all. The main research goal is to understand the interplay between learning and technology as both an enabler and a transforming factor, distinguishing mechanisms that are domain specific and general.