The team

//The team
The team2019-03-18T18:50:21+00:00

The Research Group on Interaction and Educational Influence (GRINTIE) belongs to the Department of Cognition, Development and Educational Psychology at the University of Barcelona (Spain). Since the beginning of its activities, at the end of the eighties, the group is led by Dr. César Coll. Since 1995, GRINTIE is part of the group Development, interaction and communication in educational contexts. The quality of the research activities of this group has been recognized by the Department of Universities, Research and Information Society of the Generalitat of Catalunya. In recent years the group has developed several research projects with other groups and researchers from the Autonomous University of Madrid, the University of Extremadura, the University of Girona and the National Autonomous University of Mexico.

Universitat de Barcelona
P. Vall d’Hebron, 171 – 08035 Barcelona, España
Tel. 933 125 843 | Fax. 934 021 368
bridginglearning@gmail.com

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Current researchers of BLE projects

César Coll Salvador

ccoll@ub.edu

PhD in Psychology and Professor of Developmental and Educational Psychology at the University of Barcelona. He has promoted and led research and work about pedagogical applications and implications of genetic theory, psychopedagogical orientation and intervention, design and development of the school curriculum, analysis of interaction processes in educational situations and school learning assessment. He has actively participated in various projects and educational reform and innovation processes in Spain and other Latin American countries, especially concerning curricular and psychopedagogical aspects. His current interests focus on the analysis of educational practices, educational discourse, the impact of ICT in education, the articulation of formal and informal learning scenarios and the school learning personalization.

Rubén Arriazu Muñoz

rarriazu@unex.es

Associate Professor at the Department of Business Management and Sociology at the University of Extremadura. PhD in Sociology in the program “Methodology of Research in Sociology, Communication and Culture” of the Complutense University of Madrid. His main research fields are focused on Social Science Research Methodology, Online Social Research Techniques, Learning Ecologies, Educational Policies, European Higher Education Area, Sociology of Education and Media Literacy Processes.

Anna Engel Rocamora

anna.engel@ub.edu

PhD in Psychology and Associate Professor at the Department of Cognition, Development and Educational Psychology at the University of Barcelona. Her current interests are focused on topics related to the uses of information and communication digital technologies for innovation and improvement of teaching and learning processes, such as the configuration of personal learning environments or knowledge construction processes in collaborative environments and the school learning personalization.

Mariana Largo Sierra

mariana.largo@ub.edu

Graduated in Psychology from the Universidad del Valle (Colombia) and holds a Master’s degree in Educational Psychology. She is currently a PhD student in the Interinstitutional Educational Psychology Program at the University of Barcelona and is developing the thesis “Discourses about learning and being a learner in the construction of learner identity” under the direction of Dr. C. Coll and Dr. L. Falsafi. She is currently a pre-doctoral researcher.

Elena Martín Ortega

elena.martin@uam.es

PhD in Psychology and Professor of Developmental and Educational Psychology at the Autonomous University of Madrid. Director of the Master in Educational Psychology of the same university. She has carried out research in the following fields: psychopedagogical counseling, teachers´ and students’ conceptions about teaching and learning, curriculum and educational assessment, and the development of the learning to learn competence through writing. She has participated in the design and implementation of educational reforms in Spain. Her current interests are focused on the analysis of educational practices from the perspective of catering diversity and personalization and in working together with schools to support them in this line of improvement.

Antonio Membrive Ruiz

amembrive@ub.edu

Graduated in Psychology from the University of Barcelona and holds a Master´s degree in Educational Psychology from the same university. He is a predoctoral researcher at the Department of Cognition, Development and Educational Psychology at the University of Barcelona. He develops his thesis in the Interinstitutional Educational Psychology Program, focused on the connection between the learning experiences of children and youths through different contexts. His research interests are related to individual learning trajectories, sense attribution processes and school learning personalization strategies.

Iris Merino Rubio

imerino@ub.edu

Graduated in Primary Education from the University of Barcelona and holds a Master´s degree in Educational Psychology from the same university. She is currently a pre-doctoral researcher. She develops her thesis in the Interinstitutional Educational Psychology Program at the University of Barcelona, focused on learning personalization and the connection of learning experiences inside and outside the school. Her thesis is under the direction of Dr. César Coll and Dr. Anna Engel.

Mara Nieto González

mara.nieto.g@gmail.com

Graduated in Psychology from the Autonomous University of Madrid and holds a Master’s degree in Educational Psychology and in Secondary Education from the same university. Currently, she is a doctoral student in the Psychology Doctoral Program at the Autonomous University of Madrid and is developing her thesis on how to educate with a gender perspective in secondary education, under the direction of Dr. Elena Martín and Dr. Mariana Solari. Her research interests focus on education and coexistence from a feminist point of view and its connection with the curriculum, and on the processes of educational innovation and school learning personalization strategies.

Judith Oller

jollerb@ub.edu

Junior Lecturer at the Department of Evolutionary and Educational Psychology at the University of Barcelona and teaching consultant in the Psychology and Psychopedagogy studies at the Open University of Catalonia. Her interests are focused on: the acquisition of second languages ​​in multilingual contexts, the conditions to create an inclusive school with students from cultural and/or linguistic minorities and educational continuities/discontinuities between family and school.

Ana Remesal Ortiz

aremesal@ub.edu

Graduated in Psychopedagogy and PhD in Psychology with European Mention from the University of Barcelona. In 2006 she obtained the PhD award on the same university. She is primary and secondary school teacher educator (initial and continuing education). Her research interests are focused on e-learning, educational assessment and teachers´ and students’ conceptions, particularly in the curricular area of ​​mathematics. Currently, she is a permanent collaborating teacher at the Department of Cognition, Development and Educational Psychology at the University of Barcelona.

Maria José Rochera Villach

mjrochera@ub.edu

PhD in Psychology and Associate Professor at the Department of Cognition, Development and Educational Psychology at the University of Barcelona. She has participated in work and research about interaction processes in educational situations, the impact of ICT in education, learning assessment and the curriculum design and development. Her current interests are focused on the study of assessment and formative feedback, meaning attribution processes and school learning personalization strategies.

Mariana Solari Maccabelli

msolari@unex.es

PhD in Psychology from the Autonomous University of Madrid. Graduated in Psychology and holds a Master’s degree in Educational Psychology from the same university. She is currently Junior Lecturer at the Department of Psychology and Anthropology at the University of Extremadura. Her current interests are focused, on the one hand, on the new educational counselor’s professional identity construction and, on the other, on educational innovation processes and the personalization strategies that schools carry out to help students attribute a sense and personal value to their learning.