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
Current researchers of the BLE projects
César Coll Salvador
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.
Rosa Colomina Álvarez
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.
Anna Engel Rocamora
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.
Jaime Fauré
Psychologist with a master’s degree in educational psychology. He currently works as a full time professor at the Universidad Andrés Bello, in Chile, and as a pre-doctoral researcher at the University of Barcelona, Spain. He is a collaborator in the GRINTIE of the University of Barcelona and in INTEA, of the Andrés Bello University. His academic interests revolve around the processes of identity construction involved in learning and teaching activities.
Anna Ginesta Fontserè
PhD in Psychology, Primary Teacher, Degree in Pedagogy, Master in Educational Psychology. She has developed her teaching and research work in the area of Educational Psychology and in the Practicum in the Degrees of Infant and Primary Education. She has participated in innovation projects, research on teaching innovation and research focused on evaluation and feedback at Higher Education and educational aids to the construction of practical knowledge of teachers and the role of reflection in this constructive process.
Julia Griful Freixenet
PhD in Educational Sciences from the Vrije Universiteit Brussel (Brussels, Belgium). She is currently a postdoctoral researcher at the research group GRINTIE at the Department of Cognition, Development and Educational Psychology at the University of Barcelona, having been awarded a two-year Juan de la Cierva postdoctoral fellowship grant from the Spanish Ministry for Science and Innovation. Her work focuses on creating inclusive learning environments through the Universal Design for Learning (UDL) framework and personalised learning strategies.
Mariana Largo Sierra
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.
Catalina Lizama Bucarey
Graduated in Psychology by the University of Chile and has a Master’s degree in Educational Psychology from the same university. Currently, she is a doctoral candidate in the Interuniversity Doctoral Program in Educational Psychology at the University of Barcelona and is developing her thesis on learner identity with Chilean university students under the direction of Dr. César Coll and Dr. Anna Engel.
Clara Madrid Alejos
Graduated in Psychology from the Open University of Catalonia (UOC) and holds a Master’s degree in Learning Difficulties and Language Disorders at the same university. She is currently a doctoral student in the Interuniversity Doctoral Programme in Educational Psychology, under the direction of Dr. Judith Oller. Her research interests focus, on the one hand, on the exploration of how teachers favour the establishment of connections between students’ learning experiences that take place inside and outside school in project-based work (PBL), and on the other hand, on the value of this personalisation strategy in the establishment of meaning and value of school learning and in the construction of students’ individual learning trajectories and their identity as learners.
Graduated in Psychology from the University of Barcelona and holds a Master´s degree in Educational Psychology from the same university. He is lecturer a 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
PhD in Psychology, graduated in Primary Education and Master´s degree in Educational Psychology from from the University of Barcelona. She is is lecturer a the Department of Cognition, Development and Educational Psychology at the University of Barcelona. Her current interests are focused on learning personalization and the connection of learning experiences inside and outside the school.
Marta Minguela Brunat
PhD in Psychology and lecturer in the Department of Cognition, Development and Educational Psychology at the University of Barcelona. Her research interests focus on self-regulation of reading and writing to learn, collaborative consultation processes to change and improve teaching practice, and learning personalization.
PhD in Psychology from the University of Girona and Associate Professor at the Department of Cognition, Development and Educational Psychology at the University of Barcelona. She has worked on teaching and learning second languages in multilingual contexts by immigrant students in Catalonia, and in literacy programs for adult women from ethnic and cultural minorities. Her current research interests are the study of personalized learning strategies for inclusion in schools, the subjective learning experiences of students and the study of educational continuities and discontinuities between in-school and out-of-school learning.
Javer Onrubia Goñi
PhD in Psychology and Tenured Lecturer at the Department of Cognition, Development and Educational Psychology at the Universitat de Barcelona. He is a member of GRINTIE since the Group formation. His research has focused on studying processes of educational assistance, from a sociocultural perspective. In recent years, he has studied these processes in three particular kinds of situations: computer-supported collaborative learning, collaborative school consultation, and student teachers joint reflection on teaching practice.
Jordi Renom Pinsach
Jordi Renom-Pinsach is a professor at the Faculty of Psychology at the University of Barcelona. Since 1987, his areas of intervention are psychological and educational measurement and psychological factors in sport. He has been a trainer and methodological consultant in more than 80 transfer projects between the university and companies. As head of the Testing-Quest project, he coordinates tailor-made services for the creation and quality control of assessment instruments.
María José Rochera Villach
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.
Natalia Silva Pasten
Graduated in Psychology from the Universidad de Chile and holds a Master’s degree in Educational Psychology from the same institution. She is currently pursuing an Interuniversity Doctorate in Educational Psychology at the Universitat de Barcelona, with the support of the Beca Chile program. Her research interests are related to personal learning trajectories, meaning attribution processes, gender perspective, equity and educational inclusion.
Sofia Adanovna Varona Klioukina
Graduated in Psychology from the Pontifical Catholic University of Peru (PUCP) and graduated from the Interuniversity Master’s Degree in Educational Psychology from the University of Barelona (UB). She is currently part of the Interuniversity Doctorate program in Educational Psychology at the University of Barcelona and his research topic focuses on the use of Digital Information and Communication Technologies (ICT) at the service of personalizing learning. in school educational practices, under the direction of Dr. César Coll and Dr. Anna Engel. Her current research interests focus on strategies for personalizing school learning.
Horacio Vidosa Castro
Degree in Psychology from the National University of Mar del Plata and Interuniversity Master’s Degree in Educational Psychology from the University of Barcelona. He is currently a professor at the Faculty of Psychology at the University of Barcelona and an professor at the Universitat Oberta de Cataluña (UOC). He is part of GIDPE (Teaching Innovation in Educational Psychology Group) at the UB and has extensive experience in teaching innovation processes related to collaborative student learning in online and face-to-face environments, construction of knowledge of reflexively in the training of teachers and the collaboration between school-university, the self-regulation processes of students, and the involvement and personalization of learning. He also works in the private sphere as a clinical psychologist.
María Isabel Vizquerra Flecher
Graduated in Psychology from Pontificia Universidad Católica del Perú (PUCP) and has a Master’s Degree in Educational Psychology from Universitat de Barcelona (UB). She is currently a student of the Interuniversity PHD in Educational Psychology also at Universitat de Barcelona and her topic of interest and research focuses on taking into consideration and developing the interests of students within the framework of the personalization of school learning. Her thesis directors are Dr. César Coll and Dr. Anna Engel.
Current collaborators of the BLE projects
Francesc Almagro Corral
Degree in Psychology from the Autonomous University of Barcelona and Interuniversity Master’s Degree in Educational Psychology from the University of Barcelona. Currently a Doctoral candidate of the program Interuniversity Doctorate in Educational Psychology at the University of Barcelona, and researching the learning personalization strategy “decision making” of students focused on the incorporation of their voice in the activity, under the direction of Dr. Judith Oller.
Fernando Ávila Clavijo
Doctoral candidate in the Interuniversity Doctorate program in Educational Psychology at the University of Barcelona (Spain). Degree in Philosophy from the Pontificia Universidad Javeriana (Colombia). He has a Master’s degree in Educational Technology and Innovative Media for Education from Tecnológico de Monterrey (Mexico). His current interests focus on the conceptualization, analysis, and measurement of digital teaching competencies the uses of ICTs centered on the learner, pedagogical strategies mediated with technology for the benefit of inclusion, personalization, and student commitment in training processes.
María de la Paz Olivos Huneeus
Philosophy Major from Universidad Católica de Chile and Master in Counseling Psychology (MFCT) from Palo Alto University, California. Currently a Doctoral candidate of the program Doctorado Interuniversitario de Psicología de la Educación from Universitat de Barcelona, and researching about the role of teachers as Significant Others and their influence in the construction of Learner Identity (LI) and the attribution of meaning to learning in elementary levels of two Chilean schools, under the direction of PhD. Anna Engel.