University of the Future – Mediated, Pixelated, Hybrid or Virtual?

Leuven, Belgium   |   2–3 June 2022

The Media & Learning 2022 Conference University of the Future – Mediated, Pixelated, Hybrid or Virtual? was organised by the Media & Learning Association and KU Leuven in Groep T, Leuven on 2-3 June 2022 and involved 230 participants from 21 countries who came together to discuss what the university of the future might look like.

The 2022 conference programme included presentation sessions where leading experts and practitioners shared their experiences, insights and know-how, screenings of educational media productions in the conference cinema, discussion opportunities and demonstrations of different tools and services in the exhibition and demonstration area, along with visits to one of KU Leuven’s Knowledge Clip Studios. A total of 90 people from 17 countries contributed to the programme in 27 different sessions.



Keynote speakers @ Media & Learning 22


Erin Crisp

Campus Edu, USA


Instructional Video: Two Truths and a Lie

The use of media in learning design is rapidly expanding as instructors and learners of all ages increase exposure to and confidence with the tools necessary to produce media. In this session we will explore findings around the use of video for educational purposes. Perhaps you will find that a truth you thought you knew is actually a myth. Or perhaps your hunches will be confirmed. Does video enhance achievement? Does video increase satisfaction among learners? Are there ideal types of video? What do we know about educational video, and what do we still need to learn?


Deborah Arnold

AUNEGe, France


Close encounters in third space - Leadership and organisational dynamics for advancing Digital Education

Join me on this journey into third space, where we’ll be looking at the complex interplay between leadership, academic and professional roles as universities strive to improve the way media and technology are used to support learning and teaching. As third space professionals working at the intersection of pedagogy and technology, what are the spaces we occupy, the knowledges we create, the relationships we build and nurture, the legitimacies we hold? How can leadership support this work, ensure the recognition of this very special skillset, and foster the development of future digital education leaders?

Foto Wies ter Veld

Wies ter Veld


Innovation beyond hybrid – making use of new developments in technology and metadata to put the student at the centre

The concept of a “hybrid-first” environment is driving a lot of current discussions around student-centered innovation. Many of these discussions tend to focus specifically on new channels of communication and the opportunities they can provide in terms of remote collaboration, time-based and geographic flexibility, etc. At Sonic Foundry, we believe there is an equally important conversation to be had about the future of content, and about how new developments in video technology and the uses of video metadata can help move the student to the center of learning innovation. In the future we imagine, accessibility, content enhancement, and data enrichment will evolve in complementary and mutually-supportive directions, and open up new channels of empowerment for both students and educators. This vision is a core element of our newest ventures – one aimed improving access and equity in international education and the other focused on enhancing the student experience with video through innovative AI capabilities. These ventures reflect both Sonic Foundry’s commitment to the concept of student-centered innovation and our belief in the rapidly expanding power and versatility of video content as a learning tool.

Annelies Raes

Annelies Raes

KU Leuven, Belgium &
Université de Lille, France

Rethinking learning spaces in an uncertain world: Student and teacher experiences with hybrid teaching and learning at KU Leuven

The global pandemic forced many of us to rethink education to fight Covid-19 and apply social distancing during lectures. Luckily, we could rely on earlier research into distance education in general, and more specifically, into synchronous hybrid learning. During synchronous hybrid learning both on-site and remote students are connected and taught synchronously in what is called at KU Leuven the “hybrid classroom” or “hybrid lecture hall”.

In order to further substantiate this potential ‘new normal’, research is needed to investigate the influencing factors of engagement and learning in these new environments from a student and teacher perspective. In her presentation Annelies Raes will reveal the student and teacher experiences with different hybrid learning designs, which are explored and analysed through the lens of the Activity-Centred Analysis and Design (ACAD) framework. Next to this more qualitative approach, she will also present quantitative results on the effect of the level of presence (on-site versus remote, with or without interaction) on cognitive and affective outcomes. In line with the ACAD framework, the research found that successful learning and teaching activities are interrelated with set, epistemic, and social design decisions.


Brian Beatty

San Francisco State University, USA


Tomorrow Has Arrived: The Hybrid-Flexible University Experience

This presentation provides a brief history of the Hybrid-Flexible (HyFlex) learning approach and explains the powerful promise and potential for increased access to high quality and equitable learning for all students that it provides. We'll review the role of media and learning technologies to mediate and connect learners in multiple modes of instruction in HyFlex classes. We'll review the impact of the pandemic on HyFlex adoption and practices around the world and look ahead to the education system we see emerging in the next year or two. We'll close with a look at some of our most pressing current and anticipated challenges with HyFlex teaching and learning as it is adopted more broadly in our schools.


Thomas Ginn

Leiden University,
The Netherlands

Mainstreaming XR: What is needed for XR to become mainstream in education?

Many hurdles need to be cleared before XR can be considered ‘mainstream’ in our everyday, educational practice: cost, technological feasibility, ethics, ease of production, trust, data protection, et cetera. Moreover, each of these challenges is multifaceted. Cost, for example, can be the cost of production, the cost for the consumer, the cost of campus-wide implementation. And who should take responsibility for ensuring a safe experience that respects the students’ privacy? The content producer, the headset manufacturer, the government, schools? Finally, XR is comprised of AR and VR, which are at different levels of maturity, and which differ from both a useability and technological perspective. They therefore require different paths to becoming mainstream.

All of these challenges need to be tackled simultaneously, if we want XR to become a success in education. In this talk, I will highlight the biggest challenges we face, and what first steps we can take to solve them.


Peter Ingle


The Evolution of the 60-minute lecture: How video helps us to learn anywhere, anytime.

As schools introduce new technology and a broad range of tools to their learning ecosystem, the traditional 60-minute lecture is no longer the only option. Classrooms aren’t limited to lectures alone, and more interactive and collaborative activities are taking place.

Technology has removed the boundaries of place and time, eliminating a reliance on the 60-minute lecture. Video learning can provide access to new places and people far beyond the limits of the physical classroom. From virtual field trips to inviting guest speakers through recorded sessions or real-time discussions, video brings the classroom experience to students, no matter their location while expanding faculty options at the same time.

Peter Ingle, Panopto’s VP of Sales EMEA, will talk about the evolution of pedagogy, driven in large part by video, and share some real life examples of how universities around the world are moving away from the traditional lecture format to offer a more equitable, flexible and interactive learning experience without restrictions of time and place.


Presenters and moderators


Anne-Astrid Agten

KU Leuven, Belgium


Marianne Grace Araneta

University of Padova, Italy


Karen Bacon

NUIG, Ireland

Jenna Bailey

Jenna Bailey

Shiloh Centre for Multicultural Roots, Canada


Evert Binnard

KU Leuven, Belgium


Bart Boelen

UCLL, Belgium


Saskia Boelens

KU Leuven, Belgium


Nevil Bounds

Biamp Europe


Fleur Braunsdorf

University of Amsterdam, The Netherlands


Niels Brouwer

Scholing voor Leraren, The Netherlands


Yvonne Crotty

Dublin City University, Ireland

Tim Dalhoeven_150

Tim Dalhoeven

Saxion, The Netherlands


Deborah Dobbins

Shiloh Centre for Multicultural Roots, Canada


Han Dohmen

Biamp Europe


Ewald Edink

Inholland University, The Netherlands


Margaret Farren

Dublin City University, Ireland


Diana Gerritsen

Inholland University, The Netherlands


David Graf

University of Berne, Switzerland


Erik Heijmans

Wageningen University, The Netherlands


Sonia Hetzner

FAU, Germany


Carel Jansen

Leiden University, The Netherlands

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Nicolette Karst

Lund University, Sweden


Leonie Kneißl

FAU, Germany


Christian Kogler

University of Education Upper Austria, Austria


Laurent Krook

University of Groningen, The Netherlands


Janne Länsitie

Oulu University of Applied Sciences, Finland


Maria Leonida

Karpos, Greece


Dominik Lukeš

University of Oxford, UK


Jessica McConkey

Ulster University, UK

Photo JMcC_150

John McCullagh

Stranmillis University College Belfast, UK


Sylvia Moes

Vrije Universiteit Amsterdam, The Netherlands

Tim Murck_150

Tim Murck

HackShield Future Cyber Heroes, the Netherlands


John Murray

NUI Galway, Ireland


Kevin Nolan

UCD, Ireland

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Peter Parnes

Luleå University of Technology, Sweden


Anke Pesch

KU Leuven, Belgium


Stuart Phillipson

Manchester University, UK

Foto Cecille Plomp Bogaard

Cecille Plomp-Bogaard

Saxion University, The Netherlands


André Rosendaal

University of Groningen, The Netherlands

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Pim van Schöll

TU Delft, The Netherlands


Andy Thys

KU Leuven, Belgium


Marco Toffanin

University of Padova, Italy


Tula Verhalle

KU Leuven, Belgium


Silviu Vert

Politehnica University of Timisoara, Romania


Karin Voordeckers

KU Leuven, Belgium


Eirik Wattengård

NTNU, Norway


Astrid Van Weyenberg

Leiden University, the Netherlands


Emma Wiersma

Leiden University, The Netherlands


Zac Woolfitt

Inholland University, The Netherlands


This year’s Media & Learning Conference is being held in the splendid Groep T Campus, in the heart of Leuven. This attractive campus has won many awards for its contemporary design, that successfully marries style with function. All sessions will be held in the bright teaching and learning spaces with catering organised on site. A series of showcase sessions will be held in the small cinema right next to the campus. The conference includes an exhibition and demonstration area which will be located in the heart of the conference space.

Groep T is about a 10 minute walk from the train station and an 8 minute walk from the city centre.

To take a look around the Groep T campus, follow this virtual tour made by KU Leuven.

To get more information about hotels and generic travel advice, consult our brochure.


Groep T
Andreas Vesaliusstraat 13
3000 Leuven

Thanks to our exhibitors and sponsoring members for their continued support.