BA; PGCE; MA; MEd; PGCert; PhD

Research  Interests

Karen Guldberg is a lecturer and researcher in the Autism Centre for Education and Research. Karen worked for many years as an early years teacher and has a specialism in working with children on the autism spectrum. She conducts research on educational provision and interventions for children on the autism spectrum. She has a special interest in the social and communication needs of young children with autism and is currently involved in a project which has the dual aim of i) creating a virtual environment in which typically developing children and children on the autism spectrum can improve social interaction and communication skills and ii) researching the link between social interaction, communication and learning for those children.

Karen has a special interest in developing web based training resources in the field of autism. She led the development of Webautism, the worlds first blended learning course for practitioners and cares in the field of autism spectrum disorders and is currently Programme Coordinator for this programme. She played a central role in the development of a national resource for GPs and primary care practitioners, for NES Scotland. She has recently led the development of the e-learning Early Years Inclusion Development Programme in autism for DCSF. Her work has also included creating learning materials that help teachers embed software for children with autism in the curriculum (www. Reactickles.co.uk).

Karen has also conducted extensive and in-depth research on how students learn through becoming a community of practice on the Webautism programme and this in turn has informed pedagogical developments on that programme.

Recent projects related to these themes:

Project: Development of multimodal virtual learning environment for children with Asperger Syndrome and typically developing children; researching links between communication, social interaction and learning, with Oliver Lemon, Kaska Porayska- Pomsta, Helen Pain, Judith Good, Annalu Waller, Wendy Keay-Bright, Tim Smith, Thusha Rajendran, Judith Good.
Source of funds: Economic Social Research Council, the Teaching and Learning Research Programme- Technology Enhanced Learning strand.

Project: An international review of the literature of evidence of best practice provision in the education of persons on the autism spectrum, with Sarah Parsons, Andrea Macleod, Glenys Jones, Anita Prunty and Tish Balfe.
Source of funds: National Council for Special Education (NCSE), Ireland.

Project: Development of Inclusion Development Programme national web- based resource on autism, with Mary Daly, Jason Swale, Glenys Jones, Mitzi Waltz, Lynn Plimley and Andrea Macleod.
Source of funds: Department for Children, Schools and Families.

Project: Mapping educational provision in the field of autism, identifying the challenges in ensuring good educational outcomes for children and young people on the autism spectrum, with Glenys Jones, Penny Richardson, Annette English, Mitzi Waltz and Rita Jordan.
Source of funds: Autism Education Trust.

Project: Review of the needs and services for children and young people with Asperger syndrome in Northern Ireland, with Glenys Jones, Jean Ellis, Rita Jordan, Andrea Macleod, Lynn Plimley.
Source of funds: Northern Ireland Commissioner for Children and Young People.

Project: Development of a national web-based resource for primary health care practitioners on autism, with Rita Jordan, Glenys Jones, Lynn Plimley and Andrea Macleod.
Source of funds: NHS Education for Scotland.

Teaching Interests

Karen is Programme of Study Coordinator for the University Certificate (Autism Spectrum) This programme accepts 265 students a year. The students are undertaking Continuous Professional Development and are all practitioners and carers of individuals on the autism spectrum.  All teaching materials are presented on the web, using a range of technologies to support student learning, from audiovisual clips to online discussion and web-based presentations. The programme has a unique pedagogy, using socio constructivist approaches to learning with a range of innovative and creative teaching approaches that enable the development of independent, active, reflective and experiential learning in the students. Most importantly, interaction and opportunity for connectivity have been built into the structure of the course, thus enabling a community of practice to develop.

Publications (selected)

Pilkington, R. and Guldberg, K. (in press) Conditions for productive networked learning among professionals and carers: The WebAutism Case Study, In Dirckinck-Holmfeld, L., Jones, C. and Lindstrom, B. Analysing Networked Learning Practices in Higher Education and Continuing Professional Development, pp. 43-63, Sense publishers.

Guldberg, K. (2008) Adult learners and professional development: How students show reflection, sensitivity towards the perspectives of others and teamwork through online dialogue, International Journal of Lifelong Education, 27 (1): 35-49.

Guldberg, K. and Pilkington, R. (2007) Tutor roles in facilitating reflection on practice through online discussion, Special Issue of Journal of Educational Technology and Society, 10 (1): 61-72.

Guldberg, K. and Pilkington, R. (2006) A community of practice approach to the development of non-traditional learners through networked learning, Journal of Computer Assisted Learning, 22 (3): 159-171.

Jones, G., Ellis,J., Guldberg, K. Jordan,R., Macleod,A. and Plimley, L. (2006) A review of the needs and services for 10-18 year olds diagnosed with Asperger syndrome and living in Northern Ireland, Belfast, NICCY.

Jordan, R., Jones, G., Guldberg, K., Plimley,L. and Macleod,A. (2005) Learning Resource for GPs and Primary Care Practitioners on Autism Spectrum Disorders, NHS,  National Education Scotland.

Publications 2001 - 2008 [complete, pdf]