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Mrs Gosia Iwaniec-Thompson

Profile summary

Professional biography

I am currently pursuing a PhD at the Centre for Education and Educational Technology (CREET) at the Faculty of Wellbeing, Education and Language Studies, under Leverhulme Doctoral Scholarship Programme, guided by Dr Chris Kubiak and Prof. Allison Littlejohn. My exploratory ethnographic research aims to explore 50 and over academics’ learning: co-participation in social practice and agency

Previously, I worked at Greenwich University and St Mary's University for a number of years developing a passion in Continual Professional Development of academics. My previous roles as a Learning Designer/ Learning Technologist allowed me to: develop and facilitate various CPD sessions around teaching pedagogies and academic development (Flipped Classroom, Team Based Learning, Technology Enhanced Teaching); lead various hands on projects in collaboration with academics and departments to innovate and improve their teaching and development and develop and facilitate a community of practice for Flipped Pedagogies; organise and co-facilitate educational conferences.

Prior to my career in HE sector I worked as an Academic Co-ordinator and English Language Teacher at various private language schools in Britian and Italy.


Education & Affiliations

2015 Fellow of Higher Education Academy (FHEA)

2014 Certified Membership of Association for Learning Technology (CMALT)

2014 Postgraduate Certificate in Higher Education Practice, St Mary’s University

2012 MSc in Learning Design & Technology, Oxford University

2010 BA (Hons) English Language & Teaching,  Anglia Ruskin University

Research interests

 My passion lies in understaning workplace learning and continual professional development of academics

My current reserch aims to explore older academic learning. In specific my research questions ask:

  1. How do older academics maintain their teaching and research practice?

  2. How does the learning biography of older academics impact on their learning experiences in a workplace?

  3. What are the affordances and practices available to older academics in their workplaces to support their learning?

Impact and engagement


Iwaniec, G; Simmonds, T; Swan, Z. (2017)  A practical case study exploring how flipped learning affects the development of problem solving skills in two different disciplines. Compass: Journal of Learning and Teaching. v. 10, n. 1, apr.

Toneva, K; Scarrot, M; Iwaniec, G. (2013) Transformations SMUC - Online Feedback Form and Feed Forward, JISC Transformation Case Studies


Iwaniec, G (2016) Learning Innovation Scheme: adventures with TEL in the enhancement of student engagement, Annual Conference of Association for Learning Technology (ALT),University of Warwick (conference presentation)

Iwaniec, G (2016) Communites of Practice for Flipped Classroom, SHIFT Annual Festival of Learning and Teaching, Greemiwch University (conference presentation)

Iwaniec, G. (2015)  Developing an institutional Community of Practice for Flipped Classroom Pedagogies,  Annual Conference of Association for Learning Technology (ALT), University of Sheffield (conference presentation)

Iwaniec, G; Simmonds, T; Swan, Z. (2015) Exploring and sharing practical experiences of flipped learning, Academic Practice and Technology, University of Greenwich (conference presentation)



The identity trajectories of older academics: Workplace affordances and individual subjectivities (2022-01-26)
Iwaniec-Thompson, Gosia
In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education (pp. 250-263)
ISBN : 9781003177098 | Publisher : Routledge | Published : New York, USA

The identity trajectories of older academics: workplace affordances and individual subjectivities (2023-12-07)
Iwaniec-Thompson, Malgorzata
PhD thesis The Open University