In Profile: A glimpse into the RLT Journal leadership team

One month into their new roles, we invited Professor Peter Bryant as the new Editor-in-Chief and Dr. Erika Corradini as Deputy Editor-in-Chief of Research in Learning Technology (RLT), ALT’s peer-reviewed Open Access journal, to partake in out ‘Blog Profile Series’.

In this joint interview, we get to know Peter and Erika a little better, their backgrounds, shared vision for the journal, and what excites them about the future of learning technology research.

How has being a member of ALT impacted your career?

Erika: It has given me access to interesting conversations, professional development opportunities, and a platform to share and develop ideas. Through ALT, I’ve deepened my engagement with critical and ethical approaches to digital education and expanded my network. ALT exposed me to a range of communities of scholarship and practice that I draw on to build the knowledge I need to improve my professional practice. 

Peter: ALT has been a critical part of my journey. The deep sense of community and belonging that ALT engenders is a model for how educational communities can build connections between academics, learning designers, technologists, developers and students.

What do you find exciting about working with learning technology?

Erika: What excites me about working with learning technology is its potential to support ethical, inclusive, and student-centred education. I’m particularly interested in how digital tools can expand access, amplify underrepresented voices, and support the development of flexible and responsive pedagogies. I also value the opportunity to engage critically with the ethics of technology use in HE, ensuring its integration is thoughtful, purposeful, and grounded in scholarly practice and sound pedagogical approaches. Technology develops at a fast pace, so there’s never a dull moment!

Peter: Learning technologies are tools. What is more important is working with people who have a passion for student learning, accessibility, equity, creativity and curiosity. Learning technologists integrate those skills through the lens of technology to enable real change and authentic experiences for students. This is what I find exciting.

Erika, what drew you to the role of Deputy Editor-in-Chief for Research in Learning Technology?

Erika: I was drawn to the role because of its commitment to advancing critical, inclusive, and scholarly dialogue around the use of technology in education. The journal’s ethos aligns closely with my values as an academic developer and educator—particularly its focus on evidence-informed practice and its capturing of diverse perspectives. It looked like an exciting opportunity to contribute to shaping the field, support scholarship, and foster a community of critical inquiry in learning technology. Over the years, I have come to use and appreciate the contribution of ALT and RLT and the support it provides to an international community of scholars, educators and learning designers, and this is invaluable. 

Peter, what drew you to the role of Editor-in-Chief for Research in Learning Technology?

As the former Chair of the Editorial Board and a Trustee of ALT for seven years, I recognise the potential of the journal to integrate and authenticate learning across the sector. In this age of AI, we are increasingly reliant on people undertaking projects with measurable, shareable outcomes. Research is at the heart of creating new human knowledge, and the journal needs to be at the heart of that objective. I want the journal to be able to support early career researchers, learning technologists dipping their toe into research for the first, PhD students as well as attracting the best papers from experienced researchers.

What kinds of submissions or topics would you love to see more of in the journal?

Erika: I’d love to see more submissions that critically explore the ethical dimensions of learning technology—particularly how digital tools impact equity, inclusion and accessibility. I think we’ll see generative AI take centre stage in the coming years, and I’m particularly curious about how educators will adapt their design, teaching, and facilitation practices in increasingly hybrid, GenAI powered environments. I’d love to see more research that explores the practical, pedagogical, and ethical implications of these shifts.

Peter: I would also like to see submissions that take a critical lens to adoption and use of learning technology. I am strongly encouraging papers that make a theoretical contribution to our field. I am also strongly encouraging submissions to include the student voice, as their engagement is critical to the future of learning technology.

What’s one piece of advice you’d give to someone thinking about submitting to RLT?

As Peter and I are finding our way in the new role, the first piece of advice is to bear with us! Then to focus on how the work contributes to both theory and practice. RLT values critical reflection, methodological rigour, and real-world relevance. And finally, engage with the journal’s previous issues to see how your submission can add to ongoing, critical and current conversations in learning technology, more broadly speaking.

How do you see RLT supporting the wider learning technology community?

Erika: I see RLT playing a crucial role in supporting the wider learning technology community by offering a platform for critical, inclusive, and evidence-informed dialogue. As ALT’s flagship publication, RLT plays a vital role in bridging research and practice, amplifying diverse voices, and surfacing innovation in ways that are accessible and meaningful to busy educators. As the field evolves—particularly with AI and hybrid education—RLT can support the community by supporting reflection, connection, and the co-creation of knowledge in this area. 

Peter: I would just add to this answer that RLT will play a crucial role in evidencing, debating and challenging the adoption, integration or application of technology in terms of how it impacts stakeholders.

If you were on a deserted island, what is the one thing you would take?

Erika: A solar powered e-reader? I only hope that the island is in a sunny place…

Peter: My record collection digitised onto my stereo.

Finally, what’s something unexpected that inspires your work, music, books, or hobbies?

Erika: That learning never ends so you might just as well enjoy the journey and do it as a team 🙂

Peter: I am a passionate advocate for the critical importance of creativity. Music is more than background noise, it’s wordless and literate at the same time, and it inspires laughter, pain, wit and anger, often in the same song. Education can do the same thing. Be more musical. 

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With Peter and Erika at the helm of RLT, we can look forward to the next chapter of the journal under their leadership. If Peter and Erika have inspired you to get involved with the Journal, you can explore the latest articles in Research in Learning Technology here.

Future profiles will feature colleagues involved with Special Interest and Members Groups, CMALT holders, ALT Members, Trustees, CMALT assessors, apprentices and ALT staff. If you are a current member of ALT and would be interested in featuring in an upcoming post or want to recommend someone members would be interested in hearing from, please contact us at blog@alt.ac.uk.