Dr. Anne Helsdingen works as course developer and project manager, developing massive open online courses at the center for digital education from EPFL in Lausanne.
Anne has nearly 20 years of experience in human factors research, training and training development, academic teaching and (research) management.
Her experience in training and education is rich and varied and includes training critical thinking strategies to various civil and military organizations; designing training programs for military aircrews; developing specifications for artillery training simulators; design, develop and conduct blended learning programs for military commanders; and teaching psychology to bachelor and master students.
Anne's research focuses on learning complex cognitive skills such as reflection, critical thinking and decision-making. She has worked in many international multi-disciplinary research teams, commissioned, for instance, by NATO Research and Technology Organisation or the European Union. Having worked both in academia and in contract research provides her with ample experience in both applied and more fundamental research projects.
In her pervious role as research director for Effat University in Saudi Arabia, she managed a diversified team of researchers and substantially contributed to the university's scientific development by actively shaping and defining the university's research structure and strategies.

Alydreesy, L. M., Helsdingen, A. S. & Al-Sobaihi, B. (2017). On the relationships between Social Media, Social Inclusion, Self Esteem and Imaginary Audiences. In A. Profanter & E. Maestri (Eds). Arab Women and Media in Changing Landscapes: Realities and Challenges, Newcastle upon Tyne, UK: Cambridge Scholars Publishing. Van Seggelen-Damen, I. C. M., Van Hezewijk, R., Helsdingen, A. S., & Wopereis, I. G. J. H. (2017). Reflection: A Socratic approach. Theory & Psychology, 27, 793-814. doi:10.1177/0959354317736388 Korteling, J. E., Helsdingen, A. S., & Theunissen, N. C. M. (2013). Serious Gaming @ work. In D. Derks & A. B. Bakker (Eds). The psychology of digital media at work, Hove, UK: Psychology Press. Helsdingen, A. S., Gog, T. van & Merriënboer, J. J. G. van. (2011). The effects of practice schedule and critical thinking instruction on learning and transfer of a complex judgment task. Journal of Educational Psychology, 103, 383-392. Helsdingen, A. S., Gog, T. van & Merriënboer, J. J. G. van (2011). The effects of practice schedule on learning a complex judgment task. Learning & Instruction, 21, 126-136. Helsdingen, A. S., Bosch, K. v. d., Gog, T. van & Merriënboer, J. J. G. van (2010). The effects of critical thinking instruction on learning complex judgment and decision-making. Human Factors, 52, 537-545. Helsdingen, A. S., Jansen, B., & Schuwer, S. (2010). Business Models in OER, a contingency approach. Open ED 2010 Proceedings (Barcelona, Spain). Korteling, J. E., Emmerik, M. L. E. van, & Helsdingen, A. S. (2010). Didactical and cost effective game specification. IEEE Computer Society Transactions Helsdingen, A. S., Bosch, K. v. d., & Ven, J. v. d. (2009). Learning to make sense. In COGIS 2009 & COGNITIVE SYSTEMS WITH INTERACTIVE SENSORS (Paris, France). Bosch, K. v. d., & Helsdingen, A. S. (2006) Critical thinking in tactical decision games-training. In: Cook, M. J., Noyes, J. M., & Masakowski, Y. (Eds.) (2006). Decision making in complex systems. Aldershot, England: Ashgate. Helsdingen, A. S., Krimp, G. W., Urlings, M. C. M. (2006). Formal methods to model adequate task behavior in complex scenarios. Proceedings Interactive technologies conference of the society for applied learning technology, Arlington August 23-25.