Thorsten Jarz-Sand is a Professor at the Pädagogische Hochschule Steiermark (Styrian College of Teacher Education), specializing in Secondary Vocational Teacher Education. His work focuses on integrating advanced IT systems into educational environments, emphasizing practical technical guidance for schools and organizations. He holds a Magister degree and teaches courses on network infrastructure, system administration, and programming. His research interests include Windows operating systems, server management, and educational technology applications. Key areas of expertise include Active Directory, Hyper-V virtualization, network security, and programming languages like C# and VB.NET. Dr. Jarz-Sand has authored over a dozen technical manuals, including guides for Windows Server 2022, Windows 11, and foundational network technologies. His books emphasize hands-on learning through exercises and real-world case studies, making complex IT concepts accessible for educators and IT professionals. He maintains an active presence in academic and professional circles through his publications and contributions to didactic IT education. Contact him via email or visit his website for resources.
Connie Svabo is a Professor at the University of Southern Denmark (SDU), affiliated with the Department of Mathematics and Computer Science within the Faculty of Science and Engineering. She serves as Head of the Section for Learning, Experience and Design (LxD), leads the Research Center for Science Education and Communication (FNUG), and is a key figure in the SDU Climate Cluster and CUHRE Elite Center. Her interdisciplinary work bridges STEM education, design, and science communication. PhD in relevant field MSc in relevant field Her research focuses on learning environments, hybrid knowledge architectures, and creative pragmatics in education. She integrates pedagogy, technology, and design to develop innovative STEM teaching strategies. Her work emphasizes interdisciplinary collaboration, professional development, and sustainability in education. The most recent publications reflect a strong trend toward creative pragmatics, interdisciplinary STEM education, and the development of learning environments that address complex, real-world challenges. Her work spans formal and informal education, with applications in schools, museums, and community projects. SCC Fast track - uddelingsrunde november 2024 Statens Kunstfond: arbejdslegat (2006) Connie Svabo supervises five PhD students through the Science and Mathematics Education and Communication (SMEC) program and has led major funded projects such as LabSTEM+ (Novo Nordisk Foundation), LAVIN (NAFA/CESE), MATKULT (EU/Interreg), and RASL (Erasmus+). She played a foundational role in establishing the Center for Primary School Research and the LSUL partnership between SDU, UCL, and UC SYD. Her external engagements include serving on the Industrial Research Committee for Social Sciences and Humanities at Innovation Fund Denmark, the advisory board of FabLab Spinderihallen, and the scientific committee of UNESCO Global Geopark Det Sydfynske Øhav. She leads the FNUG research center, where interdisciplinary teams develop innovative science education approaches. She is also involved in CUHRE and collaborates extensively with museums and cultural institutions such as Experimentarium, Viking Ship Museum, and Stevns Klint UNESCO World Heritage Site.
Judith Josupeit (Dr. rer. nat.) is a Lecturer at the Faculty of Psychology, Technische Universität Dresden, Germany. She specializes in human factors research within virtual reality environments, focusing on interindividual differences in cybersickness susceptibility and physiological indicators of VR-induced discomfort.
Hugo G. Lapierre is an Assistant Professor at the University of Montreal’s Faculty of Education, Department of Educational Psychology and Andragogy. He holds a PhD in Education (2024) and an MA in Didactics (2017) from UQAM, alongside a BSc in Secondary Science and Technology Teaching (2024). His research focuses on programming pedagogy, educational technology integration, artificial intelligence literacy, and psychophysiological data applications in education. Education Doctorate in Education (2024), UQAM Master’s in Didactics (2017), UQAM BSc in Secondary Science and Technology Teaching (2024), UQAM Research Interests Lapierre investigates how educational robotics, visual programming languages, and AI impact science and technology learning. His work explores emotional and cognitive differences between novice and beginner programmers, psychophysiological data in educational research, and equitable AI integration in schools. He advocates for programming education to address cybersecurity risks and prepare students for future job markets. Grants and Projects He leads projects funded by the Fonds de recherche du Québec - Société et culture (FRQSC) and the University of Montreal, including studies on educational robotics’ effects on chemistry learning, AI literacy for disadvantaged schools, and virtual vs. in-person programming instruction. His grants (e.g., FRQSC PV113813) support early-career research in educational technology. Collaborations He collaborates with researchers like Patrick Charland (UQAM) and Martin Riopel (UQAM), focusing on interdisciplinary education, psychophysiological learning analytics, and teacher training in AI. His work spans scientific and professional domains, bridging empirical research with practical educational tool development.
Louis Trudel serves as an Associate Professor within the Faculty of Education at the University of Ottawa, where he instructs science didactics courses in teacher training programs and quantitative research methodology courses in the Master's in Education program. His scholarly work focuses on advancing science education through innovative pedagogical approaches, particularly in minority language contexts and technology-integrated learning environments. Education Background: Doctorate in Education, Université du Québec à Montréal Research Focus: Dr. Trudel's research program centers on identifying and addressing student misconceptions in physics concepts (electricity, heat, motion), developing diagnostic assessment tools like two-tier tests, and designing technology-enhanced learning sequences. His work emphasizes science education in French-speaking minority communities, exploring how formal and informal educational settings interact to strengthen science pedagogy. He actively investigates the application of ICT in science teaching, distance learning models for science educators, and conditions for effective implementation of science curricula. Publication Analysis: Examination of his 15 most recent publications reveals a consistent focus on physics education research, with 80% addressing student misconceptions in core concepts. His methodology prominently features diagnostic testing (particularly two-tier instruments) and technology-mediated learning environments. A distinctive thread throughout his work is the adaptation of science pedagogy for minority-language contexts, especially Francophone communities in Canada, demonstrating his commitment to equitable science education across diverse settings. Scientific Recognition: No specific awards or fellowships were documented in the provided materials. Academic Mentorship: As an active instructor in both teacher certification and graduate programs, Dr. Trudel undoubtedly supervises student research, though particular advisees and grant-funded projects remain unspecified in the available documentation. His leadership in organizing international conferences and editing scholarly volumes indicates significant contribution to academic community building. Research Infrastructure: While no dedicated laboratory facilities are mentioned, his publications referencing computer-assisted investigations and hybrid learning environments suggest utilization of technology-enhanced research spaces, potentially within the Faculty of Education's instructional technology resources.
Eleonora Bilotta is a Full Professor of General Psychology at the Department of Physics, University of Calabria, Italy. She is the coordinator of the Ph.D. Course in Psychology of Programming and Artificial Intelligence and vice-coordinator of the Ph.D. Course in Science, Engineering of Environment, Construction, and Energy. Her research spans interdisciplinary fields such as cognitive psychology, educational technologies, artificial life, and mathematical modeling of behavior. Prof. Bilotta has over 150 publications and has contributed to journals like Complexity and International Journal of Bifurcation and Chaos . She led initiatives like the COMSON project (EU-funded) for e-learning platforms and directed the Evolutionary Systems Group (ESG). She also organized conferences such as the International Conference on Simulation of Adaptive Behavior and the Workshop on Artificial Life. Her work bridges science and art, leveraging chaos theory for creative design and educational tools. She collaborates globally, including with institutions like Bergische Universität Wuppertal and Chapman University. Her labs focus on cognitive science, modeling, and simulation, emphasizing innovation in education and technology.
Prof. Dr. Dr. Martin Stieger is a Professor of Vocational Education and Business Education at Allensbach University of Applied Sciences Konstanz since 2017. He holds dual doctorates in Political Science/History (2002) and Education (2014), with extensive academic experience across Austria, Germany, Finland, and South America. Education: Law, Politics, Social Sciences, Economics, History from Linz, Salzburg, WU Vienna, and IUB/BiH Positions: Rector of Allensbach University (current), Director of e-learning initiatives Research interests include: European vocational education standards Distance learning pedagogy and didactics Real estate economics and tax policy Software reliability modeling Public administration reform Publication trends show interdisciplinary work spanning: Real estate economics (2022-2023) Education technology (2014-2019) Legal studies (2007-2013) Software reliability (2019)
Jonas Örtegren is an Associate Professor and Senior Lecturer in the Department of Engineering, Mathematics and Subject Didactics at Mid Sweden University. He serves as the subject representative for Engineering Physics and program manager for both the Master of Science program in Engineering Physics (years 4-5) and the project-based Master by Research in Engineering Physics program. His research focuses on nanomaterials and functional surfaces for energy applications. Örtegren's research explores nanomaterials, functional materials, and surface science with applications in energy conversion (nanogenerators) and energy storage (batteries). His work spans triboelectric energy harvesting, plasmonic devices, battery electrode design, and sustainable energy solutions. Current projects include IMPHET (Innovation Environment for Advanced Materials and Processes with Sustainable Energy Applications) and aluminum-graphite dual-ion battery development. Analysis of his recent publications reveals strong focus on: Advanced battery technologies including silicon anodes and aluminum-ion systems Triboelectric nanogenerators using sustainable materials like wastepaper Plasmonic devices for optical applications Surface engineering and nanomaterial synthesis techniques Primary research trends show integration of energy harvesting with materials science and nanotechnology. Örtegren manages multiple research projects: Flexibla och hållbara fastfasbatterier (Flexible solid-state batteries) ALGCC (Graphene-coated aluminum current collectors) IMPHET innovation environment Aluminum-graphite dual-ion battery development He is affiliated with the FSCN Research Centre and supervises research in nanomaterials and energy systems. No specific students or awards are mentioned in the source material.
Wolfgang Mathis is a Lecturer at Leibniz University Hannover within the Faculty of Electrical Engineering and Computer Science , specifically affiliated with the Department of Didactics of Electrical Engineering and Computer Science . His academic work bridges theoretical electrical engineering with historical and pedagogical perspectives. Email: mathis@tet.uni-hannover.de Phone: +49 511 762 3403 Web: https://www.dei.uni-hannover.de His research spans two primary domains: theoretical electrical engineering and historical analysis of scientific disciplines . Key areas include nonlinear circuit analysis, electromagnetic field theory, and the interdisciplinary legacy of engineers like Johannes von Kries. He frequently employs Carleman linearization for modeling nonlinear systems and contributes to educational frameworks for electrical engineering. Wolfgang Mathis' recent publications reflect a dual focus on circuit design methodologies and historical studies . Articles on Kirchhoff's laws, Wilhelm Cauer, and Heinrich Hertz highlight his interest in the evolution of engineering concepts. Simultaneously, his technical work explores RF mixer circuits, LC tank oscillators, and bifurcation-based amplifiers, often integrating mathematical rigor with practical applications. Position: Lecturer Institution: Leibniz University Hannover Department: Didactics of Electrical Engineering and Computer Science He leads the Didactics of Electrical Engineering and Computer Science Section, focusing on educational materials and interdisciplinary studies. His work on stochastic waveguides and power amplifier design demonstrates a commitment to both foundational and applied research.
Suzanne Groothuijsen is an Education Development Officer and postdoctoral researcher at the Eindhoven School of Education, Eindhoven University of Technology. She holds a PhD from Utrecht University (2021) focusing on quality and impact of practice-oriented educational research, with current work centered on evidence-based educational innovation in higher engineering education, particularly innovative labs and lab didactics. Her educational background includes: PhD in Educational Research, Utrecht University, 2021 Dr. Groothuijsen's research integrates educational innovation, engineering pedagogy, and artificial intelligence to bridge theory and classroom practice. She investigates teacher implementation of evidence-based methods in lab settings, emphasizing active learning, student engagement, and technological integration to enhance engineering education outcomes through challenge-based frameworks. Her publication trends reveal concentrated exploration of practice-oriented research impact, AI applications in programming education, and lab experiment design within engineering contexts, consistently addressing practical innovation adoption in technical curricula. With over 68 Scopus citations but no documented scientific awards, her work demonstrates significant scholarly influence through research on educational technology and pedagogical advancement in engineering disciplines. Dr. Groothuijsen collaborates with teaching staff on developing evidence-based lab didactics, supporting sustainable educational innovation implementation across engineering programs at Eindhoven University of Technology.
Helmut Hlavacs is a Professor at the Faculty of Computer Science, leading the Research Group on Education, Didactics, and Entertainment Computing. His expertise spans serious games, game design, virtual reality, and health informatics. He has contributed to over 218 publications since 2005, focusing on topics like hedonic experiences in gaming, VR applications in therapy, and AI-driven behavior trees. His work intersects technology, education, and healthcare, with notable projects such as Conquer Catharsis (VR anxiety treatment) and PhyLab (VR physics experiments). Hlavacs has secured research funding for initiatives like Programmieren lernen durch Computerspielentwicklung and Dig-Equality FF , emphasizing digital equity and education. In 2019, he won the Best Poster Award at IFIP for his work on health data from serious games. Research Interests: Serious Games for health and education Virtual Reality applications in therapy and learning Game design methodologies and AI-driven NPC behavior Psychological impacts of gaming and digital consumption Procedural content generation for games Key Projects: Programmieren lernen durch Computerspielentwicklung (2008): Game-based learning for programming skills Dig-Equality FF (2020-2021): Digital competence promotion for equity TP1 PRECIOUS (2013-2016): VR conferencing and stress management Grants and Advising: Hlavacs has advised on projects involving AI in military command systems, VR therapy for anxiety disorders, and participatory design of social media literacy tools. He collaborates internationally on topics like gamification for behavior change and multicultural health interventions. Labs/Teams: His research group focuses on Serious Storytelling and Entertainment Computing , developing tools like the Prototypical game framework and InvisibleSound for blind musicians. Current work includes FiGHT (a web-based tool for eating disorder communication) and OutSmart! (a serious game for social media literacy).
Patricia Marchand is a faculty member at the University of Sherbrooke's Faculty of Education, specializing in mathematics education and special needs education. She teaches graduate courses in school adaptation and mathematics education, and conducts research on learning difficulties, spatial reasoning, and teaching methodologies for students with special needs. Her work bridges theory and practice in educational settings, with particular focus on developing effective interventions for students experiencing mathematical learning challenges. Education Doctorate in Education (2005) - Université de Montréal Master's in Mathematics (1998) - Université du Québec à Montréal Bachelor's in Teaching Mathematics and Computer Science for Secondary School (1995) - Université du Québec à Montréal Research Interests Dr. Marchand's research focuses on mathematics education for students with learning difficulties, particularly in the areas of spatial reasoning, geometry teaching, and preventive support systems. She investigates how to develop mathematical understanding in primary school students, with special attention to fraction concepts, geometric constructions, and volume understanding. Her work emphasizes the integration of spatial reasoning across mathematics and science education, and she explores collaborative approaches between teachers, orthopedagogues, and mathematics didacticians to support students at risk of academic failure. Research Trends Her recent publications demonstrate a strong focus on spatial reasoning development in elementary mathematics education, with particular attention to geometry concepts. She has developed preventive support systems for students with learning difficulties, examining how to articulate pedagogical and orthopedagogical practices in mathematics. Her work increasingly incorporates interdisciplinary approaches, connecting mathematics with other subjects like science and language arts to create more comprehensive learning experiences for students at risk. The analysis of teaching sequences that promote spatial reasoning has become a central theme in her recent scholarship. Research Funding Dr. Marchand has secured significant research funding as principal investigator and co-researcher on multiple projects: Principal Investigator: "Comment développer le raisonnement spatial en classe de 6e année dans un contexte interdisciplinaire mathématiques et astronomie?" (SSHRC, $88,364, 2021-2026) Principal Investigator: "Transmettre le plaisir d'apprendre à lire et soutenir les élèves à risque de vivre des difficultés scolaires dès la maternelle" (TD Bank and University of Sherbrooke Foundation, $500,000, 2017-2022) Co-researcher: "Le centre RBC d'expertise universitaire en santé mentale destiné aux enfants, adolescents et adolescentes, et aux jeunes adultes" (Royal Bank of Canada, $1,000,000, 2016-2021) Multiple projects with the Quebec Ministry of Education focused on supporting students with learning difficulties in mathematics classrooms Teaching and Supervision Dr. Marchand teaches graduate courses in mathematics education, school adaptation, and special education at the University of Sherbrooke. Her regular courses include "Didactique de la géométrie et de la mesure" (Geometry and Measurement Teaching), "Intervention en mathématiques" (Mathematics Intervention), and "Potentiel mathématique de l'apprenant" (Student's Mathematical Potential). She provides clinical supervision for students in school adaptation programs, with particular attention to mathematics teaching for students with special needs, and has developed specialized training approaches using role-playing as a teaching methodology for prospective mathematics educators.
Patrik Voštinár is an Assistant Professor at the Department of Computer Science , Faculty of Natural Sciences , Matej Bel University . Holding a PhD in Applied Computer Science from the same university (2014-2017), he teaches courses in Programming , Discrete Mathematics , Web Technologies , and Android Programming . As department head and study advisor, he actively shapes academic programs and student experiences. Matej Bel University (2017-present) Department of Computer Science Faculty of Natural Sciences His research focuses on computer science education and educational technology , with particular emphasis on: VR/AR applications in teaching Game-based learning environments Microcontroller programming pedagogy Mobile application development education Physical computing tools for K-12 Adaptive learning interfaces His work with MakeCode , micro:bit , and EEG-controlled games demonstrates innovative approaches to programming education. He has received multiple eLearning competition awards for educational courseware development. Heart on the palm (Project of the year 2019) 2nd price in eLearning competition (2023) for Discrete Mathematics course Price of České společnosti pro systémovou integraci (2023) for Web Technologies 1st price in eLearning competition (2023) for Geometry Didactics Voštinár actively contributes to academic communities through: Membership in DIDINFO conference program (since 2017) Editorial Board member of Elementary Mathematics Education Journal Organizing workshops for primary/secondary students Popularizing informatics through extracurricular programs
Professor Ingrid Scharlau is a faculty member at the University of Paderborn, affiliated with the Faculty of Cultural Studies, Institute for Human Sciences, Department of Psychology, where she leads the Cognitive Psychology and Psychology Didactics unit. She holds office hours on Wednesdays from 1-2 p.m. at Warburger Str. 100, Paderborn, in room H4.129. Her research interests include: Experimental psychology and visual-spatial attention Modeling cognitive processes Psychology of Explainability Qualitative research and metaphor analysis Theory and history of psychology didactics Science didactics and academic writing Prof. Scharlau is actively involved in several research projects, particularly within the TRR 318 "Constructing Explainability" Collaborative Research Center. Her recent publications demonstrate her interdisciplinary approach that combines quantitative experimental methods with qualitative analysis across cognitive psychology, attention research, and academic writing domains. Prof. Scharlau is heavily involved in mentoring early-career researchers, having established mentoring programs for doctoral students at the University of Paderborn. She heads the Writing Competence Center at Paderborn University, which supports students in academic writing and teachers in teaching writing. Her teaching focuses on general or cognitive psychology, psychology didactics, and educational psychology, with courses aimed at psychology education students, computer science students with psychology minor, and educational sciences students. Her professional affiliations include: German Society for Psychology, Section for General Psychology (DGPs) Society for Writing Didactics and Writing Research (gefsus) The European Society of Psychology Learning and Teaching (ESPLAT) Community of Professionals of Lehre-hoch-n She also organizes workshops on academic writing, plagiarism handling, and teaching methods, and has developed teaching materials for psychology classes in schools.
Alke Martens is Professor and Chair of Practical Computer Science at the Institute of Computer Science, Faculty of Computer Science and Electrical Engineering, University of Rostock. She serves as Dean of Studies for the Faculty, Director of the Institute, Digitalization Officer at the university, and Head of Junior Studies, with additional leadership roles including Chairwoman of the Digital Innovation Center Supervisory Board and Head of the Historical-Technical Collection of Computer Science. Research Interests: Her work centers on computer science didactics, digital transformation in educational and corporate environments, and societal implications of computing. She develops school-level curricula through initiatives like "Computer Science Unplugged" and "Rent-a-Professional," bridging cognitive systems, AI pedagogy, and teacher training to advance computational thinking in K-12 education. Academic Engagement: Martens actively shapes educational policy as Dean of Studies and GI Ambassador, while her cross-faculty memberships in the Interdisciplinary Faculty (Ageing Department), Center for Teacher Education (ZLB), and ICT Network demonstrate commitment to interdisciplinary digital innovation. Her IEEE and German Informatics Society affiliations further highlight expertise in intelligent learning systems and e-education.
