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Ning DingView profile

Lecturer

• Computer-Supported Collaborative Learning
• Business Education
• Digital Education
• +3 more

Ning Ding is a Lecturer at Hanze University of Applied Sciences in the Netherlands, affiliated with the Hanze Honours College and working within the Talent Development in Higher Education and Society department. Her academic work spans business education, digital education, and digital knowledge-building communities, with significant contributions to computer-supported collaborative learning (CSCL). Dr. Ding's research interests focus on knowledge elaboration processes, educational technology applications in business education, and the dynamics of collaborative learning environments. Her work particularly examines how students build knowledge in digital contexts, with attention to gender dynamics, cultural influences, and assessment methodologies. She has developed innovative metrics like the Epistemic Synchronization Index (ESI) to measure knowledge elaboration processes in collaborative settings. Her recent publications demonstrate a strong focus on digital education transformation, particularly highlighted by her 2020 study on remote teaching during the COVID-19 pandemic, which documented how a digital knowledge-building community emerged among honors teachers. This work has been widely recognized, with 48 readers on Mendeley and coverage in ScienceGuide. Best Practice-based Research Award 2022 COOC (Community of Open Online Course) - 2016 Nominated as Best Paper Prize at ICCE 2009, Hong Kong Nominated as Best Paper Prize at CSCL 2009, Rhodes, Greece The Innovation in Teaching of Research Methodology Excellence Awards - 2021 Dr. Ding has actively participated in international academic conferences, including presenting her work on Epistemic Synchronization Index at the 16th Biennial EARLI Conference in 2015. Her research has been consistently productive, with publications spanning from 2005 to 2022, demonstrating sustained scholarly activity in educational technology and business education. Her work bridges theoretical research with practical applications in higher education contexts.

Sebastian StraussView profile

Professor

• Computer-Supported Collaborative Learning
• Group Metacognition
• Learning Analytics
• +3 more

Dr. Sebastian Strauss is an Interim Professor of Educational Psychology and Educational Technology at the Ruhr University Bochum within the Faculty of Philosophy and Education. His work focuses on leveraging digital tools to enhance collaborative learning experiences and metacognitive regulation in educational contexts. Education : Dr. Phil. in Educational Psychology (2021), MA in Educational Science (2016), BA in Educational Science and Culture (2014), all from Ruhr University Bochum. Research Interests revolve around Computer-Supported Collaborative Learning , with a focus on group metacognition, learning analytics, and technology-enhanced learning. His studies aim to optimize structured group work and digital interaction in higher education. Selected Publications highlight advancements in collaboration scripts, group awareness tools, and adaptive prompts to foster effective online learning. His work addresses challenges in digital pedagogy, including equitable participation and interactive design. Scientific Contributions include leading projects like ALICE , KoLiB , INTERACT! , and IKARion , which explore innovative approaches to digital education. He also contributes to the Fellowships for Innovations in Digital Higher Education NRW . Award : Nominated for best paper award at the 14th International Conference on Computer-Supported Collaborative Learning (CSCL 2021).

• Learning Sciences
• Design-Based Research
• Participatory Design
• +6 more

Dr. LuEttaMae Lawrence serves as an Assistant Professor in the Instructional Technologies and Learning Sciences program within Utah State University's College of Education and Human Services, leveraging interdisciplinary approaches from learning sciences, design, and human-computer interaction to co-create equitable learning environments with communities. Her academic foundation includes advanced degrees in Curriculum and Instruction with specialization in Digital Environments for Learning, Teaching, and Agency: PhD in Curriculum and Instruction, University of Illinois Urbana-Champaign MA in Curriculum and Instruction, University of Illinois Urbana-Champaign BFA in Graphic Design, Iowa State University Dr. Lawrence's research investigates community-centered co-design of learning technologies addressing social justice, collaboration, and playful learning. She partners with educators, students, families, and organizations to develop environments that honor community values while examining scalability of design research outcomes and tools supporting dynamic transitions between learning modes. Her methodological approach integrates design-based implementation research with qualitative analysis. Analysis of her 2019-2022 publications reveals consistent focus on orchestration tools for collaborative learning across K-12 and engineering education contexts, with increasing emphasis on AI-supported teacher assistance and pandemic-responsive remote learning solutions. Key thematic threads include classroom management during activity transitions, instructor intervention strategies, and co-design processes with teaching assistants. Her scholarly contributions have received significant recognition: Best Design Paper Award at International Conference on Computer Supported Collaborative Learning (CSCL) 2022 Best Design Paper Nominee at CSCL 2021 Dr. Lawrence actively recruits graduate students for research in co-design, social justice, and technology-enhanced collaboration, prioritizing lab culture and ethical practices. Current externally funded initiatives demonstrate her commitment to community impact: Project UNITE: Improving transition services for students with disabilities Emergency Contraception Access Evaluation on university campuses Community-Engaged Strategic Planning with Swaner Preserve & Eco-Center Bear River Region LGBTQ+ Community Coalition for health equity Community Justice Advocate Program expanding legal service access She leads a collaborative research lab that partners with diverse community stakeholders to develop contextually relevant learning solutions, emphasizing researcher wellbeing and inclusive design principles throughout the co-creation process.

• Educational Technology
• Learning Analytics
• Data Science
• +5 more

Ishari Amarasinghe is a Lecturer at Pompeu Fabra University (UPF), Barcelona, with expertise in educational technology and learning analytics. She holds a Ph.D. in Information and Communication Technologies (with Summa Cum Laude and International Mention) and a Master’s in Intelligent Interactive Systems. Her research focuses on data-driven approaches in hybrid learning environments, teacher orchestration, and generative AI ethics in education. She has contributed to EU-funded projects and serves on editorial boards and conference program committees (e.g., Computers & Education, ISLS, ECTEL). Education: Ph.D. in Information and Communication Technologies, UPF (2020) M.Sc. in Intelligent Interactive Systems, UPF (2015) Research Interests: Data science techniques for uncovering learning patterns, predictive algorithms for educational trends, and interactive dashboards for actionable insights. Her work emphasizes human-centered AI solutions and responsible technology use. Recent studies include exploring teacher orchestration load in collaborative learning and generative AI governance in universities. She has published widely in journals like Computers & Education and BJET, and conferences such as ISLS and IEEE TLT. Her 2024 work focuses on hybrid learning orchestration and AI ethics. She has also organized workshops on topics like ‘Actionable Learning Analytics’ and ‘Orchestrating Hybrid Learning Scenarios’. Awards: PhD with Excellent, Summa Cum Laude, and International Mention (UPF, 2020) Favorable Tenure-elegible Lecturer Evaluation (AQU Catalunya, 2023) Teaching: Received high evaluations for her Introduction to ICT course (9.3/10 in 2022–2023).

• Digital Transformation in Education
• Online Learning (MOOCs)
• Educational Technology
• +3 more

Inger Dagrun Langseth is a Lecturer in Foreign Language Didactics at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. She has extensive experience teaching foreign language didactics, assessment, and digitalization in teacher education. In 2022, she became a qualified teacher. Her research focuses on ICT integration in education, online learning (especially MOOCs), educational assessment, and the role of coaching in education management and digital transformation in higher education. She previously led NTNU DRIVE (2016–2021), a program aimed at advancing digital competence and transformation in higher education. Her work emphasizes institutional entrepreneurship in loosely coupled systems, digital professional development, and collaborative learning approaches. Key projects include designing MOOCs and exploring blockchain's impact on education. She has advised multiple master's theses on topics like teacher practices, feedback mechanisms, and collaborative writing in ESL classrooms. Langseth has also contributed to national reports on assessment cultures in schools and the role of concepts in teaching and learning. Her recent publications address teacher wellbeing in digital transformation, agency in online education, and the challenges of integrating new technologies like AI into pedagogy. She actively participates in international conferences and delivers workshops on digital transformation, coaching, and flexible education models. Her interdisciplinary approach bridges educational theory, technology, and practical pedagogy, fostering innovation in teacher education and lifelong learning.

Jessica VandenbergView profile

Researcher

• Computer Science Education
• Artificial Intelligence Education
• Computational Thinking
• +3 more

Jessica Vandenberg serves as a Research Scientist in the Center for Educational Informatics within the Department of Computer Science at North Carolina State University, focusing on K-8 computer science and AI education. Her work bridges educational theory with practical classroom applications through digital learning environments and assessment tools. Her educational background includes: Ph.D. in Teacher Education and Learning Sciences (Educational Psychology concentration), North Carolina State University (2021) M.A.T. in Elementary Education, Montclair State University (2005) B.A. in History, Pennsylvania State University (2000) Vandenberg's research centers on integrating computer science and computational thinking into upper elementary classrooms, with specialized expertise in AI education for young learners and survey instrument development. Her methodology emphasizes authentic learning experiences through game design, pair programming, and virtual learning companions, particularly addressing challenges in rural educational settings. She investigates how children develop AI literacy and measures attitudes toward computer science through validated instruments. Her publication trends reveal consistent focus on elementary AI education (47% of recent work), rural community applications (33%), and collaborative learning analytics (20%), with growing emphasis on gender/race intersectionality in CS attitudes. Methodologically, she combines epistemic network analysis with mixed-methods assessment to study student collaboration and learning trajectories. Key recognition includes: Computing Innovations Fellow (2021 cohort) She leads NSF-funded research totaling $1.28M, including the 2023-2027 project Transforming Introductory Computer Science Instruction with an AI-Driven Classroom Assistant , which develops the INSIGHT platform for real-time student progress monitoring. Previously, she served as lead education graduate student on an NSF project creating virtual learning companions to enhance elementary programming skills. Her work consistently partners with the William & Ida Friday Institute for Educational Innovation. Vandenberg directs research within NC State's Center for Educational Informatics, where her team develops digital learning environments using scaffolded CSCL frameworks. Current projects focus on AI-infused game design for rural middle schools and story-centric unplugged activities for AI concept introduction, emphasizing accessibility and cultural relevance in underserved communities.

Andreas OlssonView profile

Lecturer

• Digital Didactical Designs
• Technology-Enhanced Learning
• iPad Classrooms
• +3 more

Andreas Olsson is a Lecturer at the Department of Applied Educational Science at Umeå University , Sweden. As Director of Studies, he focuses on independent courses in Information Technology and learning. His office is located on the 3rd floor of the Science Building (NB), Johan Bures väg 16, Umeå (90187). Research Focus: Specializing in digital didactical designs, Olsson explores how technology transforms educational practices. His work addresses: Tablet-mediated learning cultures Digital-physical classroom hybridization Student-centered learning values Mobile technology affordances Educational spaces of the future CSCL (Computer-Supported Collaborative Learning) frameworks Publication Trends: His recent articles (2012-2015) examine iPad classroom implementations across Europe. Key themes include technology-enhanced learning ecologies, digital didactic models, and sustained educational impact through co-located collaborative practices.

• Educational Technology
• Computer-Supported Collaborative Learning (CSCL)
• Artificial Intelligence in Education
• +3 more

Cindy E. Hmelo-Silver is a Professor of Educational Psychology at Indiana University's School of Education, Bloomington, IN, USA. She previously held a position at Rutgers University's Graduate School of Education. Her research focuses on collaborative learning, technology-enhanced education, and artificial intelligence in educational settings. She leads projects like the AI Institute for Engaged Learning, emphasizing AI-infused learning environments for K-12 students. Her work spans educational technology, science education, and learning analytics, with a strong emphasis on design-based research and teacher professional development. She collaborates extensively with institutions like North Carolina State University and engages in interdisciplinary efforts to bridge cognitive science and pedagogy. Her research interests include collaborative problem-solving, game-based learning, and the role of technology in fostering deep understanding. Notable contributions include frameworks for analyzing group dynamics in learning environments and studies on the use of AI tools in classrooms. She has advised numerous educational technology initiatives and contributed to national initiatives in STEM education and teacher training. Publications highlight her focus on AI applications in education, learning analytics, and the design of collaborative learning environments. Her work often integrates empirical studies with theoretical models to advance educational practices. She is a key figure in the Computer-Supported Collaborative Learning (CSCL) community, contributing to both research and policy.

• Human-Computer Interaction (HCI)
• Computer-Supported Collaborative Learning (CSCL)
• Computer-Supported Cooperative Work (CSCW)
• +7 more

Anders Mørch is a Professor of Technology and Learning at the Department of Education, University of Oslo, and currently serves as Deputy Head and Head of Studies. His research focuses on human-computer interaction (HCI), computer-supported collaborative learning (CSCL), and applied artificial intelligence (HCAI). He has led projects like 'Learning in the Age of Algorithms' and contributed to initiatives integrating Minecraft and makerspaces into teacher education. Mørch holds a Ph.D. in Informatics from the University of Oslo (1997) and has extensive international academic experience, including roles at the University of Colorado and University of Bergen. Education: Ph.D. (Dr.Scient) in Informatics, University of Oslo (1997) M.S. in Computer Science, University of Colorado, Boulder (1988) B.S. in Electrical & Computer Engineering, UC Santa Barbara (1985) Research Interests: Design-based models of collaborative learning (e.g., evolving artifacts framework), interfaces supporting learning scaffolding, end-user development, and human-centered AI applications in education. His work emphasizes tools like EssayCritic (AI-based writing feedback) and Janus (block-based programming environments). Advising & Grants: Supervised 11 PhD students and 85 master’s students. Served as research coordinator for InterMedia (2008–2012) and co-directed the ICT & Learning at Work Research Cluster (2004–2010). Currently coordinates the KDL master’s program in communication, design, and learning. Labs/Teams: Active contributor to the Living and Learning in the Digital Age (LiDA) research group and involved in projects like Minecraft in Teacher Education and GT-Make.

Julia EberleView profile

Assistant Professor

• Adult Education in Higher Education
• Digital Learning Technologies
• Collaborative Learning
• +5 more

Julia Eberle is an Assistant Professor at the Department of Educational Science at the University of Salzburg since 2024. She is also Co-Chair of the Education Committee of the International Society of the Learning Sciences. Her academic journey includes studies in Education, Psychology, and Statistics at Ludwig-Maximilians-Universität München, followed by a doctorate on 'Support for Newcomers’ Learning in Communities of Practice.' She held visiting professorships at LMU Munich (2020-2022) and Ruhr-Universität Bochum (2022-2024). Her research focuses on adult education in higher education, digitally supported pedagogical methods, fostering young academics, and social integration in academic communities. She explores collaboration dynamics, learning analytics, and reflective learning strategies. Key contributions include studies on collaborative learning processes, the impact of scripts/group awareness tools, and social network analysis in academic communities. Her work bridges educational technology and empirical research design, addressing challenges in both traditional and digital learning environments. Education: Doctorate in Learning Sciences (LMU Munich) Positions: Visiting Professorships in Munich and Bochum Awards: Not explicitly mentioned in text Her lab, the Digital Learning Research Group (DLRG), investigates educational technology applications and collaborative learning strategies. Current projects emphasize learning analytics and interdisciplinary research collaboration.

• Computer-Supported Collaborative Learning
• Learning Science
• Collaborative Learning Support Systems
• +6 more

Toshio Mochizuki is an Associate Professor at Waseda University's Faculty of Human Sciences and a Part-time Lecturer at Senshu University's School of Network and Information. His academic career spans over two decades with significant contributions to educational technology and learning sciences. He holds a Ph.D. from The Graduate University for Advanced Studies and a Master's degree from Keio University. 2000-2002: Master's in Policy and Media, Keio University Graduate School of Media and Governance 2002-2004: Ph.D. in Cultural Science, The Graduate University for Advanced Studies, Department of Cyber Society and Culture 2000: Bachelor's in Environment and Information Studies, Keio University Mochizuki's research focuses on Computer-Supported Collaborative Learning (CSCL) , exploring how technology can facilitate effective collaboration and learning. His work particularly examines perspective-taking in educational contexts, developing innovative systems like tangible puppetry for microteaching simulations. He investigates how learners can better regulate their collaborative processes through emergent division of labor and co-regulation mechanisms. His research bridges educational theory with practical applications, focusing on creating learning environments that foster both social and cognitive development. An analysis of Mochizuki's recent publications reveals a strong emphasis on emergent division of labor , perspective-taking , and co-regulation in collaborative learning environments. His work increasingly incorporates advanced technologies like holographic agents and tangible interfaces to support learning processes. A significant portion of his research addresses challenges in the "post-truth" era, focusing on developing students' abilities to evaluate evidence and engage with conflicting information. His publications consistently appear in top learning sciences venues, demonstrating his influence in the field. Human Agent Interaction 2019 Best Poster Award CSCL2009 Best Technology Design Paper Award ED-MEDIA 2008 Outstanding Paper Award and Outstanding Poster Award Japan Society for Science Education Outstanding Paper Award (2008) Japan Society for Educational Technology Best Paper Award (2005) Japan Society for Educational Technology Outstanding Young Researcher Award (2004) Mochizuki has served in various committee memberships, including as guidance advisor for multiple high schools in Kanagawa Prefecture, focusing on ICT integration and educational curriculum development. He has been actively involved with professional organizations including the International Society of the Learning Sciences (serving as Membership Committee Co-Chair), Japan Society for Educational Technology (as board member and International Committee Chair), and several other academic societies. His work extends to media coverage where he has contributed insights on remote education implementation during the pandemic. Mochizuki leads the "mochi-lab" research group, focusing on collaborative learning systems and educational technology development. His team has created several innovative learning tools including EduceBoard (a tangible puppetry system for teaching simulation), LiveScreenBoard (a desktop sharing tool), and various software applications supporting argumentative reading and writing. Current research directions include the development of holographic agents to facilitate collaborative discussions and systems for supporting critical information literacy in the post-truth era.

Kenneth SilsethView profile

Professor

• Digital Learning Tools
• Educational Technology
• Classroom Research
• +12 more

Kenneth Silseth is a Professor at the Department of Education, Faculty of Educational Sciences, University of Oslo. He leads the research group Living and Learning in the Digital Age (LiDA) together with Ingvill Rasmussen. His current research activities include the Digital technology and life skills in the school of the future (DigiLiv) project (2020-2025) funded by NFR, and the Evaluation of subject renewal: Intentions, processes and practices (EVA2020) (2019-2025) for the Norwegian Directorate of Education. Professor Silseth's research focuses on how digital tools—including computer games, virtual reality (VR/AR), simulations, and AI tools—can support student learning and participation. He investigates the relationship between identity and learning, and explores effective teacher strategies for enhancing student participation in classroom conversations. A significant aspect of his work examines how students' everyday experiences can be leveraged as resources for academic learning in school settings. His methodological approach draws from sociocultural theory, interaction analysis, and dialogic perspectives on learning. His recent publications demonstrate a strong focus on digital learning environments, with particular attention to virtual reality experiences, students' everyday knowledge as learning resources, interdisciplinary teaching approaches, and the integration of AI tools in education. The publications span multiple high-impact journals across educational technology, science education, and learning sciences, showing his interdisciplinary reach and influence in the field. Professor Silseth teaches courses including Qualitative Methods (PED1010), School, Education and Didactics (PED2201), Children and Youth - Upbringing and Education (PED2202), Bachelor's Specialization in Pedagogy (PED3090), Perspectives on Children and Young People in Education (PED4302), Learning, Creativity and Innovation (PED4501), and Technology-Enhanced Learning - Principles and Tools (PED4540). He also supervises master's and PhD students in the Department of Education. His ongoing research projects demonstrate significant funding support and institutional commitment to his work. The DigiLiv project (NFR funded) explores digital technology and life skills in future schools, while the EVA2020 evaluation project examines subject renewal in Norwegian education. Previous projects include Living the Nordic Model (2020-2023), DigiChild (2019-2021), LOaPP (2016-2019), KnowMo (2012-2016), Ark&App (2013-2015), MIRACLE (2010-2014), Space2cre8 (2009-2010), and his PhD project on dialogic learning (2007-2012).

Armin WeinbergerView profile

Professor

• Educational Technology
• Technology-Enhanced Learning
• Computer-Supported Collaboration Scripts
• +7 more

Professor Armin Weinberger is the founder and head of the Department of Educational Technology at Saarland University. He previously held roles including Associate Professor at the University of Twente and lecturer/research fellow positions at the University of Munich, University of Tübingen, and Knowledge Media Research Center. His expertise spans educational technology, technology-enhanced learning, and collaborative learning strategies. He teaches courses such as 'EduTech,' 'The Design Challenge,' and 'Empirical Research Methods III' at the EduTech M.Sc. program. His research focuses on knowledge construction in small groups, computer-supported collaboration scripts, and cross-cultural education. He coordinates the EARLI SIG Argumentation, Dialogue, and Reasoning and serves on editorial boards for journals like the Journal of the Learning Sciences . Notable awards include recognition for top-cited articles (2007-2011) and frequent authorship (2010-2014) in key journals. His work emphasizes ethical AI integration in education, virtual patient environments for medical training, and motivational factors in hybrid learning. Professional services include reviewing for funding agencies (DFG, ISF) and conferences (CSCL, EC-TEL). His office is located at Saarland University's C5 4 building, room 1.12.

Niels SeidelView profile

Researcher

• Adaptive Learning Environments
• Learning Analytics
• Self-Regulated Learning
• +4 more

Niels Seidel is a computer scientist and researcher at FernUniversität in Hagen, where he serves as the Lead of project APLE II at the CATALPA research center and as an alternate/deputy member of the CATALPA executive board. He works within the Faculty of Mathematics and Computer Science, focusing on the development of adaptive personalized learning environments for higher education. His work bridges computer science and educational technology, with particular emphasis on supporting self-regulated learning, reading comprehension, and assessment activities across diverse student populations. Seidel's research interests span multiple interconnected domains in educational technology. His primary focus is on Adaptive Learning Environments , where he designs, develops, and evaluates systems that support learners in self-regulated learning, reading, and assessment. His work in Learning Analytics involves analyzing and visualizing learning behavior at individual, group, and organizational levels while accounting for learner diversity. He has made significant contributions to Video-Based Learning , examining how video content can be structured and presented to optimize learning outcomes. His research increasingly incorporates Artificial Intelligence to create more responsive and personalized educational experiences, as evidenced by his recent work on generative AI applications for evaluating self-regulated learning skills. His publication record shows a clear trajectory toward increasingly sophisticated adaptive learning systems. Early work focused on foundational aspects of video-based learning and interaction design patterns, while recent publications demonstrate sophisticated integration of AI, learning analytics, and adaptive techniques. His research consistently addresses practical challenges in distance education while contributing to theoretical frameworks in educational technology. The 2024-2025 publications reveal particular emphasis on self-regulated learning assessment, reading comprehension support, and the application of generative AI in educational contexts. As an academic advisor, Seidel has supervised numerous bachelor's, master's, and diploma theses since 2018, mentoring students working on diverse projects related to educational technology. His current leadership roles include serving as spokesman for the Working Group Learning Analytics within the SIG Educational Technology of the German Informatics Society since 2021. He has secured funding for multiple projects, including the Google.org-funded Theresienstadt explained project and the BMBF-funded Life Long Learning Open Operating Platform (L³OOP). Seidel leads the APLE II project at CATALPA research center, which aims to develop domain-independent adaptive personalized learning environments for higher education. His work leverages the research infrastructure at FernUniversität in Hagen, particularly the Moodle-based learning management system, to implement and test innovative educational technologies with large student cohorts in real-world settings.

• eLearning
• Human-Computer Interaction (HCI)
• Software Engineering
• +5 more

Miguel A. Redondo is a Full Professor at the Department of Tecnologías y Sistemas de Información, University of Castilla-La Mancha (Spain), since 2019. He holds a PhD in Computer Science and Engineering from the same university (awarded in 2002). Research Focus : eLearning, Human-Computer Interaction (HCI), Software Engineering, and eye-tracking assessment. Affiliation : Universidad de Castilla-La Mancha, Campus de Ciudad Real, Spain. His academic career centers on designing model-driven and AI-powered tools to enhance programming education. Key contributions include the GreedEx Tab system for algorithm learning and the COLLECE 2.0 collaborative programming environment. He has pioneered the integration of genetic algorithms for optimizing group learning dynamics and developed immersive systems for algorithmic thinking through augmented/virtual reality. His work spans educational technology , collaborative software , and adaptive learning frameworks . Recent publications emphasize m-learning usability (2024), machine learning in healthcare (2023), and personality-driven group organization (2021). He frequently collaborates with researchers like Ana I. Molina and Yoel Arroyo on topics such as educational data mining and visual modeling languages . While no formal student list or awards are provided in the source text, his leadership in model-driven development for CSCL tools has been cited in numerous works across IEEE, ACM, and Springer venues.