Multimedia-based Language Instruction Professors and Supervisors

Letizia CinganottoView profile

Researcher

Higher Technical InstitutePortugal

Letizia Cinganotto is a Researcher at Italy's National Institute for Documentation, Innovation and Educational Research (INDIRE) . She previously served as a seconded teacher at the Directorate General for School Ordinances within the Italian Ministry of Education (Miur), where she coordinated national CLIL projects and engaged with European Commission committees. Her academic credentials include a PhD in Linguistics focused on CLIL methodology, complemented by specialized training in language pedagogy and digital education. Her research centers on transformative language-teaching methodologies, primarily: Content and Language Integrated Learning (CLIL) : Developing curricula, teacher training frameworks, and early-education adaptations. Technology Enhanced Language Learning (TELL) : Integrating mobile devices, videos, MOOCs, and immersive digital tools. Foreign Language Pedagogy : Innovating instructional strategies and assessment frameworks. Teacher Development : Designing competency evaluations and professional training programs. She actively contributes to national projects, including leadership roles in CLIL implementation and primary school language training , alongside collaborations on educational innovation initiatives like Avanguardie educative and Didattica immersiva .

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Joanna BarbousasView profile

Professor

La Trobe UniversityAustralia

Professor Joanna Barbousas serves as Pro Vice-Chancellor for Education, Impact and Innovation and Dean of the School of Education at La Trobe University. With over 29 years of experience in education, she has fundamentally reshaped teacher education and education policy in Australia since joining La Trobe University in 2016. Her leadership has positioned the School of Education as a leading provider of teacher education through evidence-based innovation and strategic sector partnerships. Professor Barbousas' research focuses on education transformation and evidence-based practices, with particular emphasis on the critical role of partnerships in elevating the teaching profession. Her work demonstrates an evolution from visual arts education research in the early 2000s toward systemic educational reform, teacher education innovation, and the impact of emerging technologies like AI on educational practices. She has secured significant research funding from organizations including the Bertalli Foundation to advance evidence-informed approaches to structured learning and innovative teaching practices. Her publication record reveals a clear progression from specific arts education topics to broader educational transformation, with recent work examining the impact of generative AI on teaching practices, knowledge sharing among secondary teachers in the Fifth Industrial Revolution, and strengthening informal knowledge exchange in initial teacher education. This trajectory reflects her growing influence on national education policy and practice. award-winning NEXUS program As founder and leader of the NEXUS program, Professor Barbousas has secured over $17 million in funding through the Commonwealth Government High Achievers Teachers Program and the Victorian State Government. This innovative employment-based teacher education program serves regional/rural and hard-to-staff schools across Victoria and New South Wales. She serves as a key advisor on numerous government steering committees and expert panels, driving transformative change in education policy and teacher education across Australia. Her funded research includes the Momentum Schools Extension Project, Bertalli Family Foundation Donation, P-12 Schools Access Teaching Quality Initiative, and the NEXUS program.

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Hoda HamoudaView profile

Lecturer

Emily Carr University of Art and DesignCanada

Hoda Hamouda is a UX Designer and Instructor at Emily Carr University of Art + Design's Faculty of Design and Dynamic Media. She currently serves as Lead UX Designer of MyPDx at Molecular You and Director of UX Design at EVNC in Vancouver, British Columbia, Canada. Her professional practice spans healthcare, education, and media sectors with clients including Goethe Institut, Orange France Telecom, AUC, and Deutsche Universität im Kairo. Her educational background includes a Master of Applied Arts in Design from Emily Carr University (2012-2014) and a Bachelor of Applied Sciences and Arts in Multimedia and Communication Design from Deutsche Universität In Kairo (2006-2011). She also completed a Diplome Universitaire de Management at University of Poitiers (2005-2006). Hoda's research interests center around user-centered design methodologies with specific focus on citizen media visualization, political design, and democratic media platforms. Her work explores the intersection of technology, media, and social impact, particularly examining how digital platforms can embody contextual specificity of citizen media content with political and historical significance. She employs participatory design approaches and mixed methods throughout iterative design processes to create intuitive user experiences. Her design portfolio demonstrates consistent exploration of how media can reconstruct relationships between content and temporal, spatial, and circumstantial dimensions of occurrences from multiple witness perspectives. The work shows progression from early corporate identity projects to sophisticated platforms addressing social needs, healthcare accessibility, and community engagement. ACM CHI - Student Design Competition Hoda has advised students through her teaching role at Emily Carr University, focusing on design principles and practical application. Her industry experience spans healthcare technology (Molecular You), educational platforms, and social impact projects. She has worked with diverse clients across multiple countries, bringing international perspective to her teaching practice. Her technical expertise includes Adobe Creative Suite, prototyping tools, and user research methodologies. Her design practice operates at the intersection of academic research and professional application, with projects often serving as case studies for her teaching. She maintains active industry connections through her work with EVNC and Molecular You, ensuring her instruction remains grounded in current design practices and industry demands.

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Mike RichisonView profile

Associate Professor

Monmouth UniversityUnited States

Mike Richison serves as an Associate Professor and Departmental Advising Coordinator in the Department of Art and Design at Monmouth University, where he teaches motion graphics, history of graphic design, and typography while guiding students through academic planning and senior thesis projects. He holds an MFA in Painting from Cranbrook Academy of Art, which informs his interdisciplinary approach to artistic creation and instruction. Richison's practice as a multimedia artist critically engages with consumer culture and technological obsolescence through repurposed materials—both physical (discarded plastics, appliances) and digital (TV commercials, social media content). His signature projects like Electo Electro (voting booth video remix installation), Spin Stack (turntable-based sound/projection system), and Augmented Asbury Park (geolocated AR boardwalk tour) blend custom electronics, audience participation, and political commentary. These works manifest across sculpture, video, printmaking, and interactive software, often utilizing Max/MSP/Jitter programming environments to transform found media into rhythmic, participatory experiences that deconstruct language and consumer narratives. As Departmental Advising Coordinator, Richison mentors students in capstone projects including Senior Year Experience: Client/Thesis courses. His exhibited works have been featured at FRG Objects and Design/Art (2017), Spectre Arts (2017), and Coburn Gallery (2017), with coverage in CDM.link and The Creators Project. Community engagement remains central to his practice through guided tours for Augmented Asbury Park and presentations at TEDxNavesink and MakerFaire NYC.

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İnayet Deniz SinangilView profile

Lecturer

Bosphorus UniversityTurkey

İnayet Deniz Sinangil serves as an Instructor within the English Preparatory Division at Bogazici University in Istanbul, Turkey, where she has taught English to diverse age groups and proficiency levels since September 2010. Her role falls under the broader School of Foreign Languages (YADYOK), focusing on foundational language instruction for university preparation. Her academic background includes a Master of Arts in Media Assisted Language Teaching from the University of Brighton, UK (2008) and a Bachelor of Arts in Western Languages and Literatures from Bogazici University (2003), supplemented by a CELTA certification from St Giles International (2010) and an ELT Certificate from Marmara University (2003). Research expertise centers on technology-enhanced pedagogy, specifically: Integration of ICT tools in English language acquisition Development of specialized teaching materials Task-based curriculum design methodologies Digital resource optimization for language instruction Her work emphasizes practical applications for improving learner engagement and outcomes in preparatory language programs, leveraging multimedia and interactive platforms. No scientific awards or publications are documented in the provided materials, though her decade-plus tenure reflects sustained contribution to institutional teaching excellence. As an educator, she maintains active involvement in curriculum development and pedagogical innovation within Bogazici University's English language framework, directly supporting student readiness for academic English demands.

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Dea JespersenView profile

Research Fellow

University of CopenhagenDenmark

Dea Jespersen serves as a PhD fellow at the Centre for Internationalisation and Parallel Language Use (CIP) within the Faculty of Humanities at the University of Copenhagen, with an external affiliation at University College Copenhagen since January 2019. Her research centers on language acquisition, foreign language pedagogy, language assessment, and digital writing processes in L2 English and French, utilizing keystroke logging methodologies to analyze cognitive writing processes. Her primary research investigates students' perceptions of grammar instruction in language classrooms, classroom assessment design, and the impact of digital tools on language learning. Recent work examines how Internet access affects L2 writing complexity, the role of subtitles in developing listening comprehension, and practical assessment activities for language educators. She employs mixed-methods approaches combining qualitative classroom observations with quantitative keystroke logging data. Analysis of her publications reveals strong emphasis on practical applications in language teaching, with frequent collaboration with researchers like S. Dimova and L. S. Brok. Her work bridges theoretical linguistics and classroom practice, particularly in Danish-language educational contexts while maintaining international relevance through English-language publications in journals such as Apples – Journal of Applied Language Studies and Acta Didactica Norden . As a core member of CIP, she contributes to research on multilingualism and parallel language use (Danish/English) in higher education, focusing on how language policies impact teaching practices and student learning outcomes in Scandinavian academic settings.

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Katarzyna Wądołowska-LesnerView profile

Senior Lecturer

University of GdańskPoland

Dr. Katarzyna Wądołowska-Lesner serves as Senior Lecturer at the Institute of Russian and Eastern Studies within the Faculty of Languages at the University of Gdańsk, concurrently holding the position of Deputy Director for Education at the Institute. Her academic career centers on advancing Russian language pedagogy through empirical research on textual comprehension and didactic methodologies. Her educational foundation includes a Master's degree in Russian Philology (2004) and a PhD in Humanities specializing in Linguistics (2013), both earned at the University of Gdańsk. These qualifications underpin her expertise in Slavic linguistics and language education. Wądołowska-Lesner's research focuses on quantifiable aspects of text readability, particularly examining compositional-graphic elements, paragraph structure, and linguistic difficulty metrics in Russian didactic materials. Her work investigates multimedia applications in vocabulary acquisition, silent versus aloud reading comprehension, and cross-linguistic challenges for Polish learners of Russian. This research bridges theoretical linguistics with practical classroom applications, emphasizing empirical validation of teaching strategies. Analysis of her 15 most recent publications reveals a consistent trajectory in text readability research, evolving from foundational studies on paragraph usage (2012) and multimedia tools (2011) toward sophisticated difficulty measurement formulas (2010) and business Russian applications (2008). Her scholarship demonstrates methodological rigor through student-based empirical studies while maintaining strong relevance to Slavic language education curricula. As an active member of the Polish Neophilological Society and the Polish Association of Teachers and Lecturers of the Russian Language, she contributes to national academic discourse. Her service as Deputy Director for Education at the Institute of Russian and Eastern Studies reflects institutional recognition of her administrative capabilities alongside scholarly contributions. While specific grant details are unreported, her sustained publication record indicates consistent research activity within the University of Gdańsk's academic framework.

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Neda RadosavljevicView profile

Senior Lecturer

South East European UniversityMacedonia

Neda Radosavljevic serves as a Senior Lecturer at the Language Center of South East European University (SEEU) in Tetovo, Macedonia, holding a full-time position since October 2004. Her academic career spans nearly two decades of English language instruction across diverse institutional contexts, with specialized expertise in English for Specific Purposes (ESP) and technology-integrated pedagogy. Academic qualifications: PhD in English Language Teaching (2012-2019) from Philological Faculty, Cyril and Methodius University, Skopje. Dissertation: "Implementing Blended Learning Approach in Higher Educational Institutions in The Republic of Macedonia" MA in English Language Teaching (2007-2009) from SEEU's Language Center. Thesis: "Implementing an Extensive Reading Approach by Using Graded Readers" BA in English Language and Literature (1995-2001) from Philological Faculty Blaze Koneski, Skopje Her research focuses on transformative language pedagogy, with particular emphasis on blended learning methodologies , student motivation dynamics , and technology-enhanced ESP instruction . She pioneered empirical studies on video presentation implementation, Google Classroom integration, and multimodal resource utilization in Macedonian higher education contexts, consistently addressing real-world classroom challenges through action research conducted at SEEU's Language Center. Publication trends (2016-2023) reveal evolving expertise from foundational blended learning frameworks toward sophisticated analyses of digital autonomy , multimodal literacy , and ESP adaptation for social sciences disciplines. Her work demonstrates methodological consistency through institutional case studies while progressively incorporating student-centered design principles. Professional recognition: JFDP Fellowship (2011) As a core faculty member, she contributes to curriculum development and pedagogical innovation within SEEU's Language Center, having previously participated in the Indiana University Pilot Program (2005-2007) integrating computer technology with language methodology. Her teaching portfolio spans Basic English through advanced ESP courses for diverse student populations. The Language Center functions as her primary academic ecosystem—a cross-disciplinary unit providing institutional language support where she conducts classroom-based research and implements evidence-based teaching strategies. Current work continues to explore digital transformation in language education amid evolving higher education landscapes.

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