Open Learner Models Professors and Supervisors

Anthony GreenwoodView profile

Senior Lecturer

University of CumbriaUnited Kingdom

Anthony Greenwood is a Senior Lecturer at Staffordshire University's School of Digital, Technologies and Arts, holding this position since September 2023 after serving as an Hourly Paid Lecturer there from May 2022 to August 2023. His extensive academic career includes 19 years as Senior Lecturer at the University of Cumbria's Institute of Business, Industry and Leadership (2002-2021) and 15 years at the University of Central Lancashire's Lancashire Business School (1987-2002). Greenwood's research centers on transformative educational methodologies with emphases on Higher Education and Business Education . His work pioneers practical applications of blended learning , work-based learning , and authentic assessment in business curricula. He also investigates regional economic dynamics through studies of rural tourism and retail management , particularly in Cumbria. His scholarship consistently bridges theoretical frameworks with practitioner-focused educational solutions, prioritizing student engagement and experiential learning outcomes. Publication analysis reveals a clear evolution from foundational technology adoption (2005-2007) toward sophisticated pedagogical frameworks (2015-2018). Early works examined open-source software implementation and work-based training in information systems, while later research developed comprehensive models for blended learning quality assessment, authentic assessment design, and student engagement metrics. The consistent thread across his 13-year publication span is the integration of digital technologies with experiential business education, increasingly focusing on learner-centered success metrics and rural enterprise development. Anthony Greenwood has not received any documented scientific awards or fellowships. No verifiable information exists regarding doctoral student supervision or research grant acquisition by Anthony Greenwood. His professional contributions appear centered on pedagogical innovation within institutional teaching frameworks rather than externally funded research projects. Greenwood's collaborative work demonstrates engagement with multi-institutional educational initiatives, particularly in developing practitioner-focused business programs and blended learning cultures across multi-site universities. His publications reflect active participation in teaching festivals and professional development networks but do not indicate leadership of formal research laboratories or dedicated research teams.

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Brian WilliamsonView profile

Lecturer

The University of ManchesterUnited Kingdom

Dr. Brian Williamson serves as a Lecturer in Statistics within the Department of Mathematics at the University of Bolton's School of Engineering. He teaches statistics modules across all academic levels from undergraduate to master's programs, functioning as the department's dedicated statistician. His educational background includes: PhD, University of Wales, Bangor (Statistical Modeling) Research focuses on Statistical Modeling (critiquing and adapting models to real-world scenarios) and Mathematics Education (innovative teaching methods for diverse learners including primary students, adults, and neurodiverse individuals). His work emphasizes accommodating multiple learning styles through creative pedagogical approaches, informed by his own educational journey. Dr. Williamson implements an open-door policy providing one-to-one student support at any time, reflecting his belief that personalized assistance transforms mathematical understanding. This philosophy originated from overcoming primary school math difficulties through individualized tutoring, which ignited his passion for the subject.

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Curtis J. BonkView profile

Professor

Indiana University BloomingtonUnited States

Curtis J. Bonk is a distinguished Professor in the School of Education at Indiana University (IU) where he teaches psychology and technology courses, with an additional appointment as Adjunct Professor in the IU Luddy School of Informatics, Computing, and Engineering. Recognized globally for his expertise in educational technology, he has established himself as a leading authority through extensive research, international collaborations, and innovative teaching practices. Professor Bonk's research spans self-directed online learning, generative AI for language learning, open education, MOOCs, e-learning, blended learning, distance education, and emerging learning technologies. His scholarly work has resulted in over 435 publications including 20 books and 175 peer-reviewed journal articles, establishing him among the Stanford University list of top 2% of scientists worldwide. His recent publications focus on global applications of educational technology, particularly examining how MOOCs and open educational resources can address educational challenges in the Global South. His award-winning book 'Transformative Teaching Around the World' (2023) and co-edited volume 'MOOCs and Open Education in the Global South' demonstrate his commitment to international educational equity. Professor Bonk has received numerous prestigious recognitions including: AERA Fellow designation (2022) and Outstanding International Research Collaboration Award (2023) OLC Fellow for Extraordinary Global Leadership (2023) AECT Fellow designation (2024) USDLA Excellence in Distance Learning Research Award (2023) Outstanding Book Award from AECT (2023) His research has been supported through extensive international collaborations, with Professor Bonk serving as a visiting scholar in 11 different countries. He co-hosts the award-winning 'Silver Lining for Learning' podcast, connecting educational technology practitioners globally, and has consulted with major organizations including the CIA, NSA, Microsoft, Cisco, and the U.S. Department of Defense. Professor Bonk maintains an active research agenda focused on how emerging technologies can transform educational access and quality worldwide.

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Eulho JungView profile

Assistant Professor

Uniformed Services University of the Health SciencesUnited States

Eulho Jung is an Assistant Professor in the Department of Medicine at the School of Medicine, Uniformed Services University of the Health Sciences (USUHS) in Bethesda, MD, contributing to medical education through research and teaching. His educational background includes: Ph.D. in Instructional Systems Technology from Indiana University Bloomington M.S. from Indiana University Bloomington B.S. from the University of Minnesota Dr. Jung's research centers on instructional systems design and expertise development for personalized learning. His work spans distance education, instructional design, and technology integration, investigating how course delivery modes, learner control, and motivational strategies impact engagement in online environments like MOOCs. He emphasizes scalable educational solutions through open resources and collaborative models. His publications (2017-2020) reveal consistent focus on online education challenges: MOOC effectiveness, faculty perceptions of large courses, open textbook adoption, and collaborative learning frameworks. This interdisciplinary work bridges educational psychology, instructional technology, and policy analysis to advance personalized and accessible learning systems. His notable awards include: Melinda and Gates Foundation OER Fellowship Recipient Emerging Researcher Award from AECT Nova Southeastern University Award for Outstanding Practice from AECT Jerrold E. Kemp Instructional Systems Technology Fellowship Dr. Jung's Melinda and Gates Foundation OER Fellowship drives his research in open educational resources, though specific grant details and student advising roles remain unspecified. His work shows strong alignment with institutional goals for innovative medical education delivery. No dedicated research labs or specialized teams are mentioned in available materials.

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Kai ErenliView profile

Professor

RheinMain University of Applied SciencesGermany

Prof. Kai Erenli serves as a Professor at the University of Applied Sciences BFI Vienna, where he heads the bachelor's program "Interactive Media & Games Business". Additionally, since 2013, he has directed the legal department of a Viennese animation company, specializing in gaming law and contract law. His career uniquely bridges academic scholarship and industry practice, with deep expertise in IT law dating back to 2003, certified project management credentials, and prior experience managing an advertising agency. Erenli's research centers on the legal frontiers of digital innovation, with primary emphases on IT law, gaming law, and the regulatory challenges of virtual/augmented reality environments. His scholarship critically examines intellectual property frameworks in virtual worlds, cryptocurrency regulation, and the application of gamification principles in educational contexts. He consistently explores tensions between technological advancement and existing legal structures, advocating for adaptive jurisprudence that accommodates immersive technologies while protecting user rights and commercial interests. Analysis of his 2012-2019 publications reveals a sustained focus on practical legal implications of emerging technologies. His work demonstrates increasing sophistication in addressing virtual asset ownership, location-based gaming compliance, and VR/AR content regulation, with notable contributions to educational technology law and cryptocurrency governance. The interdisciplinary nature of his research bridges computer science, legal theory, and media studies. Scientific recognition includes: ars docendi state prize in "Economics and Law" category (Austrian Federal Ministry of Science, Research and Economy, 2015) As academic program head, Erenli provides institutional leadership and mentorship for bachelor's students in interactive media and gaming business. His role involves curriculum development, industry partnership cultivation, and academic oversight, though specific doctoral advisees or research grants aren't documented in available sources. His industry legal consultancy demonstrates applied scholarship beyond traditional academia. Prof. Erenli has pioneered the VICERO virtual world education platform and contributed to establishing a major German-speaking e-learning infrastructure. His collaborative projects frequently involve cross-disciplinary teams integrating legal experts, technologists, and educators to develop compliant immersive experiences. Current work continues through his blog Virtuellewelten.at and ongoing industry consultancy.

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Concetta A DePaoloView profile

Professor

Indiana State UniversityUnited States

Concetta A DePaolo serves as Chair & Professor in the Marketing and Operations Department at Indiana State University's Scott College of Business. Holding a Ph.D. in Operations Research from Rutgers University (2001), she specializes in bridging analytics with business education through innovative teaching methodologies. Her research spans Statistics Education, Business Analytics, and Educational Technology, with notable contributions including the STAT-MAPS learning platform and real-world case studies like Save the Vino and Disney World wait time analyses. She develops practical applications using Excel and Tableau for cost estimation, housing market visualization, and healthcare analytics. Dr. DePaolo's scholarly impact is reflected in 25+ journal articles in publications like Journal of Statistics Education and British Journal of Educational Technology . Her work demonstrates consistent focus on making quantitative methods accessible through: Development of teaching datasets (Café Data series) Transactional distance research in online learning Word cloud applications for qualitative assessment Recurrent quiz systems for student engagement Her distinguished recognition includes: Caleb Mills Distinguished Teaching Award (ISU's highest honor) Faculty Recognition Awards for Teaching Excellence (2021, 2016) Professing Excellence awards annually since 2019 Journal Article Award from AECT-DDL (2015) As an active grant recipient and committee leader, she directs resources toward educational innovation while mentoring through the Master Teacher Program. Her STAT-MAPS platform continues to evolve as a key resource for statistics educators, reflecting her commitment to open educational resources and practical analytics training.

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Mieko SperbeckView profile

Adjunct Associate Professor

John Jay College of Criminal JusticeUnited States

Mieko Sperbeck serves as an Adjunct Associate Professor in the Department of Modern Languages and Literatures at John Jay College of Criminal Justice, part of the City University of New York (CUNY) system. She has held this position since August 2013 and simultaneously teaches at Adelphi University's Department of Languages, Literatures, and Cultures since August 2010, demonstrating her commitment to language education across multiple institutions. Her educational background includes: Ph.D. in Linguistics from The Graduate Center, City University of New York (2010) M.Phil. in Linguistics from The Graduate Center, City University of New York (2007) B.A. in Asian Studies and Religion from Temple University, Philadelphia Dr. Sperbeck's research trajectory shows a clear evolution from foundational phonological studies to cutting-edge pedagogical applications. Her early work focused on cross-linguistic speech perception and production, particularly examining how Japanese learners of English acquire and process English consonant clusters, as evidenced by her 2011 publication. Her dissertation investigated "The acquisition of consonant clusters by Japanese learners of English," establishing her expertise in second language acquisition with a Japanese language focus. In recent years, her research has pivoted toward innovative language pedagogy, with a pronounced emphasis on technology integration. Her 2023-2025 publications reveal a strong interest in generative AI applications for language education, open educational resources like the "We Authors" project for second language writing, and task-based virtual exchange programs. She has published extensively on how AI narratives, CANVA collaboration, and the PACE model can transform language teaching practices, demonstrating her leadership in adapting to emerging educational technologies. Her notable achievements include: Research Foundation CUNY Travel Grant (2024) CUNY Adjunct Professional Development Grant (2023) Institute for Language Education in Transcultural Context Grant (2016-2017) The Sue Rosenberg Zalk Student Travel and Research Grant (awarded multiple years) As an educator, Dr. Sperbeck teaches Elementary and Intermediate Japanese levels (1-4) and Descriptive and Historical Linguistics. She serves on the project planning committee for the Boston X New York Study Group for Japanese Teachers (BNYSG), a professional learning community promoting inclusivity among Japanese language instructors. Her active participation in professional organizations including AATJ, ACTFL, NECTJ, and NYSAFLT underscores her commitment to advancing language education. Her current work focuses on text-based language instruction for late second language learners and exploring how generative AI can enhance language teaching practices to support diverse learners.

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Alicia García HolgadoView profile

Associate Professor

University of SalamancaSpain

Alicia García-Holgado is an Associate Professor in the Department of Computer Science and Automation at the University of Salamanca. She is a member of the GRIAL Research Group, where she leads the "Social Responsibility and Inclusion" research line, and also affiliated with the Salamanca Biomedical Research Institute and the University Institute of Educational Sciences. Her educational background includes a Degree in Computer Sciences (2011), M.Sc. in Intelligent Systems (2013), and a PhD in Education in the Knowledge Society (2018, Cum Laude), all from the University of Salamanca. Dr. García-Holgado's research focuses on developing technological ecosystems for knowledge and learning management in diverse contexts, with particular emphasis on promoting diversity and inclusion in STEM fields. She has organized numerous international activities aimed at reducing the gender gap in STEM, including the "Women Researchers' Breakfast at the University of Salamanca," which received the Gutenberg Award for scientific dissemination in 2020. Her work bridges computer science, education, and social responsibility, with practical applications in academic, professional, and public administration contexts. Her publication record shows a strong focus on educational technology, knowledge management systems, and informal learning recognition, with over 170 international publications in scientific journals and conferences. Her research spans multiple disciplines including computer science, education, and human-computer interaction, with applications in academic, professional, and public administration contexts. Gutenberg Award for scientific dissemination 2020 by CoxmoCaixa Dr. García-Holgado has participated in over 50 research projects including MIH, VALS, WYRED (H2020), and W-STEM. She currently coordinates the Erasmus+ SPADATAS project focused on security and privacy in academic data management. She serves on the Negotiating Committee of the II Equality Plan of the University of Salamanca and is active in several professional organizations including IEEE, ACM, and AMIT. She is Associate Editor of the IEEE Revista Iberoamericana de Tecnologías del Aprendizaje and the Revista Facultad de Ingeniería. As a member of the GRIAL Research Group, she contributes to the group's work on interactive systems for learning, educational technologies, and strategic knowledge management, while leading the "Social Responsibility and Inclusion" research line that focuses on gender equity in STEM fields.

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Jan SchillerView profile

Researcher

Helmut Schmidt UniversityGermany

Dr. Jan Schiller serves as a Researcher at the Department of Continuing Education and Lifelong Learning, Helmut Schmidt University in Hamburg, where he has been employed since November 2016. His work bridges academic research and practical application in adult education policy and digital transformation. He earned his doctorate with the dissertation Education for an Uncertain Future: Temporal Agendas in the Context of Continuing Education , which received the 2022 Dissertation Prize from the German Society for Academic Continuing Education and Distance Learning (DGWF). His educational background demonstrates deep engagement with the temporal dimensions of learning and educational policy frameworks. Dr. Schiller's research centers on transformative digital competence in higher education, temporal agendas in education connected to sociology and philosophy of time, European/national educational policy, and academic continuing education formats. His work critically examines how time consciousness shapes educational responses to uncertainty and digital disruption, particularly in adult learning contexts. He investigates the interplay between policy frameworks, digital transformation, and the temporal experiences of learners in contemporary society. Analysis of his 2021-2025 publications reveals three dominant trends: 1) Theoretical development of transformative digital competence frameworks for higher education, 2) Critical examination of temporal dimensions in educational policy and practice, and 3) Comparative analysis of international influences on adult education systems. His work consistently connects digital transformation with temporal consciousness, showing how educational institutions navigate uncertainty through temporal reorientation. Scientific recognition includes: 2022 Dissertation Prize by the German Society for Academic Continuing Education and Distance Learning (DGWF) Dr. Schiller has secured significant research funding through multiple projects including the ERASMUS+ initiatives INTALL and COMPALL (focusing on international comparative adult education and open education), and the current dtec.bw project DigiTaKS* on key digital competencies for academic careers. His grant work emphasizes practical implementation of research findings in university continuing education structures, particularly regarding non-traditional student access and digital competence development. As core member of the Chair of Continuing Education and Lifelong Learning led by Prof. Dr. Sabine Schmidt-Lauff, he collaborates with a multidisciplinary team including Marie Rathmann and Therese Rosemann on advancing digital transformation in higher education through the DigiTaKS* project, while maintaining active participation in the German academic society for educational science.

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