Find Academic Supervisors

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

Nikol Rummel is a Professor at Ruhr-Universität Bochum , specializing in Computer-Supported Collaborative Learning (CSCL) , Artificial Intelligence in Education , and Human-Computer Interaction . Her work bridges educational technology with hardware reverse engineering , focusing on AI-orchestrated learning environments and adaptive tools for collaboration. Her research spans AI-orchestration tools ( Pair-Up , Co-Designing Orchestration Support ), collaborative problem-solving ( Learning Alone or Together ), and hardware reverse engineering education ( Promoting Skill Acquisition ). She investigates how multimodal data and adaptive feedback enhance learning outcomes, teacher practices, and emotional regulation. Her publications highlight trends in generative AI for academic writing , collaboration scripts , and cognitive obfuscation in cybersecurity education. Collaborations with researchers like Vincent Aleven, Christof Paar, and Steffen Becker underscore her interdisciplinary approach. Nikol Rummel’s work emphasizes teacher dashboards ( What Information Should CSCL Dashboards Provide? ), dynamic student pairing ( Combining Dialog Acts and Skill Modeling ), and emotional engagement in learning ( How to Enjoy Writing Papers ).

Seongsook ChoiView profile

Senior Lecturer

• Interdisciplinary Studies
• Education
• Linguistics
• +5 more

Dr. Seongsook Choi is a Senior Lecturer in Interdisciplinary Studies at the Moray House School of Education and Sport, University of Edinburgh. Their work focuses on interdisciplinary learning, teaching, and discourse analysis. They lead the Interactional Discourse Lab (IDLab), developing tools for mapping spoken interaction patterns in interdisciplinary contexts. Current research includes a forthcoming book, Interdisciplinary Discourse: Communicating across Disciplines (Palgrave Macmillan), and computational analysis of academic collaboration dynamics. Education & Affiliations : Affiliated with the Institute for Education, Community & Society (IECS) and the Centre for Research in Digital Education. Office SJL4.01 at Holyrood Campus, Edinburgh (EH8 8AQ). Research Interests : Interdisciplinary pedagogy, spoken discourse analysis, disciplinary identity dynamics, and collaborative knowledge construction. Specializes in analyzing interactional discourse in higher education through tools like the IDLab, which visualizes communication patterns in interdisciplinary teams. Student Supervision : Currently guiding 5 PhD students exploring topics like hedging devices in language education, interdisciplinary ethics, and automated feedback systems. Past student Ana Isabel Hibert researched automated writing evaluation tools for ESL learners. Labs & Projects : Founder of the Interactional Discourse Lab (GitHub-hosted), focusing on open-source tools for mapping academic collaboration. Active in developing visualisation frameworks for interdisciplinary dialogue analysis.

Christian BergerView profile

Lecturer

• Media Education
• Educational Technology
• Digital Pedagogy
• +5 more

Christian Berger, MA, is a faculty member at the Vienna University of Education (Pädagogische Hochschule Wien), affiliated with the Department for Media Education, Information Technology Education, and Digitality. He coordinates the Media Lab and Maker Lab and has been active in teacher training since 1992. His work focuses on integrating new media into education, media literacy, and open educational resources. Education: Master's in Applied Knowledge Management (2007). Former roles include part-time lecturer at the University of Vienna and freelance project manager. Current roles include membership in the Center for Learning Technology and Innovation (ZLI) and involvement in projects like HOORCH (educational game) and media archive development. Research interests: Media pedagogy, digital education innovation, podcasting in education, and copyright issues in schools. Active in organizing conferences like the Free Media Conference and contributing to initiatives like Medienbildung JETZT! Publications include work on audio production in classrooms, maker culture in schools, and digital literacy initiatives. He co-founded Vienna's alternative schools and has extensive experience in educational radio and podcasting through platforms like podcampus and PH.ON.Wien.

Bronwen J SwinnertonView profile

Associate Professor

• Digital education
• Blended and online learning
• Artificial Intelligence in education
• +3 more

Dr. Bronwen J Swinnerton is an Associate Professor in Digital Education at the University of Leeds' School of Education within the Faculty of Social Sciences. She serves as Module Leader for 'AI and Education' and 'Researching Digital Education', while supervising doctoral candidates including Xinyi Zhang. As an external adviser to the Open University's Institute of Educational Technology, she contributes to broader academic discourse in digital pedagogy. Her research examines critical intersections of technology and higher education, with foci including: Digital education transformation and pedagogical innovation Learning analytics implementation challenges and ethical frameworks AI applications in educational contexts and generative AI perceptions Unbundling trends and marketisation forces in higher education Digital poverty barriers and equitable access solutions Blended learning design and MOOC integration strategies Publication analysis reveals consistent scholarly attention to digital education's evolving landscape, with recent works examining generative AI implications, learning space redesign impacts, student data ethics, and institutional responses to market pressures. Methodologically, her research blends policy analysis, pedagogical experimentation, and stakeholder perspectives across 50+ publications. Her scientific recognition includes the competitive LITE Fellowship for Learning Analytics research, a 3-year investigation into data-informed teaching practices. She maintains professional membership in the Association of Learning Technologists (ALT). Current doctoral supervision focuses on digital education topics, complementing her role as co-investigator on major grants like the ESRC-funded 'Unbundled University' project examining emerging higher education models. She develops institutional partnerships to address digital poverty and promote ethical technology adoption.

• Functional Linguistics
• Psycholinguistics
• Foreign Language Acquisition
• +6 more

Dr. Arnaud Arslangul is a researcher at INALCO (National Institute of Oriental Languages and Civilizations) and a statutory member of the CRLAO (Center for Linguistic Research on East Asia, CNRS-EHESS-INALCO). His work focuses on foreign language acquisition (particularly Mandarin Chinese) through functional linguistics and psycholinguistics , examining spatial event conceptualization and discourse-level spatial reference. Research Themes : Causality expression in Chinese L2, translinguistic cognitive models, open-access corpus creation. Projects : Collaborator in the LANGACROSS_2 project (CNRS & Max Planck Institute) studying spatial events in Chinese. Publications : Authored/edited Chinese pedagogical resources and monographs on spatial linguistics. Collective Roles : Master’s program coordinator for Chinese studies, language proficiency examiner, and curriculum advisor. Conferences : Presented at EACS XIX (2012) and CAPES-related events on Chinese acquisition and spatial grammar.

• Academic didactics
• Teacher education and professional development
• Inclusive education
• +4 more

Dr hab. Anna Sajdak-Burska is a full professor of pedagogy at the Jagiellonian University in Kraków , serving within the Institute of Pedagogy . She coordinates and teaches a broad spectrum of courses ranging from general didactics and academic writing to creativity psycho-education and inclusive education, and supervises master’s and doctoral students. Research Interests Her scholarly work centres on academic didactics and the professional development of university teachers . She explores how lecturers can be supported individually and systemically to enhance student learning, trust and community in higher education. Additional foci include: inclusive education for culturally and linguistically diverse learners, notably Ukrainian war-affected children; the tension between conservatism and modernity in educational thought and school practice; creativity and student-centred learning in university settings; the de-humanising risks within contemporary didactic approaches and how to counter them. Publication Profile Across 2004–2024 she has produced a steady stream of articles and books reflecting the evolution of her interests: from foundational questions of teacher identity and ethics, through the quality assurance of academic programmes, to urgent issues of crisis pedagogy and distance education during and after the COVID-19 pandemic. Her recent outputs (2022-2024) increasingly emphasise practical interventions—such as student-centred learning designs, teacher-training schemes for refugee learners, and community-building strategies in academic environments. Teaching & Supervision She currently leads master’s seminars for 4th- and 5th-year students and chairs doctoral seminars in pedagogy, guiding candidates through dissertation design, research ethics and grant acquisition. Weekly consultation hours (Wednesdays 11:15–12:15) are held at the Institute of Pedagogy, 12 Batorego Street, room 19.

• Open educational practices
• Ethical educational technologies
• Inclusive teaching
• +1 more

Dr. Rajiv Jhangiani serves as Vice Provost, Teaching and Learning at Brock University, where he holds the rank of Associate Professor. He directs the Inclusive Education Research Lab and is an affiliated member of the Social Justice Research Institute. Recognized as the architect of Canada's first zero textbook cost degree programs, his scholarship focuses on open education, ethical technology integration, and inclusive pedagogies. His research examines: Implementation and impact of open educational resources (OER) in higher education Ethical considerations in educational technology adoption Design of student-centered learning environments promoting accessibility Dr. Jhangiani's publications demonstrate consistent focus on practical frameworks for OER implementation, institutional transformation toward open practices, and empirical studies on student outcomes. Recent works highlight strategies to sustain OER initiatives and address equity through educational technologies. As co-founder of the Open Pedagogy Notebook and board member of Open Education Global, he actively shapes international open education discourse. His leadership extends to policy development through participation in the British Columbia Ethical Educational Technologies Working Group.

• Applied Linguistics
• Foreign Language Pedagogy
• Computer-Mediated Communication
• +6 more

Claudia Kost is a Professor of German and Applied Linguistics in the Department of Modern Languages and Cultural Studies at the University of Alberta, where she also coordinates the German Language Program. She has been teaching since 2003 and holds a Ph.D. in Second Language Acquisition from the University of Arizona, alongside degrees from Purdue University and Johannes Gutenberg University Mainz. Her research focuses on applied linguistics, foreign language pedagogy, and cultural history. Notable works include the textbook series Willkommen: Deutsch für alle (2020/2022) and the cultural history Ekstase und Elend. Deutsche Kulturgeschichte 1900 bis heute (2020). These projects emphasize bridging language instruction with cultural analysis through innovative open educational resources. Teaching Awards: Faculty of Arts Teaching Unit Award (2007) Faculty of Arts Undergraduate Teaching Award (2022/2023) MLCS Language Coordinators Committee Unit Teaching Award (2024) Current Courses: German language courses (Intermediate levels, Special Topics), Fairy Tale Studies, and Applied Linguistics seminars. Dr. Kost’s work integrates technology in language education, such as blended learning models and collaborative wiki-based projects, while advocating for inclusive curricula addressing underrepresented groups in German cultural history.

Catherine Tamis-LeMondaView profile

Professor

• Developmental Psychology
• Child Development
• Early Childhood Education
• +3 more

Catherine Tamis-LeMonda is a Professor of Applied Psychology at New York University’s Steinhardt School of Culture, Education, and Human Development. She leads the Play and Language Lab, focusing on infant and toddler learning in diverse cultural contexts. Her work examines developmental cascades, language acquisition, play behaviors, and parent-child interactions. She investigates how socioeconomic and ethnic backgrounds influence learning trajectories through longitudinal studies, observational methods, and cross-cultural analyses. Research Interests: Developmental cascades linking language, play, and motor skills Cultural variations in parenting practices (e.g., Latine, Chinese, and Tajikistani families) Early math and spatial cognition Parenting roles of fathers and mothers Open science methodologies in developmental research Her articles emphasize real-world contexts, such as home environments and everyday routines, to understand how infants’ actions and parental inputs co-construct learning. She collaborates with interdisciplinary teams and has contributed to policy-relevant insights on low-income families and dual-language learners. Labs/Teams: Director of the Play and Language Lab at NYU Steinhardt, collaborating with global researchers on cross-cultural developmental studies.

• Science Education
• Curriculum and Pedagogy
• Coherence Seeking in Learning
• +7 more

Tiffany-Rose Sikorski is an Associate Professor in the Department of Curriculum and Pedagogy at the Graduate School of Education and Human Development, The George Washington University, with a courtesy appointment in the Department of Physics. She is a leading researcher in science education, focusing on how learners construct coherent scientific understanding through collaborative reasoning and discourse. Ph.D., Curriculum and Instruction (Science Education), University of Maryland, College Park M.A.T., Secondary Education (Physics), Boston University B.A., Physics and Astronomy, Boston University Her research centers on coherence seeking —the process by which learners build connections between ideas and resolve inconsistencies in science. This framework informs the design of assessments, curricula, and learning progressions that support authentic scientific inquiry. She emphasizes asset-based approaches that recognize and build on learners' diverse capabilities. Her recent publications span informal science education, teacher development, physics education, and engineering education. Key themes include museum-based learning, limiting case analysis in physics, social innovation in engineering, and equity-oriented pedagogy. Her work often bridges theory and practice, aiming to transform classroom and informal learning environments. Morton A. Bender Teaching Award Member, GW Academy of Distinguished Teachers Dr. Sikorski has secured over $5 million in research funding, including NSF-supported projects on STEM teacher preparation in high-need schools and service-learning in engineering education. She advises graduate students in curriculum and instruction and has developed programs such as the GW Learning Assistant Program. Her professional service includes peer review for top journals in the field and leadership in national education initiatives. She is actively involved in interdisciplinary research teams focused on improving science and engineering education across K-12, higher education, and informal settings. Her lab and collaborative networks emphasize innovation, equity, and civic engagement in STEM.

Karen HauerView profile

Professor

• Medical Education
• Competency-Based Medical Education
• Learner Assessment
• +12 more

Karen Hauer, MD, PhD, is Professor of Medicine and Vice Dean for Education at the University of California, San Francisco (UCSF) School of Medicine. She is a leading scholar in medical education with a focus on competency-based medical education, learner assessment, equity, coaching, and remediation. Her work bridges clinical practice in internal medicine with rigorous educational research. PhD in Medical Education, joint program, UCSF and University of Utrecht MD, University of California, San Francisco Residency and Chief Residency, Internal Medicine, UCSF Bachelor’s degree, Stanford University Her research centers on improving the fairness and validity of medical student and resident assessment, particularly through entrustable professional activities (EPAs), coaching models, and addressing bias in evaluation. She has extensively studied the impact of pass/fail grading systems, Step 1 reform, and the role of feedback and supervision in clinical learning environments. Her recent work explores equity in awards, anti-oppressive curricula, and the implications of AI in health professions education. She mentors numerous fellows, residents, and students in medical education research. Analysis of her recent publications reveals a strong thematic focus on assessment innovation, educational equity, and the integration of competency-based frameworks across the medical education continuum. She frequently publishes in top-tier journals such as Academic Medicine , JAMA Network Open , and Medical Education , often in collaboration with national leaders in the field. Dr. Hauer has not received any scientific awards listed in the provided text. She actively mentors students and trainees in medical education research and has led major curriculum reforms at UCSF, including the implementation of longitudinal coaching and equitable assessment practices. While no specific grants are mentioned, her extensive publication record suggests sustained research funding and leadership in multi-institutional studies. Dr. Hauer leads educational innovation at UCSF as Vice Dean for Education, overseeing curriculum and assessment strategy. Her work contributes to national dialogues on medical education reform, particularly through her scholarship on clinical competency committees, milestone assessment, and entrustment decision-making.

• Natural Language Processing
• Educational Technology
• Text Mining
• +4 more

Dr. Thushari Atapattu is a Grant-Funded Researcher (A) and Post-doctoral Research Fellow in the School of Computer and Mathematical Sciences at the University of Adelaide . She leads the Learning Technology for Social Good (LT4SG) research group and contributes to the Computer Science Education Research Group . Her research focuses on text mining , natural language processing (NLP) , and discourse analysis , with applications in educational technology and social good initiatives. Her work addresses challenges such as combating cyberbullying via linguistic fingerprints, modeling mental health through social media data, and analyzing discourse patterns in Massive Open Online Courses (MOOCs). Key projects include: Developing computational models to improve communication processes in education and healthcare. Exploring teachers' academic discourse impact on MOOC video engagement. Creating emotion-annotated mental health corpora and frameworks for detecting learner confusion in online platforms. Dr. Atapattu is eligible to supervise Masters and PhD candidates, focusing on interdisciplinary topics at the intersection of NLP, education, and social impact. Her research group, LT4SG, emphasizes leveraging technology for community-driven solutions.

Antonio García CabotView profile

Associate Professor

• Artificial Intelligence
• Educational Technology
• Natural Language Processing
• +5 more

Antonio García Cabot is an Associate Professor in the Department of Computer Science at the University of Alcalá. His research focuses on artificial intelligence, educational technology, natural language processing, and mobile computing. He leads the INTELIA research group (Interaction Technologies and Artificial Intelligence Lab) and previously contributed to the PMI group (Intelligent Mobile Platforms). He earned his Doctorate in Computer Science from the University of Alcalá in 2013 with a thesis titled *Propuesta de un sistema multi-agente para la adaptación de contenidos docentes a las competencias, contexto y dispositivo del usuario*. His work emphasizes accessibility in digital education, gamification in MOOCs, and software engineering innovations like automated code repair using LLMs. Research trends in his 2024-2025 publications include: Advancing AI applications in educational assessment (e.g., automated question generation, distractor design) Improving mobile app usability through gesture-based interfaces and sensor integration Developing large language model-based tools for vulnerability repair and teacher simulation analysis Systematic reviews on digital competence ecosystems and multilingual AI systems His contributions to open educational resources (OER) and accessible virtual campuses have been widely adopted in Latin America. Current research extends into embedded systems education and olfactory stimuli impacts on mobile app performance.

Savannah L. KellyView profile

Associate Professor

• Data Science Education
• Statistical Literacy
• Research Methods
• +7 more

Savannah L. Kelly is Associate Head and Associate Professor in the Scholar Support and Data Services (SSDS) Department at the University Libraries of the University of Mississippi. She plays a key role in advancing data and statistical literacy among students, faculty, and librarians through research, instruction, and collaboration. Her educational background includes a PhD in Higher Education with an Interdisciplinary Minor in Applied Statistics, a Master of Library and Information Science, and a Bachelor of Science in Psychology with a minor in Philosophy. Dr. Kelly's research focuses on promoting data science and statistical competencies in higher education, interdisciplinary research collaborations, and understanding students’ perceptions of STEM majors and careers. She is passionate about improving quantitative research skills and supporting learners through innovative pedagogical approaches. Her recent publications and presentations highlight a strong trend in statistical education, research data services, information literacy, and academic librarianship. She emphasizes accessible data science training, the use of tools like R and Zotero, and the importance of aligning library services with student needs. IRDL Scholar (2016) IRDL Mentor (2018–2020) ACRL Immersion Program (Teacher Track, 2010; Assessment Track, 2012) Excellence in Assessment Award, Westmont College (2012) People’s Choice Award, EBLIP 2017 Dr. Kelly actively mentors students and collaborates across disciplines. She has led workshops and developed programming such as an R workshop series for graduate students. Her work is supported by professional development grants and institutional programs like IRDL. She is a Certified Instructor for The Carpentries, reflecting her commitment to open, reproducible research practices. She contributes to library-led research through projects on student research challenges, faculty-librarian collaboration, and service loads in academic librarianship. Her work helps shape library instruction, research support services, and data science initiatives at the institutional and national levels.

Kristopher KyleView profile

Associate Professor

• Corpus Linguistics
• Second Language Acquisition
• Natural Language Processing
• +3 more

Kristopher Kyle is an Associate Professor in the Department of Linguistics at the University of Oregon , where he directs the Learner Corpus Research and Applied Data Science (LCR-ADS) lab . His research examines how readers/listeners assess language proficiency through lexical, lexicogrammatical, and syntactic features, employing computational methods and language corpora within a usage-based/emergentist framework. Research Interests Lexical and syntactic complexity in second language acquisition Development of text analysis tools (TAALED, TAALES, TAASSC, TAACO) Natural language processing for language assessment Dependency parsing and bigram analysis Corpus-based language teaching and learning Key Contributions Open-source Python packages: lxgrtgr , pylats , taaled , corpus-toolkit Annotated datasets: ASC-Treebank , SL2E-Dependency-Treebank His work bridges corpus linguistics , applied data science , and language teaching studies , with recent publications focusing on lexical diversity indices, argument structure analysis, and NLP applications in language assessment. While no explicit scientific awards are listed, his tool development and corpus creation efforts significantly impact second language research methodology. Outside academia, Kyle engages in outdoor activities, notably rock climbing, with his family.