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Frances QuinnView profile

Senior Lecturer

University of New England AustraliaAustralia

Dr Frances Quinn is a Senior Lecturer in Science Education at the School of Education, Faculty of Humanities, Arts, Social Sciences and Education, University of New England (UNE), Australia. She teaches pre-service primary and secondary teachers and has a strong research focus on science education, teacher professional learning, and Education for Sustainability. Senior Lecturer, Science Education, School of Education, UNE Researcher in Science Education and Sustainability Active in national and international science education research collaborations Her research interests include science education (particularly biology), distance and blended learning in science, students' perceptions of learning science, and Education for Sustainability (EfS). She investigates how teachers, especially in rural and remote areas, develop professionally and how sustainability is integrated into teacher education and school curricula. Dr Quinn’s recent publications span topics such as out-of-field teaching, online professional development, rural education, and environmental science education. Her work frequently appears in high-impact journals like Research in Science Education , Environmental Education Research , and Teaching and Teacher Education , reflecting a consistent and influential contribution to science and teacher education research. She has been awarded several competitive grants, including an ARC Discovery Project on out-of-field teaching and commissioned reports for the Australian Academy of Science. Her projects often address equity, access, and quality in science education, particularly for rural and remote communities. Dr Quinn actively supervises research students and collaborates with national and international scholars. She has contributed to major research initiatives such as the IRIS project and has presented her work at leading conferences including ESERA, ECER, and STEM2016. She is involved in developing and evaluating professional learning programs for teachers, including digital initiatives like 'Primary Connections' online PLD. Her work bridges research, policy, and classroom practice in science and sustainability education.

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Yunfei DuView profile

Professor

University of North TexasUnited States

Dr. Yunfei Du is a Professor and Associate Dean at the University of North Texas. Their research focuses on academic libraries, international librarianship, learning styles, and eLearning. They hold a Ph.D. and M.L.S. from the University of North Texas, and B.S. and B.A. degrees from Anhui Normal University and Nanjing University in China. Research interests span digital libraries, cultural heritage stewardship, data librarianship, and rural library services. Recent work addresses crisis support for immigrant communities, experiential learning frameworks, and pandemic-era library computing services. Their work frequently bridges library science with educational technology and community engagement. Publications emphasize data science applications in libraries, minority information behavior, and rural-urban information equity. They have explored virtual environments for learning, open education resources, and the evolving role of data librarians in academia. Professional contributions include advising on library outreach strategies, curriculum development for data literacy, and community-centered library programs. They advocate for inclusive library practices in both rural and global contexts, with a focus on marginalized populations.

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Michael SpectorView profile

Professor

University of North TexasUnited States

J. Michael Spector is a Regents Professor at the University of North Texas (UNT), specializing in educational technology and instructional design. His roles include serving as a visiting research professor at Beijing Normal University, East China Normal University, and the India Institute of Technology. He is a former president of the Association for Educational and Communications Technology (AECT) and holds executive roles in IEEE Learning Technology and IBSTPI. Education: PhD in Philosophy (Epistemology) from the University of Texas (1978); BS in International Affairs from the United States Air Force Academy (1967). Research focuses on intelligent support systems for instructional design, system dynamics in learning environments, and technology integration. Notable works include co-editing the Handbook of Research on Educational Communications and Technology and founding the SAGE Encyclopedia of Educational Technology . His current projects involve using games and mobile devices to foster critical thinking in children through the NetDragon Digital Research Centre. Awards and recognition include editorship of Education Technology Research & Development for over a decade and leadership in global educational technology initiatives. Collaborations span international institutions, emphasizing smart learning environments and cross-cultural educational innovation. Grants and advising are central to his work, with a focus on bridging human and artificial intelligence in education. He advocates for adaptive learning systems and ethical AI applications in pedagogy.

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Konstantinos SkianisView profile

Assistant Professor

University of IoanninaGreece

Konstantinos Skianis is an Assistant Professor in the Department of Computer Science and Engineering at the University of Ioannina, Greece. His research lies at the intersection of Natural Language Processing, Machine Learning, Deep Learning, and Data Science, with a focus on representations, regularization, robustness, and reasoning (the 4R's). He has founded the Greek AI company BLUAI and co-founded PrimeHost AI, a startup automating guest conversations using AI. Ph.D. in Computer Science, École Polytechnique, France (2015–2019) M.Sc. in Math, Computer Vision, and Machine Learning, École Normale Supérieure de Cachan, France (2014–2015) B.Sc. in Computer Science, Athens University of Economics and Business, Greece (2013) His research interests span Natural Language Processing , Graph Neural Networks , Large Language Models , Representation Learning , and Medical AI . He investigates robustness in neural networks, reasoning with LLMs via pseudo-code, and multilingual applications in low-resource settings like Greek. His recent work includes digital twins for industrial optimization, climate adaptation in ports using ML, and mental health detection via LLMs. The 15 most recent publications reflect a strong trend in graph-based learning , LLM reasoning , representation robustness , and applied AI in healthcare and industry . His work combines theoretical rigor with practical applications, often involving real-world datasets from public health, industrial processes, and climate science. Best Paper Award, TextGraphs at NAACL 2018 OpenAI Researcher Access Program (2024) He has advised or collaborated on several student projects and competitions, including the Data Mining Cup and Kaggle challenges. He has secured research support through the OpenAI credits program. He has taught courses in Linear Algebra, Data Mining, and advanced labs on graph and text learning at ENS Paris-Saclay. He is actively involved in the research community as an Area Chair for ARR (2025) and reviewer for top-tier venues like NeurIPS, ICLR, ACL, and EMNLP. He leads or contributes to open-source tools such as GoWvis (text visualization), GraKeL (graph kernel library), and SpreadViz (influence spread visualization). His work on Greek NLP resources has helped advance language technology for low-resource languages.

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Chih-Hsiung TuView profile

Professor

Northern Arizona UniversityUnited States

Chih-Hsiung Tu is a Professor in Educational Specialties at Northern Arizona University, actively contributing to research in educational technology, online learning, and social presence. His work focuses on learning communities, digital citizenship, and data-informed learning design. His research interests span Online Learning , Social Presence , Learning Communities , Educational Technology , Digital Citizenship , and Social-Emotional Learning . He investigates how social interactions, discussion interfaces, and networked environments influence learning engagement and student sentiment. The recent articles (2023–2025) reflect a strong trend in analyzing social presence in open learning environments, data-driven instructional support, and professional development for global digital citizenship. His work integrates qualitative and quantitative methods, often focusing on educators and students in digital learning spaces. Scientific contributions include publications in journals such as Journal of Educational Technology Development and Exchange and Educational Media International , as well as book chapters on culture and online learning. His research has been cited over 3,000 times with an h-index of 46, indicating significant scholarly impact. He collaborates with researchers including Hadi Harati, Chih-Jung Yen, and Mary Ann McIsaac. While no formal list of advisees is provided, his co-authored works suggest mentorship and collaboration with early-career scholars. He is involved in projects related to teacher support, journal-based sentiment analysis, and discussion interface design. Chih-Hsiung Tu is engaged in advancing educational practices through technology, focusing on equity, emotional engagement, and global perspectives in online education. His ongoing research contributes to evolving models of digital learning and professional development.

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Wael AbughresView profile

Assistant Professor

University of A Coruña (UDC)Spain

Dr. Wael Abughres is an Assistant Professor of Communication Engineering at the University of Tripoli's Faculty of Engineering in Libya. He holds a PhD in Communication Engineering from the University of Bradford and has expertise in network modelling, reliability engineering, and wireless communications. Education: PhD (University of Bradford), M.Sc. (University of Tripoli) Research Interests: Communication Networks, Wireless Systems, Cloud Computing, MOSEL-based Modelling, Fiber Optics Professional Roles: Director of University of Tripoli's ICT Centre (4 years), member of technical committees

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Stein BrunvandView profile

Professor

University of Michigan-DearbornUnited States

Stein Brunvand is a Professor of Educational Technology and Interim Associate Provost for Faculty Development and Digital Learning at the University of Michigan-Dearborn within the College of Education, Health, and Human Services . He holds a Ph.D. in Learning Technologies from the University of Michigan (2005) and has been active in faculty roles since 2005. Education Ph.D. in Learning Technologies (University of Michigan, 2005) Master’s in Learning Technologies (University of Michigan, 2004) Master’s in Literacy Instruction (Michigan State University, 2000) B.S. in Telecommunications (Michigan State University, 1992) His research focuses on educational technology integration , including gamification , e-portfolio implementation , and online learning accessibility . He has explored how scaffolds in video analysis impact teacher training and examined research-based professional development for K-12 educators. His recent publications emphasize gamified teaching methods and digital presence in online education . Scientific contributions include peer-reviewed journal articles and book chapters on topics like "Gamification 101" (2022) and "Using Social Bookmarking to Make Online Resources More Accessible" (2011). His 2013 Global Teaching Grant supported international videoconferencing projects, and he received the 2008 SITE Outstanding Paper Award for his work on classroom gamification. As an educator, Brunvand teaches courses such as EDT 210: Technology in the Elementary Classroom , EDT 402: Survey of Educational Technology Tools , and EDT 531: Leadership and Professional Development in Educational Technology . He has also developed gamified curricula for the instructional technology program and served on multiple doctoral committees. His 2017 presentation at the Society for Information Technology & Teacher Education Conference explored accessible coding instruction, reflecting his ongoing commitment to inclusive educational technology.

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Ehsan JoratView profile

Academic

Abertay UniversityUnited Kingdom

Ehsan Jorat is a Reader in Geo-environmental Engineering at Abertay University, where he serves as Programme Leader for Civil & Environmental Engineering (BEng/MEng). He is affiliated with the Department of Built Environment and Life Sciences within the School of Science, Engineering and Technology. With over ten years of experience in geotechnical engineering, he has held academic and industry roles in Malaysia, Iran, Germany, and the UK. PhD in Geotechnical Engineering – University of Bremen (Germany) & University of Waikato (New Zealand), 2014 MEng in Geotechnical Engineering – University of Technology Malaysia, 2010 Dr. Jorat's research focuses on applied geotechnics, particularly soil carbon sequestration, microbial-induced calcite precipitation, digital soil mapping, and sustainable civil engineering. He is currently leading work on the SUCCESS project (Sustainable Urban Carbon Capture: Engineering Soils for Climate Change), funded by EPSRC, which investigates soil carbonation’s impact on flood risk and develops measurement systems for the process. His research also includes soft soil stabilization, advanced CPTu testing, and AI applications in soil analysis. The most recent publications reflect a strong trend toward sustainability, climate change mitigation, and innovative soil engineering techniques. Key themes include carbon sequestration in urban soils, environmental impact of construction on wetlands, greenhouse gas emissions from biogeochemical processes, and optimization of soil sampling using AI-driven statistical methods. These works appear in high-impact journals such as Geoderma , European Journal of Soil Science , and Sustainability . Dr. Jorat has secured over £1 million in research funding as both Principal Investigator and Co-Investigator. He actively supervises PhD students and welcomes new candidates interested in geoenvironmental research at Abertay University. He teaches core modules including Geotechnical Engineering, Structural Design, and Advanced Geotechnical Engineering. His research contributes to multiple UN Sustainable Development Goals, particularly those related to climate action, sustainable cities, and responsible consumption. He has also contributed to open datasets on microbial-induced calcite precipitation and mineralogical drill core analysis, enhancing reproducibility and collaboration in geoscience.

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Vito LaterzaView profile

Associate Professor

University of AgderNorway

Vito Laterza is an Associate Professor in the Department of Global Development and Planning at the University of Agder, Norway. He leads the Sustainability, Digitalisation and Communication focus area at the Centre for Digital Transformation (CeDiT) and serves as a SCAS-Nordic Fellow at the Swedish Collegium for Advanced Study (2024-2025). His interdisciplinary work bridges anthropology, media studies, and political analysis. BSc in Employment Relations & HRM from LSE MPhil and PhD in Social Anthropology from University of Cambridge Research focuses on digital transformation (political communication, surveillance capitalism, digital democracy), green transitions (energy justice, battery supply chains), and political economy of development. He leads the ReMeD Horizon Europe project studying media ecosystems and co-edits Journal of Contemporary African Studies and Humanities and Social Sciences Communications ’ Mediated Populism collection. Recent publications analyze digital propaganda, EdTech platformization, and energy transition solidarity. His work spans five continents, including coordination of the global Battery Justice Research Network (BATJUST). He contributes to international media like Al Jazeera and Foreign Affairs. SCAS-Nordic Fellowship (2024-2025) Work package leader in Horizon Europe’s ReMeD project Editorial roles in multiple journals

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Oddgeir TveitenView profile

Professor

University of AgderNorway

Oddgeir Tveiten is a Professor at the University of Agder in the Department of Global Development and Planning within the Faculty of Social Sciences. He also holds a 20% part-time professorship in Journalism and Media Studies at NLA University College . His academic career focuses on political communication , globalization studies , and the intersection between technology and society as well as technology and learning . Key research areas: Political communication, Globalization studies Technological focus: Education technology, Media-society interaction His recent publications examine Ethiopian media polarization, digital education tools in Pakistan, and smart university frameworks. He leads the Future Learning Lab research group and has developed educational theories like contact education methodology. Though no scientific awards are mentioned, his work spans journalism ethics, conflict communication, and urban cultural policy studies. Notable projects include peace-building media initiatives in Norway, Nordic edupreneurship programs, and analyses of media representation in refugee contexts. He has edited books on digital education futures and published extensively in journals like Conflict & Communication Online and Nordicom , with a career trajectory showing consistent focus on media's role in political and educational transformation.

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Tom WorthingtonView profile

Senior Lecturer

Australian National University (ANU)Australia

Tom Worthington is an Adjunct Senior Lecturer at the Australian National University College of Engineering & Computer Science , specializing in ICT Sustainability , E-Learning , and Higher Education . He designs award-winning courses on green ICT and maintains the Higher Education Whisperer blog. PhD supervision at tertiary institutions Research: Climate change mitigation via energy-efficient ICT 15+ years teaching web design and e-commerce systems His ICT Sustainability course has been adopted by universities in Australia and North America. He focuses on integrating synchronous and asynchronous e-learning tools to enhance constructivist education. Recent publications analyze: Moodle and edX software integration Greenhouse gas reduction through ICT Mobile learning applications Policy frameworks for government IT Scientific recognition: 2015 Australian Computer Society Digital Disruptors Award (Gold) 2010 Canberra ICT Educator of the Year Fellow of the Australian Computer Society (1999) He mentors university students through programs like Innovation ACT and serves on the International Review Board for higher education publications.

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Maximilien DrevetonView profile

Assistant Professor

Swiss Federal Institute of Technology in LausanneSwitzerland

Maximilien Dreveton is an Assistant Professor (Maître de Conférences) in Statistics at Université Paris Gustave-Eiffel and a member of LAMA (Laboratoire d'analyse et de mathématiques appliquées). Prior to his current position, he was a postdoctoral researcher in the INDY Lab at EPFL under the supervision of Patrick Thiran and Matthias Grossglauser. He earned his PhD in Computer Science in 2022 from Inria Sophia Antipolis with Konstantin Avrachenkov as his supervisor. His research focuses on developing innovative algorithms and understanding the theoretical limits of identifying meaningful patterns and structures within large datasets. He has particular expertise in network analysis, community detection, and clustering. Dreveton co-authored the open-access book Statistical Analysis of Networks , which provides a comprehensive introduction to network statistical analysis covering modeling, community detection, graph-based semi-supervised learning, and network sampling. His recent publications demonstrate a consistent focus on theoretical foundations of network analysis and community detection, with papers accepted at top venues including NeurIPS and COLT. His work on metric backbone preservation of community structure and universal lower bounds for clustering error represents significant theoretical contributions to the field. He also co-presented a tutorial on community detection at ACM SIGMETRICS / IFIP PERFORMANCE in June 2024. Dreveton maintains an active research profile with upcoming presentations at Netsci 2025. He has developed several open-source repositories related to clustering algorithms and graph analysis, reflecting his commitment to reproducible research and community engagement. He has also authored educational materials for mathematics preparation, including Leçons pour l'agrégation de mathématiques - Préparation à l'oral for French mathematics examination candidates.

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Henry GoukView profile

Lecturer

University of EdinburghUnited Kingdom

Henry Gouk is a Lecturer in Machine Learning at the School of Informatics, The University of Edinburgh. He is affiliated with the Institute for Adaptive and Neural Computation, where his research focuses on foundational aspects of machine learning and deep learning. His research interests lie at the intersection of deep learning theory and practical model development. Key areas include self-supervised representation learning, transfer learning, model regularization techniques, and the theoretical enforcement of Lipschitz continuity in neural networks to improve stability and generalization. His work addresses core challenges in how models learn, adapt, and generalize across tasks. The recent publications highlight a consistent focus on improving the reliability and transferability of deep learning models. Themes include evaluating few-shot learning methods, understanding self-supervised learning transfer, and developing regularization strategies that enhance fine-tuning and model robustness. These works are published in top venues such as CVPR, ICLR, and IEEE Signal Processing Magazine. He supervises several PhD students, including Philipp Bomatter, Jack Geary, Cameron Barker, Taehoon Kim, and Fady Rezk, often in collaboration with Professor Timothy Hospedales. While no specific grants are mentioned, his active publication and software output suggest ongoing research funding and academic engagement. Henry Gouk contributes to the research community through open-source software, notably the keras-lipschitz-networks repository on GitHub, which implements methods from his work on Lipschitz regularization. His research is conducted within the Institute for Adaptive and Neural Computation, a leading center for machine learning research at the University of Edinburgh.

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Julia FrohnView profile

Researcher

Humboldt UniversityGermany

Dr. Julia Frohn serves as Head of Research at the Professional School of Education, Humboldt University of Berlin, and previously held an Acting Professor position in Educational Science at the University of Münster. Her academic career spans multiple prestigious German institutions including Goethe University Frankfurt and Leuphana University Lüneburg, where she has consistently focused on advancing inclusive education practices through research and teacher professionalization initiatives. Her educational background includes: Doctorate in German Literature from Humboldt University of Berlin (2010-2014), with dissertation on "Literary exchange in divided Germany (1945-1972)" Studies for the position of Studienrat (L4) for German/English at Humboldt University of Berlin (2003-2009) Dr. Frohn's research program centers on inclusive (subject-specific) didactics, digitality in inclusive education, teaching under pandemic conditions, and teacher professionalization. She has developed the influential Didactic Model for Inclusive Teaching and Learning (DiMiLL), which serves as both a theoretical framework and practical tool for educators working with diverse student populations. Her work bridges educational theory with classroom application, emphasizing how teachers can develop adaptive competence to meet the needs of heterogeneous learning groups. Analysis of her recent publications reveals a sophisticated trajectory from theoretical foundations to practical implementation. Her scholarship increasingly examines how digital learning platforms can transform inclusive teaching practices while addressing pandemic-induced educational challenges. The integration of her research on adaptive teaching competence with digital tools demonstrates her commitment to developing concrete resources that empower educators in diverse settings. Her scientific recognition includes: Elsa Neumann scholarship of the State of Berlin (2010-2013) Graduate scholarship from the German Literature Archive Marbach (2011 and 2012) Printing subsidy from the Federal Foundation for the Reappraisal of the SED Dictatorship Dr. Frohn has secured substantial third-party funding for impactful research projects including the BMBF-funded "Didactic Qualification for Inclusion of Prospective Teachers" (FDQI-HU-MINT) and "Designing pedagogical relationships in the context of digital learning platforms" at Goethe University Frankfurt. Her collaborative approach is evident across numerous interdisciplinary partnerships with researchers nationwide. She leads the Research and Transfer Department at Humboldt University's Professional School of Education, where her team has developed innovative digital learning modules for teacher professionalization focused on inclusive didactics, adaptive teaching competence, and language education. These resources, often shared as Open Educational Resources, represent significant contributions to making inclusive education practices accessible to educators across Germany.

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Damaris CarlisleView profile

Lecturer

LASALLE College of the ArtsSingapore

Dr. Damaris Carlisle serves as Lecturer-in-Charge at The Learning Centre, LASALLE College of the Arts, Singapore. With a Doctor of Education from the University of Western Australia and postgraduate qualifications from Goldsmiths and Middlesex University, she specializes in inclusive education and assistive technologies. University of Western Australia - Doctor of Education Goldsmiths, University of London - MA Arts Pedagogy and Practice Middlesex University - BA (Hons) Social Policy with Social Work Certificate UK - Diploma in Teaching English as a Foreign Language Research Focus: Her work emphasizes inclusive pedagogies and technology integration , particularly for students with disabilities. Key themes include: Virtual reality applications for language anxiety mitigation Digital inclusion strategies in higher education Historical analysis of disability support policies Collaborative Online International Learning (COIL) Assistive tools for neurodiverse learners Equity frameworks in arts education Publications: Recent outputs examine VR-based interventions (2024-2025), digital inclusion practices (2025), and longitudinal studies on disability support systems in Singapore.

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