Find Academic Supervisors

Julia EckelView profile

Academic

• Film Studies
• Animation Studies
• Documentary Theory
• +4 more

Jun.-Prof. Dr. Julia Eckel is Junior Professor for Film Studies at the Institute of Media Studies, Faculty of Cultural Studies, University of Paderborn, and has served as Deputy Managing Director of the institute since October 2023. Her research integrates film theory, animation studies, documentary theory, and media epistemology, with special attention to temporality, anthropocentrism, and digital visualities. Education & Career: PhD (Dr. phil.), Ruhr-Universität Bochum, 2018 MA Media Studies, Ruhr-Universität Bochum & Universität Zürich, 2008 BA Media Studies & Social Psychology/Anthropology, Ruhr-Universität Bochum, 2006 Junior Professor, University of Paderborn, since 2022 Research & teaching positions at Ruhr-Universität Bochum (2018–2022, 2016–2022, 2008–2009) and Philipps-Universität Marburg (2013–2018) Research Interests: Julia Eckel's scholarship focuses on the intersections of animation, documentary, and demonstration within contemporary audiovisual culture. She investigates how temporal complexity and anthropomorphic motifs shape filmic narratives, while also interrogating screencasting practices and the epistemic role of selfies in digital media ecologies. Her theoretical framework questions anthropocentric assumptions in media theory, exploring how human–media relations are reconfigured through animated and documentary forms. Recent work examines the documentation of digital processes and the ontological status of animated images in the era of artificial intelligence and deep fakes. Publications & Editorial Work: Eckel co-edits Rabbit Eye – Journal of Film Research and has co-edited special journal issues on Tech|Demo and Visual Clarity . Her monograph Das Audioviduum is available open access, advancing a media-theoretical account of anthropomorphic figuration in audiovisual media. Professional Service & Outreach: Co-speaker, AG Animation (Society for Media Studies) Member, Society for Animation Studies (SAS), Society for Cinema and Media Studies (SCMS), NECS Organizer/co-organizer of numerous international workshops and conferences on animation, documentary, and digital media (2024–2010) Reviewer for leading journals and funding bodies Labs & Research Networks: Eckel co-leads the interdisciplinary DFG research network Animation and Contemporary Media Culture , coordinates an inter-university habilitation colloquium in media cultural studies, and mentors early-career researchers through the Research Academy Ruhr.

• Programming pedagogy in different contexts
• Social network analysis
• Mixed methods
• +1 more

Kristina Torine Litherland is a Researcher at the Department of Education, University of Oslo (2025–present), and a PhD candidate there (2020–2024). Previously, she served as a Senior Lecturer at OsloMet's Faculty of Teacher Education and International Studies (2019–2020) and as a Research Assistant (2018–2020). Her research bridges technology and education, focusing on programming pedagogy, social network analysis, and mixed-methods approaches to understand learning processes. Academic Background: Master's degree in Pedagogy: Communication, Design, and Learning (University of Oslo, 2016–2018) Bachelor's degree in Information Technology and Innovation (Buskerud and Vestfold University College, 2011–2014) Research Focus: Kristina investigates collaborative learning environments, particularly makerspaces and block-based programming tools. Her work integrates qualitative and quantitative methods to analyze social dynamics, technology-enhanced learning, and pedagogical innovations. Teaching and Leadership: She has led courses such as PED4581 Internship (course leader) and PED2802 Learning, Design and Technology (seminar leader), emphasizing technology integration in education. Supervision: Supervised master's students including Lydia Seba (2021), Ida Renå (2021), Leif-Erik Stabell (2022), and Live Kleiva (2024).

• Law in context
• Curriculum and Pedagogy
• Legal Education
• +8 more

Craig Newbery-Jones is a Professor of Law at the University of Exeter's Law School, where he has held a personal chair since July 2024. Previously, he served as an Associate Professor in Legal Education at the University of Leeds (2018–2022) and Associate Head of Law at the University of Plymouth (2013–2018). He holds a PhD, LLB from the University of Exeter, an LLM (by Research) from Lancaster University, and a Postgraduate Certificate of Academic Practice from Plymouth University. He is a Fellow of the Higher Education Academy. His research focuses on legal pedagogy, experiential learning, technology-enhanced education, and employability skills in law. He has pioneered projects on problem-based learning, digital assessment, and the integration of video games as educational tools. He is also dedicated to improving student transition into legal studies, co-authoring *The Successful Law Student: An Insider's Guide to Studying Law* (2nd ed.). He actively promotes widening access to higher education, rooted in his background as the first in his family to attend university. His work extends to legal history, particularly press representation of legal figures and crime reporting in historical contexts. He collaborates with Heritage @Exeter and participates in initiatives like the ESRC Festival of Social Science. Craig’s awards include Fellowship of the Higher Education Academy. His research supervision welcomes global PhD candidates exploring legal education, pedagogy, and related fields.

Rebecca HedreenView profile

Researcher

• Information Science
• Library Science
• Health Sciences
• +5 more

Rebecca Hedreen serves as the Life and Clinical Sciences Librarian and Distance Learning Coordinator at Southern Connecticut State University's Hilton C. Buley Library. With expertise spanning biology, health sciences, nursing, psychology, and information literacy, she provides specialized research support to students and faculty across multiple disciplines. Her role encompasses developing subject-specific research guides, offering citation management instruction, and coordinating distance learning library services. Dr. Hedreen's research interests focus on information literacy in health sciences, citation management tools, nursing literature search methodologies, and virtual librarianship. Her work bridges traditional library services with digital innovations, particularly in supporting distance learners through technologies like screencasts and virtual environments. She has made significant contributions to understanding how librarians can effectively support evidence-based practice in nursing and healthcare education. Her scholarly output demonstrates consistent engagement with evolving library practices over nearly two decades, from early explorations of virtual reference services in Second Life to current work on citation collection methods and professional development for library staff. Recent publications highlight her focus on precise search strategies for nursing literature and innovative approaches to supporting online learners across time zones. As a dedicated educator, Dr. Hedreen provides extensive support through research consultations, classroom instruction, and online resources. She has developed numerous subject-specific research guides covering biology, nursing, psychology, and health sciences, helping students navigate complex information landscapes. Her commitment to open access and educational resources has informed her work on OER initiatives and citation management tools. Dr. Hedreen actively contributes to the library profession through her research on distance learning, virtual reference services, and information literacy assessment. Her work helps shape best practices for academic librarians supporting online and hybrid education models, particularly in health science disciplines where precise information retrieval is critical for evidence-based practice.

Claudia RosenhanView profile

Lecturer

• Environmental Humanities
• Ecophenomenology
• Creative Language Pedagogy
• +8 more

Claudia Rosenhan serves as a Lecturer (Teaching and Scholarship) at the Institute for Language Education within the Moray House School of Education and Sport, University of Edinburgh. With over 25 years of international teaching experience spanning Switzerland, England, Australia, and Scotland, she specializes in tertiary education and holds Senior Fellowship status with the Higher Education Academy. Her work focuses on core and optional courses for MSc TESOL and MSc Language Education programs alongside cross-school research methods instruction. Her research centers on Environmental Humanities and Ecophenomenology, investigating bordercrossings, trespass, and liminal states through projects like 'Inbetweeness.' She integrates creative language pedagogy, identity studies, and critical/feminist theory with methodological innovations including multimodal ethnographies and ecophenomenological storying. Current supervision interests emphasize eco ELT, environmental humanities, and creativity in language education across global contexts. Dr. Rosenhan received recognition as a Senior Fellow of the Higher Education Academy. Her research includes the PTAS-funded project 'Enhancing Assessment Literacy amongst PGT Students and Scorer Reliability amongst PGT Staff,' which examined assessment criteria in internationalized higher education environments. She actively supervises PhD candidates including Suling Chen (creativity in Chinese English teaching), Yupei Wei (interculturality in primary textbooks), Caixia Yuan (screencast feedback efficacy), and Khaloud Al Sadrani (Omani EFL writing assessment). Past completions include Qianqian Zhou (2021), Iain Philip (2022), Xiaowen Xie (2023), and Af'Idatul Husniyah (2025) on topics ranging from willingness to communicate in Chinese classrooms to teacher creativity in Indonesia. Affiliated with the Edinburgh TESOL and Applied Language Research Group, Language Culture and Communication network, and Edinburgh Environmental Humanities Network, she co-organized the 2015 BAAL SIG Conference and presented at venues including the 2024 ASLE-UKI Postgraduate Conference ('The ground beneath my feet – feeling the earth move'), 2021 Art + Anthropocene Seminar, and multiple international symposia on Aldous Huxley, D.H. Lawrence, and modernist literature.

Tobias BornemannView profile

Professor

• Production Management
• Lean Management
• Industrial Engineering
• +5 more

Prof. Dr.-Ing. Tobias Bornemann holds a Cooperative Professorship for Production & Lean Management at Frankfurt University of Applied Sciences , while also serving as Head of Product Management for Autonomous Mobile Robotics at Continental AG . His work bridges theory and practice in areas such as Lean Management , Industrial Engineering , and Smart Factory through teaching, research, and industry collaboration. His research focuses on Intralogistics , Autonomous Mobile Robotics , and Agile Product Development . He leads projects at the Research Lab for Urban Transport (ReLUT) and contributes to the House of Logistics and Mobility (HOLM) , where he co-developed a learning factory. His publications emphasize Industry 4.0 , AMR fleet management , and digital education tools . Cooperative Professorship at Frankfurt UAS Head of Industrial Engineering (M.Sc.) program Research Lab for Urban Transport (ReLUT) House of Logistics and Mobility (HOLM) collaboration Continental AG Tech Matinees and Ambassadorship His academic efforts include mentorship for students, interdisciplinary teaching , and industry-academia partnerships under the PROFfm initiative.

Birgit LochView profile

Professor

• Mathematics education
• Mathematics support
• Educational technologies
• +5 more

Professor Birgit Loch is the Pro Vice-Chancellor, Learning & Teaching and Executive Dean of the Institute of Education, Arts and Community at Federation University Australia. She holds a PhD in computational mathematics and qualifications in tertiary teaching, management, and company direction, reflecting her interdisciplinary expertise. Her career spans leadership roles at multiple institutions, including the University of New England, La Trobe University, Swinburne University of Technology, and others, where she advanced teaching innovation and faculty development. Her research focuses on mathematics education, educational technologies, blended and online learning, pen-enabled tools, open educational resources, and fostering teaching-focused academic models. She champions student and staff experience enhancements through digital learning and peer-support initiatives, notably co-founding the WATTLE women’s leadership program. Recent publications highlight her work on teaching-focused faculty roles, pandemic-driven educational technologies, student-created resources, and interdisciplinary collaborations. Themes include reducing statistics anxiety, optimizing blended learning, and promoting equity through peer support. Australian Learning and Teaching Council Citation Australian Award for University Teaching Best concise paper award at Ascilite 2021 Several university teaching awards Loch’s grant and project history includes multi-institutional studies on technology adoption (e.g., tablet PCs, screencasts) and leadership in programs like PeCALE and SJIDE. She actively engages with professional networks, including the Australian Mathematical Society and ASCILITE.

• Nutrition
• Biochemistry
• Immunology
• +3 more

Pedro Barra is an Associate Professor in Nutrition at the Department of Applied and Human Sciences , part of the Faculty of Health, Science, Social Care and Education at Kingston University. He plays a key role as Course Leader for the BSc (Hons) Nutrition (Human Nutrition) program and serves as the Faculty Research Ethics Lead. Additionally, he represents his faculty in Academic Council and sits on the University's Board of Governors. Education : BSc in Human Nutrition and Dietetics (University of Porto, Portugal), MSc in Clinical Nutrition & Immunology (University of Surrey Roehampton), PhD in Health/Nutrition-related research (University of Surrey), and a Postgraduate Certificate in Learning and Teaching in Higher Education (Kingston University). Research and Teaching Focus : Pedro is renowned for integrating technology into teaching and assessment, such as personal response systems, online collaborative platforms (e.g., Padlet), and screencasting. His recent projects include exploring collaborative exams (two-stage exams), reflective feedback mechanisms in nutrition assignments, and the application of artificial intelligence, particularly large language models, to enhance higher education practices. Scientific Contributions : Recognized as a Senior Fellow of the Higher Education Academy , Pedro actively disseminates his work at national events like Horizons in STEM Higher Education (2022) and the Royal Society of Biology Inclusive Pedagogies Conference (2023).

• Accounting Education
• Financial Reporting and Analysis
• Learning Analytics
• +3 more

Lim Keong Teoh is a Senior Lecturer in Accounting and Taxation at the University of Winchester, serving as Faculty Head of Learning and Teaching within the Faculty of Business, Law and Digital Technologies since 2009. Previously, he held a similar position at Coventry University and worked as an auditor at PricewaterhouseCoopers. His qualifications include an MBA, FAIA (ACAD), Postgraduate Certificate in Learning and Teaching in Higher Education (PgCLTHE), and Senior Fellowship of the Higher Education Academy (SFHEA). Teoh’s research focuses on accounting education and financial reporting, with particular emphasis on innovative teaching methodologies such as learning analytics, video-based assessments, and mobile technologies. He has secured multiple internal grants for projects like 'Data-Driven Teaching' (2020/21) and 'Enhancing Student Engagement with Interactive Video Tools' (2016/17). His work has been recognized with awards including the University of Winchester Senate Learning and Teaching Team Award (2019) and the Teaching Excellence Award from Coventry University (2007). Teoh has extensive international experience, including visiting fellowships at Warwick Business School (2005-2010) and collaborations with institutions in Malaysia. His teaching innovations span digital self-reflection tools, game-based learning systems, and podcast-driven instructional materials. He actively contributes to academic conferences and workshops, often focusing on improving assessment feedback mechanisms and curriculum design. Key areas of professional engagement include corporate social responsibility analysis in energy sectors, financial transparency practices among non-financial firms, and educational technology adoption across diverse academic settings. His scholarly contributions reflect a commitment to bridging theory with practical pedagogical applications.

• Educational Technology
• Digital Literacy
• Digital Writing
• +7 more

Katie Baleja is an Assistant Professor of Teaching in Educational Technology at Wayne State University's College of Education. She teaches courses such as TED2020 and TED6020, focusing on technology integration in teaching across multiple semesters through 2025. Research Interests: Her work centers on digital literacy, including digital writing and reading strategies, the use of screencasting for online assessment, and the alignment between educators' perceptions and classroom practices. She investigates how teachers implement digital tools despite limited professional development and systemic challenges. Publication Trends: Her recent publications (2019–2020) emphasize practical applications of digital literacy in K–12 education, often using mixed-methods research to explore teacher perceptions and instructional technologies. Themes include the role of digital reading and writing, assessment innovation during the pandemic, and foundational definitions of digital literacy in academic literature. Scientific Awards: No awards or honors are mentioned in the provided text. Advising and Grants: There is no explicit mention of graduate students advised, research grants, or funded projects. However, her active research agenda and publications suggest ongoing scholarly engagement in educational technology. Labs and Teams: No specific research labs, centers, or collaborative teams are mentioned in the text. Her collaborations include scholars such as Troy Hicks and Mingyan Zhang, particularly in studies related to digital literacy.

• e-Learning
• Intelligent Tutoring Systems
• User Modeling
• +3 more

Danijela Milošević is an Assistant Professor at the Faculty of Technical Sciences, University of Kragujevac, Serbia. Holding an MSc in Computer Engineering and a PhD in Technical Sciences, her research focuses on e-learning, intelligent tutoring systems, user modeling, and semantic web applications in education. She has authored/co-authored over 70 research papers and two textbooks. Education : MSc in Computer Engineering, PhD in Technical Sciences Her work emphasizes adaptive learning environments and educational technology, with notable publications in journals like TOJET and iJET . She contributes to the IF4TM project under Erasmus+ and coordinates the E-Lab at the university. Students and researchers benefit from her expertise in business model development through Canvas methodology, as evidenced by her involvement in organizing multiple training sessions for student innovation competitions. Scientific Awards : No specific awards were mentioned in the provided texts.

Lisa SousaView profile

Assistant Professor

• Special Education
• Disability Assessment
• Assistive Technology
• +3 more

Dr. Lisa Sousa is an Assistant Professor in the College of Liberal Arts, Business, Social Science, and Education at Franklin Pierce University. She teaches courses including Assessment, Teaching and Learning in a Democratic Society, Play and Human Development, Literacy Across the Curriculum, and specialized methods courses in social studies and communication. Her academic background includes a Ph.D. in Special Education from Texas Woman’s University, an M.A. in Special Education from California State University, Northridge, and a B.A. in Communicative Disorders. Research Focus Dr. Sousa's research centers on Special Education innovations, particularly in Disability Assessment , Assistive Technology , and AI applications in education . She explores generative AI for reading comprehension support, evidence-based literacy interventions, tele-assessment methodologies, and technology integration for students with learning disabilities. Her work bridges diagnostic practices with emerging educational technologies. Publication Trends Her recent scholarly output demonstrates a strong focus on AI's role in special education (particularly ChatGPT applications), innovative assessment systems for online/hybrid environments, and evidence-based literacy strategies. Publications frequently address technology ethics, policy implications, and practical implementations for diverse learners. Awards and Honors International Anthology Exemplary Course Program Award (Practicum & Multi-Tiered Systems of Support, 2022) Top Academic Program Assessment, SACSCOC Program Peer Review (2022) Omega Gamma Chi Honor Society Faculty Award (2022) Golden Key Honor Society (2011) Sondra Bonnington Award, Texas Woman’s University (2010) Grants and Service Grant funding includes Undergraduate Faculty Development Awards for AI/literacy research (2024-2025) and a Hyflex Instruction research grant (2022). Dr. Sousa holds leadership roles including: Board of Directors, Council for Exceptional Children (New Hampshire) State Unit Leader for New Hampshire (CEC National Board) Community Action Network Coordinator & State Policy Advocate Special Education Legislative Summit participant (Congressional advocacy)

David ComiskeyView profile

Professor

• Building Information Modelling (BIM)
• Digital Transformation of the Built Environment
• Technology-Enhanced Learning
• +4 more

David Comiskey is a Professor of Architectural Technology & Digital Built Environments at the Belfast School of Architecture & the Built Environment , part of Ulster University . He holds a First Class Honours Degree in Architectural Technology and Management from Ulster University and a MSc (Distinction) in BIM and Integrated Design from the University of Salford, where he received the Autodesk Award for Best Dissertation . His professional affiliations include Senior Fellow of the Higher Education Academy , Chartered Architectural Technologist (MCIAT) , Fellow of CIAT (2021), and Fellow of the Chartered Institute of Building (2020). He is also a Certified European Passive House Consultant . Comiskey’s research focuses on the digital transformation of the built environment , with a particular emphasis on Building Information Modelling (BIM) , technology-enhanced learning , and mental wellbeing in architectural technology . His work has led to international collaborations, including visits to institutions like the BIM TOPiCS Lab at the University of British Columbia . He has secured research grants, delivered industry consultancy, and mentored students to publish at peer-reviewed conferences. His expertise aligns with the UN Sustainable Development Goals (SDG 4: Quality Education, SDG 11: Sustainable Cities). Scientific Awards: Autodesk Award for Best Dissertation (2017) Distinguished Teaching Fellowship (Ulster University, multiple) National Teaching Fellowship (HEA, 2017) BIM Hero Award (2021) Twice shortlisted for International Chartered Architectural Technologist of the Year Awards (2018, 2020) Advising & Grants: Comiskey has supervised students whose research on digital transformation has been recognized internationally. He has secured funding grants and delivered consultancy training to industry, while serving as a reviewer for international journals. His 2011 project on screencasting for student feedback exemplifies his commitment to pedagogical innovation. Professional Activities: He serves on the advisory group for the QAA Subject Benchmark Statement for Architectural Technology, is an external examiner at multiple institutions, and sits on the CIAT Special Issues Taskforce. He is actively involved in promoting equality, diversity, and inclusion in architectural technology through his role in the CIAT EDI Taskforce.

Jörg ErbsmehlView profile

Lecturer

• Computer Science Education
• E-Learning
• Digitalization in Education
• +3 more

Jörg Erbsmehl is a Lecturer for special tasks at the Institute of Computer Science, University of Leipzig. He contributes to teacher training programs and collaborates with schools in Saxony to advance computer science education and digitalization. His research focuses on web-based teaching and learning scenarios, e-learning, and ontological structures for modeling learning processes in computer science education. He develops practical teaching materials and participates in educational events like the Sächsischer Schulinformatiktag. Erbsmehl co-authored a publication in 2023 on traffic simulation design for educational development processes. His work emphasizes accessible, practice-oriented didactics, offering screencasts and tools for audio/video production, presentations, and web applications under open licenses.

Michael RuffiniView profile

Professor

• Educational Technology
• Instructional Design
• Screencasting
• +4 more

Michael Ruffini serves as a Professor of Educational Technology within the Department of K-12, Health and Physical Education, & Middle Level & Secondary Education at Bloomsburg University. His career spans over a decade of advancing technology integration in educational settings through research, publication, and professional development leadership. Research Interests: Ruffini specializes in practical applications of educational technology, with core expertise in screencasting tools (Camtasia, PowToon), flipped classroom methodologies, and virtual field trip design. His work explores how dynamic PowerPoint animations and social bookmarking platforms like Diigo enhance student engagement and collaborative learning across K-12 and higher education environments. Publication Trends: Analysis of his scholarly output (2010-2015) reveals consistent focus on accessible technology implementation. Key themes include screencasting for instructional delivery, hybrid teaching models blending face-to-face and flipped approaches, and leveraging free tools for virtual experiences. His contributions prioritize actionable strategies educators can immediately apply in diverse classroom contexts. Scientific Awards: Ruffini has earned significant recognition including: National Recognition from the National Council for the Social Studies (NCSS) for program accreditation Academic enrichment software grant from TechSmith Corporation (2012) Grant Impact: His TechSmith grant transformed the Bloomsburg University McCormick 1148 Education Computer Lab with Camtasia Studio 8 and Snagit software, enabling advanced capabilities for creating instructional videos, digital storytelling projects, and narrated presentations. This resource supports both faculty development and student-centered multimedia creation. Professional Leadership: As an active conference presenter at PETE&C, ISTE, and RECAP events (2010-2019), Ruffini has shared evidence-based practices with thousands of educators statewide. His workshops on screencasting, flipped instruction, and animation design have directly influenced technology adoption in Pennsylvania's educational institutions.