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Ruth BebernikView profile

Researcher

• Mathematics Education
• Inclusive Education
• Collaborative Learning
• +6 more

Ruth Bebernik is a Researcher and doctoral candidate at the University of Duisburg-Essen, affiliated with the Department of Mathematics Didactics and the working group of Prof. Dr. Florian Schacht. She has been a scientific staff member since 2016, contributing to research in inclusive mathematics education, digital tool integration, and collaborative learning in secondary schools. Master of Education (M.Ed.) in Mathematics and Chemistry for Secondary Schools, University of Duisburg-Essen (2016) Bachelor of Science (B.Sc.) in Mathematics and Chemistry for Secondary Schools, University of Duisburg-Essen (2014) Her research focuses on inclusive geometry teaching, particularly through the use of digital tools such as dynamic geometry software (DGS). She investigates how students collaboratively understand geometric concepts like quadrilaterals and symmetry, with an emphasis on interaction processes and concept formation in inclusive classrooms. Her work bridges theory and practice, aiming to support teachers in creating equitable learning environments. The recent publications reflect a strong trend in mathematics education research, particularly in inclusive and technology-enhanced settings. Her work centers on designing and evaluating learning environments that support diverse learners through digital tools and collaborative tasks, especially in geometry. The interdisciplinary nature of her research connects educational theory, classroom practice, and digital innovation. Ruth Bebernik is actively involved in professional development and dissemination. She has conducted numerous workshops and presentations at national and international conferences such as GDM, CERME, and SEMT, and has contributed to teacher training programs like DZLM. She is a member of key academic networks including the Society for Mathematics Education, the Center for Teacher Education, and the Interdisciplinary Center for Educational Research. She has not received any scientific awards mentioned in the text. Her advising and grant activities are not detailed, but her leadership in research projects and workshops suggests active mentorship and project involvement. She is part of a vibrant research team under Prof. Schacht, focusing on innovation in mathematics teaching and learning.

Simona SbrannaView profile

Researcher

• Second Language Acquisition
• Prosody
• Interactional Fluency
• +5 more

Simona Sbranna is a postdoctoral researcher at the Institute of Linguistics – Phonetics , University of Cologne, specializing in second language acquisition, prosody, and interactional fluency. Her work focuses on the multidimensional aspects of L2 development, including emotional and multimodal feedback signals. Education: MA in Modern Languages and Literatures (University of Salerno, 2018), PhD in Linguistics (University of Cologne, 2023). Key Research Areas: L2 prosodic competence, backchannel signals, gaze behavior, interactional fluency, and the emotional dimensions of language learning. Publications: 15+ peer-reviewed articles and book chapters examining prosody, fluency, and multimodal communication in L1 and L2 contexts. Her recent work explores the integration of quantitative metrics for assessing L2 interactional fluency, including vocal feedback and eye gaze patterns. She has developed training programs for German language learners based on her research findings. Notable awards include the IPA PhD Thesis Award (2024) and the Franco Ferrero Award (2022). She has received multiple scholarships from a.r.t.e.s., Mercator Institute, and DAAD. Simona teaches courses on second language learning theories and laboratory phonology at the University of Cologne. She collaborates with international institutions and participates in conferences like Speech Prosody and AISV. Labs & Teams: She works within the Skills and Structures in Language and Cognition research project, focusing on prosodic and interactional aspects of language acquisition.

Marc Erich LatoschikView profile

Professor

• Virtual Reality (VR)
• Augmented Reality (AR)
• Human-Computer Interaction
• +5 more

Prof. Marc Erich Latoschik is the head of the Human-Computer Interaction (HCI) Chair at the University of Würzburg. His research focuses on immersive technologies, VR/AR applications, and their psychological impacts. He holds a formal academic appointment as a Professor and has led major research initiatives in Germany, including the Embodiment Lab (Bavarian competence center for virtual embodiment) and projects like ViTras (VR therapy for obesity) and ILAST (VR rehabilitation for knee injuries). Education : Bachelor's/Master's in Mathematics and Computer Science (University of Paderborn) Studies at the New York Institute of Technology and Bielefeld University Research Interests : Latoschik’s work bridges computer science and cognitive sciences, emphasizing embodiment theory, time perception in VR, and social VR dynamics. His interdisciplinary approach combines AI, real-time systems, and 3D graphics to develop impactful technologies for therapy, training, and entertainment. Publications & Impact : He has authored over 160 peer-reviewed articles (e.g., in TVCG , IEEE VR ) and won awards for innovations like multimodal VR interfaces. His research is funded by DFG, BMBF, and EU agencies. Teaching & Service : Latoschik teaches courses on real-time systems, HCI principles, and scientific writing. He actively contributes to academic communities as a GI VR/AR SIG co-founder and reviewer for top conferences. Labs & Initiatives : His Embodiment Lab explores avatar embodiment, while projects like SIRIS and CaveUDK advance VR middleware and multimodal interfaces.

Maximilian TölleView profile

Researcher

• Vision-Language-Action Models
• Task Representations
• 3D Representations for Robot Manipulation
• +3 more

Maximilian Tölle is a Ph.D. student at the Intelligent Autonomous Systems Group (IAS), Technische Universität Darmstadt, and a researcher at the German Research Center for Artificial Intelligence (DFKI) within the SAIROL department. Under the supervision of Dr. Puze Liu and Prof. Dr. Jan Peters, his work focuses on enabling affordable robots to understand natural language instructions and translate them into precise actions. His research addresses fundamental challenges in vision-language task representation and learning action-centric models for robotic control. Ph.D. Student, Intelligent Autonomous Systems Group, TU Darmstadt (since November 2022) Researcher, DFKI SAIROL Department Education: B.Sc. in Mechanical Engineering, M.Sc. in Automation Engineering from RWTH Aachen Supervisors: Dr. Puze Liu and Prof. Dr. Jan Peters Research Interests: Maximilian explores methods to bridge the gap between large language models and low-level robotic control. Key areas include: Vision-Language-Action (VLA) Models Task Representation Learning 3D Perception for Manipulation Generalization in Robotic Policy Learning Teaching Contributions: Teaching Assistant for Statistical Machine Learning (SS 2023, WS 2023/24, SS 2024, WS 2024/25) Robot Learning (WS 2023/24, SS 2024)

Linda WellmeyerView profile

Researcher

• Early Childhood Education
• Language Education
• Interaction Research
• +7 more

Linda Wellmeyer is a Teacher for Special Tasks in Educational Sciences at the University of Vechta, Germany, affiliated with the Faculty of Educational Sciences and the Department of General Pedagogy. Her work focuses on early childhood education, language development, and professional culture in educational settings. Her research interests include: Early Childhood Education Language Education Interaction Research Educational Diagnostics Professional Culture in Education Inclusive and Digital Education Her recent publications and lectures explore themes such as professionalization in daycare centers, Froebel's kindergarten concepts, and the role of educational professionals in early childhood development. The articles reflect a consistent focus on pedagogical reform, interaction dynamics, and systemic challenges in early education. She is an active member of several academic and professional organizations: German Society for Educational Science (DGfE) Junior researcher in the DGfE Commission on Early Childhood Education (PdfK) Pestalozzi-Fröbel Association eV (pfv) Education and Science Union (GEW) Linda Wellmeyer collaborates frequently with Anke König on research and lectures, and has presented internationally at institutions in Finland and Ireland. She has been involved in curriculum development, supervision of student theses, and the creation of teaching materials. She continues to contribute to both academic discourse and practical pedagogy in early childhood education. She is based at the University of Vechta and maintains an active academic presence through research, teaching, and professional engagement.

Torben SchmidtView profile

Professor

• Project-Based Language Learning
• Task-Based Language Teaching
• Digital Media in Foreign Language Education
• +7 more

Prof. Dr. Torben Schmidt is a Professor of English Didactics at the Leuphana University Lüneburg , where he has worked since 2011. As founder and director of the Future Center of Teacher Education (2018-2024), he led Germany’s national Excellence Initiative for Teacher Education. His research focuses on digital innovations in EFL classrooms, including AI-driven tutoring systems, gamified learning, and sustainable pedagogy.

Martin BastkowskiView profile

Lecturer

• English Language Teaching Methodology
• Teacher Training
• Active Learning
• +5 more

Martin Bastkowski, M. Ed., OStR, serves as a Lecturer in English Language Education at the Faculty of Humanities and Cultural Studies at Otto-Friedrich University of Bamberg and at the University of Hildesheim. He maintains a dual career as both an academic lecturer and a practicing school teacher at KGS Ernst-Reuter-Schule in Pattensen, where he holds the positions of Teacher and Head of Foreign Languages Department as well as Deputy Head of Secondary School I. His research and teaching interests focus on practical English language teaching methodology, with emphasis on active learning approaches, methodological diversity, communicative media use, performance assessment, and optimizing teaching and learning processes. His work bridges theoretical frameworks with classroom practice, providing valuable insights for both pre-service and in-service teachers. Bastkowski's recent publications reveal a growing engagement with digital education tools, AI applications in language teaching, collaborative learning approaches, and innovative assessment methods. His work consistently addresses practical classroom challenges while incorporating contemporary educational technologies and pedagogical approaches. Co-editor of the specialist journal 'Englisch 5-10' Co-author of the 'Lighthouse' textbook series (General and Advanced Editions) Regular contributor to professional development for English teachers Consultant for ministry commissions on English language education As an educator who maintains active classroom experience while contributing to academic discourse, Bastkowski offers valuable perspective on the practical implementation of teaching methodologies. His consultation hours at the university demonstrate his commitment to supporting teacher trainees in bridging theory and practice.

• Learning Technologies
• Artificial Intelligence
• Education
• +4 more

Dr. Volodymyr Sokol is a researcher at RWTH Aachen University’s College of Computer Science, specializing in Learning Technologies. He contributes to academic research and teaching in the field of educational technology and software engineering. His research focuses on adaptive learning systems, competency-based education, and the integration of AI into teaching processes. He works closely with the Department of Learning Technologies to develop scalable educational solutions. The articles in his portfolio highlight trends in intelligent educational technologies, competency frameworks, and adaptive content generation. These publications demonstrate expertise in aligning academic curricula with industry needs and leveraging knowledge management systems for learning. He has advised Master’s student Muhammad Abdullah on AI-related educational tools, emphasizing practical applications in IT training environments.

Tomáš KosView profile

Assistant Professor

• Peer Interaction in Language Learning
• Content and Language Integrated Learning (CLIL)
• Task-Based Language Teaching
• +5 more

Dr. Tomáš Kos is a Junior Professor in English Language Education at Humboldt University of Berlin's Department of English and American Studies, where he has been employed since September 2021. Originally from Prague, Czech Republic, he brings 25 years of international teaching experience from Asia and Europe to his academic position. His academic journey includes a PhD in Applied Linguistics from Lancaster University, an MA in Advanced Japanese Studies from Sheffield University, and extensive classroom teaching experience in Japan, Taiwan, and Germany. Professor Kos's research focuses on peer interaction in language learning, Content and Language Integrated Learning (CLIL), Task-Based Language Teaching, and mixed-ability classrooms. His recent publications (2023-2025) demonstrate consistent scholarly output examining how peer-mediated learning affects language acquisition in primary and secondary settings, with particular attention to collaborative writing, reading comprehension, and classroom task design. His work bridges theoretical insights with practical classroom applications. His current research portfolio includes multiple funded projects with international partners, including studies on CLIL implementation in primary classrooms (ECML-funded), cross-linguistic mediation effects (DFG-funded), and pre-service teacher education design (DFG-funded). These projects reflect his commitment to developing evidence-based approaches to language teaching across diverse educational contexts. TOEFL award for student research (Task-based Language Teaching conference, 2016) Japanese Language Proficiency Test Level 1 certification (2006) As an educator, Professor Kos teaches seminars on foreign language didactics, second language acquisition, and specialized topics in language education. His teaching approach integrates his extensive practical classroom experience with current research findings, providing students with both theoretical foundations and practical applications. He actively supervises MA theses and participates in developing pre-service teacher education programs that prepare future language educators for diverse classroom settings. Professor Kos leads a research group focused on language education that examines peer interaction dynamics, task design, and CLIL implementation. His work emphasizes practical applications for classroom teachers while contributing to theoretical understandings of language acquisition processes in collaborative settings.

• Rehabilitation Sciences
• Sign Language Interpreting
• Sign Language Pedagogy
• +3 more

Andreas Bittner serves as a Lecturer for Special Tasks at Humboldt University of Berlin's Institute of Rehabilitation Sciences within the Faculty of Humanities, Social Sciences and Education. He maintains dual teaching responsibilities in Sign Language Interpreting and Sign Language/Audiology Pedagogy, operating from Ziegelstraße 4 with postal address Unter den Linden 6, 10099 Berlin. His expertise centers on: Rehabilitation Sciences frameworks for sensory impairments Sign language interpretation methodologies Audiology pedagogy for deaf/hard-of-hearing education Communication disorder interventions While his profile lists publication categories (books, articles, conference contributions), specific scholarly output remains undocumented in available materials. His role emphasizes practical teaching over research, with no lab infrastructure or grant activity indicated. As a Lecturer for Special Tasks, Bittner bridges professional practice and academia, focusing on skill-based instruction without traditional research obligations. Prospective students should anticipate hands-on training in sign language systems and rehabilitation techniques within Berlin's clinical and educational networks.

Andreas LegnerView profile

Lecturer

• Syntax
• Pragmatics
• Phonetics
• +3 more

Andreas Legner serves as a Lecturer for Special Tasks at the Institute of German Studies, Faculty of Languages, Literature and Cultural Studies, University of Regensburg. He has held this position since 2007, with continuous teaching involvement since 2003 across multiple academic units. His educational background includes: MA in German, English and General Linguistics from University of Regensburg (1996-2003) Additional training in German as a Foreign Language (2001) Training in International Action Competence (2002) Teaching Assistant experience at University of North Dakota (1999-2000) Lecturer position at University of Opole, Poland (2002-2003) Dr. Legner's research focuses on core German linguistic domains including syntax, pragmatics, phonetics, phonology, orthography, and morphology. His dissertation examined situation-based syntax through analysis of football reportage in English and German radio broadcasting, demonstrating practical application of linguistic theory to real-world communication contexts. At the Chair of German Linguistics, he provides academic advising for all degree programs, oversees tutorials, manages student placement through HIS-LSF, and serves on the selection committee for Teaching Assistants to the USA. His teaching portfolio spans contemporary language, language history, and descriptive grammar courses since 2006-2007, with specialized semester-specific courses covering syntax, morphology, phonetics, and semantics. Dr. Legner has been instrumental in German as a Foreign Language instruction since 2003, teaching all proficiency levels (A1-C2). He co-leads 'Babylon,' the university's international theater group, and has contributed to Virtual Bavarian University projects including 'Key Competence Spelling,' 'Phonetics for German as a Foreign Language,' 'German for Medical Professionals,' and 'Applied Writing Competence.' His office is located in Building PT, Room 3.2.7, with regular consultation hours scheduled through October 2025.

Alexander EckerView profile

Professor

• Machine Learning
• Computational Neuroscience
• Visual Perception
• +3 more

Prof. Dr. Alexander Ecker is Professor of Data Science at the Institute of Computer Science, University of Göttingen, and concurrently holds the prestigious Max Planck Fellow position at the Max Planck Institute for Dynamics and Self-Organization. Since 2020 he also serves on the Executive Board of the Campus Institute Data Science in Göttingen. He leads the Neural Data Science research group, comprising 14 PhD students and 2 postdoctoral researchers, focusing on the interface of machine learning and computational neuroscience. His educational background includes a Dr. rer. nat. in Neuroscience (2014) from the Graduate School of Neural and Behavioral Sciences/IMPRS, University of Tübingen, followed by post-doctoral and group-leader positions at the University of Tübingen and the Max Planck Institute for Biological Cybernetics. Research Interests Machine Learning & Deep Learning: developing novel algorithms for representation learning and generative modeling. Computational Neuroscience: large-scale data-driven modeling of visual cortical circuits. Visual Perception: bridging biological vision and computer vision via biologically inspired architectures. His work has produced a steady stream of influential publications (2019-2025) in leading journals such as Nature Communications , Nature , Nature Methods , PLOS Computational Biology , ICLR , NeurIPS , and CVPR . The publications trend toward integrating high-resolution neural recordings with state-of-the-art machine-learning models to uncover principles of sensory processing, neuron-type classification, and behavior. Scientific Awards & Honors Max Planck Fellow, Max Planck Institute for Dynamics and Self-Organization (ongoing) Executive Board Member, Campus Institute Data Science, Göttingen (since 2020) Teaching, Advising & Grants Regularly teaches advanced courses: “Deep Learning for Image Synthesis”, “Current Topics in Deep Learning”, and “Graph Machine Learning”. Supervises 14 current PhD students and 2 postdocs within the Neural Data Science Group. Offers numerous Bachelor’s and Master’s thesis projects, with topics ranging from neuronal morphology clustering to primate vocalization analysis. Leads or co-leads large collaborative consortia with labs in Göttingen, Tübingen, Baylor College of Medicine, and other institutions across the US and Germany. Labs & Teams The Neural Data Science Group operates at the Institute of Computer Science, University of Göttingen, and is tightly integrated with the Max Planck Institute for Dynamics and Self-Organization. The group maintains active collaborations with over a dozen partner laboratories, including groups led by Fabian Sinz, Andreas Tolias, Thomas Euler, Tim Gollisch, and Viola Priesemann, fostering an interdisciplinary environment that spans computer science, physics, biology, and psychology.

Regina GrundView profile

Research Fellow

• Applied Linguistics
• Second Language Acquisition
• Cross-Linguistic Influence
• +5 more

Regina Grund is a Research Fellow at the Institute of Modern Languages at the University of Würzburg, specializing in English Linguistics. She holds a Teacher’s Degree (1. Staatsexamen) in English and French from the University of Würzburg (2020), alongside a Bachelor of Arts in English and French. Her work bridges second language acquisition, crosslinguistic influence, and digital media, with a focus on grammar learning and music-language alignment in educational contexts. Education: 1. Staatsexamen (2020) and BA in English/French (University of Würzburg) Her research explores how digital tools and music can enhance grammar learning, particularly in ELT environments. Recent projects include analyzing pre-service teachers' beliefs about songs in education and developing task-based learning materials like TaskCards to foster language awareness and diversity. She collaborates with scholars such as Barış Kabak and Theresa Summer, presenting at conferences like BAELc14, IAWE25, and IATEFL. Grund's publications emphasize practical implications for digital grammar learning and the integration of popular culture into language teaching. She has contributed to edited volumes and journals like Englisch 5-10 , focusing on innovative pedagogy and reflective practice. Her teaching roles span seminars on morphology, syntax, contrastive grammar, and digital literacy in ELT at both the University of Bamberg and Würzburg.

• English Language Teaching
• Applied Linguistics
• Language Pedagogy

Uwe Hausmann serves as a Lecturer in the Department of English and American Studies within the Faculty of Philosophy at the University of Würzburg. He holds the specialized position of Teacher for Special Tasks focused on Language Practice, delivering practical language instruction in English. His teaching expertise centers on applied linguistics and communicative language pedagogy, directly supporting the department's mission to develop students' English proficiency through structured practice modules. This role emphasizes real-world language application rather than theoretical research. Based in room 7.U.3 at the Hubland campus, he maintains consultation hours by appointment during academic terms and is contactable via university email.

Simone SchäffnerView profile

Researcher

• Language Processing
• Bilingualism
• Speech Therapy
• +6 more

Dr. Simone Schäffner serves as a Scientific Associate and Lecturer at the Chair of Pedagogy and Intervention for Language and Communication Impairments within the Institute for Special Education at the Faculty of Human Sciences, Julius-Maximilians-University Würzburg. Since January 2021, she has held dual roles as both a lecturer in the Academic Speech Therapy/Speech Therapy program at Würzburg's Vocational School for Speech Therapy and as Coordinator of the Academic Speech Therapy/Logopedics program at the university. Her educational background includes: Doctor of Philosophy (Dr. phil., summa cum laude) from RWTH Aachen University (2018) Master of Science in Teaching and Research Logopedics from RWTH Aachen University (2012) Bachelor of Science in Logopedics from RWTH Aachen University (2010) State-certified Logopedist qualification (2008) Dr. Schäffner's research centers on multimodal language processing , particularly examining how different sensory inputs affect language comprehension in children with language development disorders. Her work explores bilingual language processing in bimodal bilingual individuals and investigates the relationship between language disorders and sensory integration. A significant portion of her recent research focuses on metacognitive training approaches for improving executive functions in children, with direct applications for speech therapy interventions. She examines gesture production differences, modality switching mechanisms, and the role of modality compatibility in elementary school children's language processing. Analysis of her publication trajectory reveals a clear progression from foundational research on modality effects in language switching to applied research examining these phenomena in clinical populations. Her work increasingly bridges cognitive psychology and speech therapy, developing evidence-based interventions that translate theoretical findings into practical therapeutic approaches, particularly through metacognitive and working memory training protocols. Dr. Schäffner supervises bachelor's theses in the Academic Speech Therapy program and coordinates clinical internships at the ENT Clinic of the University Hospital Würzburg. Her teaching encompasses courses on research methodology in speech therapy, language comprehension disorders, and multilingualism. She leads several active research projects: Investigating modality-specific effects in language processing in children with language development disorder Conducting multitasking studies to examine modality effects in bimodal bilingual individuals Studying the relationship between diagnosed language disorders and sensory integration Her research takes place within the Chair of Pedagogy and Intervention for Language and Communication Impairments, which functions as part of the university's broader infrastructure for special education research and clinical practice.