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Jo BirdView profile

Associate Professor

• Digital Technologies in Early Childhood Education
• Play and Play-Based Learning
• STEM in Early Childhood
• +7 more

Jo Bird is an Associate Professor in the School of Education at the University of New England (UNE), Faculty of Humanities, Arts, Social Sciences and Education. She serves as the Higher Degree Research Coordinator, supporting postgraduate research students in early childhood education. Her work bridges academia and practice, with a strong focus on digital technologies in early childhood settings. Her research interests include: Digital technologies in early childhood play Integration of STEM and nature-based learning Development of 21st-century skills in young children Supporting educators in using digital tools for planning and documentation Early childhood leadership and professional development Jo Bird's recent publications reflect a consistent trajectory in digital play, nature education, and military family support programs. Her work emphasizes children’s agency, innovative pedagogies, and the role of technology in enhancing learning outcomes. She has contributed significantly to frameworks like the Digital Play Framework and digital storytelling applications. Her scientific achievements include: Council for the Humanities, Arts and Social Sciences (CHASS) Award for Distinctive Work (2022) Australian Postgraduate Award (APA) Scholarship (2013–2015) She actively supervises doctoral and master’s students in early childhood technology, play, and primary education transitions. Her research has been supported by grants from The Ian Potter Foundation and UNE. She has also led digital application development, such as 'Waiting for Daddy: Rose’s story', to amplify children's voices. Jo Bird is involved in several research teams and initiatives, including projects on military family education and digital portfolio systems (ARTefacts). She collaborates widely across institutions and contributes to national discourse through professional learning sessions, conference presentations, and practitioner publications.

Zheng ZhangView profile

Researcher

• Human-AI Interaction
• Human-Computer Interaction
• Machine Learning
• +3 more

Zheng Zhang is a Ph.D. candidate in the Department of Computer Science and Engineering at the University of Notre Dame, where he focuses on human-AI interaction. He also works as an Applied Scientist in Adobe's GenAI team, developing interactive AI systems for user experience enhancement. He has held internships at Apple, AWS AI, and Meta Reality Labs. Education: Ph.D. (in progress) at University of Notre Dame M.S. in Computer Science from University of Rochester and University of Minnesota B.Eng. in Software Engineering from Shaanxi Normal University His research explores the intersection of human-computer interaction (HCI) and machine learning (ML), emphasizing systems that provide adaptive, context-sensitive support for complex cognitive tasks. Key areas include collaborative tools for team ideation, incremental learning from user demonstrations, and multimodal context-aware interfaces. Recent publications demonstrate a focus on AI-augmented collaboration through large shared displays (LADICA), audio-visual annotation (PEANUT), and interactive qualitative coding (PaTAT). His work increasingly integrates generative AI with real-time human input, particularly for co-located teams and educational applications. He serves as a Program Committee member and reviewer for top HCI/ML conferences including CHI, UIST, IUI, and ACL. Teaching experience spans courses in human-AI systems, algorithms, and data structures.

Mechthild LöwensteinView profile

Professor

• Nursing Education
• Portfolio Work
• Innovative School Development
• +3 more

Mechthild Löwenstein is a Professor of Nursing Education at Esslingen University of Applied Sciences since 2016. Doctor of Philosophy in Nursing Science from UMIT Hall i. Tirol Dean of Nursing Education (BA) program Specializes in portfolio-based learning, organizational development, and digital transformation in healthcare education Recipient of the 2014 Stiftung Bildungspakt Bayern innovation award Research Trends: Her recent work focuses on digitalization strategies in nursing education, competency development through portfolios, and pandemic-driven pedagogical adaptations. Scientific Awards: 1. Preis 'Innere Schulentwicklungsinnovationspreis 2014' Professional Contributions: She has pioneered innovative teaching methods, led nursing training centers, and published extensively on educational reform.

• 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).

Christian DeckerView profile

Professor

• Corporate Finance
• Structured Finance
• Investment Banking
• +4 more

Christian Decker is Professor of International and Corporate Finance at the Department of Economics, Hamburg University of Applied Sciences (HAW Hamburg). His research focuses on corporate and structured finance, corporate and investment banking, and methodical aspects of research. He specializes in competency-based instructional design, integrating e-learning, blended learning, and flipped classroom models into higher education. Decker has contributed extensively to academic research and writing methodologies, with a particular emphasis on digital education and educational media. University of Hamburg (Dipl.-Kfm., 1994) University of Bremen (Dr. rer. pol., 2007) University of Hamburg (M.H.Ed., 2020) His research spans corporate finance, educational innovation, and digital learning strategies. Recent publications analyze case-based assessments, poster conferences, and the Scholarship of Teaching and Learning (SoTL), reflecting his commitment to advancing pedagogical practices. Decker has supervised doctoral theses, including J. Beck's 2021 work on fintech financing for SMEs. He has received the Hamburg Teaching Award twice (2012, 2017) for his contributions to e-learning and team teaching. Hamburg Teaching Award 2012 Hamburg Teaching Award 2017 Decker's professional roles include leadership in curriculum reform and departmental governance. He has conducted workshops on inverted classroom models and digital mastery learning, collaborating with institutions like FH St. Pölten and RWTH Aachen. His educational media projects emphasize individualized learning through videos, webinars, and interactive labs.

Marwa KeshkView profile

Lecturer

• Cyber Security
• Artificial Intelligence
• Privacy Preservation
• +5 more

Dr. Marwa Keshk is a Lecturer in Cyber Security at the School of Professional Studies, University of New South Wales (UNSW) Canberra. Her academic career focuses on the intersection of cybersecurity and artificial intelligence, with particular expertise in privacy preservation, anomaly detection, and threat intelligence. Her educational background includes: PhD in Cyber Security and Privacy Preservation (2021) from UNSW Master's degree in Evolutionary Computation (2017) from UNSW Bachelor's degree in Computer Science (2012) from the Faculty of Computers and Information at Helwan University, Egypt Dr. Keshk's research interests primarily center around the application of artificial intelligence and machine learning techniques to enhance cybersecurity measures. Her work explores how computational intelligence, statistical methods, and emerging technologies can be leveraged for privacy preservation, anomaly detection, and threat intelligence. She has made significant contributions to the security of Internet of Things (IoT) networks, cyber-physical systems, and critical infrastructure protection. Her research often combines theoretical advancements with practical applications, addressing real-world security challenges in increasingly connected digital environments. Analysis of Dr. Keshk's publication history reveals a strong focus on applying AI and machine learning to cybersecurity challenges, particularly in IoT environments. Her work demonstrates a progression from foundational research in evolutionary computation to specialized applications in cybersecurity. Recent publications show increasing emphasis on explainable AI for security applications, reflecting the growing need for transparency in security decision-making processes. Her research spans multiple domains including smart cities, industrial control systems, and power networks, demonstrating the versatility and wide applicability of her security frameworks. Dr. Keshk has received notable recognition for her academic work: UNSW Tuition Fee Scholarship for PhD Research (2018-2021) Data61/CSIRO Scholarship (2019-2021) During her PhD studies, Dr. Keshk was a research candidate at Data61-CSIRO in Australia, providing her with valuable industry experience alongside her academic pursuits. Her collaborative approach to research is evident in her extensive co-authorship with colleagues across various institutions, particularly with researchers from UNSW and other Australian universities. Dr. Keshk's work contributes significantly to several research teams and initiatives focused on cybersecurity and AI at UNSW Canberra. Her expertise complements broader efforts in secure systems development, particularly in the context of increasingly connected environments where traditional security boundaries are challenged by new technologies.

• Computer-Supported Collaborative Learning
• Virtual Reality in Education
• Science Education
• +5 more

Rolf Steier serves as Professor at Oslo Metropolitan University within the Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education, holding the position of Head of Studies for Area of Responsibility 5. His office is located at Pilestredet 52, 0167 Oslo (B534), with contact details including mobile +47 906 92 626, office +47 672 36 014, and email rolf.steier@oslomet.no. He actively contributes to the Digital Learning Arenas research group, focusing on technology-enhanced educational environments. Steier's research centers on computer-supported collaborative learning (CSCL) and virtual reality applications in education, with specific expertise in embodied cognition, science education, museum learning, and narrative structures in STEM. His work examines how learners co-construct knowledge through digital interactions, particularly investigating the role of physical embodiment in virtual environments and the integration of narrative techniques to facilitate engagement in informal learning contexts. Recent projects explore immersive VR experiences for collaborative meaning-making and the adaptation of interaction analysis methodologies for technology-mediated educational research. Analysis of Steier's 2021-2025 publications reveals a clear trajectory toward increasingly sophisticated integration of virtual reality in educational research, with growing emphasis on interdisciplinary applications in science education. Key thematic developments include the refinement of interaction analysis frameworks for digital contexts, the exploration of perspective-taking across blended realities, and the strategic use of narrative to enhance STEM engagement in informal settings. His work consistently bridges theoretical learning science with practical educational technology implementation. The Digital Learning Arenas research group serves as the primary platform for Steier's collaborative work, functioning as an interdisciplinary hub for developing and studying innovative digital learning solutions. This group facilitates partnerships across educational sectors to transform teaching practices through emerging technologies, with recent focus on VR-based collaborative learning environments and cross-contextual knowledge transfer.

Cecilia WallerstedtView profile

Professor

• Early Childhood Education
• Music Education
• Aesthetic Education
• +7 more

Cecilia Wallerstedt is a Professor at the University of Gothenburg, affiliated with both the Artistic Faculty at the Academy of Music and Drama and the Department of Education, Communication and Learning. As Pro-Dean of the Artistic Faculty, she bridges artistic and educational research, while leading the FILUR project focused on imagination development in early childhood education. Her research explores teaching and learning in music and other aesthetic subjects across educational levels, emphasizing teacher-child interactions and sociocultural theory. Current projects address play-responsive teaching, intergenerational play dynamics, and digital media integration in preschool settings. She supervises PhD students in the PReCEC graduate school and collaborates with Nordic institutions through networks like the Studies of Artistic Vision and the Network for Internship Development. Recent publications highlight play-responsive didaktik, metacognitive strategies, and cultural historical theory applied to music, narrative play, and multilingual engagement. While no scientific awards are mentioned, her work includes EU-funded research and systematic reviews of music education practices.

Tilman von BrandView profile

Professor

• German Didactics
• Literature Didactics
• Media Didactics
• +5 more

Prof. Dr. Tilman von Brand is a tenured Professor of Didactics of German Language and Literature at the Institute of German Studies within the Faculty of Philosophy at the University of Rostock. His work spans literature, language, and media didactics, with a focus on inclusive education, historical-political learning, and the history of German teaching in the GDR. Research Interests include: Developing inclusive teaching models for literary texts, particularly in mixed-ability classrooms. Historical analysis of pedagogical practices in GDR education. Digital teaching methods and media culture integration in German language instruction. His recent publications address literary writing as cultural practice , digitally enhanced reading pedagogy , and satire as a critical thinking tool . He is co-editor of the journal Praxis Deutsch and leads projects like LLinkL (Literary Learning in Inclusive Learning Groups) and the German Learning Workshop , which explores theory-practice connections in teacher training. The workshop, funded by the BMBF , integrates modern technology and didactic materials to improve inclusive teaching environments. Students under his supervision include Stefanie Granzow , whose dissertation examines text-image combinations (e.g., graphic novels) as inclusive learning tools. His team collaborates with facilities like InFoLaB to simulate and evaluate teaching practices.

• Educational Technology
• Learning Environments
• Big Data in Education
• +4 more

Ricardo Torres Kompen serves as an Assistant Professor at La Salle University's International School of Commerce and Digital Economy within the Enterprise and Technology Department. He is an active member of the Human-Environment Research group, contributing to interdisciplinary research at the intersection of educational technology and digital learning environments. His research interests focus on Educational Technology, Learning Environments, Big Data in Education, Virtual Learning Environments, Educational Analytics, and Technology Enhanced Learning. Dr. Torres Kompen has established himself as a specialist in personal learning environments and their relationship to self-regulated learning, with significant contributions to understanding how digital tools can enhance educational experiences. His publication record shows a consistent trajectory of impactful research, with multiple publications in 2021-2022 demonstrating expertise in educational technology applications, particularly in the areas of learning analytics, big data applications in education, and privacy considerations in digital learning environments. His work often addresses practical implementations of technology in educational settings while maintaining theoretical grounding in learning sciences. Dr. Torres Kompen has been actively involved in multiple research projects including the Academic Analytics project (ASPA4DOR, 2022-2023), Human-Environment Research (2022-2025), NCA Impact Evaluation (2021), and the TRANSARC project (2019) which focused on promoting interrelation between subjects and academic programs. His collaborative approach is evident in his participation across various institutional research initiatives. His research demonstrates strong connections between theoretical frameworks and practical applications in educational technology, with particular emphasis on how big data analytics can improve educational outcomes while maintaining student privacy and security. The consistent citation counts across his publications (ranging from 3-34 citations according to Scopus) indicate growing recognition of his contributions to the field.

• Mathematics Education
• Early Childhood Education
• Educational Technology
• +1 more

Lena S. Jaeger is a Researcher at Bielefeld University's Faculty of Mathematics, Institute for Mathematics Education, Working Group 3 – Early Mathematical Education. She also serves as Deputy eLearning Representative and participates in the Research, Young Scientists committee, contributing to academic governance and digital teaching initiatives. Research Associate, Faculty of Mathematics, Institute for Mathematics Education (May 2022 - present) Research Assistant, Faculty of Education, AG 9 - Media Education (March 2021 - May 2022) Her educational background includes a Master of Education in Primary School Teaching from Bielefeld University (2021) and a Bachelor of Arts in Primary School Teaching from the University of Wuppertal (2018). This foundation in primary education informs her specialized research in early mathematical learning. Dr. Jaeger's research focuses on the intersection of mathematics education and digital learning technologies. Her work in Early Mathematical Education examines cognitive development in young learners, while her background in Media Education informs her approach to integrating technology into pedagogical practices. She investigates how digital tools can enhance mathematical understanding in primary school settings, with particular attention to inclusive teaching methods that accommodate diverse learning needs. As Deputy eLearning Representative, she plays a pivotal role in advancing digital teaching strategies within the Faculty of Mathematics. Her position bridges theoretical research with practical implementation, ensuring that technological innovations serve authentic educational purposes rather than being implemented for their own sake. Mathematics Education - Theoretical frameworks and practical applications Early Childhood Cognitive Development in Mathematical Concepts Digital Learning Environments for Primary Mathematics Inclusive Teaching Strategies for Diverse Learners Lena S. Jaeger maintains an active role in the academic community through her committee work and research collaborations. Her dual expertise in mathematics education and media/technology positions her at the forefront of evolving pedagogical approaches in higher education.

Tuğçe BilenView profile

Assistant Professor

• Artificial Intelligence
• Computer and Communication Networks
• Digital Twin
• +4 more

Tuğçe Bilen is an Assistant Professor at Istanbul Technical University's Department of Artificial Intelligence and Data Engineering, within the School of Computer and Informatics. Her research focuses on Artificial Intelligence and Computer and Communication Networks, particularly Digital Twin technologies, 6G wireless systems, and smart IoT applications. PhD in Computer Engineering (2017-2022), Istanbul Technical University Master's in Computer Engineering (2016-2017), Istanbul Technical University Licence in Computer Engineering (2010-2015), Istanbul Technical University Her research explores Digital Twin middleware for smart farms, energy-aware task scheduling in 6G edge networks, aeronautical ad-hoc network optimization, and cloud-based protocol enhancements. Recent work addresses metaverse-driven supply chain optimization and secure routing for aircraft networks. Key publication trends show strong focus on: Digital Twin integration across domains 6G wireless network architectures Adaptive routing algorithms Energy-efficient IoT systems Security in airborne communication Machine Learning for network management Scientific recognition includes: Serhat Özyar Young Scientist of the Year Honorary Award (2023) Doctoral Thesis Award from Istanbul Technical University (2023) TÜBA Doctoral Science Awards-Teknofest (2023) She serves as Principal Investigator for the Unsupervised Learning-Based Management of Ad Hoc Airborne Network Topology project (2024-2026) and holds a patent for Parametric Parsing Based Routing System in Content Delivery Networks (2021). As IEEE member since 2015, she contributes to telecommunications standards.

Julie SykesView profile

Professor

• Interlanguage Pragmatics
• Second Language Acquisition
• Digital Games for Language Learning
• +3 more

Julie Sykes is a Professor in the Linguistics Department at the University of Oregon's College of Arts and Sciences, where she serves as the Director of the Center for Applied Second Language Studies. She is affiliated with the Language Teaching Studies program and maintains an office in Straub Hall on the University of Oregon campus in Eugene. Dr. Sykes' research focuses on interlanguage pragmatics, second language acquisition, and the integration of digital technologies in language education. Her work particularly emphasizes game-based approaches to language learning and the development of pragmatic competence through digital simulations and virtual environments. She has made significant contributions to understanding how learners acquire pragmatic knowledge in digital contexts and how technology can be leveraged to enhance language teaching and learning. Research Focus Areas: Interlanguage pragmatics in digital contexts Game-based language learning Digital simulations for language assessment Technology-enhanced language teaching methodologies Place-based mobile language learning Pragmatic competence development Her scholarly output demonstrates consistent engagement with the evolving landscape of language education, particularly in how digital spaces and gaming environments can facilitate authentic language use and pragmatic development. Dr. Sykes has published extensively on topics including language teaching through play, digital place-based learning, and the measurement of intercultural and pragmatic competence in simulated environments. As Director of the Center for Applied Second Language Studies, Dr. Sykes plays a leadership role in advancing research and practice in language education at the University of Oregon, contributing to the preparation of language educators who work in increasingly digital and globalized contexts.

• American Studies
• Native American subjectivity
• Identity
• +13 more

Ana Maria Costa Lopes is a Professor at the Polytechnic Institute of Viseu's School of Education (Escola Superior de Educação de Viseu), where she has been serving as a Coordinating Professor since 2020. She holds leadership positions in the Foreign Languages Department and has previously served as Coordinator of the Foreign Languages Department, Vice-President of the Technical Scientific Council, and Secretary of the Scientific Council. Her educational background includes a PhD in Letters with specialization in American Studies from the University of Beira Interior (2009), a Master's in Anglo-Portuguese Studies from NOVA University Lisbon (1995), and a Bachelor's in Modern Languages and Literatures with a focus on English and German Studies from the University of Coimbra (1981). She is fluent in English (C2 level) and has basic proficiency in French, German, and Italian. Her research spans multiple areas within Humanities, with particular focus on American Studies, Native American subjectivity, identity, oral tradition, subjective space, colonial and post-colonial spaces, borders, geocriticism, heterotopia, translation, imagination/representation, space studies, finitude, and travel literature. Her work demonstrates strong interdisciplinary connections between literature, cultural studies, spatial theory, and language education. Her recent publications reveal a growing interest in the intersection of language education, digital technologies, and pedagogical innovation, with numerous studies on foreign language learning in higher education, multimodal creativity, and storytelling as pedagogical tools. She has also maintained her foundational research in American literature, particularly focusing on spatial representation and identity formation. Active participant in multiple research projects including HARVEST (2023-2024), APSASeG (2022-2024), and others focused on language education and pedagogical innovation Regular member of academic committees including scientific and organizational committees for conferences on language teaching and literary studies Active participant in recruitment and evaluation juries for academic positions Her academic leadership extends to supervising master's theses and participating in examination committees both in Portugal and internationally, including at the Federal University of Goiás in Brazil.

• Mathematics Education
• Educational Sciences
• Technology in Education
• +3 more

António Augusto Gaspar Ribeiro serves as Professor at the Polytechnic Institute of Viseu's School of Education, where he has maintained continuous academic service since 1986, progressing from Assistant to current Professor Coordenador rank. His scholarly identity centers on Mathematics Education with specialized expertise in geometry pedagogy and educational technology integration across primary and teacher education contexts. His academic formation includes: Doctorate in Didactics of Mathematics (2005, University of Aveiro) Doctorate in Didactics (2005, University of Aveiro) Master's in Mathematics Teaching Methodology (1995, University of Lisbon) Licenciatura in Mathematics Teaching/Nature Sciences (1987, Polytechnic Institute of Viseu) Ribeiro's research program demonstrates sustained innovation in mathematics education, particularly through dynamic geometry environments like Cabri-Géomètre for primary classrooms. His work bridges theoretical frameworks with practical applications, examining teacher cognition, curriculum implementation challenges, and technology-enhanced learning. Recent scholarship shows expanded focus on interdisciplinary approaches in higher education and the pedagogical potential of humor in mathematics instruction. Analysis of his 25+ publications reveals evolving thematic trajectories: early work (2002-2006) established foundations in geometry education and technology integration; mid-career research (2009-2014) addressed curriculum reform and teacher development; current output (2017-2021) emphasizes interdisciplinary collaboration, early childhood mathematics, and socio-emotional dimensions of learning. His scientific recognition includes: 1º Concurso Nacional de Software Educacional - PUZZLE (1993) 1º Concurso Nacional de Software Educacional - JornalHist (1993) Ribeiro has supervised eight master's theses in Educational Sciences, primarily focusing on geometry education, technology integration, and teacher cognition. He leads the SmartCityKidsLab initiative (2019-present) and previously coordinated the PRINT interdisciplinary project (2017-2018) with Brazilian partners. His research portfolio includes four funded projects through the Center for Research in Education, Technologies and Health. As an institutional leader, he serves on the School of Education's Scientific Council and has held multiple governance roles including Pedagogical Council Secretary (1996-1998) and Vice-President of the School Board (2000-2002). His professional engagement extends to the Association of Mathematics Teachers and international collaborations with Brazilian institutions.