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Mark Gales is Professor of Information Engineering at the University of Cambridge and an Official Fellow at Emmanuel College. He is currently on sabbatical leave for the 2024/25 academic year. Prior to his academic career, he worked as a consultant at Roke Manor Research Ltd, developing radar systems, before transitioning to speech and language processing. PhD in 'Model-Based Techniques for Robust Speech Recognition' (University of Cambridge, 1995) BA in Electrical and Information Sciences (University of Cambridge, 1988) His research focuses on speech and language processing , particularly in automated language assessment and low-resource speech technology . He leads the Automated Language Teaching and Assessment (ALTA) Institute , which collaborates with Cambridge University Press & Assessment (CUP&A) to develop commercial tools like Linguaskill and Speak & Improve . These platforms provide automated spoken/written assessment for millions of users globally. Recent publications highlight his work in LLM-driven speech processing , including adversarial attacks on foundation models, end-to-end spoken error correction, and uncertainty estimation frameworks. His team's research spans multilingual capabilities, with deployments in languages ranging from Dholuo to Tok Pisin . Awards : IEEE Fellow, ISCA Fellow Leadership : Fellows' Steward at Emmanuel College Mark has contributed extensively to Hidden Markov Model (HMM) applications in speech recognition, which underpinned early automatic speech systems. His work now bridges LLM-based language assessment with cross-lingual transfer learning and robustness testing for real-world deployments.

• Speech Processing
• Language Assessment
• Natural Language Processing
• +3 more

Andrea Cavallaro is a Full Professor at the École Polytechnique Fédérale de Lausanne (EPFL) and Director of the Idiap Research Institute. He holds dual appointments in the School of Engineering (STI) within the Institute of Electrical Engineering and Measurements (IEM) and the School of Engineering's Education Unit (SEL-ENS). His research focuses on machine learning for multimodal perception, privacy-preserving AI, and autonomous systems. Cavallaro earned his PhD in Electrical Engineering from EPFL in 2002 and has held leadership roles including Director of Research at Queen Mary University of London and Turing Fellow at The Alan Turing Institute. Education: PhD in Electrical Engineering (EPFL, 2002) Leadership: Idiap Director, Affiliate at ELLIS Society Editorial Roles: Editor-in-Chief of Signal Processing: Image Communication (2020–2023), Senior Area Editor for IEEE Transactions on Image Processing Research Interests: Machine learning for audio-visual sensing, privacy in AI, autonomous systems perception, and ethical AI frameworks. Key projects include AlignAI (trustworthy AI alignment) and CORSMAL (multimodal object manipulation). Recent articles explore privacy-aware AI models, adversarial attacks, and multimodal perception systems. His work bridges theoretical advancements with practical applications in robotics, healthcare, and education. Awards include the Royal Academy of Engineering Teaching Prize and IAPR Fellowship. Teaching: Leads courses on deep learning ethics and multimodal AI at EPFL. Advising: Supervises 11 PhD students in areas like privacy-preserving algorithms and autonomous systems. Labs/Teams: Coordinates Idiap’s Audiovisual Intelligence and Learning Lab (LIDIAP) and collaborates on projects like GraphNEx (explainable AI via graph neural networks).

• Machine Learning
• Artificial Intelligence
• Computer Vision
• +7 more

Sotirios Liaskos is an Associate Professor in the School of Information Technology at the Faculty of Science, York University. He is a leading researcher in requirements engineering and conceptual modeling, with a focus on goal models, empirical evaluation, and model-driven engineering. Research Interests: Requirements Engineering Goal and Conceptual Modeling Empirical Software Engineering Model-Driven Design and Automation Uncertainty and Decision-Theoretic Reasoning in Models Applications in Blockchain and Reinforcement Learning His recent work emphasizes the empirical validation of modeling constructs, the integration of decision theory into goal models, and the automated generation of secure workflows and AI training environments. He has led and co-authored numerous experimental studies on model comprehensibility and semantic quality. Publication Trends: His publications consistently appear in top venues like ER, RE, and iStar. The last five years show a strong trend toward empirical evaluation of modeling languages, decision-theoretic goal models, and applications of goal modeling in emerging domains such as blockchain and reinforcement learning simulation design. Scientific Contributions: Developed frameworks for empirical evaluation of modeling language ontologies (Peira framework). Advanced decision-theoretic approaches to goal modeling under uncertainty. Pioneered model-driven methods for generating blockchain simulators and reinforcement learning environments. Conducted foundational empirical studies on the comprehensibility of contribution links and visualization alternatives in goal models. Advising and Collaboration: He has advised several researchers including Ibrahim Jaouhar, Wisal Tambosi, Mehrnaz Zhian, and Saba Zarbaf. He maintains a highly collaborative research profile with frequent co-authorship with John Mylopoulos, Shakil M. Khan, and other international researchers. He has served as a co-editor for multiple iStar workshop proceedings, indicating leadership in the goal-oriented requirements engineering community. Labs and Teams: While no specific lab name is mentioned, his work is closely associated with research groups focused on requirements engineering and conceptual modeling, likely within York University’s software engineering research cluster. His collaborations span institutions in Canada, Europe, and beyond.

• Requirements Engineering
• Goal Modeling
• Conceptual Modeling
• +7 more

Golan Levin is Professor of Electronic Art at Carnegie Mellon University's School of Art, with courtesy appointments in the School of Design, School of Architecture, School of Computer Science, and Entertainment Technology Center. From 2009 to 2022, he served as Director and Co-Director of CMU's Frank-Ratchye STUDIO for Creative Inquiry, a laboratory dedicated to supporting atypical, anti-disciplinary research at the intersection of arts, science, technology, and culture. Levin's research spans interactive art, digital fabrication, information visualization, and generative design. He explores the critical potential of visualization, generative computation for expressive form, and how abstraction connects to realities beyond language. His practice engages interactive gestural robotics, nonverbal interaction aesthetics, and tactical applications of personal digital fabrication through responsive artifacts and media provocations that highlight human-machine relationships. His publications reveal consistent innovation in real-time audiovisual systems, interactive fabrication interfaces, and pedagogic tools for artists. Key trends include slit-scan video techniques, tangible augmented-reality performance, and noise-based visualizations, demonstrating his commitment to expanding human action vocabulary through digital media while bridging artistic expression with computational systems. Levin's work has received significant recognition: Permanent collection inclusion at Museum of Modern Art (MoMA) Whitney Biennial exhibition "50 Designers Shaping the Future" by Fast Company (2012) Competitive grants from National Endowment for the Arts, National Endowment for the Humanities, Creative Capital, and Rockefeller MAP Fund As an educator, Levin teaches "studio courses in computer science" on interactive art, experimental capture, and generative design, emphasizing computation as a medium for critical inquiry. His research funding from major cultural institutions supports interdisciplinary exploration at the arts-technology nexus. The Frank-Ratchye STUDIO for Creative Inquiry, which he directed for 13 years, remains a vital hub for anti-disciplinary collaboration, continuing his legacy of fostering creative agency through technology-infused artistic practice.

• Interactive Art
• Digital Fabrication
• Information Visualization
• +4 more

Wesley Willett is an Associate Professor in the Department of Computer Science at the University of Calgary, holding the NSERC CRC II Chair in Visual Analytics. His primary research focuses on information visualization, human-computer interaction, and new media applications. He leads the Data Experience Lab and Interactions Lab, exploring innovative methods for data representation and interaction in augmented/virtual reality environments. Education includes a B.S. in Computer Science from the University of Colorado (2006) and a Ph.D. in Computer Science from UC Berkeley (2012). His work bridges technical innovation with user-centered design principles, emphasizing ethical considerations in data visualization and inclusive representation. Key research contributions include: spatial visualization techniques for large environments, gesture-based interfaces for AR/VR, and physical data representations through projects like Cetonia (swarm robotics visualization) and Data Embroidery. His work has been recognized with Best Paper awards at CHI 2015 and Pervasive 2010. Current research emphasizes immersive analytics, wearable visualization systems, and demographically diverse anthropographics. He collaborates with urban designers, neurologists, and environmental scientists to apply visualization in diverse domains like epilepsy surgery planning and air quality monitoring.

• Information visualization
• Human-computer interaction
• New media
• +3 more

Elise Lavoué is a full Professor in Computer Science at iaelyon School of Management, Jean Moulin Lyon 3 University, and a key researcher at the LIRIS laboratory (CNRS). She leads the SICAL research team and holds leadership roles including Editor-in-Chief of the STICEF journal, member of Labex ASLAN’s management committee, and member of the University of Lyon’s Research Ethics Evaluation Committee (CER-UdL). She is also affiliated with the ATIEF association. Her research focuses on enhancing motivation and engagement in digital learning environments through adaptive gamification, learning analytics, and human-computer interaction. She explores how tailored game elements, emotional awareness tools, and immersive technologies like virtual reality can support self-regulated learning, critical thinking, and skill development in complex digital contexts. Her recent publications span top journals such as IEEE Transactions on Learning Technologies, International Journal of Human-Computer Studies, Computers & Education, and CHI PLAY. These works reflect a strong trend in adaptive and personalized learning technologies, emotion-aware systems, and immersive training environments, particularly in educational and professional settings. Honorable Mention Award at ACM CHI PLAY 2019 (top 4%) Best Industrial Paper award at CSEDU 2020 Elise Lavoué actively supervises PhD students and post-doctoral researchers and leads multiple funded projects including LudiMoodle+, RENFORCE, Lex.gaMe, BODEGA, and Emoviz. These projects involve collaborations with institutions across France and focus on gamification, VR training, emotional dashboards, and vocabulary acquisition. She has secured funding from ANR, Labex ASLAN, CNRS, and other national bodies. Her work emphasizes interdisciplinary collaboration between computer science, education, and social sciences. She is involved in several research teams and labs, primarily the SICAL team within the LIRIS laboratory, a major interdisciplinary research unit in computer science, images, and information systems. Her projects often involve industry partners such as SpeakPlus and Woonoz, and she contributes to both scientific advancement and practical educational innovation.

• Technology Enhanced Learning
• Human-Computer Interaction
• Gamification
• +12 more

Dr. Sara Schmitt is the Bricker-Squires Faculty Chair in Early Intervention and an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon's College of Education. She holds affiliations with the Prevention Science Institute and the Prevention Sciences Graduate Program. Her research focuses on early childhood self-regulation, social-emotional development, and school readiness, particularly for underserved populations. Dr. Schmitt designs evidence-based interventions, such as the Early Learning Matters curriculum implemented in military child development centers. She has received accolades including the 2021 Society for the Study of Human Development Early Career Award and the 2021 Purdue University Trailblazer Award. Education: Ph.D., 2013, Human Development and Family Sciences, Oregon State University M.A., 2009, Developmental Psychology, San Diego State University B.A., 2003, Psychology, University of Wisconsin-Madison Research Interests: Dr. Schmitt investigates contextual and individual predictors of self-regulation, designs interventions to strengthen skills in disadvantaged children, and examines factors impacting school readiness. Her work emphasizes low-cost, scalable strategies and policy implications for educational equity. Publications: Her recent work includes studies on preschool program efficacy, block play’s impact on math skills, and the role of classroom quality in social-emotional development. These contributions underscore her focus on translational research bridging theory and practice. Awards & Grants: Funded by federal agencies and foundations, her research addresses socioeconomic disparities in early learning. She leads training initiatives for educators and has authored over 30 peer-reviewed articles. Labs/Teams: Active in the Prevention Science Institute and the Ballmer Institute Leadership Council, she collaborates on multidisciplinary teams advancing early childhood policy and practice.

• Early Childhood Development
• Child Self-Regulation
• Social-Emotional Competence
• +6 more

Andrew McArthur is a Professor in the Department of Biochemistry & Biomedical Sciences at McMaster University, where he leads the McArthur Laboratory. His research focuses on bioinformatics , genomics , and computational biology with a specialization in genomic surveillance of antimicrobial resistance (AMR) . He spearheads the Comprehensive Antibiotic Resistance Database (CARD) and collaborates with the Canadian Anti-Infective Innovation Network (CAIN) , GenEpio Consortium , and IRIDA Platform for pathogen genomics. Education : PhD in Biochemistry (University of Victoria, 1996), Postdoctoral work at Marine Biological Laboratory (1998-1999) and National Museum of Natural History (1996-1998) His research spans antimicrobial resistance surveillance , machine learning applications , viral genomics (including SARS-CoV-2), and pathogen evolution . He has developed tools like CARD and IRIDA to standardize AMR data and enable rapid infectious disease analysis. Recent work includes machine learning models for predicting AMR, cloud-based pathogen detection , and resistome profiling in clinical and environmental contexts. He has mentored graduate students including Jalees Nasir (HSGSA Impact Award 2025), Dirk Hackenberger , Autumn Arnold , and Emily Bordeleau , as well as postdoctoral fellows like Sheridan Baker . His teaching includes courses in practical bioinformatics and biomedical consulting at McMaster University.

• Bioinformatics
• Genomics
• Antimicrobial Resistance
• +5 more

Laurence Anthony is a Professor at Waseda University's School of Creative Science and Engineering, specifically affiliated with the Center for English Language Education in Science and Engineering (CELESE). He has held this position since 2009, having previously served as an Associate Professor at the same institution from 2004-2009. His academic journey began with a BSc from The University of Manchester (1991), followed by an MA (1997) and PhD (2002) from The University of Birmingham. Anthony's research centers on corpus linguistics, educational technology, and natural language processing applications in foreign language teaching. He is renowned for developing AntConc, a widely used freeware corpus analysis toolkit, along with numerous other educational software tools including AntWordProfiler, FireAnt, and ProtAnt. His work bridges linguistic theory with practical classroom applications, particularly in data-driven learning approaches for English as a Foreign Language contexts. His publication record is extensive with over 50 papers, 12,115 Google Scholar citations, and an h-index of 45. His recent work increasingly explores the intersection of corpus linguistics and artificial intelligence, examining how language models can enhance language teaching and analysis. Anthony's research has evolved from foundational corpus tool development to sophisticated applications in vocabulary profiling, writing analysis, and AI-assisted language learning. Among his notable recognitions are the Waseda University 6th e-Teaching Award (2018), the National Prize of the Japan Association of English Corpus Studies (2012), and the L'Oreal Art and Science of Color Gold Prize (2005). He serves on multiple editorial boards including for Studies in Corpus Linguistics, Journal of Asia TEFL, and Corpus Linguistics Research Journal. Anthony actively contributes to the academic community through numerous presentations at international conferences, recent ones including talks on AI integration with corpus methods at Corpus Linguistics 2025 and the LSP-Num Conference. His professional activities demonstrate ongoing engagement with both theoretical developments and practical applications in language education technology.

• Corpus Linguistics
• Educational Technology
• Natural Language Processing
• +5 more

Joel Talcott is Professor of Developmental Cognitive Neuroscience at Aston University, specializing in dyslexia and language disorders. His research examines genetic, neural, and cognitive foundations of reading development using methods including neuroimaging, genetic analysis, and large-scale behavioral assessment. Leadership Roles: Vice President of the British Dyslexia Association (2010-present), Fellow of the Royal Society of Arts (2012), and IBRO-UNESCO Science of Learning Fellow (2020). Editorial responsibilities include service for Dyslexia and Annals of Dyslexia journals. Research: Leads the Aston Brain Centre's investigations into neurocognitive trajectories of reading skills. Current projects include the ECCaToN transdiagnostic protocol for neurodevelopmental characterization and analysis of literacy development datasets (LIBS Dataset). Awards: IBRO-UNESCO Science of Learning Fellow (2020) Fellow of the Royal Society of Arts (2012) Honorary Vice-President, British Dyslexia Association (2010)

• Developmental Dyslexia
• Reading Acquisition
• Cognitive Neuroscience
• +3 more

Vibeke Grøver is a Professor at the Department of Pedagogical Research, University of Oslo. Her work focuses on language and reading comprehension development for language minority children, with a emphasis on bilingual education, shared book reading interventions, and sociolinguistic factors influencing literacy. Education: Dr.polit., University of Oslo (1992) Master in Educational Psychology, University of Oslo (1982) Elementary School Teacher, University of Oslo (1977) Research Interests include second-language acquisition, early literacy for dual-language learners, home literacy environments, and teacher talk features in preschool settings. She leads projects like Teaching for text comprehension and has contributed to the DEAL (Development, Equality, and Literacy in Learning Contexts) research group. Article Trends show longitudinal studies on bilingual profiles, shared reading interventions, code-switching dynamics, and neighborhood demographic impacts on vocabulary. Key themes include scaffolding language minority students, cross-cultural comparisons (e.g., Chinese-Norwegian families), and teacher-student interaction patterns in multilingual preschools. Leadership Roles include Dean of the Faculty of Educational Sciences (2009–2012) and advisory positions for the Peder Sather Center at UC Berkeley (2012–2014). Research visits span Harvard, UC Berkeley, NYU, and East China Normal University.

• Language and reading comprehension in children
• Language minority children's learning
• Second language acquisition
• +3 more

Artyom Artashes Tonoyan serves as Associate Professor in the Department of Iranian Studies at Yerevan State University's Faculty of Oriental Studies. His scholarly profile uniquely bridges linguistic anthropology and political science, with primary research foci on Caucasian Persian dialects (particularly Tati and Talysh) and Caucasus geopolitical dynamics including the Nagorno-Karabakh conflict and Kurdish minority issues in Azerbaijan. His research interests integrate Iranian Studies, Caucasus linguistics, and political conflict analysis. Key areas include Persian dialectology in non-Iranian contexts, historical lexicography of endangered Caucasian languages, post-Soviet ethnic policy frameworks, and identity construction in conflict zones. His interdisciplinary approach examines how linguistic features reflect sociopolitical realities, particularly regarding minority language preservation amid nationalist state-building. Analysis of his recent publications reveals three converging trajectories: linguistic documentation of Tati/Talysh dialects, critical examination of Azerbaijan's foreign policy evolution, and intersectional studies of leadership concepts across cultures. His political analyses frequently employ ontological security theory to understand identity-driven conflicts, while linguistic work emphasizes historical continuity through lexical preservation. This dual methodology provides nuanced insights into how language shapes political identity in the Caucasus.

• Iranian Studies
• Linguistics
• Caucasus Studies
• +3 more

Robert Woore is an Associate Professor in Applied Linguistics and Course Director of the MSc in Applied Linguistics and Second Language Acquisition (ALSLA) at the University of Oxford's Department of Education. He holds multiple advanced degrees from Oxford, including a DPhil in Applied Linguistics, and previously taught secondary school languages and outdoor education before joining academia in 2007. His research focuses on instructed foreign language learning, particularly in school settings, with emphases on reading strategies, phonological decoding, phonics teaching, and teacher professional development. He actively investigates the teaching of Languages Other Than English (LOTE), including Chinese and Arabic, alongside European languages like French and German. Woore teaches on the PGCE, MSc ALSLA, and doctoral programs. He leads funded projects such as the Qatar Foundation-supported studies on Arabic as an additional language and the Nuffield Foundation’s FLEUR project on L2 reading. His work bridges research and classroom practice, emphasizing evidence-based pedagogy and curriculum reform. Key grants include leadership roles in the Nuffield Foundation’s FLEUR initiative (2016–2018) and Qatar Foundation’s Arabic as Additional Language review (2022–2025). He collaborates widely, co-authoring influential books like Debates in Second Language Education and contributing to policy-relevant studies on language education outcomes.

• Instructed Foreign Language Learning
• Reading Skills and Strategies
• Phonology in L2 Learning
• +3 more

Elizabeth Willson Gordon is an Associate Professor of English at The King's University, specializing in Modernist Studies, Book History, and Digital Humanities. Her research focuses on Virginia Woolf, the Hogarth Press, and modernist publishing practices. She earned her PhD from the University of Alberta in 2007. Professor Gordon directs the Modernist Archives Publishing Project (MAPP), a digital humanities initiative preserving modernist publishing history. She curated exhibitions including 'Woolf's-head Publishing' at the Bruce Peel Special Collections. Her publications explore digital archiving, feminist praxis, and collaborative scholarship. Recent work examines Virginia Woolf's readership in Paris and women's roles in publishing.

• Modernist Studies
• Book History
• Print Culture
• +3 more

Dr. Michał Kapis is a Lecturer at the Faculty of English , Adam Mickiewicz University (AMU), Poznań, Poland. His academic profile combines expertise in Canadian literature , South African literature , and Indigenous literatures , with a particular focus on orality studies . He holds three degrees from AMU: a BA in English and South African Studies (2015), an MA in Polish-English-French translation (2017), and a Ph.D. in Canadian literature (2023). Specializes in Indigenous narrative structures Active in international academic conferences Recipient of Nancy Burke Honorable Mention His research interests focus on decolonizing literary methodologies through the analysis of oral traditions in written Indigenous texts. Conference presentations include comparative studies of works by Tomson Highway and Lee Maracle, exploring how oral storytelling techniques challenge Western literary conventions. His TEFL experience spans business English, exam preparation, and specialized vocabulary instruction. Scientific awards : 2017 - Honorable Mention, Nancy Burke Contest for Best MA Thesis in Canadian Studies Dr. Kapis' academic work at the intersection of Indigenous literatures and orality studies contributes to postcolonial discourse analysis, while his teaching practice bridges language acquisition and cultural competency.

• Canadian literature
• South African literature
• Indigenous literatures
• +1 more