Aysegul Liman-Kaban serves as an Assistant Professor in ICT/Digital Learning STEM Education at Maynooth University. Her work focuses on integrating immersive technologies like augmented reality, gamification, and AI into educational practices. She actively supervises PhD students and leads international research projects such as MIXAP-EU and From AI Anxiety to Empowerment. Education: Not explicitly stated in provided text Her research interests span: Immersive learning technologies (AR/XR, digital escape games) AI in education and generative AI applications Teacher digital competencies and professional development Flipped learning and multimedia pedagogy Ethical challenges in AI research Blended learning practices Recent publications demonstrate a focus on gamification, mixed reality, and AI applications in education, with methodological expertise in structural equation modeling, mixed methods research, and task-based learning analysis. She contributes to journals like Smart Learning Environments and Higher Education Quarterly . Key activities include: Organizing international conferences on STEAM education Leading EU-funded research on immersive learning tools Developing open-source educational technologies Pioneering generative AI integration frameworks
Angela Falter Thomas, Ph.D., serves as Associate Professor, AREP Coordinator, and Middle Childhood Education & MCE Endorsement Coordinator at Bowling Green State University's School of Inclusive Teacher Education within the College of Education & Human Development. A faculty member since August 2009, she teaches courses including Middle Childhood Language Arts, Phonics Instruction, and Reading Methods while coordinating key educator preparation programs. Education: Ph.D., The Ohio State University (2009) M.A., Heidelberg University (1993) B.S., Bowling Green State University (1989) Dr. Thomas's research centers on enhancing teacher content knowledge and pedagogy in English language arts for middle childhood education through teacher inquiry, professional development, and preparation. Her work addresses literacy instruction, reading workshop models, vocabulary development, and technology integration to improve student learning outcomes. She examines how innovative approaches like literature circles and digital tools transform reading engagement and comprehension. Her 2012-2015 scholarly output reveals a consistent focus on literacy education across multiple contexts, with recurring themes in middle school reading motivation, technology-enhanced instruction, and teacher development. Publications span journals including Voices from the Middle and Journal of Ethnographic and Qualitative Research, emphasizing practical applications for classroom educators. Scientific Awards: National Board Certified Teacher (2007) - Early Adolescent English Language Arts National Board Certified Teacher (2004) - Early Childhood Generalist Dr. Thomas secured $27,500 in external funding as Principal Investigator for Library of Congress (2015) and NEA (2012) grants supporting literacy initiatives. She actively serves the profession through International Reading Association committee work and manuscript reviewing for Journal of Adolescent and Adult Literature and Voices from the Middle. In memory of her deceased daughter Christi, she advocates for pediatric cancer research while championing her motto: 'Those who love teaching teach others to love learning!'
Jason Silverman is Professor and Associate Dean for Faculty Affairs and Research at Drexel University's School of Education. Holding a PhD in Mathematics from Vanderbilt University, his research investigates mathematics teacher education with emphasis on online professional development models. His scholarly work examines how digital environments support mathematical knowledge development, focusing on collaborative learning and technology integration. Research spans teacher education, technology-mediated learning, and mathematics pedagogy.
Eilis Hannon is an Associate Professor in Bioinformatics at the University of Exeter Medical School and leads the Complex Disease Epigenetics Group. She holds a prestigious 5-year EPSRC Research Software Engineering Fellowship and serves as Assistant Director for Education in the Institute of Data Science and Artificial Intelligence, driving initiatives in reproducible research and data science education. Education: BSc in Mathematics, Cardiff University (2010) PhD in Bioinformatics, Cardiff University Centre for Psychological Medicine and Clinical Neurosciences (2014) Her research integrates statistical genetics, epigenomics, and bioinformatics to investigate molecular mechanisms in schizophrenia, bipolar disorder, and neurodegenerative diseases. She develops novel computational methods for analyzing DNA methylation dynamics across the lifespan and cell-type-specific epigenetic changes in brain disorders, with strong emphasis on open science and reproducible research practices. Recent publications demonstrate her leadership in multi-omics integration, particularly in cell-type-specific epigenetic epidemiology, biomarker development for neurological conditions, and methodological advances in long-read sequencing. Her work spans psychiatric disorders, Alzheimer's disease, and ALS, consistently linking genetic risk variants to functional epigenetic consequences through innovative analytical frameworks. Scientific Awards: EPSRC Research Software Engineering Fellowship NARSAD Young Investigator Award Alan Turing Pilot Project award Alzheimer's Society PhD studentship Software Sustainability Institute fellowship Alan Turing Institute Skills Policy Award As an educator, she directs the Coding for Reproducible Research training programme and mentors over 20 PhD students. She has secured substantial funding from MRC, NIA, ARUK, and the Brain and Behaviour Research Foundation, serving as PI on the EPSRC Fellowship and co-applicant on multiple international grants. Her leadership extends to the MRC GW4 Biomed DTP and the MSc module Statistics for Health and Life Sciences. She co-leads the Exeter Brain Health Analytics network within the NIHR Exeter Biomedical Research Centre and the Institute for Data Science and Artificial Intelligence, fostering cross-disciplinary collaborations in neurogenetics and computational biology.
Mark Hathaway is a Lecturer at the University of Toronto and serves in both the School of the Environment and the Department of Physical & Environmental Sciences . Additionally, he acts as a Visiting Professor at Latin American universities and faculty member at the Earth Charter Center for Education for Sustainable Development in Costa Rica. Education: PhD in Adult Education, Community Development, and Environmental Studies from University of Toronto MEd in Adult Education and Community Development from University of Toronto BSc in Mathematics from Queen’s University Research Interests: Dr. Hathaway focuses on ecological worldviews , transformative learning , and indigenous knowledge . His work bridges environmental ethics with regenerative design , emphasizing ecopsychology and permaculture principles . He explores how self-transcendent emotions and spiritual practices can shift consciousness toward sustainable living. Article Trends: His publications span ecological ethics , permaculture , indigenous wisdom , and emotional responses to crisis . Themes include anthropoharmonism , systems theory , and decolonization . Grants & Affiliations: Dr. Hathaway's SSHRC postdoctoral research and collaborations with organizations like the Pachamama Alliance and Joanna Macy's Work that Reconnects highlight his interdisciplinary approach to sustainability education.
Professor Inbal Arnon leads the Language Learning and Processing Lab at the Hebrew University of Jerusalem , focusing on how language knowledge emerges through cognitive mechanisms in first and second language acquisition. Her research bridges Cognitive Science , Linguistics , and Psychology , with a special emphasis on statistical learning, Zipfian distributions, and multiword units. Current projects include funded studies on learnability advantages of Zipfian distributions in language Investigations into cross-species communication through whale song analysis Developmental trajectories of statistical learning in children Her methodological approach combines computational modeling, experimental studies, and corpus analysis. Arnon’s work has been highlighted in Science , The New York Times , and Haaretz , with a particular focus on how cognitive biases shape language structure over time. The lab maintains a diversity commitment to recruit underrepresented groups in sciences and hosts a public-facing research space at the Bloomfield Science Museum . Arnon’s team actively explores cultural transmission mechanisms and language evolution through interdisciplinary collaborations.
Christina Sondermann is a Junior Group Leader in Teaching and Learning at the Deutsches Institut für Erwachsenenbildung (DIE), the German Institute for Adult Education, where she has been active since 2019. Since 2025, she has served as Head of the Junior Research Group 'Video-based Learning for Adults – Investigation of Innovative Video Design to Optimize Learning Processes in Adult and Continuing Education.' Prior to this, she worked as a research associate at DIE since 2023 and completed her doctoral studies there from 2019-2024 in the junior research group 'Audiovisual Knowledge and Information Media.' Dr. Sondermann earned her doctorate (Dr. rer. nat.) summa cum laude in 2024 from the Department of Psychology at the Faculty of Mathematics and Natural Sciences, University of Tübingen. She holds an M.Sc. in Psychology from the Rheinische Friedrich-Wilhelms-University Bonn (2016-2019) and a B.Sc. in Psychology from the University of Cologne (2013-2016). Her research focuses on video-based learning in adult education , particularly examining the effects of instructor presence in educational videos, optimal design of teaching-learning videos, and visibility of teachers in learning videos. Her work combines educational psychology with practical applications in adult continuing education. Her publication record demonstrates a strong focus on how visual elements in educational videos affect learning outcomes, with particular attention to the role of 'talking heads' and instructor presence. Her research employs methodologies including eye-tracking studies to understand cognitive processing during video-based learning. Dr. Sondermann is an active member of several professional organizations including the American Educational Research Association (AERA), German Society for Psychology (DGPs), European Association for Research on Learning and Instruction (EARLI), and the Society for Empirical Educational Research (GEBF). She leads research projects focused on optimizing video design for adult learners and contributes to advancing the field of educational technology through her empirical investigations of multimedia learning principles in adult education contexts.
Zeynep Onat-Stelma is a Lecturer at the Manchester Institute of Education, University of Manchester, and Programme Director for the MA TESOL programme. She teaches on the BSc Education programme and has trained as a language teacher in Turkey, with ten years of experience before pursuing her PhD in Language Teacher Education and Development at the University of Leeds. Her work bridges pedagogical theory, technology integration, and multilingual education. PhD: University of Leeds (Language Teacher Education and Development) Research interests include Language Teacher Education , Bilingualism/Multilingualism , Teaching Languages to Young Learners , and Developing Researcher Skills . Her recent projects focus on metacognition training (EEF-funded ReflectED project), ecological perspectives in TESOL, and technology use in adult language education. Key themes across her publications include reflective practice, digital innovation, and systemic transitions in education. She has collaborated internationally (Turkey, UK) and contributed to journals like Reflective Practice and Working Papers in Applied Linguistics & TESOL . Her email address is Zeynep.Onat-stelma@manchester.ac.uk .
Jiazhen Zhou is an Associate Professor and Chair of the Department of Computer Science at the University of Wisconsin-Whitewater. His research focuses on Internet of Things security and privacy, cryptography, machine learning-based attack and defense mechanisms, and emergency communications. He teaches courses in cybersecurity and computer networking including CYBER 101, COMPSCI 354, and COMPSCI 455. His educational background includes: Ph.D. in Computer Science from the University of Missouri–Kansas City, USA M.S. in Intelligent Control Engineering from Chinese Academy of Sciences–Shenyang Institute of Automation, P. R. China B.S. in Mathematics from Shandong University, P. R. China Dr. Zhou's research centers on IoT security vulnerabilities in medical devices, cryptographic solutions for privacy protection, and machine learning applications for attack detection. His emergency communications work develops caching strategies for stressed networks during disasters, with recent emphasis on protecting older adults using smart medical devices. The Wireless Systems Lab he founded in 2012 serves as the primary research hub for these investigations. His publication record spans 14 years with 11 significant works, showing an evolution from fundamental networking research (2009-2013) toward applied IoT security (2016-2023). Recent publications demonstrate increasing focus on healthcare applications and privacy concerns for vulnerable populations, particularly in his 2023 HIMSS conference paper on medical devices for older adults. Scientific recognition includes: Grant writing fellowship ($5,000) in 2013 Summer research fellowship advisor awards ($2,500 each) in 2016, 2018, and 2019 Dr. Zhou has supervised over 30 undergraduate researchers and three graduate students through the Wireless Systems Lab, producing journal publications, conference posters, and educational demonstrations. His secured funding includes a $105,757 Tommy Thompson Center grant for IoT privacy in older adults (2021-2022), a $50,000 UW System Regent Scholar grant for wireless vehicle communications (2021-2022), and a $2 million U.S. Department of Labor Cybersecurity Apprenticeship grant (2020-2024). The Wireless Systems Lab, established in 2012, conducts hands-on research in medical IoT security, emergency communication protocols, and real-time monitoring systems. Current projects include security attacks on medical IoT devices with Jesse Ostrander and Jackson Richman, while past work has resulted in classroom demonstrations for K-12 students and novel cache deployment solutions for disaster scenarios.
Prof. Dr. Andreas Obersteiner serves as Professor of Mathematics Education at the Technical University of Munich (TUM), School of Social Sciences and Technology, Department of Educational Sciences since April 2021. He leads the Chair of Mathematics Education and holds the position of Academic Program Director for the Professional Profile 'Natural Science Education – Teaching at Gymnasium' since 2022. His research centers on mathematical cognition, teacher development, and fraction learning, with significant contributions to understanding cognitive biases in numerical processing. Education Background 1. Staatsexamen for Teaching at Gymnasium (1999-2004) 2. Staatsexamen (2005-2007) PhD in Educational Sciences, TUM School of Education (2012) Habilitation, TUM School of Education (2018) Research Focus Prof. Obersteiner's work investigates mathematical cognition with emphasis on mental number representation and the natural number bias in fraction comparison. His research employs eye-tracking methodology to analyze cognitive processes in students and teachers. He develops interventions to enhance teacher diagnostic competence and mathematical learning, particularly through projects like FractAl and FracVisET that address fraction understanding. His interdisciplinary approach bridges educational psychology, cognitive science, and mathematics education. Publication Trends His recent publications (2023-2025) demonstrate consistent focus on fraction cognition, natural number bias mitigation, and teacher assessment competencies. He frequently employs mixed-methods approaches combining eye-tracking, verbal reports, and experimental interventions. Publication venues include top-tier journals like Learning and Instruction and Educational Studies in Mathematics , reflecting his impact on both theoretical and practical aspects of mathematics education. Scientific Recognition Alexander von Humboldt Fellowship (2017-2018) Academic Leadership Prof. Obersteiner supervises doctoral candidates including Dr. Sarah Huber and leads multiple funded projects (ALICE, DigiProMIN, COSIMA). As Academic Program Director, he shapes teacher education curricula. His editorial roles include Associate Editor for the Journal of Numerical Cognition (2020-2024) and coordination of EARLI's Special Interest Group 'Conceptual Change' (2019-2023). Research Infrastructure He directs the Chair of Mathematics Education at TUM, which operates within the Department of Educational Sciences and collaborates with TUM Referenzgymnasien schools. His team conducts experimental research using eye-tracking labs and digital simulations for teacher training, supported by current projects including RocketTutor and SHARP.
Edouard Gentaz is a Professor in the Psychology Section of the Faculty of Psychology and Educational Sciences at the University of Geneva (UNIGE). He leads the Sensory-Motor, Affective and Social Development Laboratory (SMAS), where he conducts research on child development with particular focus on sensory-motor, emotional, and social aspects across typical and atypical developmental trajectories. His research interests span multiple domains of developmental psychology, with emphasis on emotion comprehension in children , tactile exploration skills , social-emotional development , and intervention strategies for children with developmental challenges including autism spectrum disorders, preterm infants, and children with intellectual disabilities. His methodological approach frequently employs eye-tracking technology to assess socio-emotional capabilities in populations with communication limitations. Gentaz's publication record shows consistent productivity with 78 publications spanning two decades, with recent work focusing on screen time effects on young children, emotion training interventions, and sensory processing in neurodevelopmental conditions. His collaborative approach is evident in publications addressing practical applications in educational settings and healthcare contexts. His scientific contributions include research on: Early social-emotional abilities in infants and toddlers Development of emotion discrimination across childhood Interventions for preterm children's emotional and executive competences Multisensory perception in neurodevelopmental disorders Impact of digital media on young children's development Gentaz has supervised 120 academic works, indicating significant mentorship activity. His research demonstrates strong translational potential with applications in educational settings, clinical interventions, and parenting guidance, particularly regarding screen exposure for very young children.
Dr. Ehsan Kharati Koopaei is a Senior Lecturer (Associate Professor) in Statistics/Data Science at the School of Computing and Mathematics, Manchester Metropolitan University. He serves as the Early Career Researchers (ECR) Representative and holds a FHEA (Fellow of the Higher Education Academy) and PGCert. His academic journey includes a BSc in Statistics from Iran, an MSc in Mathematical Statistics, and a PhD in Statistics from Italy. His research focuses on statistical inference, generalized linear models, and machine learning applications in public health and clinical trials. He has contributed to projects funded by the National Institute for Health and Care Research (NIHR), including studies on exercise interventions for abdominal aortic aneurysms, psychoeducation for psychosis, and suicide prevention in autistic adults. Dr. Koopaei has collaborated on over £9 million in research grants, serving as a statistician in trials such as the TACTIC telomerase study and the UK Mini Mitral valve surgery trial. His work emphasizes bridging statistical rigor with real-world healthcare applications. Awards include FHEA and PGCert. He teaches undergraduate courses in Computer Science and Mathematics and supervises potential PhD students in statistical data science.
Dr. Sweeney Windchief is a Professor in the Department of Education at Montana State University, affiliated with the College of Education, Health & Human Development. His work focuses on Indigenous Methodologies, Critical Race Theory in Education, and leadership in tribal colleges and universities (TCUs). He holds a Ed.D. from the University of Utah (2011), M.A. from University of Montana (2004), and B.S. from University of Central Oklahoma (2001). Research interests include racial equity in higher education, Indigenous knowledge systems, and STEM education access for Native American students. He teaches courses like Indigenous Methodologies in Education Research, Critical Race Theory, and Law & Policy in Higher Education. Recent scholarship emphasizes integrating Indigenous knowledge into STEM fields, mentorship programs for Indigenous graduate students, and culturally responsive pedagogy. His work has been published in journals such as AlterNative: An International Journal of Indigenous Peoples and International Journal of Multicultural Education . Award-winning educator, Dr. Windchief has received accolades including the President’s Excellence in Teaching Award (2020) and Outstanding Faculty for Scholarship (2017). He actively contributes to academic service through roles like AERA Distinguished Mentor (2015-2018) and grant reviewer for National Science Foundation initiatives. Key engagement includes designing programs like the Indigenous Mentoring Program in STEM and collaborating on NSF-funded projects to improve diversity in engineering education. His research bridges traditional knowledge systems with contemporary academic practices, advocating for bicultural accountability in education.
Dr. Ciara Padden is a Senior Lecturer in Learning Disability and Director of Studies for the MSc in Applied Behaviour Analysis and MSc in Positive Behaviour Support at the University of Kent's Tizard Centre (School of Social Sciences). She holds a BCBA-D certification and is a Higher Education Academy Fellow. Her research focuses on evidence-based behavioral interventions for individuals with intellectual/developmental disabilities, caregiver support, and organizational behavior change contexts. Education: BA Psychology (University College Dublin), PhD Applied Behaviour Analysis (National University of Ireland, Galway). Professional qualifications include a Postgraduate Certificate in Higher Education. Research Interests: Skills teaching methodologies, adolescent/adult disability support systems, precision teaching frameworks, and procedural fidelity in behavioral interventions. Her work emphasizes practical applications for improving quality of life through structured behavioral programs and staff training. Publications span 20+ peer-reviewed articles on topics like caregiver stress biomarkers, intervention fidelity, and mathematical skill acquisition for neurodivergent learners. She has contributed to systematic reviews evaluating vocational skills interventions and repetitive behavior treatments in autism. Professional Roles: Consultancy Manager at the Tizard Centre, external examiner for University of South Wales psychology programs, UK-Society for Behavior Analysis board member, and trustee for Positive Behaviour Support for Learning. Active in credentialing initiatives and international research networks like SF-DDARIN. Supervision: Advises PhD/MSc students researching behavioral approaches for disabilities. Consultancy focuses on staff training and behavioral support implementation in clinical settings. Labs/Teams: Central role in Tizard Centre's disability-focused research teams, contributing to both academic output and applied consultancy projects across the UK.
Assoc. Prof. Dr. Pınar Erten is an Associate Professor in the Department of Psychology at Bingöl University's Faculty of Arts and Sciences. She holds a doctorate from Fırat University's Department of Educational Sciences (Curriculum and Instruction Science Branch), a master's in Educational Sciences, and a bachelor's in Computer Education from Fırat University's Faculty of Technical Education. Her research focuses on educational technology, teacher education, digital literacy, and curriculum design. Her work includes evaluating modular teaching methods in vocational education, assessing pre-service teachers' digital competencies, and developing motivation scales for computer science education. She has authored over 20 peer-reviewed articles and presented at international conferences such as the International Educational Technology Conference and the Turkish Online Journal of Educational Technology. Prof. Erten served in the Ministry of Education from 2001-2016 as a Computer Instructor. She has contributed to the 2009 MEB LDV project and received the Ministry of Education Appreciation Certificate. Her current research emphasizes educational technology integration, lifelong learning competencies, and teacher epistemological beliefs. Education: Doctorate: Fırat University - Curriculum and Instruction Science Master's: Fırat University - Educational Sciences Bachelor's: Fırat University - Computer Education Research Trends: Recent articles (2016-2014) focus on pre-service teachers' digital literacy, online collaborative learning attitudes, and TPACK self-efficacy assessments. Earlier studies (2010-2005) explored modular teaching effectiveness and educators' computer usage patterns in vocational schools. Her work bridges educational theory with practical implementation through instrument development (motivation scales) and regional case studies. Awards: Milli Eğitim Müdürlüğü Teşekkür Belgesi (2016) Grants & Projects: Contributed to 2009 MEB LDV Project Lab/Team Affiliations: No specific lab mentioned, but collaborates with researchers like İ. Y. Kazu and M. N. Gömleksiz on educational technology topics.
