جستجوی استاد راهنمای دانشگاهی

• Applied Linguistics
• Critical Discourse Analysis
• Corpus Linguistics
• +۴ مورد دیگر

Gerlinde Mautner is a Full Professor at the Vienna University of Economics and Business (WU) , where she has held a chair since 2000. Her research focuses on the intersection of language with business and legal frameworks , combining corpus linguistics and critical discourse analysis . She has published extensively on topics like marketized language, interdisciplinary methodology, and linguistic landscapes. PhD in English from University of Vienna Habilitation (1997) at WU Visiting professorships at Cass Business School, Durham Business School, and Nottingham Business School Her methodological expertise includes mixed methods research and corpus-assisted discourse studies . Recent work examines large language models and public signage through discourse analysis. She has held leadership roles at WU as Vice-Rector for International Relations (1998-2002) and Head of Department (2005-2015), and served as Vice-President for Humanities at the Austrian Science Fund until 2024. Her textbooks on academic writing reflect her commitment to pedagogy across undergraduate, postgraduate, and executive programs. Notable trends in her 15 most recent publications include: Challenges of AI in discourse studies (2024) Methodological integration of corpus linguistics with qualitative analysis (2024) Analysis of managerial language evolution (2020) Critique of marketization in education (2005)

• Mathematics Education
• Metascience
• Classroom Research
• +۴ مورد دیگر

Roar Bakken Stovner is an Associate Professor at the Department of Primary and Secondary Teacher Education within the Faculty of Education and International Studies at Oslo Metropolitan University (OsloMet), where he also serves as Head of Studies - Area of Responsibility 2. His academic career at OsloMet began as an Assistant Professor (2021-2023) before his promotion to Associate Professor in 2023. Prior to his university position, he worked as a teacher in lower and upper secondary schools in Oslo (2012-2018) and completed his PhD at the University of Oslo (2016-2020). He holds a Master of Science and Technology from NTNU (2007-2012) with a thesis on applied computational topology. Stovner's research spans several interconnected domains within educational science: Developing methodologies for describing and measuring teaching quality across multiple classrooms, with special emphasis on mathematics education Metascience research examining how citation practices distort findings and confer unwarranted authority to claims in educational research Creating programming tools for educational research, including the gptworkr package for text analysis in R using ChatGPT His scholarly work focuses on classroom research, mathematics education, mathematical competencies, metascience, and citation analysis. He actively participates in research groups focused on Classroom Research and Task Design in Mathematics Education, and leads significant involvement in the Teacher Education Panel Study (TEPS), a comprehensive longitudinal study examining teacher education implementation in Norway. Stovner's recent publications demonstrate substantial engagement with contemporary issues in educational research methodology, AI applications in education, and critical examination of scientific practices. His work on the EDUCATE project has produced influential reports on algorithmic thinking in mathematics education across different grade levels and exploratory teaching approaches in upper secondary education. His contributions to educational discourse include conference presentations, book chapters, and practical resources for teacher education, such as "Bedre masterskriving – en bok for lærerstudenter" (Better Master's Writing - A Book for Teacher Students), which supports academic writing development among future educators.

• Artificial Intelligence in Language Teaching
• Generative AI
• Automatically Generated Subtitles
• +۷ مورد دیگر

Ana Bumber is a Doctor of English Studies currently serving as an ATER (temporary teaching and research associate) at Université Paul Sabatier Toulouse 3, assigned to IUT A. She is affiliated with the Department of Chemical Engineering Process Engineering, though her academic work is firmly rooted in English literature and language pedagogy. Her dual research focus bridges the humanities and technology, particularly in AI applications for language education and the literary artistry of Vladimir Nabokov. Her research interests include Artificial Intelligence in Language Teaching , generative AI tools , automatically generated subtitles , and intermediality in Vladimir Nabokov’s work . She explores how AI influences second language acquisition and investigates Nabokov’s intricate use of visual and sensory elements in literature. Her work often intersects digital pedagogy with modernist literary analysis. The recent trends in her publications show a strong emphasis on AI in education , particularly tools like HeyGEN for influencing L2 motivation, and the evaluation of AI-generated captions in ESP contexts. Simultaneously, she continues to publish on Nabokov’s aesthetic empiricism, train imagery, nature writing, and portraiture, reflecting a sustained scholarly engagement with modernist intermediality. Scientific Affiliations and Service: Member, French Vladimir Nabokov Society (SFVN) – also on the board (CA) Member, International Vladimir Nabokov Society (IVNS) Member, European Association for Computer Assisted Language Learning (EUROCALL) Member, Modern Language Association (MLA) Member, Society for Modernist Studies (SEM) Organizing member, Pedagogical Exchange Days (Lairdil) Webmaster team member for academic website Ana Bumber is actively involved in academic mentoring and pedagogical innovation, though no formal advisees are listed. She has organized pedagogical events and contributed to curriculum development through active learning strategies such as 'Job Dating' and peer feedback workshops. She has not received any explicitly mentioned grants or scientific awards in the provided text. Her work is supported through institutional affiliations and collaborative research networks, particularly in Nabokov studies and AI-enhanced language teaching. She participates in interdisciplinary seminars such as the EFELIA-ANITI cycle on AI and Humanities, indicating a strong commitment to bridging technological and humanistic scholarship.

Sven Tarpمشاهده پروفایل

استاد

• Lexicography
• Artificial Intelligence
• Spanish Language
• +۳ مورد دیگر

Professor Sven Tarp is affiliated with Aarhus University as a faculty member at the School of Communication and Culture , specializing in Spanish Business Communication . His research focuses on lexicography, artificial intelligence, and digital tools for language learning. Education: Not explicitly detailed in the scraped text. Research Interests: Sven Tarp explores the intersection of lexicography and generative AI , with a focus on creating context-aware dictionaries and writing assistants for foreign-language learners. His work emphasizes human-AI collaboration and user-centered design in digital lexicography. Scientific Trends: His recent publications highlight the integration of AI technologies into lexicographic practices , particularly for Spanish and Chinese learners of English . Themes include grammar development , digital dictionaries , and pedagogical tools that combine machine learning with human expertise. Projects: He contributes to initiatives like the LACUA (Latin American Center Aarhus University) and leads research on disruptive technologies in lexicography , spanning 2018–2023.

Heather Macbethمشاهده پروفایل

مدرس ارشد

• Kähler Geometry
• Geometric Analysis
• Formal Verification
• +۳ مورد دیگر

Dr. Heather Macbeth is a Senior Lecturer in Pure Mathematics at Imperial College London, specializing in Kähler geometry, geometric analysis, and the formalization of mathematics. Her research develops geometric analysis techniques for complex manifolds while advancing proof verification through the Lean theorem prover. She leads the development of Lean's Mathlib library, creating formalizations for differential geometry, functional analysis, and representation theory. Her textbook The Mechanics of Proof introduces proof writing through Lean, integrating computer verification with mathematical pedagogy. Funded by a Microsoft Research Lean Award, Dr. Macbeth organizes workshops on formal mathematics and serves on the AMS Committee on Publications. Her geometric research examines Ricci solitons, Yamabe invariants, and Kähler-Einstein metrics, while her formalization work includes Sobolev inequalities and semilinear functional analysis. Research Contributions: Geometric analysis of Ricci solitons and Kähler metrics Formal verification of functional analysis theorems Proof assistant pedagogy and textbook development Contributions to Lean's mathematical library

• Educational Technology
• Digital Pedagogy
• Teacher Education
• +۳ مورد دیگر

Dr. Enda Donlon is an Associate Professor at Dublin City University's School of STEM Education, Innovation & Global Studies, part of the DCU Institute of Education. He specializes in ICT integration in education, digital technologies for teacher training, and AI in education. As APF leader for the AI and Emerging Technologies strand of DCU's Doctor of Education Programme, he drives innovation in educational technology. His professional roles include former presidency of the Educational Studies Association of Ireland (ESAI) and governance roles in European educational research bodies like EERA. Research interests focus on digital pedagogy, teacher professional development, and the ethical implications of emerging technologies in education. He has received prestigious awards including the DCU President’s Award for Innovation (2014) and Excellence in Teaching (2021 team award). Enda contributes to academic governance through editorial roles in journals like International Journal of Educational Technology in Higher Education and Irish Educational Studies . His work bridges theory and practice, exploring topics such as cybersecurity professionals’ learning needs, pandemic-era academic collaboration, and AI’s role in reshaping educational landscapes. Ongoing projects include frameworks for computational thinking education and virtual/augmented reality applications in teacher training.

• Educational Technology
• Digital Learning
• Teacher Education
• +۵ مورد دیگر

Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.

• Self-regulated Learning
• Learning Analytics
• Online Education
• +۴ مورد دیگر

Dr. Jacqueline Wong is an Assistant Professor in the Department of Education and Pedagogy at the Faculty of Social and Behavioural Sciences, Utrecht University. Her academic work focuses on enhancing educational practices through evidence-based research in self-regulated learning and learning analytics, with particular applications in higher education contexts. Dr. Wong earned her Ph.D. (cum laude) from Erasmus University Rotterdam with a thesis entitled "Enhancing Self-Regulated Learning Through Instructional Supports and Learning Analytics in Online Higher Education," which received the Best Thesis Award 2021 from the Erasmus Graduate School of Social Sciences and the Humanities. She completed her Master's degree (cum laude) in Educational Psychology, where she examined the use of movements to support text comprehension. Prior to joining Utrecht University, she was a postdoctoral researcher at Delft University of Technology (2020-2022) working with the Program of Innovation in Mathematics Education (PRIME). Dr. Wong's research program spans several interconnected areas: the application of learning analytics to support self-regulated learning, the design of instructional interventions that promote metacognitive awareness, and the investigation of how emerging technologies like generative AI can enhance educational experiences. Her work frequently examines how technology can be leveraged to support students' metacognitive processes and goal-setting behaviors in both traditional and online educational settings. She has made significant contributions to understanding how conversational agents and learning analytics can provide personalized support for students' self-regulated learning processes. Analysis of her recent publications reveals a clear trajectory toward integrating emerging technologies with established educational theories. Her 2024-2025 work increasingly focuses on the intersection of artificial intelligence and educational psychology, particularly examining how generative AI tools can enhance academic text accessibility and provide adaptive support for learning. She also continues to investigate cognitive aspects of learning in educational games and augmented reality environments, with implications for both educational practice and learning theory development. Among her notable achievements, Dr. Wong received the Best Thesis Award 2021 from the Erasmus Graduate School of Social Sciences and the Humanities. This recognition highlights the significant contribution her doctoral work has made to the field of educational psychology and learning sciences. Her systematic reviews, including examinations of student engagement in mathematics education and gamification in MOOCs, have provided valuable syntheses of research in growing areas of educational technology. Dr. Wong has been an active research member of the Leiden-Delft-Erasmus Centre for Learning and Education (LDE-CEL) and the network for Self-Regulated Learning in Digitalised Schools (SeReLeDiS). Her collaborative approach to research is evident in her extensive co-authorship network across multiple institutions. Before joining Utrecht University, she worked with lecturers to promote student motivation and self-regulated learning in blended service mathematics courses and examined the effectiveness of technology tools for learning mathematics. Dr. Wong's work bridges theoretical frameworks with practical implementations, often involving close partnerships with educators to ensure research relevance to real-world classroom challenges. Her current research appears to be moving toward deeper integration of AI technologies with educational theory, particularly examining how generative AI can support metacognitive processes and self-regulated learning across diverse educational contexts.

Robert Godwin-Jonesمشاهده پروفایل

استاد

• Computer-Assisted Language Learning
• Second Language Acquisition
• Artificial Intelligence in Language Education
• +۳ مورد دیگر

Robert Godwin-Jones is a Professor in the Department of Foreign Language at Virginia Commonwealth University's College of Humanities and Sciences, where he has served since 1979. He holds the position of Foreign Language Liaison and maintains active scholarly contributions through his "German Stories" digital repository and "Communicating Across Cultures" blog, focusing on technology-enhanced language pedagogy and intercultural communication. His educational background includes: B.A. in French and German from Franklin and Marshall College (1971) M.A. in Comparative Literature (German, French, and English) (1973) Ph.D. in Comparative Literature from the University of Illinois Urbana-Champaign (1977) Dr. Godwin-Jones specializes in Computer-Assisted Language Learning (CALL), with research spanning artificial intelligence applications, virtual reality environments, and digital literacies for language learners. His work examines how emerging technologies transform second language acquisition through ecological semiotics, distributed agency models, and multimodal communication frameworks. He investigates pedagogical translanguaging strategies for less commonly taught languages and analyzes authenticity in AI-mediated language interactions, particularly in pragmatics and writing development. Analysis of his 2021-2025 publications reveals three dominant trajectories: (1) generative AI integration in language instruction with emphasis on ethical implementation and threat mitigation; (2) extended reality applications creating immersive language spaces in the metaverse; and (3) ecological approaches connecting smart devices, ambient intelligence, and situated learning contexts. His scholarship consistently bridges theoretical frameworks with practical classroom applications across 19th-century German literature studies and contemporary language education. He maintains active professional engagement through memberships in: Delta Phi Alpha German Honorary Society Phi Kappa Phi Honorary Society Modern Language Association American Association of Teachers of German American Association of Teachers of French Foreign Language Association of Virginia As director of the "German Stories" project since 1994, he has curated verified editions of 19th-century German narratives with English translations under Creative Commons licensing, creating what has become a foundational resource for literary study and language acquisition. His blog extends this work through contemporary analyses of intercultural communication challenges, while his scholarly leadership in organizations like CALICO shapes national discourse on technology in language education. His laboratory functions as the "German Stories" digital ecosystem, which has evolved into a comprehensive platform hosting annotated texts, pedagogical resources, and research archives. This environment supports both formal classroom instruction and informal learning communities, demonstrating his commitment to porous classroom models that integrate physical and digital learning spaces.

Kedrick Jamesمشاهده پروفایل

استاد آموزشی

• Arts-Based Research
• Digital Literacies
• Digital Research Methods
• +۵ مورد دیگر

Kedrick James is a Teaching Professor in the Department of Language and Literacy Education at the Faculty of Education, University of British Columbia Okanagan . As of July 2, 2024, he serves as the Interim Director of the Okanagan School of Education, a role reflecting his leadership and advisory contributions to academic excellence and mentorship. Research Focus: Intersections of language, ecology, and technology; decolonizing education; digital arts-based methods; automation of literacy; socio-cultural impacts of digital media. Projects: Founder of PhoneMe (place-based poetry app) and Singling (text sonification software for accessibility). Leads the Digital Literacy Centre and The Patch (digital arts-based research). Research Trends: His recent publications emphasize digital literacies , transmediation , and collaborative methodologies in education. Works like Text Sonification and PhoneMe Poetry highlight innovative approaches to accessibility and community engagement. Awards: Murray Elliott Service Award for Outstanding Contributions to Teacher Education (2018) Advisory Roles: Active in curriculum development, teacher education, and advancing social justice and ecological preservation in Boundary Country. Grants include unspecified funding for projects like PhoneMe and Singling.

Zheng Yuanمشاهده پروفایل

مدرس ارشد

• Educational Technology
• Language Acquisition
• Multilingual NLP
• +۳ مورد دیگر

Dr. Zheng Yuan is a Senior Lecturer (Associate Professor) in Natural Language Processing at the School of Computer Science, University of Sheffield. He holds affiliated positions at the University of Cambridge and King's College London, and is a Fellow of Trinity College, Cambridge. His research focuses on NLP applications in education, healthcare, and multilingual systems. Education: PhD in Natural Language Processing, University of Cambridge MPhil in Advanced Computer Science, University of Cambridge BSc(Eng) from Queen Mary University of London Research: Dr. Yuan's work spans educational NLP, multilingual systems under low-resource conditions, and explainable machine learning. His group develops technologies for grammatical error correction, automated assessment, and cross-lingual applications, with significant contributions to computer-assisted language learning and computational creativity. Publications: Recent works (2023-2025) demonstrate strong focus on educational NLP, multilingual systems, and LLM evaluation. Key themes include grammatical error correction for code-switched languages, creativity assessment frameworks, and robust evaluation methods for large language models across diverse linguistic contexts. Awards: Winning systems at SemEval-2021 and CoNLL-2014 Fellowship at Trinity College Cambridge Fellow of Higher Education Academy Grants & Advising: Principal Investigator for Royal Society grant 'Large Language Models as Agents for Intelligent Language Tutoring' (2025-2027). Actively supervises PhD students in NLP and machine learning, welcoming new research collaborations. Affiliations: Member of Alan Turing Institute (Data-Centric Engineering), King's Institute for AI, and ACL committees. Organizes major NLP workshops including ACL/NAACL BEA workshops and AIED tutorials.

Nicole Millsمشاهده پروفایل

مدرس

• Psychology of language learning and teaching
• Virtual environments in language learning
• Curriculum development
• +۵ مورد دیگر

Nicole Mills serves as Joint Director of Language Programs (interim), Coordinator of the French language program, and Language Advisor for the Office of International Education at Harvard University, while holding an adjunct lecturer appointment in Education at the Harvard Graduate School of Education. She co-founded the Certificate in Teaching Language & Culture and actively shapes language pedagogy through administrative leadership and innovative curriculum design across multiple Harvard departments. Her educational background includes a Ph.D. in French and Educational Studies and an M.A. in French literature , both from Emory University. These qualifications underpin her interdisciplinary approach to language education, bridging theoretical linguistics with practical pedagogy. Mills’ research pioneers the integration of virtual reality and artificial intelligence in language learning, focusing on psychological aspects of language acquisition, immersive cultural experiences, and curriculum development. Her work demonstrates how experiential learning contexts can transform traditional language instruction, particularly through projects like the La République VR environment that immerses students in Parisian life through diverse perspectives. This research intersects digital humanities, critical theory, and French literary studies to create transformative educational experiences. Her publication trajectory reveals a clear evolution from foundational self-efficacy studies toward cutting-edge explorations of AI and immersive technologies in language education. Recent work emphasizes pedagogical innovation during crises (like pandemic teaching transitions) and the systematic integration of emerging technologies into language program infrastructure, reflecting both theoretical depth and practical applicability. Innovation in Language Program Direction Award (2020) from the American Association of University Supervisors and Coordinators ABL Connect award for Teaching Innovation (2018) from Harvard's Center for Teaching and Learning Mills has secured significant grant funding including Harvard's HILT grants (2017-2020) for VR initiatives and Provost Fund support for AI pedagogy projects. Her collaborative approach is evident in partnerships with Wonda VR, Harvard's Center for Technology in Government, and international institutions for VR/AI development, while her co-founding of the Charlie Archive demonstrates commitment to digital humanities infrastructure for preserving cultural responses to global events. She leads the La République VR project team and the Charlie Archive curation group, fostering interdisciplinary collaboration between technologists, language educators, and digital archivists to create resources that bridge academic research with real-world cultural contexts.

• Technology-Enhanced Learning
• Learning Analytics
• Artificial Intelligence in Education
• +۵ مورد دیگر

Olga Viberg is an Associate Professor at KTH Royal Institute of Technology, specializing in Technology-Enhanced Learning within the Division of Media Technology and Interaction Design at the School of Electrical Engineering and Computer Science. With a PhD in Informatics from Örebro University (2015), she brings extensive experience from Dalarna University (2008-2016) as a lecturer in Media Technology and Learning Sciences. Current roles: Associate Professor, Docent, Course Coordinator Key research areas: AI in Education, Learning Analytics, Privacy & Ethics Leadership roles: Editor-in-Chief of International Journal of Learning Analytics , Vice-President of SoLAR Research Focus : Viberg's work bridges AI, learning analytics, and educational design through value-sensitive approaches. Her studies address: Privacy concerns in learning analytics Cultural alignment of AI systems Self-regulated learning frameworks Trust dynamics in AI adoption Responsible data practices in education Generative AI applications in assessment Scientific Contributions : Recognized through: 2024 Google Academic Research Award Multiple conference recognitions (LAK'24, LAK'23) Leadership in international initiatives like UNESCO's online education policy Educational Impact : Directly shaping academic programs through: Coordination of Bachelor's course in Media Technology Teaching PhD courses in Learning Analytics Organizing Nordic Learning Analytics Summer Institute

Randall W Sadlerمشاهده پروفایل

استاد

• Technology-Infused Language Teaching
• Virtual Worlds and VR in Education
• Second Language Acquisition
• +۳ مورد دیگر

Dr. Randall W. Sadler is a Professor of Linguistics and Director of the MATESL/ESL Programs at the University of Illinois at Urbana-Champaign. He specializes in technology-infused language teaching, with a focus on Virtual Reality (VR), Telecollaboration, and Virtual Worlds. His research explores how these technologies enhance second language acquisition (SLA) and language learning environments. He is also co-owner of the EduNation Islands in Second Life, where he engages in immersive educational projects through his avatar Randall Renoir. His teaching includes courses on L2 reading/writing, technology in language teaching, and SLA fundamentals. Research interests center on leveraging digital tools to improve language instruction, particularly in virtual environments. Recent publications (2022–2024) highlight VR applications for data collection, EFL communication strategies, and XR innovations in language education. Dr. Sadler’s work bridges theoretical SLA frameworks with practical technology integration, emphasizing real-world language learning experiences. He collaborates internationally on projects exploring virtual worlds’ educational potential and contributes to journals like ReCALL , CALICO Journal , and Language Learning & Technology .

Carlos J. Mirandaمشاهده پروفایل

استادیار

• Graphic Design
• User Experience (UX) Design
• Animation
• +۷ مورد دیگر

Carlos J. Miranda is an Assistant Professor at Florida A&M University (FAMU) in the School of Journalism & Graphic Communication. He specializes in teaching Graphic Design, User Experience (UX) Design, and Animation, leading initiatives like the Google + FAMU UX Design program. Previously, he served as an Adjunct Professor at FAMU (2019–2022) and Associate Professor at Tallahassee Community College (1998–2022). He holds an M.F.A. in Applied Arts from Florida State University and a BFA in Fine Arts from Florida International University. His research interests span graphic design pedagogy, digital art creation, and interdisciplinary projects merging music composition with visual art. Notable works include the short story Yellow House (2023), experimental films like Blue (2019), and the Bangladesh/US collaborative documentary Lashkata Ghar (2017). His artistic style combines surreal imagery with humor and sensuality, often utilizing mixed media and 3D rendering techniques. Miranda's career also includes mentorships under Academy Award-winning sound engineer Richard Portman and conceptual artist Jochen Gerz. His creative outputs range from orchestral arrangements to digital photography, reflecting a commitment to blending artistic disciplines. He currently advises no formal students but leads multiple courses including GRA 3135 (UX Design), GRA 3164 (Computer Animation Modeling), and GRA 4942 (Design Practicum II).