جست‌وجوی استاد و پژوهشگر

Vitaliy Popovمشاهده پروفایل

استادیار

• Learning Sciences
• Learning Analytics
• Science of Team Science
• +۶ مورد دیگر

Vitaliy Popov is an Assistant Professor in the Department of Learning Health Sciences at the University of Michigan Medical School, with a courtesy appointment at the University of Michigan School of Information. He also serves as Director of Learning Sciences and Technology for the Clinical Simulation Center of the University of Michigan Medical School. His research focuses on optimizing team function in healthcare to improve learning, performance, and patient outcomes, leveraging learning analytics, simulation-based training, and extended reality (XR). He holds a Ph.D. in computer-supported collaborative learning from Wageningen University & Research Center, Netherlands. Research interests span Learning Sciences, Health Sciences, Artificial Intelligence, and eXtended Reality. Current projects include NSF-funded initiatives on multimodal learning analytics in VR teamwork and visual attention mechanisms in surgical teams. He co-leads the SI 582 Interaction Design course at U-M School of Information and contributes to editorial boards of Annals of Medicine - Medical Education and International Journal of Computer-Supported Collaborative Learning . Recent work explores AI applications in surgical learning, shared decision-making in healthcare teams, and metaverse innovations in medical education. His research bridges education science, healthcare technology, and human-computer interaction, with a focus on interprofessional collaboration and technology-enhanced learning environments.

Ivan Jorrin Abellanمشاهده پروفایل

استاد

• Qualitative Research Methods
• Educational Technology
• Computer-Supported Collaborative Learning (CSCL)
• +۳ مورد دیگر

Iván Jorrín-Abellán is a Professor at Kennesaw State University in the Department of Secondary and Middle Grades Education , Bagwell College of Education . Specializing in qualitative research methods and educational technology , he developed the Hopscotch Model , a webtool to aid novice researchers in creating rigorous research designs. His work spans institutions like the University of Valladolid (where he founded the Center for Transdisciplinary Research in Education in 2009) and collaborations with universities in Spain, Colombia, and beyond. Ph.D. in Educational Technology from University of Valladolid Fulbright Scholar at University of Illinois at Urbana-Champaign (2007-2009) His research integrates computer-supported collaborative learning (CSCL) , ubiquitous learning environments , and methodological equity . He has published extensively on tools like GLUE!-PS AR and OntoolSearch , focusing on bridging abstract learning designs with practical ICT implementation. Recent articles highlight his leadership in digital transformation frameworks (e.g., SELFIE evaluation) and transdisciplinary educational innovation . His work has been recognized with awards such as the 2020 KSU Outstanding Research and Creative Activity Award and finalist status for the 2023 SAGE Innovators Award . He established the Interactive Research Methods Lab (IRML) at KSU, emphasizing reflective innovation and research design democratization . His global outreach includes workshops at Universidad del Rosario (Colombia) and Universidad de la Coruña (Spain), promoting rigorous qualitative, quantitative, and mixed-methods approaches.

Ethan Danahyمشاهده پروفایل

عضو هیئت علمی

• Educational Technologies
• STEM/STEAM Pedagogy
• Robotics in Education
• +۴ مورد دیگر

Ethan Danahy is a Research Associate Professor at Tufts University's Center for Engineering Education and Outreach (CEEO) and holds a secondary appointment in the Department of Computer Science. He coordinates First Year Engineering Courses and teaches introductory engineering design and computing courses. His research focuses on educational technologies, particularly in STEAM fields, emphasizing creativity, collaboration, and sociotechnical considerations. He leads the Justice-based Engineering and Data Science Initiative (JEDI), integrating DEIJ principles into engineering education. Education: BS in Computer Science, Tufts University (2000) MS in Computer Science, Tufts University (2002) PhD in Electrical Engineering, Tufts University (2007) Research Interests: Design and evaluation of educational technologies, robotics in K-12 to university settings, sociotechnical literacy, and justice-based engineering education. Recent work explores AI integration in teamwork and curriculum development for biomimetic design. Grants & Awards: National Science Foundation grants (e.g., Designing Biomimetic Robots, JEDI Initiative) LEGO Education grants for robotics and maker spaces Tufts Inventor Recognition Award (2023) Teaching & Leadership: Coordinates first-year engineering programs, teaches introductory courses, and develops innovative curricula. Active in professional organizations like ASEE's First-Year Engineering Experience Division. Labs/Initiatives: Directs the JEDI initiative and collaborates on projects like the Collaborative Online Robotics Platform (CORP) and Novel Engineering Challenges.

Elizabeth Dyerمشاهده پروفایل

استادیار

• Computer Science Education
• Culturally Responsive Computing
• Data Visualization in Education
• +۳ مورد دیگر

Elizabeth Dyer is an Assistant Professor in the Curriculum & Instruction department at the University of Illinois, Urbana-Champaign . Her work bridges computer science education, mathematics pedagogy, and community-centered learning approaches. Research Focus : Culturally responsive computing, data visualization in education, teacher professional development, and epistemic positioning in collaborative learning environments. Teaching : Leads courses like CI 438: Computer Programming and the Classroom , focusing on K-12 computer science integration. Publications examine topics like community-based data-art programs, epistemic agency in mathematics classrooms, and social media's role in science education reform. Key journals include Journal of Science Education and Technology , Journal of the Learning Sciences , and Canadian Journal of Science, Mathematics and Technology Education . Scientific Awards National Science Foundation Graduate Research Fellowship NAEd/Spencer Dissertation Fellowship Her methodological expertise combines qualitative video analysis, computational grounded theory, and speech analytics to study classroom interactions and teacher development.

Lynnette Grace Leonardمشاهده پروفایل

استاد

• Persuasion, Rhetoric, & Social Influence
• Media Technology, Ethics, & Criticism
• Women's Protest Speech
• +۳ مورد دیگر

Lynnette Grace Leonard is a Professor in the Department of Communication at George Mason University. She holds a PhD in Communication Studies from the University of Kansas and has taught courses in media technology, persuasion, and communication pedagogy. Her research focuses on virtual environments, online identity, and the intersection of technology with rhetorical theory. She has received the 2011 Excellence in Teaching Award from the University of Nebraska at Omaha and continues to innovate in higher education through her work with virtual classrooms and interdisciplinary collaboration. Leonard’s academic background includes a Master’s in Communication (University of New Mexico, 1998) and a Bachelor’s in Rhetoric & Communication (Kansas State University, 1995). Her teaching spans media law, organizational communication, and public speaking, with a strong emphasis on integrating digital tools into pedagogy. She has contributed to over a dozen academic publications exploring topics like Second Life as a teaching platform, online anonymity, and women’s protest speech. Her research projects include grants such as the 2023-2024 Gender Relations and Student Success at Mason Korea (contributor) and the 2016-2017 AUBG ASHA Innovation Hub grant. Leonard’s work often addresses emerging digital communication technologies and their societal implications, including civic engagement through social media and ethical challenges in virtual spaces.

Bodong Chenمشاهده پروفایل

دانشیار

• Learning Sciences
• Learning Analytics
• Network Science
• +۷ مورد دیگر

Bodong Chen is an Associate Professor in the Department of Learning Sciences and Technologies at the University of Pennsylvania Graduate School of Education. He directs the Penn GSE Wonder Lab and the Knowledge Building Innovation Network. His work focuses on improving learning infrastructures through design-based research and participatory design, emphasizing justice-oriented pedagogy, educational technology, and data science. Current research includes projects funded by the Alfred P. Sloan Foundation (InkSpire: Generative AI for Science Reading) and Penn Global (Knowledge Building Innovation Network). Previously led NSF-funded projects like DataX (justice-oriented data science curriculum) and CRII (connecting science discourse with public discourse). Chen serves on editorial boards for journals such as the Journal of the Learning Sciences and ijCSCL. He has held leadership roles in ISLS and SoLAR, including program chair for the 2022 CSCL Conference. Research interests span learning analytics, network science, and socio-semantic networks in education. His work bridges computational methods (e.g., NLP, network analysis) with practical educational applications, promoting collaborative learning and epistemic agency.

• Collaborative Learning
• Educational Technology
• Learning Sciences
• +۳ مورد دیگر

Catherine Louise Dornfeld Tissenbaum is an Assistant Professor of Curriculum and Instruction at the University of Illinois . Her research focuses on collaboration and learning across formal (classrooms) and informal (museums) environments, emphasizing distributed scaffolding and the impact of social/cultural factors. She employs design-based research to study how scaffolds (people/tools) assist learners through 'bite-sized' tasks, challenging traditional hierarchical scaffolding assumptions. Key research areas include: Peer collaboration dynamics in classrooms Museum visitor interactions (families/school groups) Cultural responsiveness in pedagogy Equity in museum exhibit design Recent work explores how marginalized communities engage with cultural institutions. She participates in major conferences like the International Conference of the Learning Sciences (ICLS) and Computer-Supported Collaborative Learning (CSCL).

Kwangok Songمشاهده پروفایل

دانشیار

• Bilingual and Biliteracy Practices
• Out-of-school Literacy
• Digital Literacy
• +۳ مورد دیگر

Kwangok Song is an Associate Professor at the University of Kansas, specializing in sociocultural aspects of literacy and learning. She joined the faculty in 2017 and holds a Ph.D. in Curriculum and Instruction from the University of Texas at Austin. Her research focuses on bilingual and biliteracy practices, digital literacy, and classroom discussions, particularly in multilingual and multicultural settings. She teaches undergraduate literacy methods courses and emphasizes qualitative methodologies like discourse analysis and ethnography. Her work explores emergent bilingual students’ language use in diverse contexts, including online environments and community-based heritage language schools. She has contributed to understanding how translanguaging strategies support learning and how civic engagement shapes biliteracy development in immigrant families. Song co-leads Area 8 (Literacy Learning and Practice in Multilingual and Multicultural Settings) at the Literacy Research Association and has secured grants, such as the 2018 study on bilingual education in U.S. heritage language schools. Awarded the LRA Scholars of Color Transitioning into Academic Research (STAR) mentoring program (2013–2015), her publications span journals like International Journal of Bilingual Education and Bilingualism and Journal of Early Childhood Literacy , addressing topics ranging from digital literacy to family literacy practices. Her teaching interests include literacy assessment and theories of reading instruction.

Vedat G. Dikerمشاهده پروفایل

عضو هیئت علمی

• Modeling and Simulation
• Socio-economic Systems
• Social Media Impact
• +۷ مورد دیگر

Vedat G. Diker is the Associate Dean for Academic Affairs at the College of Information Studies (iSchool) at the University of Maryland, College Park. He holds the rank of Principal Lecturer and serves as the Program Director for the M.S. in Human-Computer Interaction (HCIM). He earned his PhD from SUNY Albany and has a distinguished career in academia and research. His research focuses on modeling socio-economic systems, social impacts of information technologies, data science, and human-computer interaction. He leads the Campus Computation Center: Support, Enrichment & Computing Identity Development to Boost STEM Success project, aimed at enhancing STEM education through computational tools. Dr. Diker has taught numerous courses, including Database Design and Modeling , Managing with Data and Simulations , and Database Design . His teaching spans over two decades, emphasizing practical applications of information science principles. His publications explore system dynamics modeling, open online collaboration, and strategic decision support systems. Notable works include developing the XMILE XML standard for system dynamics models and frameworks for analyzing university management dynamics. He has advised students across various programs but maintains strict policies on reference letters, requiring direct supervision or exceptional academic performance for consideration.

Michael Bernard Twidaleمشاهده پروفایل

استاد

• Human-Computer Interaction (HCI)
• Computer-Supported Cooperative Work (CSCW)
• Computer-Supported Collaborative Learning (CSCL)
• +۷ مورد دیگر

Michael Bernard Twidale is a Professor and Interim Associate Dean for Faculty Affairs at the School of Information Sciences, University of Illinois at Urbana-Champaign. He holds a PhD in Computing from Lancaster University (UK) and is affiliated with the National Center for Supercomputing Applications and the Information Trust Institute. His research focuses on HCI, CSCW, and sociotechnical systems with emphasis on collaborative technologies, user interface design, and agile research methods. Teaching excellence is central to his career, having won the 2017 ASIS&T Outstanding Information Science Teacher Award and consistently appearing on UIUC’s “excellent in teaching” lists since 1998. He has pioneered courses in Entrepreneurial IT Design and Museum Informatics, emphasizing design thinking and societal impact. Current research projects explore metaphors in voice user interfaces, search literacy, and long-term database sustainability. He advocates for "Agile Research Methods" to democratize knowledge production and improve technology accessibility. Over 25 years of academic work include leadership roles in CHI, iConference, and JCDL, plus collaborative initiatives with museums and open-source communities. His work bridges theory and practice through projects like the ARIADNE Collaborative Browsing Project and the Information Forum for knowledge-sharing infrastructures. Recent explorations include cultural informatics with community music archives and rethinking metadata for inclusive data practices.

Kimiko Ryokaiمشاهده پروفایل

استادیار

• Tangible Embodied Computing
• Human-Computer Interaction (HCI)
• Educational Technology
• +۳ مورد دیگر

Kimiko Ryokai is an Assistant Professor at the UC Berkeley School of Information and the Berkeley Center for New Media. Her research focuses on tangible embodied computing and human-computer interaction (HCI), particularly in educational technology, mental health, and creativity support systems. She has been funded by NSF, Google, and Nokia, and her work has been published in top venues like CHI, SIGGRAPH, and CSCL. Ryokai holds MS and PhD degrees from MIT’s Media Arts & Sciences program and previously worked at IDEO as an interaction designer. Education: M.S. (1999), Ph.D. (2005) in Media Arts & Sciences, MIT Grants: Over $600,000 in funding from NSF, Google, and Nokia for projects like mobile AR learning tools and laughter analysis Research Interests Ryokai investigates how physical and digital systems can enhance learning, creativity, and social interaction. Key projects include: MathMarks : AR tool for math education through environmental exploration GreenHat : Exploring nature via expert-guided AR EnergyBugs : Wearables for children to learn energy harvesting Recent Contributions Recent work emphasizes embodied learning (e.g., Balance Board Math), affective computing (laughter visualization), and tangible interaction design. Her research bridges theory and practice, often involving interdisciplinary teams across education, engineering, and art. Awards & Recognition Best Paper Honorable Mention (ACM CHI 2013, 2011) IDSA Gold Award for Industrial Design (2005) Distinguished Mentor Award (UC Berkeley 2010) Teaching & Mentorship Ryokai teaches courses like Design of Tangible User Interfaces and has advised over 30 graduate students. Notable advisees include Laura Devendorf (PhD 2014) and Daniela Rosner (PhD 2012, now at University of Washington).

• Educational Psychology
• Student Motivation
• Collaborative Learning
• +۴ مورد دیگر

Toni Kempler Rogat serves as Associate Professor and Associate Department Head in the Department of Educational Studies at Purdue University's College of Education, where she also coordinates undergraduate research initiatives. Her academic credentials include: Ph.D. in Education and Psychology from the University of Michigan, Ann Arbor (2006) M.S. in Developmental Psychology from the University of Michigan, Ann Arbor (2002) B.A. in Elementary Education with Psychology from Goucher College (1998) Dr. Rogat's research program investigates motivational dynamics in collaborative learning environments, with particular emphasis on how cognitive, socio-emotional, and regulatory processes shape student engagement in inquiry-based science contexts. Her work bridges educational psychology and STEM education to develop frameworks for measuring productive disciplinary engagement during complex learning tasks. Analysis of her publication trajectory reveals consistent focus on collaborative group dynamics since 2006, with recent work expanding into science identity formation and curriculum-specific motivational responses. Her 2022-2024 publications demonstrate methodological evolution toward observational measures of engagement in authentic STEM tasks. Dr. Rogat leads externally funded research projects including an NSF grant developing multidimensional engagement frameworks (2017-2021), a Clifford B. Kinley Trust study on engagement norm fluctuations (2021-2022), and Spencer Foundation research on inquiry curriculum implementation (2017-2018). She directs research teams examining how teachers' autonomy-supportive practices and curricular features influence students' sustained motivation and identification as science learners, with implications for STEM persistence.