جست‌وجوی استاد و پژوهشگر

• Learning Sciences
• Technology-Enhanced Learning
• Collaborative Learning
• +۴ مورد دیگر

Professor Nancy W. Y. Law is a leading scholar in Learning Sciences and Technology at the University of Hong Kong's Faculty of Education . She has served as Founding Director of the Centre for Information Technology in Education (CITE) (1998-2013) and currently holds the Chair of Learning Sciences and Technology . Her career spans over 25 years of international comparative studies, policy analysis, and large-scale educational innovation. Current roles: Associate Dean (Strategic Development), HKU Key affiliations: Sciences of Learning Strategic Research Theme (co-convener) Research Expertise Her work focuses on technology-enhanced learning , digital literacy , knowledge building communities , and multilevel educational change . She pioneered network models of teacher innovation and socio-technical frameworks for sustainable pedagogical transformation, particularly in STEM education and Cyberbullying prevention . Scientific Leadership With over 25 major research grants (2000-2023) exceeding HK$50 million, she leads projects like: Learning and Assessment for Digital Citizenship Jockey Club Self-directed Learning in STEM Design-Aware Learning Analytics A Fellow of the International Society of Learning Sciences and recipient of the HKSAR Humanities and Social Sciences Prestigious Fellowship , she has supervised numerous international comparative studies including SITES 2006, ICILS 2013, and longitudinal digital citizenship research (2019-2021).

Sanna Järveläمشاهده پروفایل

استاد

• Learning Sciences
• Educational Technology
• Self-Regulated Learning
• +۵ مورد دیگر

Sanna Järvelä is a Professor in the Faculty of Education and Psychology at the University of Oulu, where she leads the Learning and Educational Technology Research Lab (LET). She is a leading figure in learning sciences, with a focus on self-regulated learning, collaborative learning, and AI integration in educational contexts. Her research is supported by major international and national grants, including from the Jacobs Foundation. Research Interests: Self-regulated learning and socially shared regulation Computer-supported collaborative learning (CSCL) Artificial intelligence and adaptive technologies in education Development and application of multimodal research methods Her work bridges theoretical advancement with innovative methodological practices, contributing significantly to the understanding of learning in digital environments. While no specific publications are listed, her research output is extensive and highly cited, evidenced by her inclusion in Stanford University’s top 2% most-cited scientists list (2024). Scientific Awards and Honors: Member of the Finnish Academy of Science and Letters (2015) Francqui Chair, Ghent University (2015–2016) Learning Sciences Fellow (2022) Knight First Class of the Order of the White Rose of Finland (2022) Finnish Ostrobothnia Cultural Foundation Science Prize (2023) Stanford University’s Top 2% Scientist List (2024) Advising and Grants: As the head of the LET Lab and co-PI of the Center for Learning and Living with AI (CELLA), funded by the Jacobs Foundation, she mentors researchers and leads large-scale interdisciplinary projects. She also leads the University of Oulu’s Profi 7 Hybrid Intelligence research programme, shaping strategic research directions in AI and education. Labs and Teams: She founded and leads the Learning and Educational Technology Research Lab (LET), a vibrant research group focused on advancing knowledge about technology-enhanced learning. She is also a member of the OECD PISA 2025 ‘Learning in the Digital World’ expert team, influencing global educational policy and assessment frameworks.

Emma Mercierمشاهده پروفایل

دانشیار

• Computer-Supported Collaborative Learning
• Social Interaction and Learning
• Classroom Technology
• +۳ مورد دیگر

Emma Mercier is an Associate Professor and Associate Head & Director of Graduate Programs in the Department of Curriculum & Instruction at the University of Illinois, Urbana-Champaign's College of Education. She also holds a secondary appointment in the Department of Educational Psychology, demonstrating her interdisciplinary approach to educational research. Dr. Mercier's research focuses on the relationship between social interaction and learning, with particular emphasis on collaboration and computer-supported collaborative learning (CSCL) in classroom settings. Her work examines how technology influences group interactions and learning, especially through the use of multi-touch tables in classrooms. She investigates between-group and whole-class interactions, device ecologies, teacher tools, and classroom contexts that shape learning opportunities in technology-enhanced environments. Her research spans K-12 and higher education settings, with significant contributions to engineering education and the design of collaborative learning spaces. Analysis of Dr. Mercier's recent publications reveals a strong focus on orchestration tools that support instructors in facilitating collaborative learning, the role of technology (particularly augmented and virtual reality) in collaborative problem solving, and the design of effective collaborative tasks in engineering education. Her work bridges educational theory with practical classroom applications, often employing design-based implementation research methodologies. A notable trend is her increasing focus on machine learning applications to analyze and support collaborative interactions in real-time classroom settings. Dr. Mercier has been actively involved in mentoring graduate students and teaching courses related to educational research methods, child development and technology, and advanced study of education. Her work has involved significant collaboration with researchers across institutions and disciplines, particularly in the fields of educational technology, learning sciences, and engineering education. Her research has been supported through various projects, including the CSTEPS (Collaborative Support Tools for Engineering Problem Solving) initiative, which has developed and evaluated tools to support collaborative learning in engineering classrooms. This work has involved partnerships with teaching assistants, course assistants, and faculty to implement and refine collaborative learning approaches in undergraduate engineering courses.

Xinran Zhuمشاهده پروفایل

استادیار

• Learning Sciences
• Learning Analytics
• AI in Education
• +۳ مورد دیگر

Xinran Zhu is an Assistant Professor at the University of Illinois Urbana-Champaign College of Education, specializing in Learning Design & Leadership and Instructional Design, Technology, & Organization. Her research intersects learning sciences, learning analytics, and AI in education, focusing on designing technology-supported learning environments for authentic classroom settings. Ph.D. in Learning Sciences and Technologies, University of Pennsylvania (2024) M.A. in Educational Psychology, University of Connecticut Graduate studies in learning technologies, University of Minnesota Her research spans three main areas: (1) design and implementation of educational technologies, particularly social annotation tools for knowledge building; (2) AI integration in education to augment collaborative learning; and (3) computational discourse analysis using network analysis and NLP to generate actionable insights. Recent projects include SynthesisAI , a GenAI-powered chatbot for knowledge synthesis, and the Synthesis Lab , a precursor tool for integrating peer ideas in collaborative writing. Dr. Zhu teaches courses on ubiquitous learning, advanced learning technologies, and eLearning system design. She employs co-design methodologies to develop and implement technologies in both lab and real-world classroom settings, emphasizing student agency and ethical AI partnerships.

Ingvill Rasmussenمشاهده پروفایل

استاد

• Digital Learning
• Classroom Dialogue
• Collaborative Learning
• +۵ مورد دیگر

Ingvill Rasmussen is a Professor at the Department of Education, Faculty of Educational Sciences, University of Oslo (UiO), where she has been employed since 2010. Her academic profile demonstrates expertise in the intersection of digital technology and educational practices, with particular emphasis on classroom dialogue, collaborative learning, and microblogging applications in educational settings. She teaches courses including PED2103 (Development and learning), PED1001 (Learning and teaching), and specialized courses on digital interactions and learning sciences research in the digital age. Dr. Rasmussen's research examines how new technologies transform communication and learning processes. Her work investigates conversations, collaboration, and knowledge production between students and teachers, with special attention to internet and web-based environments. She explores how teachers can effectively guide students in digital learning environments and how students develop necessary self-regulation skills to manage attention across analog and digital activities. Her academic interests explicitly address how ubiquitous technology demands new skills in regulating attention – learning to disconnect, put away devices, and switch between analog and digital activities. Her publication record from 2018-2025 reveals a consistent research trajectory focused on microblogging as a tool for enhancing classroom dialogue. These works examine how digital tools create spaces for student voice, support collaborative meaning-making, and facilitate productive educational interactions across diverse subject areas. Her research shows increasing sophistication in analyzing the nuanced ways technology mediates educational dialogue. Reviewer for prominent international journals including International Journal of Learning, Culture and Social Interaction; International Journal for Educational Research; and British Journal of Educational Technology Library Board, UiO (2014-2022) Employee representative, Department Board (2016-2020) Co-chair and organizer of the Nordic ISCAR conference (2007) Dr. Rasmussen completed her PhD at UiO (2000-2005) on 'Project work and ICT - studying learning as participation trajectories,' followed by postdoctoral work on the TWEAK project (2006-2010). She is currently involved in multiple research projects including AI-supported science conversations, EU Kids Online V (EUKO), and the Samtavla innovation project as a key member of the Living and Learning in the Digital Age (LiDA) research group.

• Instructional Technology
• Computer-Supported Collaborative Learning
• Technology-Enhanced Learning
• +۷ مورد دیگر

Hannie A. Gijlers is an Associate Professor at the Digital Society Institute, affiliated with the Department of Instructional Technology in the Faculty of Behavioral, Management and Social Sciences at the University of Twente. Her work bridges technology and education, focusing on innovative learning environments and collaborative processes. Academic Rank: Associate Professor Institution: University of Twente Research Institute: Digital Society Institute Department: Instructional Technology Her research interests center on computer-supported collaborative learning (CSCL) , technology-enhanced STEM education , inquiry-based learning , and the role of emotions and feedback in learning. She investigates how digital tools and agent-facilitated environments support students and teachers in collaborative settings, often through cross-cultural comparisons. Her work integrates physiological and gaze-based data to understand implicit learner emotions, pushing the boundaries of learning analytics. The recent publications (2021–2024) reveal a strong focus on teacher guidance models , gamified STEM apps , clinical reasoning in medical education , and climate change literacy . These works span disciplines including educational psychology, computer science, and environmental education, indicating interdisciplinary collaboration. Keywords across these articles include collaborative learning, emotion detection, technology integration, and cross-cultural studies, reflecting a consistent research trajectory in digital pedagogy and learner support. While no specific awards are listed in the provided text, her sustained publication record in high-impact venues and leadership in collaborative research projects suggest recognition within the academic community. Hannie Gijlers actively supervises research, as evidenced by co-authored works with junior researchers and contributions to practitioner research models. Her involvement in datasets and conference presentations indicates ongoing grant-funded or institutionally supported research activities. She has contributed to both theoretical frameworks (e.g., four-phase mentorship model) and applied tools (e.g., Science Chaser app), demonstrating a balance between scholarship and practical innovation. She is part of a vibrant research network at the University of Twente, collaborating with scholars like T.H.S. Eysink, A.W. Lazonder, and N. Janssen. Her team explores agent-facilitated learning, gamification in STEM, and teacher development, often in international collaborations (e.g., Dutch-Finnish studies). These efforts are supported by digital infrastructure and interdisciplinary datasets, positioning her at the forefront of digital society research in education.

Päivi Häkkinenمشاهده پروفایل

استاد

• Educational Technology
• Collaborative Learning
• Computer-Supported Collaborative Learning (CSCL)
• +۴ مورد دیگر

Päivi Häkkinen is a **Professor and Vice Director** at the **Finnish Institute for Educational Research (FIER)**, part of the University of Jyväskylä. Her research focuses on technology-enhanced learning, particularly in collaborative problem-solving, computer-supported collaborative learning (CSCL), and the integration of virtual/augmented reality in education. She leads projects like the EDUCA Flagship for future education and LearnDigi , exploring digitalization in learning. Research Interests: She investigates ICT integration in education, learning analytics, and the cognitive and social dynamics of collaborative learning. Her work emphasizes remote collaboration mechanisms, digital tools for assessment, and AI-driven educational innovation. Key Projects: EDUCA Flagship: Addresses future education challenges through interdisciplinary research. LearnDigi: Examines technology’s role in knowledge construction and digitalization impacts. METEOR: Enhances transversal skills for early career researchers via teamwork methodologies. Recent Work Trends: Her publications analyze joint attention in remote collaboration, AI-human partnerships in education, and neural bases of problem-solving. She emphasizes practical applications for teachers and educators. Labs/Teams: Active in FIER and LearnDigi, focusing on collaborative learning design and technology evaluation.

Joshua Weidlichمشاهده پروفایل

استادیار

• Educational Technology
• Learning Analytics
• Online Learning
• +۳ مورد دیگر

Prof. Dr. Joshua Weidlich is an Assistant Professor for Digital Higher Education at the University of Zurich (UZH), collaborating with Zurich University of Education as a DIZH Bridge Professor. His academic background includes a PhD in Educational Technology from FernUniversität in Hagen, where he earned the Early Career Award for Outstanding Dissertation. He holds a BA in Educational Science from TU Chemnitz and an MA in E-Learning and Media Education from the University of Education Heidelberg. His research focuses on leveraging digital technologies to enhance higher education, emphasizing personalized feedback, feedback literacy, learning analytics, AI-driven environments, and social presence in online learning. Prior to UZH, he worked at the DIPF | Leibniz Institute for Research and Information in Education, contributing to both research and teaching. Key achievements include pioneering work on social presence in distance learning, validated through frameworks like the Social Presence Measure, and exploring gender dynamics in STEM education. His recent studies address the impact of AI tools like ChatGPT in education and the role of feedback literacy in student success. Prof. Weidlich’s publications span educational technology, gender studies, and learning analytics, reflecting his commitment to advancing digital pedagogy and equitable educational practices. He actively contributes to the Digital Society Initiative (DSI) at UZH, fostering interdisciplinary dialogue on societal impacts of technology.

Stavros Demetriadisمشاهده پروفایل

استاد

• Learning Technologies
• Educational Technology
• ICT in Education
• +۷ مورد دیگر

Stavros Demetriadis is a Full Professor at the School of Informatics, Aristotle University of Thessaloniki, Greece. His research focuses on Learning Technologies, including Conversational Agents in Education, Learning Analytics, Computer-Supported Collaborative Learning (CSCL), Computational Thinking, and Massive Open Online Courses (MOOCs). He has led EU-funded projects like colMOOC and developed educational tools such as 'pytolearn' for Python instruction and 'Cubes Coding' (winner of Open Education Challenge 2014 and NUMA Competition 2014). He has supervised 5 completed PhD theses, 4 ongoing PhDs, and over 60 Master’s theses. Academic Appointments: Full Professor (2020–present), Associate Professor (2015–2020), Assistant Professor (2012–2015), Lecturer (2002–2008), Informatics Teacher (1989–2002) Education: PhD in Multimedia Technology in Education (2000), MSc in Electronic Physics (1986), BSc in Physics (1983) His work bridges AI and education, with over 161 publications and an h-index of 27. Recent research explores ChatGPT integration, ethics in Learning Analytics, and AI-driven assessment tools. He has delivered invited talks at institutions like the University of Valladolid (2024) and coordinates the 'Teachers' Fast-paced Distance Training on Tele-education' project. Awards include three international best paper awards and recognition for his 'Cubes Coding' project. Key Research Contributions: Developed frameworks for Conversational Agents in CSCL Innovated Computational Thinking pedagogy through robotics Explored ethics and culture in Learning Analytics adoption Created Python-based MOOCs for non-programmers He has taught courses like Human-Computer Interaction and Learning Analytics, and led short programs on Conversational AI. His collaborations span institutions in Spain, Denmark, and Greece. ORCID: 0000-0002-1561-6372; Google Scholar, Semantic Scholar, and Scopus profiles list his extensive output.

Marco Aurélio Gerosaمشاهده پروفایل

عضو هیئت علمی

• Human Aspects of Software Engineering
• Software Engineering Education
• Computer Supported Cooperative Work (CSCW)
• +۷ مورد دیگر

Marco Aurélio Gerosa is a Professor at Northern Arizona University and was previously an Associate Professor at the University of São Paulo (USP), Brazil . He is affiliated with the School of Informatics, Computing, and Cyber Systems (SICCS) at NAU and the Department of Computer Science at USP. His research focuses on the Human Aspects of Software Engineering , including Software Engineering Education , Computer Supported Cooperative Work (CSCW) , and AI-Assisted Software Engineering . He has published extensively on topics such as Open Source Software development, Bots and Chatbots in software engineering, and Mining Software Repositories techniques. His recent work explores Using Large Language Models (LLMs) for educational purposes in programming, data science, and software engineering Developing chatbots to facilitate newcomer onboarding to OSS projects Investigating the evolution of Integrated Development Environments (IDEs) Assessing the impact of software bots on projects Understanding how to design effective chatbot languages Dr. Gerosa has received numerous scientific awards, including ACM SIGSOFT Distinguished Paper Award Best paper awards at ICSE and International Symposium on Open Collaboration IEEE Computer Society TCSE Distinguished Paper and Service Awards Productivity grants from CNPq (Brazilian Council for Scientific and Technological Development) He has graduated numerous PhD students who are now researchers in top institutions worldwide and has been a mentor to many more at various levels. His research projects have secured over USD 1 million in funding. Dr. Gerosa is also involved in the development of tools and environments for software engineering, including MetricMiner for repository analysis and various gamification platforms to enhance developer engagement. He brings over 25 years of teaching experience across multiple universities, teaching courses ranging from Introduction to Programming to Advanced Topics on Web Development and Collaborative Systems Development.

Patrick Jermannمشاهده پروفایل

مدرس

• Computer Science
• Educational Technology
• Human-Computer Interaction
• +۳ مورد دیگر

Patrick Jermann is a Lecturer at EPFL’s School of Computer and Communication Sciences, affiliated with the Centre for Digital Education (CEDE) , SIN-ENS , and SSC-ENS departments. As Executive Director of CEDE since 2013, he leads Swiss MOOC Service (SMS), NOTO, and Campus Analytics initiatives. His research focuses on Computer Supported Collaborative Learning (CSCL) , Learning Analytics , and MOOCs , analyzing student interactions, gaze patterns, and attrition behaviors through clickstream data. Recent work explores pedagogical design, statistical methods, and software development for educational tools. His publications (2001–2015) reveal trends in eye-tracking for MOOCs, interaction analysis, and collaborative learning technologies. Notable contributions include frameworks for gaze-based feedback and metrics for perceived video difficulty. He has mentored PhD students such as Sharma Kshitij and Nüssli Marc-Antoine , and secured grants via the DRIL fund . As a CDS Member, he contributes to institutional digital education strategies.

• Computer-Supported Collaborative Learning
• Virtual Reality in Education
• Science Education
• +۵ مورد دیگر

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

• Knowledge Construction
• Computer-Supported Collaborative Learning (CSCL)
• Digital Learning
• +۵ مورد دیگر

Prof. Dr. Ulrike Cress is the Director of the Leibniz Institute for Science and Mathematics Education (IWM) in Tübingen and a W3 Professor of Psychology at Eberhard Karls University of Tübingen. She leads the Knowledge Construction and e-teaching Transfer research groups, focusing on social and cognitive processes in collaborative knowledge creation, with applications in digital learning, science communication, and human-AI collaboration. Her work integrates theories of co-evolution in learning and knowledge construction, extending to mass collaboration (e.g., Wikipedia) and participatory decision-making in healthcare. Roles: Director of IWM since 2017, Co-Director of Tübingen LEAD Graduate School, and member of the Standing Scientific Commission for German Education Policy. Key Projects: Includes EU- and DFG-funded initiatives on digital learning, AI in education, and science communication. Awards: 2024 Order of Merit of Baden-Württemberg, 2022 ISLS Fellow. Her research interests span educational technology, collaborative learning, and the societal impact of digital media. She co-edits the International Journal of Computer-Supported Learning and contributes to national education policy through roles in UNESCO and the Deutsche Telekom Foundation. Recent work explores AI’s role in science communication and medical education, emphasizing ethical frameworks and human-AI synergies. She advises on institutional strategies for digital education transformation and collaborates with interdisciplinary networks like Leibniz Research Network Educational Potentials (LERN). Award-winning contributions include over 150 peer-reviewed articles and books, such as the International Handbook of Computer-Supported Collaborative Learning . Her lab develops practical tools for e-teaching and evaluates innovations in teacher training and medical curricula.

Ramy Elmoazenمشاهده پروفایل

پژوهشگر

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

Ramy Elmoazen is a Postdoctoral Researcher at the School of Computing, University of Eastern Finland (UEF), within the Faculty of Science, Forestry and Technology. His research focuses on learning analytics, educational technology, and collaborative learning, with a particular emphasis on temporal and social dimensions in collaborative environments. He leads and contributes to projects like BalticSeaBioMed, IGLUE (game-based learning using escape rooms), and Maker & STEM Education initiatives. His work bridges theoretical frameworks like epistemic network analysis (ENA) with practical applications in online education and biomedical learning. Key projects include evaluating technology-enhanced learning in laboratories, exploring barriers and opportunities in STEM education, and advancing methods for capturing student interactions through learning analytics. His doctoral dissertation (2024) emphasized using learning analytics to study social and temporal aspects of collaborative learning. Elmoazen’s interdisciplinary approach integrates quantitative methods, systematic reviews, and educational design, contributing to both academic and applied contexts. He has collaborated on studies ranging from clinical trials in dentistry to large-scale reviews of ENA applications, showcasing his versatility across health education and technology-driven pedagogy. His research highlights the importance of scalable analytics tools and evidence-based practices in modern educational settings.

Pirita Seitamaa-Hakkarainenمشاهده پروفایل

استاد

• Design Processes
• Collaborative Learning
• Maker Education
• +۵ مورد دیگر

Pirita Seitamaa-Hakkarainen is a Professor of Craft Studies at the University of Helsinki and Docent at Aalto University. She leads the Co-inquiry, co-design, co-teaching, and co-regulation (Co4-Lab) laboratory and contributes to the Maker@STEAM research group. Her work bridges cognitive theories of design with collaborative learning environments, emphasizing materiality and knowledge building in education. University of Helsinki: Professor of Craft Studies Aalto University: Docent Her research focuses on: Cognitive theories of design processes and expertise development Collaborative learning and social creativity in maker education Role of external representations (sketching, visualization) in design Scaffolding mechanisms in craft and technology education Materiality in digital age pedagogy Knowledge building theory applications Recent publications (2020-2025) demonstrate sustained output in collaborative design education, virtual reality learning environments, and STEAM pedagogy. Her work consistently explores intersections between cognition, collaboration, and digital/material artifacts in educational settings.