جست‌وجوی استاد و پژوهشگر

• Educational Technology
• Informatics Education
• Programming Pedagogy
• +۳ مورد دیگر

Snježana Babić serves as Associate Professor and Head of the Graduate Study Program Informatics - Teaching Major at the Faculty of Informatics in Pula , University of Pula. With a PhD obtained in 2016 and university affiliation since 2017, she teaches across undergraduate and graduate programs focusing on ICT fundamentals, web design, digital competencies, and informatics education methodology. Her educational background includes graduation in 1993 followed by doctoral studies culminating in 2016. Though specific institutions aren't detailed in the text, her career trajectory shows progression from foundational ICT teaching to specialized informatics education leadership. Babić's research centers on educational technology adoption with particular emphasis on programming pedagogy for young learners through the MEMA method. Her work investigates digital competencies across multiple educational contexts, from primary schools to higher education. Recent publications demonstrate rapid adaptation to emerging technologies, with 2025 studies examining ChatGPT integration in Croatian educational settings and cross-cultural applications of programming methods. Analysis of her 15 most recent publications reveals consistent focus on technology acceptance models applied to Croatian educators and students. The research trajectory shows evolution from foundational e-learning systems (2016-2020) to cutting-edge AI and robotics applications (2022-2025), maintaining strong methodological focus on teacher motivation , implementation barriers , and culturally-specific adoption factors . Her teaching portfolio demonstrates deep integration with research interests: Undergraduate: ICT Fundamentals, Web Design and Application Graduate: Digital Competencies in Education, Informatics Education Methodology, Practicum for IT Educators Cross-disciplinary: ICT in Nursing, Healthcare Informatics Babić actively contributes to institutional leadership as program head while maintaining robust research productivity. Her work bridges theoretical technology adoption frameworks with practical implementation challenges in Croatian educational contexts, particularly examining how emerging technologies like humanoid robots and AI assistants can be effectively integrated into teaching practices.

Siân Bayneمشاهده پروفایل

استاد

• Higher Education Futures
• Utopian Studies
• Digital Education
• +۹ مورد دیگر

Professor Siân Bayne is a leading academic in digital education at the University of Edinburgh , where she serves as Assistant Principal for Education Futures and directs the Centre for Research in Digital Education . Her work bridges critical theory and practical innovation in higher education. Interdisciplinary research on digital education and futures studies Leadership in the Edinburgh Futures Institute and Moray House School of Education and Sport Global impact through UNESCO collaborations and UKRI GCRF projects Bayne’s research explores higher education futures , utopian theory , and digital enhancement , with a focus on: AI’s role in teaching and learning Ethical implications of educational technologies Anonymous social media in academic spaces Speculative scenarios for educational systems Global South digital education models Augmented reality applications in assessment Her 15 most recent publications span 2017-2025 , covering critical perspectives on: Generative AI and educational innovation Utopian design in universities Data governance in learning analytics Augmented reality pedagogy Digital cultural heritage Scientific recognition includes: IASH Sabbatical Fellowship (2023) Bayne leads Higher Education Futures initiatives and partners with institutions worldwide, including: UNESCO Global Education and Technology Report World Bank collaborations European university leadership programs She also drives major research centers like: Centre for Research in Digital Education UKRI GCRF Urban Disaster Risk Hub

• 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).

Paulo Bliksteinمشاهده پروفایل

دانشیار

• Technology in teaching and learning
• Learning design
• Computer modeling in Social and Behavioral Sciences
• +۶ مورد دیگر

Paulo Blikstein serves as Associate Professor of Communications, Media and Learning Technology Design at Columbia University. Previously, he was Assistant Professor of Education and (by courtesy) Computer Science at Stanford University and co-founded the Lemann Center for Brazilian Education (2008-2018). Education: Ph.D. in Learning Sciences, Northwestern University (2009) M.A. in Media Arts & Sciences, MIT Media Lab (2002) M.Eng. in Electronic Engineering, University of São Paulo (2000) B.S. in Metallurgical Engineering, University of São Paulo (1998) His research pioneers constructionist learning environments through digital fabrication, educational robotics, and tangible interfaces—focusing on equitable access for underserved communities. Inspired by Paulo Freire and Seymour Papert, he develops open-source tools like the GoGo Board robotics platform and leads the global FabLab@School initiative establishing fabrication labs in schools across four continents. Current work emphasizes multimodal learning analytics to study student interactions in maker-centered classrooms. Publications reveal strong focus on democratizing invention through maker education, with recurring themes in constructionist theory application, multimodal assessment, and context-specific technology adaptation. Brazilian education reform and low-cost computational solutions form significant threads, particularly in 2016-2017 publications. Scientific Awards: Two Google Faculty Awards National Science Foundation Early Career Award (highest U.S. government honor for early-career scientists) Blikstein directs the Transformative Learning Technologies Lab (TLTL) and co-founded Stanford's Center for Educational Entrepreneurship and Innovation in Brazil. His FabLearn conference established the first academic forum on Maker Movement applications in education. While specific grant details aren't listed, the NSF CAREER Award signifies major federal research funding. He spearheads the FabLab@School project deploying advanced fabrication labs in K-12 institutions worldwide and founded the FabLearn conference series. His work integrates teams of engineers, educators, and designers to create scalable solutions for resource-constrained learning environments.

Cosette Crisanمشاهده پروفایل

دانشیار

• Mathematics Education
• Curriculum Development
• Teacher Education
• +۳ مورد دیگر

Dr Cosette Crisan is an Associate Professor (Teaching) in Mathematics Education at University College London’s IOE, ranked World Number 1 in Education. She specializes in curriculum design, subject-specific mentoring, and integrating digital technologies into mathematics education. Prior to joining UCL IOE in 2010, she taught mathematics at secondary and university levels for 16 years. Her research focuses on enhancing mathematics teaching practices through collaborative mentorship frameworks and technology integration. She co-leads the Curriculum and Subject Specialism Research Group and the ROPE group, driving pedagogical innovation. Notable achievements include the 2021 UCL Faculty Education Team Award for pandemic-era teaching support and leadership roles such as Academic Head of Learning and Teaching (2020–2023). She holds a PhD in Mathematics Education from London South Bank University and is a Principal Fellow of the Higher Education Academy. Current initiatives include developing a Mathematics and Secondary Mathematics Education BSc (QTS) Teacher Degree Apprenticeship program. Her research emphasizes revitalizing geometry education and preparing mentors to effectively guide novice teachers. Publications span topics like computer-aided assessment (STACK), pandemic-era teaching adaptations, and cross-cultural mentorship studies. Dr Crisan’s work bridges theory and practice, advocating for mathematics education as a design science. She actively contributes to the London Mathematical Society’s Education Committee, promoting public engagement with mathematics. Awards include the UCL Faculty Education Team Award (2021) and recognition for her role in transitioning teaching to online platforms during the pandemic. Her teaching portfolio includes leadership of the MA Mathematics Education program and supervision of doctoral candidates. Recent interests include exploring intersections between mathematics and cognitive neuroscience, inspired by her daughter’s career path.

• Educational Technology
• Human-Computer Interaction
• Data Science
• +۴ مورد دیگر

Prof. April Wang is an Assistant Professor in the Department of Computer Science at ETH Zurich. Her work focuses on Educational Technology, Human-Computer Interaction, and AI-driven tools for programming education. She is affiliated with the Professur Educational Technology group and teaches courses such as Human Computer Interaction and Ethics in Computing. Her research explores interactive learning environments, collaborative data science workflows, and AI-augmented educational systems. Her research interests span computational notebooks, live coding interfaces, and human-AI collaboration in software development. Notable contributions include frameworks like DBox for algorithm learning and EDBooks for interactive programming narratives. She also investigates challenges in real-time collaboration tools and automated documentation systems for data scientists. Recent work emphasizes understanding user needs in automated copilot systems and resolving conflicts in collaborative notebook environments. Her projects often bridge theoretical HCI principles with practical educational tools, aiming to enhance both instructor efficacy and student engagement. Prof. Wang’s teaching portfolio includes courses on user-centered interface design and ethical scientific practices. She actively contributes to advancing interdisciplinary computational literacy through initiatives like datAR, which uses everyday objects to teach data concepts.

Michael Gröschelمشاهده پروفایل

استاد

• Business Process Management
• Digital Transformation
• Business Models
• +۳ مورد دیگر

Prof. Dr. Michael Gröschel is a Professor of Business Informatics at the Faculty of Computer Science, Mannheim University of Technology. His expertise spans Business Process Management (BPMN, Process Mining), Digital Transformation, and innovative Business Models. He teaches courses on BPM, project management, and e-business, often collaborating with industry clients through student projects. As a consultant, he specializes in BPMN training and IT-driven business strategy. His work emphasizes practical applications of IT tools like RPA and low-code platforms. Recent publications focus on RPA bot performance evaluation, AI in automotive trade, and business model-IT alignment. Prof. Gröschel’s research bridges academic insights with real-world challenges, particularly in leveraging technology for business innovation. He has authored books and articles on business intelligence tools, mobile business strategies, and digital customer care. His consulting services include executive coaching for academic career advancement and enterprise IT management best practices. Office: Building A, Room 007c | Phone: +49 621 292-6764 | Professional website available for further engagement opportunities.

• Learning Analytics
• Educational Technology
• Virtual Reality Education
• +۵ مورد دیگر

Ulrik Schroeder is a Universitätsprofessor (Full Professor) at RWTH Aachen University, leading the Chair of Learning Technologies within the Faculty of Computer Science. His research focuses on the intersection of educational technology, learning analytics, and immersive technologies with particular emphasis on practical implementations in higher education settings. Professor Schroeder's research spans multiple interconnected domains in educational technology. His primary interests include Learning Analytics implementation (particularly using xAPI standards), Virtual Reality applications for education, Open Educational Resources development and conversion, and gamification approaches for programming education. He has developed several notable tools including convOERter for OER conversion, WebWriter for creating explorable explanations, and various xAPI-based learning analytics infrastructures. His work consistently bridges theoretical frameworks with practical educational applications, often focusing on computer science education contexts. Analysis of his recent publications reveals a strong trend toward integrating Learning Analytics with immersive technologies, particularly Virtual Reality environments. His research demonstrates a systematic approach to educational technology development, with emphasis on scalability, interoperability through standards like xAPI, and practical implementation in real educational settings. The work increasingly focuses on personalized learning paths, quality assurance for educational resources, and privacy-conscious data collection. Co-editor of 21. Fachtagung Bildungstechnologien (DELFI) (2023) Co-editor of Hochschuldidaktik der Informatik HDI 2018 Co-editor of DeLFI 2018 conference proceedings Professor Schroeder has supervised numerous doctoral and postdoctoral researchers who frequently appear as co-authors on his publications, indicating an active research group. His projects often involve interdisciplinary collaborations across computer science, education, and psychology. Current major initiatives include the AIStudyBuddy project for study path analysis and the development of VR classroom simulations for teacher training. His research group, the Learning Technologies Innovation Lab, develops open research tools that support various aspects of educational technology research and implementation.

Paul Taeleمشاهده پروفایل

عضو هیئت علمی

• Sketch Recognition
• Human-Computer Interaction (HCI)
• Artificial Intelligence
• +۵ مورد دیگر

Paul Taele is an Instructional Assistant Professor and Deputy Lab Director in the Sketch Recognition Lab at Texas A&M University's Department of Computer Science & Engineering. He holds a Ph.D. (2019), M.S. (2010), and dual B.S. degrees in Computer Science and Mathematics from the University of Texas at Austin (2006). His research focuses on sketch recognition, haptics, and intelligent interfaces for education and accessibility, with notable work in mid-air gesture recognition, educational sketching tools, and assistive technologies for disabilities. He has contributed to projects like Kanji Workbook , Hashigo , and HaptiMoto , and has published over 50 peer-reviewed articles across venues like CHI, IUI, and AAAI. Taele has received awards including the NSF Student Travel Grant (2014) and Ford Foundation Honorable Mention (2015). He teaches courses in capstone design, programming, and sketch recognition, and mentors students across all academic levels through strict eligibility criteria for research collaborations. Education : Ph.D. Computer Science, Texas A&M University (2019) M.S. Computer Science, Texas A&M University (2010) B.S. Computer Science & Mathematics, University of Texas at Austin (2006) Concentration in Mandarin Chinese, National Chengchi University (2007) Research Interests : Taele's work bridges HCI and AI to create accessible educational interfaces. His projects emphasize: Sketch Recognition : Developing algorithms for mid-air gestures, children's developmental assessments, and language learning Accessibility : Haptic systems for visually impaired learners and algebra education Educational Tech : Intelligent tutoring systems for music, math, and East Asian languages Awards & Grants : EAAI-20 Travel Grant (2020) Ford Foundation Dissertation Honorable Mention (2015) NSF East Asia-Pacific Summer Institutes (2013, 2012) Royce E. Wisenbaker Fellowship (2009) Lab & Teams : Director of the Sketch Recognition Lab (SRL) and collaborator with global institutions like Singapore Management University and National Taiwan University. Active in organizing workshops like SketchRec at IUI conferences.

• Computer Science Education
• AI in Education
• AI Literacy
• +۵ مورد دیگر

Michael O'Dea is a Senior Lecturer in the Department of Computer Science at the University of York, United Kingdom. He has held previous academic positions at York St John University, Beijing University of Technology, University of Hull, and Waikato Institute of Technology, bringing extensive international experience in computer science education. He is actively engaged in pedagogical scholarship and leadership in higher education innovation. Senior Lecturer, Department of Computer Science, University of York Senior Lecturer in Computer Science, York St John University Lecturer in Software Engineering, Beijing University of Technology, China Lecturer in Computer Science, University of Hull Lecturer in Information Technology, Waikato Institute of Technology, NZ Dr. O'Dea earned his Ed.D. in Computer Based Learning from the University of Leeds. His research centers on the integration of artificial intelligence into educational practices, with a strong emphasis on AI literacy, the effectiveness of generative AI in teaching and learning, and the evolving landscape of technology acceptance in higher education. He investigates how AI tools can enhance student learning, faculty development, and institutional policy. His recent publications span topics such as AI literacy assessment, the future of online and blended learning, the application of machine learning in earthquake prediction, and international study abroad effectiveness. These works reflect a broad interdisciplinary approach, combining computer science, educational theory, and policy analysis. His scholarship is increasingly focused on the transformative potential of generative AI in academic settings, as evidenced by his leadership in special journal issues and funded research projects. Dr. O'Dea holds significant editorial responsibilities as Associate Editor and Lead Guest Editor for the Journal of University Teaching and Learning Practice and as Guest Editor for a special issue in Education Sciences on generative-AI-enhanced learning. He is also an Invited External Academic Affiliate at the King's Institute for Artificial Intelligence, King's College London. Associate Editor - Special Issues, Journal of University Teaching and Learning Practice Lead Guest Editor, Special Issue on Technology Acceptance Models, JUTLP (2024) Guest Editor, Special Issue on Generative-AI-Enhanced Learning, Education Sciences Principal Investigator, QAA Collaborative Enhancement Project on Graduate Attributes in the Era of GenAI (2025) He has delivered numerous invited talks and workshops at institutions such as the University of York, Queen Mary University of London, and international conferences including the Academy of Management and the International Conference on Artificial Intelligence in Education. His work bridges research, practice, and policy in higher education, with a strong commitment to inclusive and innovative teaching methodologies.

• Media Pedagogy
• Media Didactics
• Adaptive Learning Systems
• +۳ مورد دیگر

Luisa Wellert is a Research Associate at the Innovative Educational Technologies Department within the Tübingen Center for Digital Education (TüCeDE) at the University of Tübingen since September 2023. She is also a PhD student at TüCeDE since October 2022. Education: Master of Arts in Intermedia and General Educational Science (2020-2022) from University of Cologne Bachelor of Arts in Media Studies and Educational Science (2016-2019) from University of Tübingen Research Focus: Her work centers on media pedagogy , media didactics , and adaptive learning systems , with particular emphasis on AI integration in educational contexts. Recent projects examine automated qualitative coding of AI tutoring dialogues using large language models and effectiveness of self-developed adaptive systems in schools. Publications: Recent work analyzes assessment methodologies in adaptive learning systems, compares performance-based and cognitive load-based evaluation approaches, and explores implementation challenges of DIY adaptive technologies. She actively contributes to open-source AI tutoring initiatives through the OSATI project. Presentations: Luisa presents her research at major conferences including EARLI, LEAD Research Meeting, and GEBF Conference, focusing on practical implementations of AI-based educational tools and their cognitive impacts. Professional Activity: Prior to her current role, she served as Project Manager for Educational Research at TüCeDE (2022-2023) and worked as a Research Assistant at mmb Institut GmbH (2021-2022) and mecodia GmbH (2018-2020). She also has experience in media education and empirical media research.

Felix Gomez Marmolمشاهده پروفایل

دانشیار

• Cybersecurity
• Artificial Intelligence
• Machine Learning
• +۵ مورد دیگر

Felix Gomez Marmol is an Associate Professor at the University of Murcia's Faculty of Informatics, Department of Information and Communication Engineering. His research focuses on cybersecurity, artificial intelligence, network security, and IoT security. He holds a PhD in Computer Science from the University of Murcia (2010), supervised by Dr. Gregorio Martínez Pérez. Key research interests include adaptive intrusion detection systems, dark web analysis, and AI-driven cybersecurity frameworks. He leads the Intelligent Systems and Telematics research group and previously contributed to the Sistemas Inteligentes group. His work emphasizes practical applications such as the SCORPION Cyber Range platform for cybersecurity training and gamification. Recent projects involve detecting hate networks on social media, optimizing malware defense using transfer learning, and developing SIEM systems for IoT environments. His contributions span technical papers on cybersecurity education, ethical hacking fundamentals, and blockchain-based security solutions. Prof. Gomez Marmol has collaborated on initiatives like the COBRA framework for simulating advanced persistent threats (APTs) and the COnVIDa dashboard for pandemic-related data analysis. His research bridges theoretical advancements with real-world cybersecurity challenges.

Ben Williamsonمشاهده پروفایل

مدرس ارشد

• Digital Education
• Data-Intensive Practices in Education
• Educational Policy and Governance
• +۴ مورد دیگر

Dr. Ben Williamson is a Senior Lecturer in Digital Education at the University of Edinburgh's Moray House School of Education and Sport, affiliated with the Institute for Education, Community & Society (IECS) and the Centre for Research in Digital Education. His work critically examines how digital technologies, data infrastructures, and biometric/neurotechnological practices shape educational futures. Key areas of focus include the role of venture capital in education, algorithmic governance, and the privatization of educational systems. His research has been funded by the Leverhulme Trust and the Economic and Social Research Council (ESRC). Notable publications include Big Data in Education: The Digital Future of Learning, Policy, and Practice (2017). He maintains the Code Acts in Education blog and is active on Twitter as @BenPatrickWill. Williamson’s research explores intersections between biology and education (e.g., educational genomics), financial markets in schooling, and the governance of educational data by tech corporations. He critiques how platforms like Google Classroom and investors such as Amazon reshape educational practices and policies. His work emphasizes sociotechnical and infrastructural analyses of educational change. He supervises PhD students focusing on data-centric education policies, digital technology in education governance, and emerging biometric sciences in learning contexts. His articles analyze global EdTech dynamics, pandemic-driven privatization, and the ethical implications of biosocial education. Williamson’s affiliations include the Edinburgh Futures Institute, where he collaborates on future-oriented educational research. He has contributed to policy innovation labs and studies the impact of corporate actors like Pearson and the Chan Zuckerberg Initiative on educational systems.

Christopher T. Bavitzمشاهده پروفایل

استاد بالینی

• Intellectual Property Law
• Media Law
• Technology Law
• +۵ مورد دیگر

Christopher T. Bavitz is the WilmerHale Clinical Professor of Law and Vice Dean for Experiential and Clinical Education at Harvard Law School. He serves as Managing Director of the Cyberlaw Clinic at the Berkman Klein Center for Internet & Society and is a Faculty Co-Director of the Center. His expertise spans intellectual property, media law, AI governance, and technology policy. Bavitz teaches courses like Music & Digital Media and Counseling and Legal Strategy in the Digital Age . His research focuses on algorithmic fairness, intermediary liability, and regulatory frameworks for emerging technologies. Bavitz holds a B.A. from Tufts University and a J.D. from the University of Michigan Law School. Before joining HLS, he was Senior Director of Legal Affairs at EMI Music and practiced litigation at Sonnenschein Nath & Rosenthal. Key initiatives include work on the Lumen Database for transparency in content takedowns, the AGTech Forum for state attorneys general, and policy analysis on AI ethics, facial recognition, and algorithmic risk assessment tools. He advises on startup legal strategy, digital finance, and generative AI accountability.

• Educational Technology
• Technology-Enhanced Learning
• Learning Design
• +۴ مورد دیگر

Dr. Amanda Gigliotti is a Senior Lecturer at the School of Education, University of Wollongong , with expertise in technology-enhanced learning and teacher design practice. Her research investigates how educators integrate technology into pedagogy, focusing on design decisions and professional development. Current role (2025–present): Senior Lecturer, University of Wollongong Previous appointments: Lecturer (2023–2024), Career Development Fellow (2020–2023) PhD in Education (2020), Bachelor of Primary Education (Honours) (2011) Her work emphasizes inclusive digital learning , with grants totaling $292,797.25 as lead investigator. She co-authored 6 journal articles, 2 book chapters, and 2 reports, often collaborating on topics like online curriculum design and WIL simulations. Key awards include the University of Wollongong's Vice Chancellor (Early Career) Award for teaching excellence. She chairs UOW’s Early Career Researcher Committee and founded ASSH’s Early Career Academic Network, mentoring over 100 international academics.