جست‌وجوی استاد و پژوهشگر

• Environmental Education
• Material Feminist Theory
• Eco-Feminist Theory
• +۴ مورد دیگر

Lisa Siegel serves as a Lecturer in the Faculty of Education at Southern Cross University, bringing over 30 years of international environmental education experience across public and independent schools in three countries. She is a leadership team member of the Sustainability, Environmental, and Arts Education (SEAE) Research Centre and teaches environmental education, interdisciplinary approaches, and educational philosophies. Her academic credentials include: PhD in Environmental Education, Southern Cross University MA in Social Ecology, University of Western Sydney MA in Curriculum & Teaching, Teachers College, Columbia University BA in Liberal Studies, San Francisco State University Her research centers on material feminist and eco-feminist theoretical frameworks, employing collective biography methodology to investigate women environmentalists' lived experiences and environmental agency. Current interests encompass intra-connective education, sustainability teacher training, and educator wellbeing, with strong emphasis on posthumanist perspectives that challenge anthropocentric educational paradigms. Analysis of her 2018-2025 publications reveals consistent exploration of agential realism in digital learning environments, posthumanist approaches to place-based education, and feminist reinterpretations of environmental behavior. Her work increasingly integrates child-led research methodologies and examines technological disruptions in ecological learning contexts. Her recognition includes: SCU Faculty of Education Educator of the Year (2023) Australian Environmental Educator of the Year (2022) NSW Tertiary and Community Environmental Educator of the Year (2021) SCU HDR Excellence Awards for research supervision (2017-2019) Outstanding Teaching Excellence Award - Inspiring Educator (SCU, 2023) Lisa demonstrates exceptional higher degree research supervision through multiple HDR Excellence Awards. Her grant activities are evidenced through leadership in the SEAE Research Centre and sustained direction of the Centre for Ecological Learning, though specific funding details aren't provided in available materials. She currently leads the Centre for Ecological Learning (CEL) and serves as national president of the Australian Association for Environmental Education (AAEE), while contributing to SCU's SEAE Research Centre which fosters interdisciplinary collaborations across sustainability, environmental arts, and pedagogical innovation.

• Curriculum Studies
• Public Pedagogy
• Activist Studies
• +۳ مورد دیگر

Jake Burdick is an Associate Professor in the Department of Curriculum and Instruction at Purdue University, where he has held faculty positions since 2012. His work centers on how education manifests in public and popular cultural spaces beyond formal institutions, with a focus on activist movements and community knowledge production. Education: Ph.D. from Arizona State University M.A. from Northern Arizona University B.A. from Northern Arizona University Dr. Burdick employs narrative inquiry, psychoanalytic frameworks, and post-structural theory to examine how everyday sites like social media, consumer culture, and political discourse function as educational arenas. His research critically engages with conspiracy theories, media literacy, and the pedagogical dimensions of public health crises, revealing how power operates through seemingly mundane educational encounters. Recent work (2023-2024) analyzes disinformation ecosystems and the political symbolism of mask-wearing during pandemics. His publications demonstrate a consistent trend toward examining crisis pedagogies—particularly how apocalyptic narratives in conspiracy theories shape public understanding, and how marginalized communities develop counter-pedagogies of resistance. Key thematic clusters include critical media literacy, translingual curriculum design, and the role of public intellectuals in democratic societies. Scientific Awards: James T. Sears Award for Outstanding Graduate Paper (2008) for "Conspiracy theory as a curriculum text: Populist dreams and critical dreaming" Dr. Burdick serves on the editorial board of the Journal of Curriculum and Pedagogy and previously chaired the Critical Issues in Curriculum and Cultural Studies SIG for the American Educational Research Association. He teaches graduate courses including EDCI 58000 (Foundations of Curriculum) and EDCI 68400 (Seminar in Curriculum: Writing and Research for Equity and Diversity), emphasizing critical approaches to curriculum theory and activist scholarship.

Louise Ritchieمشاهده پروفایل

مدرس

• Theatre Practice
• Digital Media in Performance
• Performance Pedagogy
• +۴ مورد دیگر

Louise Ritchie is a Lecturer in Theatre & Theatre Practice at Aberystwyth University 's Department of Theatre, Film, and Television Studies. Her practice-based research interrogates face-to-face pedagogy in workshops, focusing on digital tools' role in transmitting performance-making pedagogies through video, photography, and pre-recorded instructions. BA (1st class hons), MA (with distinction), PGCE, PhD (Cymru) Organized Brith Gof archive dissemination events at National Library of Wales Awarded AHRC doctoral scholarship for practice-based research Ritchie's research explores the creative possibilities of digital notation systems for physical theatre, culminating in her 2012 thesis Digital notation: new approaches to physical theatre and its documents . Her work bridges digital media and performance pedagogy , examining spatial dynamics in site-specific installations . Selected publications (2004-2013) reveal research trends in: Digital archiving of performance practices Interactive workshop methodologies Time-based documentation techniques Media integration in physical theatre Spatial transformation in performance Cultural memory transmission Scientific achievements include: AHRC doctoral scholarship recipient Ritchie actively collaborates with experimental theatre company Almost Human as an associate artist, and has participated in international exchanges like Human Dialog (Norway) . Her research outputs span peer-reviewed articles, performances, and digital installations .

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.

• Innovation Studies
• Cognitive Science (4E/Enactive Cognition)
• Organizational Theory
• +۷ مورد دیگر

Univ.-Prof. Franz-Markus Peschl is Professor of Cognitive Science and Philosophy of Science at the University of Vienna's Department of Philosophy within the Faculty of Philosophy and Education. He serves as Vice-Director of Studies for the Philosophy Directorate and leads multiple academic initiatives including the Middle European Interdisciplinary Joint Master's Program in Cognitive Science (MEi:CogSci) and the Extension Curriculum on Innovation & Knowledge Creation. As head of the OCKO (Organizing Cognition in Knowing Organizations) Research Group and co-founder of the Vienna Cognitive Science Hub, Prof. Peschl plays a pivotal role in interdisciplinary research and education at the university. Prof. Peschl's research focuses on innovation and knowledge creation across multiple contexts, integrating approaches from cognitive science (particularly 4E/enactive cognition), organizational theory, philosophy/epistemology, and knowledge technologies. His work centers on understanding how novelty emerges through socio-epistemological processes, with particular emphasis on concepts such as Emergent Innovation and Enabling Spaces which he developed as forms of "socio-epistemological engineering." His research explores how humans interact with environments to create knowledge, how organizations function as socially extended cognitive systems, and how we can "learn from future potentials" to develop 21st century & futures skills. He investigates the role of extended and enactive cognition in knowledge processes, the foundations of organizations as cognitive institutions, and implications for educational settings and organizational innovation. Analysis of Prof. Peschl's recent publications reveals a consistent trajectory toward integrating cognitive science with practical innovation frameworks. His work consistently bridges theoretical foundations with actionable insights for organizations and educational settings. A strong theme throughout is the role of physical and social spaces in enabling knowledge work, with empirical studies on material artifacts like LEGO bricks as boundary objects in innovation processes. His scholarship increasingly addresses digital transformation and AI's implications for knowledge creation while maintaining a robust philosophical foundation in epistemology. The temporal dimension of innovation—particularly "learning from the future as it emerges"—represents a distinctive contribution to the field. Prof. Peschl has received recognition for his innovative approaches to teaching and learning, including a Teaching Award. His educational philosophy emphasizes that "learning is a socio-epistemic-material activity of co-creation, interaction with the world and others, and shaping and being shaped by the world on all levels." He has contributed to designing innovative physical learning environments, including the Learning Lab at the Center for Teaching and Learning. His teaching portfolio includes courses on designing innovation processes, cognitive science foundations, and digital innovation labs that reflect his research interests. As head of the OCKO Research Group, Prof. Peschl leads interdisciplinary research on how cognition is organized in knowing organizations. His scholarly network extends through the CEEPUS Network for Cognitive Science and the FWF Cluster of Excellence "Knowledge in Crisis." Beyond academia, he co-founded and serves as CSO of theLivingCore Innovation and Knowledge Architects, demonstrating strong connections between theoretical research and practical innovation applications. His work with international universities through visiting professorships (including Berlin and Bratislava) underscores his global scholarly impact.

• Human-Computer Interaction
• Social Sustainability
• Feminism
• +۶ مورد دیگر

Rob Comber is an Associate Professor at KTH Royal Institute of Technology's School of Electrical Engineering and Computer Science , affiliated with the Media Technology and Interaction Design (MID) department. His research spans Human-Computer Interaction (HCI) , focusing on social and environmental sustainability , social justice , and feminist design . He explores technology's role in civic society , food systems , and social media through equity-driven design and qualitative social science methods. Research interests include: Democratic technology and equity in access Environmental stewardship via digital systems Feminist and decolonial approaches to HCI Community-driven design practices Smart city sustainability His recent publications highlight sustainable design , colonial archive transformations , and AI labor mapping , emphasizing constraint-based innovation and visceral technology ethics . No scientific awards are listed, and no formal advisees are mentioned. He teaches courses including Digitalization and Sustainable Social Transformation and Human-Computer Interaction .

Verena Suchhart-Krollمشاهده پروفایل

پژوهشگر

• Theological Gender Research
• Biblical Hermeneutics
• Intersectionality
• +۳ مورد دیگر

Verena Suchhart-Kroll serves as a Research Associate at the University of Münster's Catholic Theological Faculty within the Institute for Religious Education and Pastoral Theology. Her academic profile integrates theological gender research, biblical hermeneutics, and intersectional analysis across practical theology and religious education. Her educational background includes a Magister Theologiae from WWU Münster (2011-2018) with Cusanuswerk scholarship support, followed by an MA in Christian Theology from Durham University (2015-2016). She has completed foundational training in Themenzentrierter Interaktion (TZI) and participates in the "Dialogperspektiven" interfaith dialogue program. Current Promotion Project: "Verantwortung für das Wort: Die Bibel in der Praktischen Theologie" analyzing biblical usage in practical-theological discourse through empirical methods Teach Tank Initiative: Award-winning 2020 project developing gender-integrated theological teaching modules Editorial Role: Since 2024, serves as editor for Zeitschrift für Pastoraltheologie Her research demonstrates consistent interdisciplinary focus on representation politics, gendered knowledge production, and biblical reception in pastoral contexts. Publications reveal methodological innovation through praxistheoretic frameworks and intersectional analysis applied to theological education and pastoral practice. Gleichstellungspreis der WWU Münster (2020) for gender-integrated teaching materials development Co-editor of two major theological anthologies addressing intersectional and gender perspectives Active contributor to European Society of Women in Theological Research (ESWTR) Through her Arbeitsstelle für Theologische Genderforschung affiliation and membership in AGENDA – Forum katholischer Theologinnen, she shapes institutional gender research frameworks while mentoring emerging scholars through innovative teaching approaches. Her current work bridges biblical studies with practical theology through critical examination of citation practices and representational politics in theological knowledge production.

Shahin Pamatmatمشاهده پروفایل

مدرس

• Special Education
• Disability Education Studies
• Feminist Theory and Research
• +۳ مورد دیگر

Shahin Pamatmat serves as a Lecturer at Sonoma State University (2020–Present) and works as a Disability & Special Education Advocate (2015–Present). They have extensive experience in K–12 education, including roles at Lawrence Jones Middle School, Windsor High School, Cali Calmécac Language Academy, and Dunham Elementary School (2016–2021). Education: Ph.D. in Education (Feminist Theory & Research) – University of California, Davis (In Progress) MA in Special Education – Sonoma State University (2019) BA in Liberal Studies – Sonoma State University (2011) Research Interests: Shahin focuses on disability education studies , theories of embodiment , and critical youth participatory action research . Their work emphasizes universal design for learning and pre-service educator supervision , particularly for underserved youth. Selected Publication: Contributed a case study to A Teacher's Guide to Progress Monitoring (2020), analyzing curriculum effectiveness for inclusive education. Personal: A self-described "Baba," Shahin enjoys playing chess, learning Bridge, and watching Star Trek: Deep Space Nine. Current reads include disability empowerment literature and speculative fiction.

Federico Visiمشاهده پروفایل

استاد مهمان

• gesture in music
• motion-sensing technologies
• interactive machine learning
• +۴ مورد دیگر

Federico Visi (he/they) serves as Guest Faculty in the Sound Studies and Sonic Arts Master's program at Berlin University of the Arts. Based in Berlin, Germany, Visi is a researcher, composer, and performer whose work bridges technology and artistic expression through innovative musical interfaces and performance systems. Visi completed doctoral research on instrumental music and body movement at the Interdisciplinary Centre for Computer Music Research (ICCMR), University of Plymouth, UK. They have held postdoctoral positions at Luleå University of Technology (Sweden) and Goldsmiths, University of London (UK), establishing a foundation for their interdisciplinary approach to music technology. Visi's research focuses on gesture in music, motion-sensing technologies, interactive machine learning, and embodied interaction. Their work explores how body movement and physiological signals can be harnessed in electronic music creation through both theoretical frameworks and practical implementations. They have developed novel instruments like the Sophtar and biosignal-based performance systems that translate physiological data into sound. Recent scholarly output reveals a trajectory toward increasingly sophisticated integration of machine learning in musical contexts, with significant contributions spanning computer music, psychology, and human-computer interaction domains. Visi's publications demonstrate how algorithmic processes can be embedded in musical instruments to create new forms of musical expression and co-creativity between humans and machines. As an active member of the research community, Visi co-edited a thematic issue of Organised Sound on 'Embedding Algorithms in Music and Sound Art' and organized the Embedding Algorithms Workshop at Berlin University of the Arts. They contribute to the Wilding AI collective that explores creative applications of AI in spatial audio environments. Visi releases music under the moniker AQAXA, combining conventional electronic music production with machine learning exploration of personal sonic memories. Their work has been supported by the European Research Council, Swedish Research Council, Boström Fund, and Helge Ax:son Johnsons foundation.

Lars Oestreicherمشاهده پروفایل

مدرس ارشد

• Human-Computer Interaction
• Artificial Intelligence
• Disability Research
• +۶ مورد دیگر

Lars Oestreicher is a Senior Lecturer at the Department of Information Technology at Uppsala University. He holds a Dr. Tech. degree and has been recognized as an Excellent teacher. His work focuses on Human-Computer Interaction with particular emphasis on accessibility and inclusive design. His research interests include disability research, non-excluding design, universal design, usability, user interface programming, and the relationship between AI and art. Notably, he led the MUMIn project (Maximal Expression - Minimal Interaction) at Årsta special needs school in Uppsala, which created conditions for children to actively play music through the use of IT. This project exemplifies his commitment to using technology to empower individuals with special needs. Oestreicher teaches Interface Programming 1 and 2, as well as the course Non-Exclusive Design which focuses on disabilities. His recent publications show a strong trend toward AI ethics, cultural competence in digital systems, cognitive aspects of human-computer interaction, and assistive technologies. His work often bridges the gap between technical systems and human needs, particularly for vulnerable populations. His scholarly output demonstrates consistent quality and relevance over several decades. His most impactful recent works address critical questions about AI ethics in human contexts, cultural competence in image analysis, and the future of assistive technologies. Oestreicher's research methodology consistently emphasizes user participation and co-learning, reflecting his commitment to designing technology that genuinely serves user needs rather than imposing technological solutions on users. What is the problem to which AI chatbots are the solution? (2024) explores AI ethics through philosophical frameworks From Visual Forms to Metaphors (2022) targets cultural competence in image analysis Cognitive Chunks as Neural Activity (2019) investigates the relationship between thought and neural activity Future assistive devices (2019) examines implications of emerging assistive technologies Oestreicher maintains an active presence in the academic community with publications spanning several decades. His work shows consistent focus on human-centered computing with particular attention to inclusive design principles. He also maintains a blog on Medium under the handle @Moomindad where he discusses various topics that interest him and has garnered attention across multiple platforms including news outlets, blog posts, patents, and Wikipedia pages.

• Arab Revolutions
• Arab Literature
• Translation Studies
• +۴ مورد دیگر

Eylaf Bader Eddin serves as Assistant Professor of Arab Studies at Davidson College, specializing in the linguistic and cultural dimensions of Arab revolutions with emphasis on Syrian revolutionary discourse and its translational challenges across Arabic, English, and French contexts. Her academic foundation includes: Ph.D. from Aix-Marseille University & Philipps-University Marburg M.A. from University of Paris 8 | Vincennes - Saint-Denis B.A. from Damascus University Research centers on how cultural practices facilitate or obstruct cross-cultural communication, particularly through revolutionary language translation and prison cultural expressions. Current fieldwork investigates musical resistance among Syrian political prisoners in exile as embodied resilience, examining how artistic practices transform exile into new sites of resistance. Her methodology prioritizes community-engaged scholarship with direct participant collaboration. Publications demonstrate consistent focus on revolutionary linguistics and translational justice, evolving from analysis of 2011-2012 Syrian protest slogans toward contemporary studies of musical resistance in displacement. Both major works emphasize accessible knowledge production through multilingual publication and open-access dissemination. Scientific recognition includes: Sadiq Jalal al-Azim Award for cultural research (2018) She actively mentors students through immersive project participation, currently involving Davidson undergraduates in documenting Syrian exile music traditions for exhibitions and performances. Her pedagogy connects classroom learning with real-world engagement through direct collaboration with Arab journalists, publishers, filmmakers, and activists. Research operates through dynamic project-based collectives rather than formal laboratories, currently uniting students with Syrian exile artists to co-create musical performances and visual exhibitions that translate ethnographic findings into public artistic expression.

Ronald P.M.H. Layمشاهده پروفایل

استاد

• Art Therapy
• Mental Health
• Forensic Therapy
• +۳ مورد دیگر

Dr. Ronald P.M.H. Lay is a Programme Leader for the MA Art Therapy programme at LASALLE College of the Arts, Singapore. He holds a Doctor of Education from The University of Western Australia, an MA in Art Therapy from Concordia University, and dual BAs in Fine Arts (University of Guelph) and Psychology (Wilfred Laurier University). His career bridges clinical practice and academia, with a focus on forensic art therapy and postgraduate training in Asia. He has received prestigious awards, including the Sustained Superior Accomplishment Award from the California State Legislature, and is a board-certified, internationally recognized art therapist. Dr. Lay’s research emphasizes experiential learning in art therapy education and its application in Asian contexts. His work spans clinical supervision, professional development, and humanitarian projects, including community art collaborations in Southeast Asia and Africa. He actively contributes to academic journals, serves on editorial boards (e.g., International Journal of Art Therapy ), and delivers keynote addresses globally. Education: Doctor of Education, The University of Western Australia MA (Art Therapy), Concordia University BA (Fine Arts), University of Guelph BA (Psychology), Wilfred Laurier University Awards: Sustained Superior Accomplishment Award (2009, 2002) Goldsmiths-LASALLE Partnership Innovation Fund (2018) Inaugural Honorary Fellow, ATAS (2023–2027) His publications and presentations address art therapy’s role in mental health, ethics, and disaster response. He leads initiatives like the MA Art Therapy Summer Art, Culture & Mental Health Experience and the Bridge Arts & Medicine Community Project , fostering global connections in art therapy education and practice.

Hametner Stephanمشاهده پروفایل

استاد

• Music Didactics
• Systemic-Constructivist Didactics
• Empirical Research in Education
• +۴ مورد دیگر

Mag. phil. Mag. art. Dr. phil. Stephan Hametner is a Professor at PH-OÖ (University College of Teacher Education Upper Austria) since 2014, specializing in Subject Didactics for General Music Education across elementary and secondary levels. His expertise spans Systemic-constructivist didactics Empirical research in music education Curriculum development Academic supervision Organizational development Academic background highlights include: PhD in Music Education/Pedagogy (2004, magna cum laude ) Diploma in Music Education (University of Music and Performing Arts Vienna & University of Vienna, 2000 magna cum laude ) Diploma in Rhythmics (1996 magna cum laude ) Research focuses on systemic-constructivist music pedagogy , with key contributions in Didactic frameworks for music interpretation Empirical validation of teaching methods Integration of movement and music Subject-oriented educational theory His publications analyze music's role in cognitive development and pedagogical innovation, emphasizing experiential learning. He also contributes to media education through 50 ethnomusicological radio programs (Radio Orange 94.0, 2000-2005) Interactive educational CD-ROMs Academic case studies Active in international collaborations, he serves as expert for Bern University of the Arts and contributes to the Rhythmic Expositur Biel project. Current projects include reception-aesthetic film analysis for teacher training and music identity development in educational settings.

Cara Wilsonمشاهده پروفایل

مدرس

• Human-Computer Interaction
• Interaction Design
• Child Development
• +۳ مورد دیگر

Dr Cara Wilson is a Lecturer in Children and Technology at the University of Edinburgh's Institute for Education, Community and Society. Her work focuses on inclusive technology design for children, particularly neurodiverse populations, using participatory methods to amplify marginalized voices. She leads the Children and Technology Group and co-developed the Co-Design Stories Toolkit for collaborative workshops. Her research bridges Human-Computer Interaction (HCI) with education equity, addressing issues like digital literacy, AI ethics, and fair data processing. Key projects include the UKRI-funded 'Grasping Data' initiative empowering children's understanding of personal data and 'AI Futures for Scottish Education' exploring ethical AI integration in schools. She also investigates care ecologies in HCI and co-created MyWord, a tool for minimally-verbal autistic children. Her innovation recognized by a Staff Recognition Award with Dr Arlene Casey highlights her impactful interdisciplinary work. Research Themes: Child-centered AI, participatory design, neurodiversity inclusion, data ethics Grants: £32.4m UKRI grant (2025), multiple interdisciplinary research projects Key Contributions: Over 20 peer-reviewed articles (2017-2025), toolkit development, international collaboration Her work emphasizes co-creation across cultures and age groups, from rural Colombian schools to Scottish educational systems, ensuring technologies reflect diverse human experiences.

Matthew Butlerمشاهده پروفایل

دانشیار

• Inclusive Technologies
• Accessible Graphics
• Assistive Technologies
• +۴ مورد دیگر

Matthew Butler is an Associate Professor in the Department of Human-Centred Computing at Monash University's Faculty of Information Technology. His research focuses on Inclusive Technologies , particularly improving access to visual information for people who are blind or have low vision (BLV) through innovations like 3D printing, conversational agents, and multisensory interfaces. He has over 20 years of academic experience and held leadership roles including Deputy Dean (Education) and Associate Dean (Learning and Teaching). Education: PhD in Computing Education (Monash University, 2010) Graduate Certificate of Higher Education (Monash University, 2006) Bachelor of Engineering (Electronic and Computer Engineering, Monash University, 1996) Research Interests: Matthew’s work emphasizes participatory design with the BLV community, addressing challenges in data exploration, orientation/mobility, arts/culture access, and education . Key projects include accessible data visualization systems, inclusive museum experiences, and tactile navigation tools. His contributions align with UN Sustainable Development Goals related to education and disability inclusion. Grants & Projects: Accessible Data Exploration and Analysis for Blind People (Australian Research Council, 2023–2027) Inclusive Gallery Experiences: Bendigo Art Gallery Project (Helen Macpherson Smith Trust, 2019–2022) Co-leads the Monash Assistive Technology and Society Centre’s Education Pillar Awards: Senior Fellow of the Higher Education Academy Labs/Teams: Active contributor to Monash’s Assistive Technology and Society research initiatives, focusing on multisensory design for disability inclusion.