Swati Aggarwal is a Professor in Artificial Intelligence at the Faculty of Logistics, Molde University College (HiMolde). Her research focuses on AI applications in healthcare, ethics, cognitive development, and neural networks. She holds a PhD in Neutrosophic Neural Networks, a Master's in Information Technology, and a Bachelor's in Computer Science and Engineering. Previously, she was a Marie Curie Postdoc Fellow at NTNU, working on AI models for cognitive assessment in infants (AIM_COACH project). Research Interests - AI in Health/Medicine - Ethics in AI and Societal Impact - EEG/BCI for Cognitive Assessment - Machine Learning and Deep Learning Publications Her recent work spans AI ethics, BCI applications, adversarial attacks, and healthcare diagnostics. Notable contributions include EEG-based infant perceptual monitoring (2025) and malaria detection via EfficientNet (2023). She also explores cross-lingual adversarial robustness and blockchain in hospitality systems. Labs/Teams - ABC-AI: Applied, Basic, and Conscientious AI Group - Virtual Technologies and Learning Research Group
Åste Marie Mjelve Hagen is a Professor at the Department of Special Needs Education within the Faculty of Educational Sciences at the University of Oslo. Her work focuses on evidence-based interventions for language and reading development in children, particularly those with special educational needs. Her educational background includes: Ph.D in Educational Psychology, University of Oslo, 2012 M.A. in Educational Psychology, University of Oslo, 2005 B.A., University of Oslo, 2003 Professor Hagen's research centers on language acquisition trajectories, vocabulary development in preschool settings, strategic reading comprehension, and school-based psychological interventions. She investigates how early childhood education impacts language outcomes and develops assessment tools for at-risk populations. Her methodology frequently employs systematic reviews and randomized controlled trials to establish causal relationships in educational interventions. Analysis of her 15 most recent publications reveals dominant themes in vocabulary interventions for second language learners, long-term language prognosis studies, and writing support for students with intellectual disabilities. Her work consistently bridges theoretical linguistics with practical classroom applications, emphasizing measurable outcomes through standardized assessments and treatment-inherent metrics. She leads significant research initiatives including “Better equipped for school”, “Inference skills in children”, and “Preventing and Improving Special Needs Education in Children with Language Problems”. As a core member of the Literacy and Numeracy in Context (LiNCon) research group, she contributes to Norway's national framework for evidence-based special education practices.
Tamara Kalandadze is an Associate Professor at the Department of Education, ICT and Learning at Østfold University College in Norway. She also holds an Associate Professor position at the Knowledge Center for Education at the University of Stavanger and has previously worked as a Senior Lecturer at OsloMet and as a Researcher at the Knowledge Center for Education, Norwegian Research Council. Her academic expertise bridges special education, developmental science, and research methodology with a strong commitment to open and reproducible research practices. Education: 2019: PhD in Special Education, Department of Special Education, University of Oslo 2008: Master's degree in Special Education, Department of Special Education, University of Oslo 2006: Applied Linguistics, Department of Linguistics and Nordic Studies, University of Oslo Tamara Kalandadze's research spans multiple interconnected domains with a central focus on open science methodologies within educational and developmental contexts. Her work significantly contributes to understanding neurodiversity, particularly autism spectrum disorder, developmental language disorders, and figurative language comprehension. She has pioneered approaches to 'open evidence synthesis' including meta-analyses that prioritize transparency and reproducibility. Her scholarship bridges special education, developmental psychology, and research methodology, with particular attention to how research practices can be made more inclusive of neurodivergent perspectives. Kalandadze actively promotes participatory research models where neurodivergent individuals contribute to the research process itself. Analysis of Kalandadze's recent publication record reveals a strong trajectory toward integrating open science principles with neurodiversity research. Her work demonstrates growing emphasis on methodological transparency in developmental science, with increasing focus on participatory approaches that center neurodivergent voices. The publications show evolution from traditional meta-analyses of autism research toward more innovative frameworks that combine open science practices with neurodiversity-affirming approaches. A notable trend is her development of the NIRO (Non-Interventional, Reproducible, and Open) evidence synthesis framework, which has gained recognition across multiple disciplines. Leadership and Editorial Roles: Associate Editor, Infant and Child Development (2023-) Topic Editor for Wiley's Special Issue on Neurodiversity (2023) Initiator and Leader of RIOT (Reproducible, Interpretable, Open and Transparent) Science Club Deputy Leader of the DeveLeP research group Local Node Lead for Norwegian Reproducibility Network (NORRN) Kalandadze actively supervises master's students at both Østfold University College and the University of Oslo, and serves as co-supervisor for PhD candidate Malin Dahlby-Skoog at Karolinska Institutet. Her supervision focuses on research methodology, particularly open and reproducible approaches to studying neurodevelopmental conditions. She has developed and leads a PhD course on 'Open and Credible Science,' reflecting her commitment to training the next generation of researchers in transparent research practices. Her collaborative network spans multiple international institutions including University College London, University of Oslo, University of Stavanger, University of Copenhagen, and institutions in Georgia. As founder of the RIOT Science Club in Norway, Kalandadze has established a vibrant community focused on advancing open science practices. She is actively involved in the DeveLeP research group (Development Learning and Psychological Processes) which investigates developmental trajectories in learning and psychological processes. Her work with the Communicative Processes (ComPros) research group focuses on language development and communication challenges, particularly in neurodivergent populations. These research environments provide interdisciplinary spaces where methodological innovation meets practical application in educational and clinical settings.
Sigmund Eldevik is a Professor at Oslo Metropolitan University, affiliated with the Faculty of Health Sciences and the Institute for Behavioral Sciences. His research focuses on applied and experimental behavioral analysis in clinical practice, particularly for children with autism spectrum disorder. Key areas: Early Intensive Behavioral Intervention (EIBI), social referencing, conditional discrimination training, and seizure-like behavior assessment. Recent work evaluates stress in parents of autistic children, telehealth supervision methods, and outcome measures for EIBI. He collaborates extensively with researchers like Svein Eikeseth and Børge Strømgren, contributing to journals such as Advances in Neurodevelopmental Disorders and Behavioral Interventions . His publications highlight innovations in behavioral intervention techniques and tool validation for clinical use.
Dzan Zelihic is a Research Fellow at the Department of Special Needs Education, Faculty of Educational Sciences, University of Oslo, focusing on cognitive mechanisms in reading fluency and experimental eye-tracking methodologies. His academic background includes: Doctoral Research Fellow, University of Oslo (2021–present) Master’s in Special Needs Education, University of Oslo (2018–2020) Bachelor’s in Pedagogy, University of Lillehammer (2015–2018) His research investigates automaticity, interference, and simultaneous processing during reading, with emphasis on how adjacent words impede visual recognition. Using eye-tracking paradigms, he examines cognitive skills underlying reading fluency to address challenges in literacy development. This work bridges cognitive psychology and educational interventions for reading disorders. His 2025 publication in the Journal of Memory and Language demonstrates how adjacent words disrupt visual recognition, advancing understanding of parafoveal processing limitations. This aligns with broader trends in reading research focusing on real-time cognitive constraints during text comprehension. He contributes to the BetterReading project analyzing fluency gains and is affiliated with the CREATE research group (Centre for Research on Equality in Education Literacy and Numeracy in Context), which investigates contextual factors in literacy and numeracy development.
Dr. Ingjerd Skafle is an Associate Professor specializing in autism research at Østfold University College. Her work examines how social media shapes perceptions of autism and influences identity formation within neurodiverse communities. With a PhD from the University of Oslo's Faculty of Medicine, she brings interdisciplinary expertise spanning education, psychology, and digital studies. Research focuses on: Social media's role in autism representation Neurodiversity advocacy in digital spaces Misinformation patterns about autism Inclusive educational practices Skafle's publications reveal consistent examination of digital communication patterns, particularly analyzing how autism-related information spreads through social platforms and impacts public understanding. Her mixed-methods approach combines content analysis with qualitative exploration of lived experiences. She leads the 'Autism in Media' project and participates in the DeveLeP research group (Development Learning and Psychological Processes). Her background includes teaching experience in special education settings and work with Norwegian refugee and immigration services.
Anett Kaale is an Associate Professor at the Institute of Special Needs Education, University of Oslo. Her research focuses on autism spectrum disorder (ASD), particularly early intervention strategies for preschool and school-age children. She holds a PhD in Medicine from the University of Oslo (2014) and has extensive international experience, including a Fulbright Fellowship at UCLA (2008–2009). Her work bridges clinical research and educational practices, emphasizing developmental trajectories and social communication challenges in ASD. Education: PhD, Faculty of Medicine, University of Oslo (2014) Cand. Ed (Advanced Professional Degree in Special Needs Education), University of Oslo (2004) Master of Science in Emotional Disturbance and Autism, University of Texas at Austin (1994) Social Educator, Østfold College of Social Science (1990) Research Interests: Early intervention for ASD Developmental trajectories in ASD Social communication development Cognitive flexibility in young children with ASD Evaluation of intervention efficacy Research Groups: Cost Action BM1004 (Enhancing Early Autism Research), NeuroDevelop, and the Oslo-based Communicative Processes group. Key Projects: Investigating long-term effects of early intervention in ASD and moderating factors like sex and age. Collaborates internationally on neurodevelopmental frameworks for drug discovery.
Silke Melanie Göbel is a Professor II at the Department of Special Needs Education, University of Oslo (since 2019) and an Associate Professor at the Department of Psychology, University of York, UK (since 2015). She holds a DPhil in Experimental Psychology from the University of Oxford (2003), supervised by Professors Vincent Walsh and Matthew Rushworth. Her research focuses on mathematical cognition, including the neural correlates of numerical processing, developmental dyscalculia, and cross-linguistic influences on numerical skills. She leads the Numerical Cognition Lab at the University of York and directs the MSc course in Developmental Cognitive Neuroscience. Her work employs methods like fMRI, EEG, and rTMS to investigate how cultural and linguistic factors shape numerical understanding. She has published widely on topics such as arithmetic development, language effects in number processing, and the cognitive foundations of mathematical difficulties. Her research highlights the interplay between education, language, and numerical competence. She has contributed to understanding how reading direction and number word structure influence counting and arithmetic. Key interests include identifying predictors of arithmetic fluency and examining the role of executive functions in mathematical learning. Her recent work addresses longitudinal studies of numerical development and interventions for mathematical learning disabilities. Dr. Göbel’s articles span cognitive neuroscience, developmental psychology, and education, emphasizing cross-cultural comparisons and translational research. She has co-authored textbooks like An Introduction to Mathematical Cognition and edited volumes exploring cultural and linguistic impacts on numerical cognition. Her projects, such as iSeeNumbers , investigate individual differences in numeracy development linked to motivation and well-being.
Courtenay Frazier Norbury is Professor II at the University of Oslo's Department of Special Needs Education (part-time) and Professor of Developmental Disorders of Language and Communication at University College London. She holds a DPhil in Experimental Psychology from the University of Oxford (2004), an MSc in Clinical Communication Sciences from City University London (1998), and a BA in Communication Disorders from the University of New Mexico (1992). She is registered with the Health Professions Council and Royal College of Speech and Language Therapists. Her research examines language disorders across clinical conditions, focusing on Developmental Language Disorder (DLD) and its impact on social, academic, and cognitive development. She leads the SCALES study, the UK's first epidemiological study of language disorders in school children, which identified 7.58% prevalence of DLD. Her work emphasizes early identification and longitudinal outcomes. Recent publications (2019-2025) cluster around: Interventions for language disorders in neurodevelopmental conditions Mental health correlates of communication disorders Predictive relationships between language and social-emotional development Innovative methodologies for minimally verbal populations Awards and honors: Fellowship, Royal College of Speech & Language Therapists (2017-18) British Academy Mid-Career Fellowship (2016) Neil O’Connor Award, British Psychological Society (2004) Multiple teaching prizes including UCL Inspirational Teaching nomination She oversees doctoral projects on stammering-mental health links and minimally verbal autism. Major grants include ESRC funding for predictive language-mental health relationships (£942,047) and Wellcome Trust support for SLI comorbidity studies.
Michail (Michalis) Giannakos is a Professor at the Department of Computer Science, Norwegian University of Science and Technology (NTNU) and an Adjunct Professor at the Department of Information Systems, University of Agder (UiA) . He serves as Head of the Learner-Computer Interaction Lab at NTNU. His career spans multiple institutions, including roles as EAISI Visiting Professor (TU/e, Netherlands), Honorary Professor (UCL, UK), Associate Professor, Senior Lecturer, and Assistant Professor. Giannakos' research focuses on emerging technologies in online/hybrid education , with emphasis on student/instructor experiences, gamification , STEM learning , augmented reality , and multimodal learning analytics . His recent publications explore generative AI for educational feedback , embodied mathematics , and AR applications for autistic children . 2024–present: Adjunct Professor, UiA 2020–present: Professor/Head, NTNU 2023–2024: EAISI Visiting Professor, TU/e 2022–2023: Honorary Professor, UCL He has received prestigious awards, including the RCN Young Research Talents grant , ERCIM Fellowship , and Outstanding Academic Award (NTNU) . His funded projects include AutoTRUST (Horizon Europe), COMnPLAY-Science (Horizon 2020), and Surrounded by Science (Horizon 2020). Giannakos serves as Editor-in-Chief for the International Journal of Child-Computer Interaction and sits on editorial boards of IEEE Transactions on Learning Technologies , Behaviour & Information Technology , and others. He has reviewed for the European Commission and US-NSF .
Dr. Siri Steffensen Bratlie is a Research Fellow at the Department of Education, University of Oslo, specializing in language development and learning disorders. Her research focuses on bilingualism, morphological knowledge acquisition, and interventions for language-minority students. Previously, she served as a pedagogical-psychological counselor and special needs teacher. Her research interests include: Bilingual language acquisition trajectories Morphological interventions for literacy development Socio-cognitive factors in language disorders Technology-enhanced learning for minority students Cross-linguistic transfer in reading development Educational background includes Master's in Special Needs Education and Norwegian as Second Language from University of Oslo, and teacher education from Bergen University College. Current projects include the Oslo Early Education Study investigating language development patterns in multilingual children and developing morphology-focused digital interventions.
Vanja Kljajevic is an Associate Professor at the Department of Special Education, University of Oslo. Her research focuses on neurolinguistics, cognitive neuroscience, and clinical applications of language processing. She leads projects on figurative language comprehension and verbal memory decline in aging. Key areas include proverb interpretation in dementia diagnosis, aphasia rehabilitation via virtual reality, and neurodevelopmental disorders in children. Research Projects: Comprehension of Figurative Language Verbal Memory Decline in Healthy Cognitive Aging Key Contributions: Pioneering corpus-based methods for proverb analysis, developing VR tools for stroke rehabilitation, and investigating sex differences in verbal learning through population studies. Awards: None listed. Advising & Grants: No explicit student advising details provided. Active in interdisciplinary collaborations within the ComPros research group. Labs/Teams: Member of the Communicative Processes (ComPros) research group at UiO, focusing on language and cognition interfaces.
Gro Trondalen is a Professor of Music Therapy at the Norwegian Academy of Music. She holds a PhD specializing in music therapy for young people with eating disorders and has expertise in the Bonny Method of Guided Imagery and Music (GIM). Her work spans clinical practice, education, and research, focusing on mental health, relational dynamics through music, and ethical considerations in therapy. Trondalen has led major academic programs including the Master’s and PhD programs in Music, and directed the Center for Research in Music and Health (CREMAH). Her research emphasizes music’s role in fostering relational healing, particularly for vulnerable populations. Notable projects include Sounding Relationship (1999–2004), exploring music therapy with anorexia patients, and Musicians and Health (2011–2015). She actively contributes to international bodies like the World Federation of Music Therapy and European Association for Music and Imagery. Trondalen has authored/co-authored 2 monographs, 6 edited books, and numerous articles across languages. Her recent work addresses ethical musicality and contemporary developmental psychology applications in therapy. She supervises master’s and PhD students while advocating for music therapy’s role in public health, including dementia care initiatives.
Claudia Rodríguez-Aranda is a Professor at UiT The Arctic University of Norway within the department of Behavioral Neuroscience, Aging and Dementia. Her research focuses on the interplay between cognitive, motor, and sensory functions in aging populations, particularly in Alzheimer’s disease and mild cognitive impairment (MCI). She investigates topics like verbal fluency, gait analysis, white matter integrity, and dual-task performance using neuroimaging and psychomotor assessment techniques. Key research interests include: Semantic organization and verbal fluency deficits in dementia Cognitive-motor interactions in aging Neuroanatomical correlates of neurodegenerative diseases Effects of dual-task paradigms on gait and attention Respiratory patterns during speech production Her publications (2025–2009) consistently explore aging-related cognitive decline through interdisciplinary methods. Notable trends include longitudinal studies on psychomotor functions and white matter integrity’s role in gait stability. She collaborates widely with UiT’s Behavioral Neuroscience research group and leads projects like the “Longitudinal umbrella project: Psychomotor functions, cognition and brain status in normal aging and MCI.” Her work bridges clinical neuroscience and gerontology, with practical implications for fall prevention and dementia diagnosis through motor-cognitive biomarkers.
Professor Hilde Stendal Robinson holds a position at the University of Oslo's Department of Public Health and Interdisciplinary Health Sciences. She leads the BODYFUNC research group and serves as Head of the Master's program in Interdisciplinary Health Research. With a PhD from the University of Oslo (2010), she specializes in musculoskeletal pain, women’s health, and physiotherapy/manual therapy. Her research focuses on pelvic girdle pain during pregnancy, manual therapy efficacy, and musculoskeletal disorder management. Key awards include the Musculoskeletal Research Price (2014) and Norwegian Manual Therapy Research Price (2006, 2003). Education: PhD in Physiotherapy, University of Oslo (2010) Physiotherapist specializing in manual therapy Research Interests: Musculoskeletal pain mechanisms, women’s health (e.g., pregnancy-related pelvic pain), clinical outcomes of manual therapy, and interprofessional healthcare practices. Active in Nordic networks studying lumbopelvic pain and interdisciplinary approaches. Awards: 2014: Validation of clinical tests for temporomandibular disorders 2006/2003: Manual therapy research in spinal mobilization and sacroiliac joint reliability Advising & Grants: Supervises projects on pediatric physiotherapy, myotonic dystrophy rehabilitation, and multiethnic cohort studies. Leads collaborations with institutions like Hans og Olaf Fysioterapi A/S and the STORK Groruddalen project. Labs/Teams: BODYFUNC research group, Nordic Network of Lumbopelvic Research, FYSIOPRIM initiative.
