Christopher Rundle is a Professor of Translation at the University of Bologna, Department of Interpreting and Translation , and a Honorary Research Fellow at the University of Manchester, Centre for Translation and Intercultural Studies . His career spans over 30 years in academic and research roles focused on translation history under totalitarian regimes, audiovisual translation, and interdisciplinary methodology. PhD, MA, and BA in Translation Studies Co-founder of the History and Translation Network Co-editor of the Routledge Research on Translation and Interpreting History book series Research interests include translation history in Fascist Italy and European Communism , theory of translation historiography , and subtitling practices . His publications explore censorship, ideological influence, and cultural exchange. Notable projects include the Subtitle Project and SDH Project on subtitling standards. Key publications: Publishing Translations in Fascist Italy (2010), The Routledge Handbook of Translation History (2021), and The Routledge Handbook of Translation and Methodology (2022) Editorial roles: inTRAlinea , Chronotopos , and ri.tra journal His scientific awards include an Honorary Research Fellowship at the University of Manchester. He also explores dialect and music through collaborations like the Chris Rundle Band and the album Pianura Blues .
Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).
Sophie Othman is a Lecturer at the University of Franche-Comté, affiliated with the Centre de Linguistique Appliquée (CLA) and the DEFLET department. She is actively engaged in research and teaching in language didactics, digital education, and innovative pedagogical practices. Her work spans multiple roles in research coordination, program leadership, and international academic collaboration. Research Interests: Her primary research areas include digital technology in language teaching and learning, design of online and distance learning environments, digital engineering in education, pedagogical innovation, comodal and hybrid training models, MOOCs, e-portfolios, and teacher training in ICT. She explores how digital tools transform language education, especially in multilingual and multicultural contexts. The recent scholarly output shows a consistent focus on post-pandemic educational transformation, AI integration in learning systems, and the design of flexible pedagogical scenarios. Her publications appear in journals such as ALSIC and in international conference proceedings, reflecting a strong engagement with digital pedagogy and language education innovation. Leadership and Service: Vice-President, Scientific and Pedagogical Commission, CLA – University of Franche-Comté (2021–present) Co-Responsible, TIPED Research Program, ELLIADD (2017–present) Scientific Coordinator, Innov'FLE Thematic Thursdays (2022–present) Former Coordinator, Master 2 FLE 'Political and Digital Environments' and FLE Track at CTU Besançon (2018–2020) Scientific Committee Member for international conferences (e.g., ADCUEFE, CEDIL, UBEST, EIAH) Expert reviewer for language didactics journals and collective works International trainer for the French Ministry and OIF in over 15 countries Projects and Grants: #ApproprIA: AI Appropriation in Education (2025–...) UNPEAA: Digital Use by Allophone Adults (2024–...) Innov'FLE: Innovation in FLE Teaching (2022–...) HUMANE: Digital Humanities for Education (2019–2022) ANR-IDEFI Innovalangues (2013–2016) Advising and Grants: While no formal students are listed, she has supervised research teams and mentored junior researchers through collaborative projects and editorial roles. She has secured national and international funding, notably through the ANR-IDEFI program, and contributes to large-scale educational initiatives supported by governmental and Francophone institutions. Labs and Teams: She is affiliated with the ELLIADD research laboratory (University of Franche-Comté) and was previously associated with LIDILEM (Université Grenoble Alpes). She leads and participates in interdisciplinary research groups focused on digital language education, teacher training, and innovation in didactics.
Haakon Sundbø is a Senior Lecturer at the Department of Information and Communication Technology, University of Agder. He teaches courses such as Computer Science (DAT100), Multimedia Design (DAT104), Web Publishing (DAT110), Visual Design (DAT222), Sound Engineering (DAT228), ICT and E-learning in Vocational Subjects (PED978), and Didactic Use of Digital Tools (MM903). His academic responsibilities also include guest lecturing and supervision in ICT Project (DAT215), Photography (DAT227), Video (DAT229), Bachelor's Project (DAT303), Web and Online Knowledge (MM901), Remote Operated Vehicles (MM202), Interaction Design (MM403), and Technology for Teachers (TEKPED60). Materials, Energy and Nanotechnology (BSc, University of Oslo) Multimedia Technology and Design (BSc, University of Agder) Multimedia and Educational Technology (MSc, University of Agder) Haakon's research focuses on lifelong learning, e-learning platforms, interaction design, user experience, artificial intelligence in education, augmented reality, virtual reality, and digital competence development. He has contributed to projects like Decentralized Competence Development (DEKOMP), UiA Consense, and drone technology research at University of Agder. His recent publications analyze AI integration in teaching, digital frameworks for schools, screen usage guidelines, and collaborative learning networks. He also leads a research group on Multimedia and E-learning, emphasizing flexible digital resources and practical technology adoption in educational contexts.
Prof. Dr. Michael Ritter ist Professor für Grundschuldidaktik Deutsch/Ästhetische Bildung an der Martin-Luther-Universität Halle/Wittenberg. Seine Arbeitsschwerpunkte umfassen Bilderbuchforschung, fachdidaktische Interaktionsstudien, politische Bildung, inklusive Deutschdidaktik und kreatives Schreiben in heterogenen Lerngruppen. Studium der Grundschulpädagogik (2001-2005) Promotion in Philosophie (2008) Juniorprofessor in Bielefeld (2012-2014) Seine Forschungsinteressen sind in der Schnittmenge von Kinder- und Jugendmedien, sprachlich-literarischem Lernen und der Entwicklung von professionellen Orientierungen von Lehrkräften. Er leitet das Archiv für Kindertexte und ist Sprecher des Netzwerks Bilderbuchforschung. Er wurde mit dem Wolgast-Preis der GEW ausgezeichnet und hat über 15 promovierte Studierende betreut, unter anderem zu Themen wie inklusivem Deutschunterricht und digitalen Lernpraxen. Seine Projekte umfassen die DFG-Graduiertenkolleg 'Fachlichkeit und Interaktionspraxis im Grundschulunterricht' und die wissenschaftliche Begleitung der Freien Schule Elbe-Havel-Land.
Patricio G. Herbst is a Professor in the Marsal Family School of Education and the Department of Mathematics at the University of Michigan. He holds dual roles as a professor of education and mathematics, bridging both the College of Literature, Science, and the Arts and the School of Education. His research focuses on understanding the professional work of mathematics teachers and university instructors, with an emphasis on teacher knowledge, decision-making, and the design of online learning environments. Key areas of interest include geometry education, mathematical proof, and the development of technologies such as Anotemos and LessonDepict for learning from video and storyboarding. Herbst has led numerous grants and projects, including 'GRIP: Mathematics Grasping the Rationality of Instructional Practice,' which explores geometry teaching and teacher training. He has also contributed to initiatives like the 'LessonSketch' platform and 'GeT Support' for teacher professional development. His work spans international collaborations and curriculum development efforts in secondary mathematics education. Herbst’s research publications emphasize the integration of theoretical frameworks with practical classroom applications, particularly in geometry instruction and teacher cognition. His book, *The Learning and Teaching of Geometry in Secondary Schools: A Modeling Perspective*, underscores his commitment to advancing pedagogical models in mathematics education. He is affiliated with the GRIP lab, a research group dedicated to studying geometry, reasoning, and instructional practices. His contributions to mathematics education include designing interventions, analyzing teacher rationality, and advancing the use of multimedia tools in teacher training.
Steffen Sammler, an Adjunct Professor at the Institute for History Studies , Technische Universität Braunschweig , specializes in history didactics and educational media . As a key figure at the Leibniz Institute for Educational Media | Georg Eckert Institute , he leads projects like EFREC (European Forum for Reconciliation and Cooperation in History Education) and AboDP (Abolition of the Death Penalty in Textbooks), focusing on reconciling contested histories through collaborative textbook design. Academic Journey : PhD in modern history (1995), habilitation (2010, 2020), studies at Universität Leipzig , Université de Rouen , and European University Institute . Research Themes : His work bridges textbook analysis , transnational history education , and media evolution . Recent publications examine European reconciliation , post-war curriculum design , and educational media in authoritarian contexts . Projects : Active in externally funded initiatives since 2010, including EFREC (2020-2023) and current Economic Crises in History Teaching (2023-2024).
Prof. Mariusz Deja serves as the Dean of the Faculty of Mechanical Engineering and Ship Technology at Gdańsk University of Technology. He holds a PhD (2001) and habilitation (2014) in Mechanical Engineering. His academic roles include Head of the Department of Manufacturing and Production Engineering (since 2019), and former Vice-Dean for Education (2016–2020) and Vice-Dean for Cooperation (2020–2024). Education: Master's in Mechanical Engineering (1993), Pedagogical Studies (1993), and postgraduate courses in TQM and ECO-Integrated Mechanical Engineering (1997). Professional experience includes roles as an assistant (1993–2001), assistant professor (2002–2017), associate professor (2017–2019), and full professor (since 2019). Research focuses on abrasive machining, additive manufacturing, and CAPP algorithms. Key interests include material removal processes, precision engineering, and tool fabrication using AM. Collaborations include visiting professorships at China's Dezhou University (2018), Germany's Technical University of Berlin (2021–present), and Sweden's KTH Stockholm (2023–2024). Awards include the Silver Cross of Merit (2016) and multiple Rector Awards for scientific, didactic, and organizational achievements. His work spans over 98 publications, with recent studies on 3D printing applications, container terminal logistics, and AI-driven defect analysis. Labs/Teams: Involved in research infrastructure related to additive manufacturing tools and precision machining systems. Active in projects like the NEPTUN initiative (Horizon Europe-funded) and Industry 4.0 collaborations.
Timo Fleischer is an Associate Professor in the Chemistry Didactics Working Group at the University of Salzburg, affiliated with both the Faculty of Natural and Life Sciences and the School of Education. He leads key educational innovation projects including EXBOX-Digital, ChemGerLab-VR, and RECC Salzburg, and plays a significant role in digital science education development. Education: Bachelor of Science in Geography and Chemistry, University of Kiel (2011) Master of Education in Geography and Chemistry, University of Kiel (2013) PhD in Science Education, TUM School of Education (2017) Habilitation in Chemistry Didactics, University of Salzburg (2024) His research focuses on the effectiveness of digital media in teacher education and chemistry classrooms, the development of digital teaching and learning materials, and the integration of experimentation and modeling in science education. He is particularly interested in how digital tools support the learning of chemical language and representations. His work bridges educational theory and practical classroom innovation. His recent publications demonstrate a strong emphasis on digital scaffolding, augmented and virtual reality in chemistry labs, eye-tracking during experiments, and the use of fiction as an anchor in science teaching. These works reflect a trend toward immersive, technology-enhanced, and student-centered learning environments in science education. Scientific Awards: Ehrenurkunde Polytechnik-Preis 2022 – Projekt EXBOX-Digital Kulturfondspreis 2020 für das Projekt MINT:labs Science City Itzling Comenius-EduMedia-Siegel für EXBOX-Digital (2020) Qualitätslabel „Regional Educational Competence Centre“ (RECC) (2018–2021) Junior-Fellowship, Kolleg Didaktik:digital (2016–2017) Timo Fleischer has supervised various research projects and collaborated with numerous colleagues and students, though specific advisees are not listed. He has secured recognition and funding for initiatives such as EXBOX-Digital and MINT:labs, indicating successful grant acquisition. He is actively involved in teacher training, curriculum development, and science communication. He leads several innovative labs and teams, including ChemGerLab-VR (a virtual reality chemistry lab), EdTechAll, and the development of MINT:labs Science City Itzling. These initiatives focus on creating digital, hands-on, and inclusive science learning environments for both students and teachers.
Prof. Dr.-Ing. Katrin Temmen is a full Professor at Paderborn University where she serves as Section Owner of Teaching Technology in the Department of Electrical Engineering and Information Technology within the Faculty of Computer Science, Electrical Engineering and Mathematics . She also holds the position of Dean of Students for the same faculty, underscoring her pivotal role in shaping engineering education and student affairs. Her research is anchored in two key areas: Transformation and Education and Sustainable Materials, Processes and Products . These themes converge in her work on digital teaching technologies, augmented reality for learning, open educational resources (OER), and sustainable vocational training concepts. She explores how emerging technologies—especially 5G and mixed-reality environments—can transform engineering curricula and teacher professional development. Across her recent publications (2024–2025), Prof. Temmen investigates: systematic development of multimedia OER for electrical engineering, meta-analyses of augmented reality in education, design of digital student laboratories for teacher training, and comparative studies on self-efficacy among future technical teachers. These works collectively highlight a trajectory toward immersive, sustainable, and scalable educational innovations. Teaching portfolio: She teaches over twenty courses spanning technical writing, mechatronics and manufacturing labs, didactic project seminars, philosophy & ethics of technology, and vocational teacher preparation programs . Her courses emphasize reflective practice, project-based learning, and the integration of digital tools in engineering pedagogy. Contact information: Email: katrin.temmen@uni-paderborn.de Phone: +49 5251 60-3004 Office: Pohlweg 47-49, Room P1.6.09.2, 33098 Paderborn, Germany Office hours: by appointment
Gesa van den Broek is an Assistant Professor at Utrecht University's Faculty of Social and Behavioural Sciences , specializing in Education and Learning: Development in Interaction . Her research focuses on instructional design, cognitive psychology, and memory studies, particularly in foreign language pedagogy and higher education research. Areas of Expertise: Instructional Design, Cognitive Psychology, Memory Studies, Foreign Language Pedagogy Research Themes: Dynamics of Youth (DoY), Game Research, Higher Education Research Her recent work investigates retrieval practice mechanisms, stepwise worked examples, and multimedia learning effects. She actively collaborates on educational technology tools like ET_cam_home and participates in public engagement activities, including media contributions to Dutch outlets like Volkskrant and Trouw.
Lena Eriksson is a Lecturer at the Lucerne School of Design, Film and Art, part of Lucerne University of Applied Sciences and Arts. She holds a Master of Arts (MA) in Art. Her research focuses on art education and didactics, digital art, and interactive media projects. She contributed to the Kompetenzzentrum für Kunstvermittlung- und Didaktik (Competence Center for Art Education and Didactics), emphasizing innovative approaches in art dissemination and teaching methods. A key work is the 2015 web project www.parallelspur.com , exploring digital storytelling and online art curation. She also presented on this work at a 2016 event in Baselstrasse. No scientific awards are listed, and no advising/grants details are provided. She collaborates with interdisciplinary teams in art and technology projects.
Prof. Jeanette Hoffmann holds a full professorship in the Didactics of German Literature at the Faculty of Educational Sciences , Free University of Bozen-Bolzano. Her academic journey includes studies in German, mathematics, and educational science at the University of Münster, followed by research roles at the Free University of Berlin and Technical University Dresden. She earned her doctorate with an award-winning study on intercultural literary dialogues and completed teaching qualifications in Montessori education. Previously a professor in Dresden, she now leads educational initiatives focusing on multilingualism, graphic storytelling, and intercultural learning. Education & Professional Path: Studied at University of Münster (German, Mathematics, Protestant Theology, Educational Science) Doctoral research at Free University Berlin (awarded for study on literary conversations) Second State Examination at Montessori elementary school Berlin Professor positions at Technical University Dresden and University of Teacher Education Upper Austria Research Interests: Focuses on children's literature didactics , graphic storytelling , multilingual education , and intercultural learning . Her work bridges empirical research with practical pedagogy, emphasizing dialogue-based learning and innovative classroom methodologies. Awards & Recognition: Double award for her doctoral thesis (2011) 2024 Prize for Excellent Doctoral Supervision by the Symposium on German Didactics Lab & Teaching Activities: Directs the KinderLiteraturWerkstatt (ChiLiLab), a research lab exploring literary aesthetics through children's books. Engages in projects like the IMAGO initiative promoting multilingual storytelling in South Tyrol. Teaches courses on literary learning, media socialization, and early literacy pedagogy.
Rune Johan Krumsvik is a Professor of Education at the University of Bergen (UiB) and Professor II at Volda University College. He founded the Digital Learning Communities (DLC) research group (2007) and the Western Norway Graduate School of Educational Research II (WNGER II). His affiliations include editorial roles at the Nordic Journal of Digital Literacy (Editor-in-Chief) and Frontiers in Pediatrics (Associate Editor). Professor, Department of Education, UiB (2010–) Professor II, Volda University College (2003–) Honorary Research Fellow, University of Bristol His research spans artificial intelligence , doctoral education , ICT in schools , formative assessment , and classroom management in technology-dense environments. He explores connections between AI, social media, mental health, and digital competence, with recent work focusing on large language models (LLMs) in education and healthcare. Scientific publications show a focus on AI applications ( 76 peer-reviewed articles , h-index 31). Key trends include: EdTech implementation in Norwegian primary/secondary schools AI in formative/summative assessment Digital competence frameworks Classroom technology management Teacher education digital skills Mental health impacts of screen time Scientific awards: Teaching Award , UiB Faculty of Psychology (2012) Excellent Teaching Practitioner accreditation (2020) Supervision includes: Main supervisor for 12 PhD candidates (11 completed) Co-supervisor for 6 PhD candidates Supervisor for 14 master’s and 12 bachelor’s students He leads the Digital Learning Communities Artificial Intelligence Centre (DLCAIC), focusing on AI research in education/healthcare, societal impacts of AI, and digital competence development.
Prof. Dr. Lisa Stinken-Rösner is a prominent physicist and educator at the Faculty of Physics, Bielefeld University . With extensive experience across Germany and international institutions like California Science Center and Leuphana University, she specializes in physics education and inclusive science teaching . Her work bridges digital media with experimental physics to enhance both student and teacher competencies. Current Professor for Physics and its Didactics at Bielefeld University (since 2023) Former Research Associate at Leuphana University (2018–2022) Key projects: LFB-Labs-digital (teacher training in digital labs), VidEX (video-based experiments) Lisa's research focuses on: Inclusive science education strategies for diverse learners Digital learning tools including interactive videos and virtual labs Experimental skill development through innovative pedagogies Physics identity formation in educational contexts Her 15 most recent publications (2023–2025) span topics from: Digital gamification in science classrooms Inclusive pedagogy frameworks Experimental video methodologies Physics identity development Teacher training in digital environments Contextual physics instruction She coordinates multiple modules including: 28-FD Subject Didactics 80-SU-MA Master's thesis 80-SU-BA Bachelor's thesis
