جست‌وجوی استاد و پژوهشگر

• Computer-Assisted Language Learning (CALL)
• Individual Differences Theory
• Language Teaching Methodology
• +۴ مورد دیگر

Ruth Trinder is an Associate Professor at the Institute for English Business Communication at Wirtschaftsuniversität Wien (Vienna University of Economics and Business). She holds a PhD in English from 2000 and completed her Habilitation in 2006 focusing on online/blended learning and individual learner differences. Her research spans computer-assisted language learning (CALL), language teaching methodology, and English literature, with particular emphasis on technology integration in tertiary education. Education: First degree in English and American studies (1993), PhD in English (2000), Habilitation (2006) Her work involves developing and evaluating online learning materials, serving as project leader in multiple initiatives. She currently represents WU in the Erasmus project "IntlUni: The challenges of the multilingual and multicultural learning space," a collaboration among 37 universities across 28 countries. Recent research publications demonstrate her focus on technology-mediated language learning, covering topics like: Student perspectives on digital learning environments Blended learning implementation strategies Learner autonomy in CALL resource utilization Multimedia courseware development in higher education While no specific scientific awards are mentioned in the text, her work includes empirical investigations into technology's role in both formal and informal language learning contexts. She has contributed to academic resources like the Online Writing Lab (OWL) through educational recommendations, particularly for platforms supporting business English and academic writing.

• Text Linguistics
• Sociolinguistics
• Language Change
• +۴ مورد دیگر

Martin Herles is an Assistant Professor at the Institute for English Business Communication within Vienna University of Economics and Business . Born in 19965, he has been an academic staff member since 1991 after completing his Mag.rer.soc.oec. , Dr.rer.soc.oec. (WU), and Mag.phil. in English and Linguistics (University of Vienna). His educational qualifications include degrees from Vienna University of Economics and Business Administration and University of Vienna. Research interests focus on text linguistics , sociolinguistics , language change , social security , and British cultural studies . He has also explored business communication and academic writing through publications and lectures. Publications trend shows sustained contributions across disciplines: Business communication (2012 monograph on financial terminology) Academic writing (1995-1996 works on language foundations) Educational technology (2001 CALL software analysis) Sociolinguistic analysis (2001 study on language attitudes) Cross-cultural studies (1998 economic hub analysis) Language testing methodologies (1998 translation-based assessment research) Herles actively engages with professional networks and international resources , recommending tools like ForBetterEnglish.com for collocation studies and ICONS Project for British cultural insights. His work spans both theoretical linguistics and practical business applications .

Monica Alaez-Galanمشاهده پروفایل

مدرس

• Foreign Language Acquisition
• Didactics of Specialized Languages
• Enaction Theory
• +۴ مورد دیگر

Monica Alaez-Galan is a Lecturer in the Information-Communication department at the University of Toulouse, specifically affiliated with IUT A Paul Sabatier. Her work focuses on foreign language acquisition through debate-based methodologies and digital pedagogical tools. Position: Spanish Lecturer at University of Toulouse Institutional Affiliation: IUT A Paul Sabatier Research Focus: Debate as a teaching tool, enaction theory, co-verbality Her research integrates theories of enaction, co-verbality, and ergonomics to enhance oral proficiency and motivation in specialized Spanish education. She develops the FABLang methodology, combining language training with technology-driven, interdisciplinary approaches. Publications highlight her work on competency-based frameworks (2024), debate-driven language systems (2023), and digital pedagogy evolution (2016). Her articles frequently explore the intersection of technology, motivation, and oral communication skills. She contributes to academic discourse through editorial roles in journals like Les Cahiers du GÉRES and participates in conferences such as APLIUT (2022), RANACLES (2023), and FABLAB Festival (2016). She collaborates with networks including GERES (Study and Research Group in Specialized Spanish) and APLIUT (Association of Language Teachers of University Institutes of Technology).

David W Reedمشاهده پروفایل

استاد

• Programming Languages
• Computer Science Education
• Curriculum Development
• +۳ مورد دیگر

David W Reed is a Professor and Chair of the Department of Computer Science, Design & Journalism at Creighton University, Omaha, Nebraska. He holds a PhD in Computer Science and has been a faculty member since 2000, after positions at Bennett College, Duke University, and Dickinson College. He earned a B.S. in Computer Science and Mathematics from Vanderbilt University, and M.S. and Ph.D. in Computer Science from Duke University. Affiliations : Liberal Arts Computer Science Consortium (since 1999), ACM/IEEE Computer Science 2013 Steering Committee, Computer Science Teachers Association (Board Chair 2015-2017). Research Focus : Programming languages, computer science education, and curriculum development, with a focus on apprentice-based learning, Web-based programming, and innovative instructional methods. His publications and presentations often address pedagogical frameworks like CS2013 knowledge units, nifty programming assignments, and empirical investigation techniques. He has contributed extensively to the AP Computer Science program, serving as Chief Reader (2004-2008), and advocates for K-12 computer science integration. His work emphasizes problem-solving patterns, curriculum adaptability, and interdisciplinary approaches to computer science education.

• Teacher Education
• Teacher Professional Learning
• Literacy Teaching and Learning
• +۲ مورد دیگر

Dr. Brenda Stein Dzaldov is a Lecturer at the University of Toronto's Ontario Institute for Studies in Education (OISE), holding dual appointments in the Department of Curriculum, Teaching and Learning and the Department of Applied Psychology and Human Development. Her expertise bridges academic research and K-12 classroom practice, focusing on inclusive pedagogies, literacy development, and teacher education for diverse learners. Her educational foundation includes: PhD in Curriculum Studies and Teacher Development (University of Toronto/OISE, 2012) MEd in Language and Literacies (University of Toronto/OISE, 2006) BEd (Western University, 1991) B.Sc. (Hon) in Psychology and History (University of Toronto, 1990) Dr. Stein Dzaldov's research centers on inclusive education frameworks that integrate special education strategies with mainstream pedagogy, particularly in mathematics and literacy. Her work emphasizes practical classroom applications through differentiated instruction, technology-enhanced learning (e.g., interactive whiteboards), and family engagement resources. Recent publications demonstrate sustained focus on supporting students with Down syndrome, developing deep learning engagement strategies, and adapting instruction for diverse neurotypes. Her 2018-2023 publications reveal consistent contributions to inclusive education practice, with key themes including differentiated math instruction, online learning design, and literacy scaffolding. These works span academic journals, professional guides, and book chapters, reflecting her commitment to translating research into actionable classroom strategies for K-12 educators. Her recognition includes: OISE Award for Excellence in Teacher Education (2019) With nearly two decades of K-8 teaching experience (1991-2010) including specialized roles as a literacy mentor and special education teacher, followed by private school leadership (2010-2016), Dr. Stein Dzaldov brings extensive practical knowledge to teacher education. She currently mentors future educators through courses addressing literacy curriculum design, special education adaptation, and mental health supports, emphasizing evidence-based inclusive practices grounded in real classroom challenges.

• Glottodidactics
• Polish Literature
• English Literature
• +۵ مورد دیگر

Dr. Barbara Morcinek-Abramczyk is an Assistant Professor at the School of Polish Language and Culture, University of Silesia, where she has taught since 2000. Holding a PhD in literary studies, her academic affiliations include guest lectureships at Tokyo University of Foreign Studies (2006-2009) and a visiting professorship at Indiana University Bloomington (2011-2012). She also holds multiple roles at Poland's State Commission for Certification of Proficiency in Polish as a Foreign Language. Her research integrates comparative literature, language pedagogy, and cultural studies with focus areas including: Glottodidactics and foreign language teaching methodologies Polish, English, and Japanese literary analysis Silesian identity dynamics Gesture-based instructional techniques She has developed specialized textbooks for diverse learners: co-authoring Polski niestranie for intermediate students, authoring Polski jest prostu for Japanese speakers, and co-creating Hello? This is Poland for Chinese learners. At postgraduate level, she teaches course design, multimedia applications, and content-selection frameworks for Polish language education. Dr. Morcinek-Abramczyk maintains significant global engagement, having delivered workshops and lectures across Asia, Europe, and the Americas, and regularly contributes to academic conferences worldwide.

• Signal processing
• Digital image processing
• Nonlinear dynamic systems
• +۵ مورد دیگر

Professor Kristina Kelber is a faculty member at HTW Dresden (Hochschule für Technik und Wirtschaft Dresden), holding the Chair of Communications Engineering within the Faculty of Electrical Engineering. She is also a member of the Faculty Council, contributing to academic governance at the institution. Her research focuses on signal processing , digital image processing , and the analysis and design of nonlinear dynamic systems . Her work spans theoretical aspects of communications engineering and practical applications in diverse fields including music technology for accessibility applications, bird song identification, film restoration, and visitor center information systems. Her publication record demonstrates consistent expertise from the 1990s to present, with evolving applications from foundational work in chaos-based encryption systems to more recent applied research with social impact. Professor Kelber has secured research funding for projects such as "sprechAktiv," a child-friendly interactive language learning media initiative developed in cooperation with Linguwerk GmbH, Dresden, and funded by the BMBF's SME innovative program from 2013-2015. Her research methodology combines theoretical analysis with practical implementation, as evidenced by publications ranging from mathematical analysis of chaotic systems to applied projects in music technology and image processing. Member of the Faculty Council at HTW Dresden Associated with the Communication Technology laboratory Active researcher with publications spanning over two decades Professor Kelber teaches courses in systems theory, signals and systems, audio and video technology, signal coding, and digital image processing across multiple degree programs. She offers both traditional classroom instruction and distance learning options through the Bildungsportal Sachsen (OPAL) platform, demonstrating adaptability to different educational delivery methods and commitment to accessible education.

• American Sign Language Linguistics
• ASL Curriculum Development
• Deaf Culture Studies
• +۳ مورد دیگر

Cynthia Sanders serves as Associate Professor in the Department of ASL and Interpreting Education at Rochester Institute of Technology's National Technical Institute for the Deaf (NTID). She teaches advanced ASL courses including American Sign Language IV, VII, Intermediate ASL II, and Linguistics of ASL, requiring students to engage with Deaf communities and achieve specified ACTFL proficiency levels. Her research focuses on ASL linguistics (particularly pragmatics and speech act theory), innovative curriculum development for workplace settings, and Deaf cultural studies . Recent work examines indirect message interpretation in ASL, e-curriculum design, and historical analysis of residential schools' cultural impacts. Teaching emphasizes cultural protocols alongside linguistic competence, with courses requiring community engagement and advanced narrative construction. Scholarly output from 2010-2013 shows consistent focus on practical ASL applications, with the ASL at Work curriculum system representing significant pedagogical contribution. Publications demonstrate methodological diversity spanning theoretical linguistics, educational technology, and sociocultural analysis, particularly addressing workplace communication needs and historical assimilation contexts. Recognition includes: Seed Funding Award from Provost's Sponsored Research Services (2013) for "OH-I-SEE" project Dr. Sanders maintains active research-teaching integration through NTID's Rosica Hall Research Festival and collaborations with Dawn Sign Press. Her work addresses critical gaps in professional ASL development while contributing to broader understanding of Deaf cultural preservation and workplace integration challenges.

Fang Zhaoمشاهده پروفایل

دانشیار

• Multimedia Learning
• Cognitive Psychology
• Educational Psychology
• +۴ مورد دیگر

Fang Zhao serves as Junior Research Group Leader of the Multimedia group at FernUniversität Hagen's Center of Advanced Technology Assisted Learning and Predictive Analytics (CATALPA) since April 2021. As a cognitive and educational psychologist, she conducts interdisciplinary research on multimedia learning and multitasking within this university-funded research center, collaborating with partners across psychological and educational domains. Her academic credentials include a 2024 Habilitation from FernUniversität Hagen, a Ph.D. in Psychology from University of Koblenz Landau (2012-2015), an M.A. in Linguistics and Translation Studies from Durham University, U.K. (2010-2012), and a B.A. in Linguistics and English Language from Henan University, China (2006-2010). Dr. Zhao's research examines how individuals process multimedia information through text-picture integration, interactive simulations, and video-based instruction, with particular focus on exploration-exploitation dynamics in learning environments. Her sequence learning investigations extend to multitasking scenarios involving basic sequences, timing patterns, and complex hierarchical structures like Origami folding. This work bridges cognitive theory with practical educational technology applications through rigorous experimental methodologies. Recent publication analysis reveals consistent emphasis on optimizing visual representations for data comparison, measuring cognitive load in online learning, and evaluating guidance structures in asynchronous courses. Her research demonstrates that while interactive elements are generally preferred by learners, their educational benefits remain context-dependent with significant individual differences in effectiveness. Leading the Multimedia junior research group at CATALPA, Dr. Zhao directs investigations into how interactive and multimedia components influence learning processes across diverse student populations. The team operates within an interdisciplinary framework that integrates psychological theory with technological innovation to develop predictive analytics for learning enhancement.

• FM/DM systems
• Interprofessional education
• Patient counseling

Dr. Susan Naeve-Velguth is Professor of Audiology and American Sign Language at Central Michigan University, where she serves as Chairperson of the Department of Communication Sciences and Disorders and Director of Community Engagement for the College of Health Professions. She holds a Certificate of Clinical Competence in Audiology (CCC-A) and maintains active membership in the American Academy of Audiology and American Speech, Language, and Hearing Association. Education: PhD in Communication Disorders, University of Minnesota (1995) MA in Audiology, University of Minnesota (1989) BS in Speech and Hearing Science, University of Minnesota (1986) Research Focus: Her work spans three interconnected domains: FM/DM assistive hearing technologies, interprofessional education models for healthcare training, and patient counseling efficacy in audiological practice. This research addresses critical gaps in clinical education methodologies and hearing rehabilitation technology optimization. Publication Analysis: Her 30-year publication record demonstrates progression from foundational sign language linguistics (early 1990s) to contemporary hearing technology innovation (2023). Recent works emphasize evidence-based clinical education techniques and FM system performance, while earlier contributions established frameworks for pediatric assessment and family counseling in audiology. Teaching: She instructs graduate-level Audiologic Rehabilitation (CSD 431) and undergraduate American Sign Language (ASL 101H), integrating clinical simulation and community engagement practices.

Berkan Sariaydinمشاهده پروفایل

مدرس

• Classical Reception Studies
• Latin Literature
• Didactics of Ancient Languages
• +۵ مورد دیگر

Dr. Berkan Sariaydin serves as Lecturer in the Department of Didactics of Ancient Languages within LMU Munich's Faculty of Languages and Literatures, while concurrently holding a Studienrat position at Wilhelmsgymnasium Munich. His dual academic-school roles focus on bridging classical philology with contemporary pedagogy through innovative multimedia approaches. His educational trajectory includes: MA-level studies in Latin, German and Philosophy at LMU Munich (2012-2018) First State Teaching Examination (2018) Doctoral degree from LMU Munich (2018-2024) Second State Teaching Examination (2024) Research centers on classical reception studies with emphasis on intermedial transformations of antiquity. His work analyzes how ancient narratives (particularly Virgil and Ovid) manifest in modern media like graphic novels and fantasy literature, while developing practical didactic frameworks for language instruction. Current projects explore mythological narratives as tools for addressing contemporary social challenges through the ERC-funded 'Modern Argonauts' initiative. His publication record shows consistent output since 2016, with increasing focus on methodological innovation in classical reception studies. Recent works demonstrate growing integration of multimedia analysis and pedagogical application, particularly in teacher training contexts. Award highlights include: Bavarian State Ministry award for exceptional teacher training (2024) German National Academic Foundation doctoral scholarship (2019) LMU's MZL Prize for academic excellence (2019) Germany Scholarship for undergraduate studies (2015) Grant involvement centers on the ERC Proof of Concept project 'The Modern Argonauts' at Warsaw University, where he develops multicultural educational programs using classical mythology. His teaching methodology emphasizes active student engagement with ancient texts through contemporary media adaptations. He actively contributes to academic discourse through LMU's 'Rejuvenated Antiquity' research seminar and international conferences, focusing on practical applications of classical studies in modern educational settings.

• Digital Media Systems
• Technology Enhanced Learning
• Adaptive Learning
• +۶ مورد دیگر

Paul Newbury is a Professor of Digital Media Systems in the Department of Informatics at the University of Sussex's School of Engineering and Informatics. He holds a BEng in Electrical and Electronic Engineering (Brighton University), MSc in Intelligent Systems (Plymouth University), and PhD (Bradford University). As Chair of the Informatics Board of Studies, he oversees multiple degree programs including BSc Computer Science and MSc Computing with Digital Media. His research specializes in Technology Enhanced Learning systems, with expertise in: Adaptive and collaborative e-learning frameworks Game-based educational applications Assistive technologies for dyslexic students Arabic language learning tools via touchscreen interfaces Universal Design for Learning (UDL) integration His 60+ publications show consistent focus on practical e-learning innovations, with recent works (2015-2023) emphasizing gamification, mobile learning applications for special needs education, and Arabic literacy tools. Notable trends include pilot studies validating educational technologies and cross-cultural implementations in Saudi Arabian schools. He has supervised PhD students now working as academics internationally. His grant leadership includes the EU-funded 'VIRTUAL IP ENVIRONMENT FOR RAPID SILICON' project (2001-2005).

• Italian Linguistics
• History of the Italian Language
• Contemporary Italian
• +۲ مورد دیگر

Daniele D'Aguanno is Associate Professor of Italian Linguistics (LIFI-01/A) at the Department of Literary, Linguistic, and Comparative Studies of the University of Naples L'Orientale. His academic journey began with a graduation from the University of Rome La Sapienza in 2002 with a thesis in History of the Italian Language, followed by a PhD in "Language, Text, and Writing Forms: Linguistic Analysis, Rhetorical-Literary Traditions, and Anthropological Aspects" from the University of Basilicata in 2006. His professional path at L'Orientale progressed from adjunct professor (2013-2018), to research fellow (2014-2018), and researcher (2018-2025) before achieving his current position. Dr. D'Aguanno's research focuses on the language of modern biblical translations, Italian teaching methodologies in schools, and contemporary Italian language studies. His work bridges historical linguistic analysis with practical educational applications, particularly in secondary school contexts. He has made significant contributions to understanding how religious texts have evolved linguistically in Italian translations and how these insights can inform modern language teaching practices. His publication record shows a consistent focus on Italian linguistic history, biblical translations, and language education. Recent works demonstrate increasing engagement with digital humanities approaches, particularly through his involvement with the MULTI project (The Performance of Intangible Cultural Heritage: For a Museum of the Italian Language). His scholarly output spans academic articles, book chapters, and practical teaching guides, reflecting his dual commitment to theoretical linguistics and practical pedagogy. D'Aguanno has been actively involved in significant research initiatives, serving as both member (2021-2022) and head (2022-23) of the Orientale research unit for the MULTI project funded by FISR. His professional affiliations include membership in the Association for the History of the Italian Language (ASLI), connecting him with leading scholars in Italian linguistic history. Currently, Dr. D'Aguanno teaches "LINGUA E LINGUISTICA ITALIANA" (Italian Language and Linguistics) for undergraduate programs in Ancient Cultures and Archaeology: Asia, Africa and Mediterranean, and Mediation Linguistic and Cultural Studies, as well as "STORIA DELLA LINGUA ITALIANA - MAGISTRALE" (History of the Italian Language - Master's) for the Master's program in European and American Languages and Literatures. His teaching schedule for the 2025-2026 academic year demonstrates his ongoing active role in the department.

• Analytics
• Statistics Education
• Operations Research
• +۴ مورد دیگر

Concetta A DePaolo serves as Chair & Professor in the Marketing and Operations Department at Indiana State University's Scott College of Business. Holding a Ph.D. in Operations Research from Rutgers University (2001), she specializes in bridging analytics with business education through innovative teaching methodologies. Her research spans Statistics Education, Business Analytics, and Educational Technology, with notable contributions including the STAT-MAPS learning platform and real-world case studies like Save the Vino and Disney World wait time analyses. She develops practical applications using Excel and Tableau for cost estimation, housing market visualization, and healthcare analytics. Dr. DePaolo's scholarly impact is reflected in 25+ journal articles in publications like Journal of Statistics Education and British Journal of Educational Technology . Her work demonstrates consistent focus on making quantitative methods accessible through: Development of teaching datasets (Café Data series) Transactional distance research in online learning Word cloud applications for qualitative assessment Recurrent quiz systems for student engagement Her distinguished recognition includes: Caleb Mills Distinguished Teaching Award (ISU's highest honor) Faculty Recognition Awards for Teaching Excellence (2021, 2016) Professing Excellence awards annually since 2019 Journal Article Award from AECT-DDL (2015) As an active grant recipient and committee leader, she directs resources toward educational innovation while mentoring through the Master Teacher Program. Her STAT-MAPS platform continues to evolve as a key resource for statistics educators, reflecting her commitment to open educational resources and practical analytics training.

• Language Education
• Technical English
• Business English
• +۵ مورد دیگر

Надежда Василева Славова is a Senior Lecturer at the Technical University - Gabrovo, Bulgaria, working in the Department of Language and Specialized Training. With over 15 years of academic experience, she focuses on language education, particularly English for specific purposes including Technical English, Business English, and language training for engineering students. Her work bridges language teaching methodologies with modern educational technologies. Dr. Slavova's research interests span specialized language education for technical and business contexts, with particular emphasis on developing effective teaching methodologies for adult learners. She explores the intersection of language learning with cognitive processes, translation theory, and educational technology applications. Her work addresses practical challenges in language acquisition for professional settings. Her publication record shows a strong focus on practical language teaching applications. Recent works emphasize digital platforms like Moodle for language instruction, visualization techniques in translation, and effectiveness of different teaching approaches. She has researched the use of proverbs in language learning and challenges of foreign language acquisition, particularly for adult learners in technical fields. Dr. Slavova has been actively involved in numerous research projects, including international collaborations through ERASMUS+ programs. Her project work focuses on active learning communities, upskilling technicians and engineers, and developing modern educational technologies for language instruction across multiple European countries.