جست‌وجوی استاد و پژوهشگر

Ilker Birbilمشاهده پروفایل

استاد

• Optimization Methods
• Data Science
• Decision Making
• +۳ مورد دیگر

Prof. Dr. Ilker Birbil is a Professor of AI & Optimization Techniques for Business & Society at the University of Amsterdam (UvA), affiliated with the Amsterdam Business School's Business Analytics section. He previously held professorships at Erasmus University and Sabancı University, focusing on optimization and data science. His research interests include interpretable machine learning, data privacy, and optimization methods in decision-making. Education: PhD in Operations Research from North Carolina State University Postdoc at Erasmus Research Institute of Management (ERIM), Netherlands Research Interests: Optimization in data science, interpretable AI, privacy-preserving algorithms, and decision-making systems. Recent work focuses on differentially private optimization and meta-learning techniques like LESS. Key Achievements: Recipient of multiple teaching awards at Sabancı University Affiliated researcher at OPTIMAL (Optimization for and with Machine Learning) Organized workshops on ML for optimization and mathematics of ML Grants & Teams: Leads the UvA group on Optimization and Machine Learning at LNMB. Collaborates on projects blending OR and ML, including privacy-aware algorithms and revenue management systems. Labs/Teams: OPTIMAL, UvA Optimization Group, and interdisciplinary teams in data analytics.

• Teaching and Learning of English as a Foreign Language
• English for Specific Purposes
• Sociolinguistics
• +۳ مورد دیگر

Azucena Barahona Mora is an Assistant Professor at the Universidad Complutense de Madrid's Department of English Studies, Linguistics and Literature. Her research focuses on language pedagogy, ICT integration, sociolinguistics, and bilingualism. With 2 years of PhD supervision experience, she welcomes proposals in areas such as English for Specific Purposes and discourse analysis. Her work emphasizes innovative teaching methodologies, digital tools like ChatGPT and the Metaverse, and cultural aspects in language learning. She has explored topics ranging from dialectal influences in educational discourse to gamification in language classrooms. Barahona Mora's publications often bridge technology and pedagogy, addressing challenges in language teaching innovation and cross-cultural communication. Her CV is available at UCM's website .

• Virtual Environments for Human Learning
• Human Motion Analysis
• Augmented and Mixed Reality
• +۳ مورد دیگر

Ludovic Hamon is an Associate Professor at the IUT de Laval, Le Mans Université, France, since 2014. He is affiliated with the LIUM computer science laboratory and previously worked in the LARIS and LISA laboratories. His research focuses on virtual and augmented environments for learning, human motion analysis in educational contexts, and game mechanics. He teaches courses in relational databases and programming languages (C++/C#) at the DUT level. Key responsibilities include supervising student internships, managing research project calls, and mentoring students like Quentin Couland and Jean DELEST DJADJA. Education: PhD in Automation and Applied Computer Science from Université d’Angers (2011), with post-doctoral work at IRISA’s EXPRESSION team (2012–2014). Research interests include gesture learning through virtual environments, haptic simulators in dental education (EVAGO project), and automated motion evaluation in simulations. Publications emphasize applications of virtual/augmented reality in education, motion capture for skill assessment, and gamified tools like Albiziapp for collaborative learning. He contributes to conferences such as EC-TEL, CELDA, and GALA, focusing on technology-enhanced learning systems and human-computer interaction in educational settings. Lab affiliations include LIUM (computer science) and collaborations with LARIS and IRISA. His work bridges computational methods with pedagogical innovation, particularly in healthcare training and gesture-based learning.

Sotiropoulou-Zormpala Marinaمشاهده پروفایل

استاد

• Arts Education
• Aesthetic Teaching
• Early Childhood Education
• +۳ مورد دیگر

Sotiropoulou-Zormpala Marina is a Professor at the University of Crete, specializing in Aesthetic Education of Child and Infant. Her work bridges arts education, aesthetic teaching, and early childhood development through interdisciplinary approaches. Education: PhD (2002) MSc (1988) Diploma (1986) Research focuses on integrating arts across curricula, developing aesthetic flow activities, and enhancing language arts through creative methodologies. She has published extensively on arts-based pedagogy, teacher training, and aesthetic sensitivity in elementary and early childhood education. Recent publications highlight her expertise in designing arts-integrated curricula (2016-2021), balancing arts instruction with cross-disciplinary learning (2012), and fostering aesthetic engagement in preschool and primary education (2015-2017). Her work often addresses criteria for aesthetic teaching, educator perceptions, and experiential learning frameworks.

Karen Danielsمشاهده پروفایل

دانشیار

• Early Literacies
• Literacy Development
• Digital Literacies
• +۵ مورد دیگر

Karen Daniels is an Associate Professor in Early Literacies at Sheffield Hallam University's Sheffield Institute of Education. Her research focuses on early childhood literacy, affect theory, and sociomaterial perspectives in educational settings. Executive Council member, United Kingdom Literacy Association (UKLA) Co-editor of 'Literacy' and 'Journal of Early Childhood Literacy' External roles include COST Action funded research collaborations Her work spans: Early literacy development Embodied and affective learning Digital literacies in early education Grammar pedagogy Oracy projects Recent publications highlight: 2025 Routledge book chapters on diverse literacies 2024 EEF-funded evaluation work 2022-2019 research on classroom discourse and digital integration 2021-2019 conference contributions 2019-2017 studies on iPad integration in early education

Sandra Elise Sekkouriمشاهده پروفایل

استادیار

• Early Childhood Education
• Digital Competence in Kindergarten
• Inclusion and Children's Participation
• +۳ مورد دیگر

Sandra Elise Sekkouri is an Assistant Professor at the Department of Pedagogy, ICT and Learning at Østfold University College. She serves as a stage coordinator for second-year full-time and part-time kindergarten teacher education students. Education: MA in Kindergarten Pedagogy and Early Childhood Science (0-3 years), Østfold University College (2023) MA in Special Education, University of South-Eastern Norway (2015) BA in Early Childhood Education, University of South-Eastern Norway (2008) BA in Preschool Teacher, Honduras (1997) Research interests: Focused on digital practices in kindergarten , children's linguistic expressions , inclusion , and ethical/legal frameworks for technology use with children under three. Her work bridges pedagogy and digital citizenship, emphasizing children's agency. Recent publications analyze digital practices beyond screen time, ethical documentation in pedagogy, international curriculum comparisons, and children's contributions to technology-driven learning. She collaborates with regional competence programs like REKOMP and contributes to debates on professional digital competence standards. Professional activities include leadership roles in kindergarten teacher education and membership in the Toddler Science (0-3 years) research group. She has no listed scientific awards.

Olga Kozarمشاهده پروفایل

مدرس

• Educational Technology
• Teaching Practices
• AI in Education
• +۴ مورد دیگر

Olga Kozar is an educator at Macquarie University, affiliated with the Macquarie Business School. Her work focuses on innovative teaching practices, particularly in integrating technology such as AI, videoconferencing, and online tools into education. She explores strategies to enhance student engagement, neuro-inclusive classrooms, and effective assessment methods in the digital age. Her research interests span educational technology, online learning, and language education. She has published extensively on topics like webcam usage in teaching, AI's role in education, and the impact of digital tools on student success. Her studies often bridge theoretical frameworks with practical classroom applications, emphasizing evidence-based pedagogy. Key themes in her work include leveraging technology to support off-campus learners, optimizing assessment design in the AI era, and fostering inclusive learning environments. She critiques traditional practices, such as the 'Feedback Sandwich,' and advocates for dynamic teaching methods that adapt to modern challenges like grade inflation and student diversity. Olga has contributed to institutional initiatives, including program-based design and the use of SOTL (Scholarship of Teaching and Learning). Her findings highlight the importance of scaffolding, interactive learning, and continuous professional development for educators navigating technological advancements.

• Teacher Education
• Literacy Instruction
• Equitable Education
• +۳ مورد دیگر

MICHELLE KWOK is an Assistant Professor in the Department of TEACHING, LEARNING & CULTURE at Texas A&M University’s School of Education and Human Development. Her research focuses on teacher education, literacy instruction, and equitable pedagogy, with a particular interest in applying linguistics to improve STEM education. She leads projects on math word problem linguistics and preservice teachers’ beliefs about equity. Education: PhD (2016) and MA (2010) in Educational Studies: Literacy, Language, and Culture from the University of Michigan. Research Interests: Equitable literacy practices in content-area teaching Linguistics applications in STEM problem-solving Preservice teacher beliefs and professional development Culturally relevant pedagogy Notable Awards: 2022 Association of Former Students College Level Teaching Excellence Award 2020 Literacy Research Association Best Paper Award $74,680 in grant funding for intercultural education initiatives Leadership: Coordinates the Online MEd Generalist Program and chaired LRA’s Teacher Education division (2019–2022). Teaches courses on literacy assessment, multicultural education foundations, and content-area reading. Grants & Funding: Current $14,680 grant (2023–2025) supports virtual intercultural engagement programs. Prior grants include a $60,000 Presidential Transformational Teaching Grant (2020–2022).

• Computer Networks
• Telecommunications
• Machine Learning
• +۴ مورد دیگر

Živko Bojović is affiliated with Singidunum University, holding a doctoral degree in Telecommunications and Signal Processing from the University of Novi Sad. His career includes roles as an engineer and manager in telecommunications companies like Telekom Srbija and PTT Serbia. He has extensive experience in academic publishing, with monographs on network technologies and textbooks on software-defined networking (SDN) and IoT applications. His research focuses on cybersecurity, machine learning applications in healthcare, smart government systems, and network virtualization. Education: PhD in Telecommunications (2011), Postgraduate studies in Telecommunications (2000-2001), Bachelor’s in Electronics with Telecommunications (1986-1992). He also completed high school in Peć with a mathematical focus. Research Interests: He explores advanced networking technologies including SDN, 5G/6G networks, IoT security, and educational technology innovations. His work bridges theoretical advancements with practical implementations in healthcare diagnostics and public sector digitization. Recent studies include applying machine learning to predict thrombosis and thyroid cancer metastasis, reflecting his interdisciplinary approach. His articles collectively highlight trends in smart systems (e.g., government services, energy grids) and network security, with frequent contributions to journals like Computer Applications in Engineering Education and Journal of Network and Systems Management . The Wiley Top Cited Article award (2020-2021) recognizes his impactful work on rapid transition to distance learning during crises. Prof. Bojović holds IEEE membership and sits on editorial boards for journals like Inventi Impact: Software Engineering . He actively participates in EU Horizon projects focusing on 6G privacy and smart city analytics.

Elin Lundellمشاهده پروفایل

پژوهشگر

• Ethnographic methods
• Queer and feminist phenomenology
• Embodiment and affect
• +۲ مورد دیگر

Elin Lundell is a doctoral student in Gender Studies at Lund University, actively engaged in research at the intersection of religion, gender, and sexuality. She is part of the research project "Liveability at the crossroad of religion, gender and sexuality" where she focuses on Jewish, Christian, and Muslim LGBTQIA+ people's experiences of religious communities in Sweden, and teaches courses at the bachelor's level in the Gender Studies department. Her educational background includes a bachelor's and master's degree in Gender Studies from Södertörn University, where her master's thesis explored "The politics of the disobedient body: a feminist study of embodied resistance in extra-parliamentary social movements." She also holds a higher education certificate in Folk High School Education from Linköping University. Lundell's research employs ethnographic methods to examine embodiment, affect, social movements, and resistance through queer and feminist phenomenological lenses. Her work particularly focuses on how religious communities navigate issues of gender and sexuality, with publications addressing queer religion in Sweden, secular/religion divides in LGBTQIA+ rights discourse, and pedagogical approaches for adult language learners. Her recent publications demonstrate interdisciplinary scholarship spanning gender studies, religious studies, and education. Key works include her 2025 article examining religion as the Other in LGBTQIA+ rights discourse, her 2024 conference paper mapping queer religion experiences across Jewish, Christian, and Muslim communities, and her 2023 pedagogical publications on aesthetic learning processes for adult language learners. Lundell has been involved in significant research projects including "Believing and Belonging: Religion, Gender, and Sexuality in the Lives of Jewish, Christian, and Muslim LGBTQIA+ People in Sweden" (2022-present) and "Liveability at the crossroad of religion, gender and sexuality" (2022-2026). Her professional background includes work as a folk high school teacher with aesthetic forms of expression and as a project manager for creative activism within social movement organizations dedicated to non-violence, peace, and justice. Research project: "Believing and Belonging: Religion, Gender, and Sexuality in the Lives of Jewish, Christian, and Muslim LGBTQIA+ People in Sweden" (2022-present) Research project: "Liveability at the crossroad of religion, gender and sexuality" (2022-2026) Her scholarly contributions appear in journals like Journal of Gender Studies and Tidskrift för genusvetenskap, and she actively presents her research at academic venues, demonstrating commitment to advancing knowledge in gender, religion, and sexuality studies.

Lisa Marie Brinkmannمشاهده پروفایل

پژوهشگر

• Language Education
• Plurilingualism
• Linguistic Landscapes
• +۲ مورد دیگر

Lisa Marie Brinkmann is a Scientific Associate in Language Didactics at the University of Hamburg's Faculty of Education. Her research advances innovative approaches to multilingual education through linguistic landscapes and portfolio methods. Research pillars include: Linguistic landscapes as pedagogical tools in language classrooms European Language Portfolio for plurilingual assessment Digital literacy and critical thinking through media analysis Inclusive strategies for multilingual learners Brinkmann coordinates EU-funded projects including LoCALL (Local Linguistic Landscapes) and CoMMiTTEd (critical digital literacy), implementing her research across European secondary schools.

• Second Language Acquisition
• Foreign Language Pedagogy
• Technology-Enhanced Learning
• +۴ مورد دیگر

Satomi Suzuki-Chenoweth is a Senior Lecturer in the Japanese and Linguistics Programs at Georgia Tech's School of Modern Languages since 2003. She served as Japanese Program Coordinator (2020–2024) and co-developed early synchronous online Japanese courses with Dr. Masato Kikuchi. Her expertise spans second language acquisition, technology-enhanced learning, and intercultural communication. She holds a Ph.D. in Linguistics from the University of Georgia (2011). Her research focuses on student learning behaviors in online environments, particularly in STEM contexts, and she has presented at major conferences like AAAL and ACTFL. Key works include the 2013 CALICO Journal Best Article on off-screen student behaviors in online instruction. Teaching Awards: Ivan Allen College Distinguished Teaching Award (2024–2025), ML Faculty Excellence Award Current Projects: Developing 'Travel Japanese and Japan’s World Heritage Sites for Engineers and Architects' (ML2500), integrating language with engineering and sustainability studies Professional Engagements: Nakatani RIES Program instructor, Governor’s Teaching Fellows Program (2024–2025) exploring AI in classrooms Her courses include elementary/intermediate Japanese, linguistics, and cross-cultural studies. She advocates for linguistic diversity and bridges cultural understanding through language education, with fieldwork experiences in Japan, the U.S., Switzerland, and Denmark.

• Intercultural Education
• Transnational Teacher Education
• Pre-service Teacher Development
• +۵ مورد دیگر

Erika Hepple is an education academic at Griffith University's School of Education, specializing in intercultural teacher education and transnational learning experiences. Her research focuses on how pre-service teachers develop intercultural competence through international mobility programs, particularly examining Australian-Malaysian educational collaborations. Her research interests center on intercultural competence development in teacher education, with particular emphasis on short-term mobility programs , global citizenship identity formation , and transnational pedagogical approaches . Her methodological approach favors qualitative case studies and reflective practice frameworks to examine how cultural encounters shape professional identities. Analysis of her publication record reveals consistent focus on pre-service teacher development within international contexts, with particular attention to Australian-Malaysian collaborations. Her work demonstrates evolution from initial explorations of cultural encounters (2006-2010) toward more sophisticated frameworks for intercultural competence development (2015-2020), incorporating digital narratives and public pedagogy approaches. Her collaborative work patterns indicate strong research partnerships with colleagues including Donna Tangen, Deborah Henderson, and Jennifer Alford at Griffith University, as well as international collaborators in Malaysia and Hong Kong. These partnerships have produced significant contributions to understanding how structured international experiences transform teacher identity and practice.

• Multiliteracies
• Digital Literacy
• Educational Research
• +۳ مورد دیگر

Kathy Mills is a researcher at Queensland University of Technology, specializing in multiliteracies, digital media, and educational practices. Her work explores multimodal communication, Indigenous education, and emotional dynamics in teaching. With over 80 publications since 2003, she focuses on how digital tools and multimodal approaches transform literacy and pedagogy. Her research integrates critical theories with empirical studies, addressing topics like autism spectrum disorder, STEM education, and teacher well-being. She advocates for inclusive practices and has contributed to frameworks like the 'multiliteracies classroom' and 'queer critical media literacies.' Publications highlight her analysis of digital composition, emotion management in workplaces, and Indigenous children's visual communication. Her work bridges theory and practice, influencing curriculum design and educational policy.

• English Language Teaching
• EFL Classroom
• Literature Teaching
• +۳ مورد دیگر

Harald Spann serves as University Professor for English Didactics at the Upper Austrian University of Education (PH-OOE) in Linz, Austria. His work centers on innovative English language teaching methodologies with a focus on literature integration and digital technologies in EFL classrooms. Spann's research interests emphasize practical applications in language education, particularly through action research frameworks. He explores how pop songs enhance language acquisition and literary competence, investigates interaction dynamics in digital versus traditional learning environments, and develops curricula for literature-based instruction. His projects include the ABC Approach to Literature, DIGIT:TIME (Digital Technologies, Innovations and Media in English Language Teaching), and DR. CUELITTLE (Doing Research into Curricula for English to Facilitate Literature-based Teaching and Learning). Analysis of his 15 most recent publications reveals consistent focus on bridging theory and practice in teacher education. Spann frequently collaborates with researchers like Keplinger and Wagner to develop methodological frameworks using pop culture elements, examine technological impacts on language interaction, and implement learning studies in Austrian educational contexts. His work demonstrates strong emphasis on reflective practice and curriculum innovation for pre-service teachers. No scientific awards are documented in the available information. As an active educator, Spann advises EFL student teachers and contributes to curriculum development at PH-OOE. His research involves partnerships with practice schools like Europaschule Linz and informs E-Didaktik initiatives for educational technology integration. Current projects examine reading habits, digital interaction patterns, and literature-based pedagogical approaches in Austrian teacher training programs. Spann collaborates within research teams focused on digital innovations in language education and literature-based teaching methodologies, contributing to institutional initiatives that connect academic research with classroom practice.