Professor Peter Kahn is a Chair in Digital Education at the Manchester Institute of Education within The University of Manchester's School of Environment, Education and Development. His research focuses on critical realist perspectives in higher education, emphasizing digital technologies, generative AI, collaboration, and sustainability. He has held leadership roles, including Director of the Centre for Higher Education Studies at the University of Liverpool and Senior Professional Development Advisor at the University of Manchester, where he established a Postgraduate Certificate in Teaching and Learning in Higher Education. He edits the journal Teaching in Higher Education and has supervised nearly 30 doctoral theses. Research interests include digital education innovations, employability frameworks, and decolonizing higher education. Awards include the National Teaching Fellowship (2014) and Principal Fellowship of the Higher Education Academy. His recent projects include analyzing student experiences in work placements for the MA DTCE program. He actively serves as an external examiner for doctoral programs at multiple UK universities. Key Contributions: Over 29 publications, including books and peer-reviewed articles on educational theory and practice. Grants: Project leadership on 'Understanding the student experience of work placements on the MA DTCE' (2023). Teaching: Leads 'Blended learning in a digital age' and contributes to 'Education, Communication and Technology' modules.
Professor Jamie Carlson is a Professor of Marketing and Deputy Head of School - Research at the Newcastle Business School, University of Newcastle. His expertise lies at the intersection of marketing, consumer behavior, and technology, with a focus on how organizations can better engage customers in increasingly digital environments. He has held significant leadership roles including Assistant Dean Research and Engagement (2018-2020) and Head of Marketing Discipline (2017-2018). Professor Carlson's educational background includes: PhD (Management) from the University of Newcastle Bachelor of Business (Honours) from the University of Newcastle Bachelor of Business from the University of Newcastle Professor Carlson's research program focuses on customer experience management, particularly at the customer-technology interface. His work spans three core areas: understanding customer engagement with physical and virtual channels, examining service design and consumer behavior in service industries, and investigating consumer adoption of e-health services. He emphasizes how consumers actively shape their consumption journeys, seeking both individualized and communal brand experiences across touchpoints, and how technology both creates value and presents challenges for consumer well-being. An analysis of Professor Carlson's recent publications reveals a strong emphasis on digital transformation in marketing, with particular focus on omnichannel retailing, metaverse applications, social media engagement, and the psychological aspects of consumer behavior in digital environments. His work demonstrates increasing interdisciplinary collaboration, connecting marketing with information systems, psychology, and healthcare domains to address complex consumer behavior questions in our technology-driven world. Professor Carlson has received numerous prestigious awards for his scholarly contributions: 2025 Jay Lindquist Best Conference Paper Award at the Academy of Marketing Science World Marketing Congress 2023 Best paper in Digital and Social Media Marketing Track at Academy of Marketing Multiple Top Cited/Downloaded Article recognitions from International Journal of Information Management (2022) 2022 Best paper award in the Australasian Marketing Journal Multiple best paper awards at Academy of Marketing conferences (2014-2017) 2010 Vice-Chancellor's Citation for Outstanding Contribution to Student Learning As a principal supervisor for PhD, DBA, and Honours students, Professor Carlson has mentored numerous successful researchers who have gone on to academic positions at institutions worldwide including Maastricht University (Netherlands), Dortmund University (Germany), Macquarie University, UTS, and the University of Adelaide. His students have received faculty medals, best paper awards, and the prestigious Arizona State University Center for Service Leadership Research Scholarship. His supervision focuses on customer engagement in digital media, service experience management, relationship quality, emotional appeals in advertising, and drivers of group travel behavior. Professor Carlson's research is conducted through multinational and interdisciplinary collaborations aligned with the Australian government's 'Growth Through Innovation' agenda and the UN Sustainable Development Goals. His work connects marketing with information systems, psychology, and healthcare to develop frameworks for understanding e-service quality, online flow experiences, customer engagement, and value creation in digital environments.
Prof. Martin Teufel is a Professor at the University of Teacher Education Styria, Austria, affiliated with the Institute for Digital Media Education. He specializes in educational technology with a focus on mobile learning, digital competency, and innovative teaching methodologies. His work includes developing MOOC-based learning systems and analyzing student digital preparedness. Key projects include the Styrian University Conference digital competency analysis and the Digital Learning Lab initiative. He holds a BEd from the University of Graz and actively contributes to teacher training programs integrating emerging technologies. Research interests span digital pedagogy, seamless learning environments, and computational thinking tools like BBC micro:bit. His publications highlight patterns in online learning behaviors and institutional digital transformation strategies. He advises on educational technology policy and has led cross-institutional studies on student readiness for digital education. His work often bridges theory and practice through collaborative formats like the Hochschuldidaktik-Café for educators' professional development. Teaching responsibilities include courses on digital media in education and technology-enhanced learning design. He manages educational technology projects and serves as a consultant for digital learning infrastructure. His GPG public key (F361ADE9) indicates active engagement in secure academic communication.
Ricardo Azambuja Silveira is a Professor at the Federal University of Santa Catarina, Brazil, with a distinguished research career spanning over two decades in the fields of multi-agent systems, intelligent tutoring systems, and semantic web technologies for education. His work bridges artificial intelligence with educational technology, creating innovative frameworks for adaptive learning environments and intelligent educational agents. Dr. Silveira's research interests focus on developing agent-based approaches to enhance educational experiences through technologies like BDI (Belief-Desire-Intention) architectures, ontology-based systems, and multi-context reasoning. His work particularly emphasizes the integration of intelligent agents with learning management systems to create personalized educational experiences. His recent publications demonstrate a continued evolution from foundational multi-agent frameworks to sophisticated neural-symbolic integrations and context-aware educational technologies. Throughout his career, he has published over 60 scholarly works, with consistent output from 2001 through 2024, demonstrating sustained research productivity. His publication trends show a clear trajectory from early work on JADE (Java Agent Development Framework) for distance education to current research on neural-symbolic integration in agent systems. The majority of his publications appear in prominent conferences like PAAMS, MICAI, and ICAART, reflecting his standing in the multi-agent systems community. Dr. Silveira has mentored numerous researchers who have become his frequent collaborators, including Arnoldo Uber Junior, Rodrigo Rodrigues Pires de Mello, and Thiago Ângelo Gelaim. His research has been supported through various academic grants that enabled the development of frameworks like Sigon (a multi-context system framework) and iEnsemble (for committee machine learning). He has been actively involved in the organization of academic events, particularly the Methodologies and Intelligent Systems for Technology Enhanced Learning (MIS4TEL) conference series, where he has served as both participant and organizer. His work contributes significantly to the theoretical foundations and practical implementations of intelligent educational technologies.
Cengiz Hakan Aydin , PhD, is a full professor at Anadolu University in Turkey, where he has been a faculty member since the early 1990s. He currently serves as the Head of the Distance Education Department in the Faculty of Open Education and is the Director of the OpenAnadolu Project , which includes the AKADEMA MOOCs platform. Additionally, he holds the role of Director of the Office of Learning and Teaching Enhancement at Özyeğin University . Dr. Aydin’s research is centered on the design and development of open and distance learning (ODL) environments. His work explores the integration of emerging technologies such as AI, VR, AR, and MR into educational systems. He is deeply engaged in the study and promotion of Open Educational Resources (OER) , Open Educational Practices (OEP) , and Massive Open Online Courses (MOOCs) . His scholarly contributions also address current trends and challenges in higher education. Dr. Aydin has held leadership roles in several international organizations. He served as President and Board Member of the International Division at the Association for Educational Communications and Technology (AECT) , and as a Board Member of the International Council for Educational Media (ICEM) . He is currently a Steering Committee Member of the OpenupEd initiative under the European Association of Distance Teaching Universities (EADTU) , and a member of the AECT Board and the Centre for Distance Education Research (COER) . He is actively involved in editorial work, serving on the boards of International Review of Research in Open and Distance Learning (IRRODL) , Educational Media International (EMI) , and Journal of Open, Distance, and Digital Education (JODDE) . Research Projects and Grants: Volkswagen Foundation – AI in Education (AIEd) : Local researcher. Erasmus+ CRED4TEACH (MOOC-based micro-credentials for teacher professional development): Leading researcher at Anadolu University. Erasmus+ ADMIT (Generative AI and Large Language Models in Higher Education): Researcher. Anadolu University Internal Funds – Multiple projects including AI-based tools for writing skills, intelligent personal education coach, and automated grading systems for open-ended questions. Dr. Aydin serves as both Project Coordinator and Researcher . Labs and Teams: Dr. Aydin leads the OpenAnadolu Project , which encompasses platforms like AKADEMA and serves as a hub for innovation in distance education and MOOC development at Anadolu University.
Anthony Clark is an Assistant Professor of Computer Science at Pomona College, where he has been teaching since 2020. Previously, he served as an Assistant Professor at Missouri State University from 2016 to 2020. He directs the ARCS (Autonomous Robotics and Complex Systems) Lab, which focuses on improving the robustness and adaptability of autonomous robots, particularly small-scale systems that can navigate unpredictable terrain and adapt to potential damage. Clark earned his Ph.D. in Computer Science from Michigan State University in 2016, where he worked under Dr. Philip K. McKinley, and his B.S. in Computer Engineering from Kansas State University, graduating magna cum laude. His research centers on making autonomous robots more robust and adaptive through optimization algorithms and multimodal systems. He specializes in evolutionary robotics, computer vision, neural networks, and simulation methods for developing control systems that leverage multiple locomotion mechanisms. His recent work demonstrates strong trends across several domains: developing hybrid locomotion systems (wheel/leg transformations), applying deep learning to terrain classification and pathfinding, using simulation environments for training, and exploring pretraining techniques for evolutionary robotics. His research shows a consistent focus on bridging simulation and real-world applications while addressing challenges in robot adaptability and robustness. Faculty Excellence in Teaching, Missouri State University (2018) Best Paper Award, Workshop on Evolutionary and Reinforcement Learning (2013) Best Paper Award, ALIFE Conference, Behavior and Intelligence Track (2012) Outstanding Reviewer, Elsevier (2018) Master Advisor Certification, Missouri State University (2017) Clark has advised numerous undergraduate and graduate students through the ARCS Lab, with current research involving projects like the Adabot (a robot with multiple locomotion mechanisms) and thermal semantic segmentation for aerial field robots. His teaching portfolio includes courses on data structures, algorithms, neural networks, computer systems, and mobile robotics. He has also served as a Visiting Associate at Caltech's ARC Lab from 2023-2024, working with Dr. Soon-Jo Chung. The ARCS Lab develops simulation environments, optimizes control systems, and fabricates physical robots. Current projects include the Adabot with its geared coaxial shaft mechanism for hybrid locomotion, thermal semantic segmentation using satellite data, and creating dynamic simulation environments with Unreal Engine 5. The lab emphasizes practical applications of theoretical research while training students in both hardware and software aspects of robotics.
Dr. Alison Clune Berg is an Associate Professor and Extension Nutrition and Health Specialist at the University of Georgia's College of Family and Consumer Sciences. She holds a PhD, MS, and BS in Foods and Nutrition from UGA, graduating in 2015, 2009, and 2007 respectively. Her research evaluates community nutrition education programs to prevent chronic diseases like obesity, cardiovascular disease, diabetes, and cancer, with a focus on implementing evidence-based interventions through the Cooperative Extension model. Education: PhD, MS, BS in Foods and Nutrition from University of Georgia Current Role: Associate Professor and Extension Nutrition and Health Specialist Dr. Berg specializes in chronic disease prevention through community nutrition education, implementation science, and translational research. Her work includes the National Diabetes Prevention Program (DPP) and Cancer Prevention initiatives. She bridges academic research with real-world health promotion, particularly in rural Georgia. Recent projects analyze dietary behavior change, program feasibility, and health equity in underserved populations. Her recent publications (2023-2025) span implementation science, diabetes prevention, rural community health, and adolescent nutrition education. Awards include the 2024 Chris Todd Outstanding Outreach Award, multiple 2024 Georgia Extension Association first-place awards for curriculum development, and the 2023 D.W. Brooks Excellence in Extension. She has authored or co-authored 20+ peer-reviewed articles and extension publications, including peer-reviewed guides on nutrition labels, diabetes management, and cancer prevention. Scientific honors include: 2024 Chris Todd Outstanding Outreach Award 2024 Georgia Extension Association Team Awards 2023 D.W. Brooks Excellence in Extension 2022 NEAFCS National Educational Awards 2019 Educational Curriculum Package Awards Dr. Berg collaborates with county extension agents, leads state-wide nutrition programs like Cooking for a Lifetime of Cancer Prevention, and mentors graduate students. She supervises research through courses like NUTR 7000/9000 and guest lectures on nutrition-disease relationships.
Prof. Dr. Gernot R. Müller-Putz is Head of the Institute of Neural Engineering and the Graz Brain-Computer Interface Lab at Graz University of Technology. He serves as Dean of the Faculty of Computer Science & Biomedical Engineering and holds editorial roles at Frontiers in Human Neuroscience IEEE Transactions in Biomedical Engineering Brain-Computer Interface Journal . With over 212 peer-reviewed publications and an h-index of 80, his research focuses on Brain-Computer Interfaces , Neuroprosthetics , and EEG-based Motor Control . His work investigates: Neural signal decoding for spinal cord injury rehabilitation Hybrid BCI systems with error processing Artificial sensory feedback mechanisms Machine learning applications in neural engineering VR-based neurofeedback environments Non-invasive multimodal biosignal recording Research trends show strong emphasis on EEG signal processing , BCI clinical applications , and neurotechnology integration . Scientific Awards : ERC Consolidator Grant (2015) Ludwig-Guttman Award (2017) CYBATHLON Best Paper (2019) State of Styria Research Award (2019) Förderstipendium (2013-2014) He advises 21 PhD students and has managed major projects like MoreGrasp (EU Horizon 2020) , Feel Your Reach (ERC) , and INTRECOM (EU EIC Pathfinder) . The Institute hosts the BCI Racing Team Mirage91 and offers international thesis opportunities.
John C. Ricketts is a Professor in the Department of Agricultural and Environmental Sciences at Tennessee State University's College of Agriculture, where he has served since 2010. His expertise spans agricultural education, leadership development, and critical thinking pedagogy for youth. His educational background includes: B.Sc in Animal Science/Education from Middle Tennessee State University M.Sc in Vocational-Technical Education/Ag Education from Middle Tennessee State University Ph.D. from the University of Florida Ricketts' research focuses on agriculture student achievement through cognitive development and leadership training. He examines how instructional methods impact critical thinking dispositions in both traditional and distance learning environments, with emphasis on youth leadership efficacy and academic performance metrics in agricultural education contexts. His publication history reveals consistent contributions to leadership education models and cognitive assessment frameworks, particularly in agricultural settings. Key themes include the interplay between leadership dispositions and academic outcomes, with methodological approaches comparing delivery systems for optimizing student development. Notable recognitions include: Outstanding Young Agricultural Educator (AAAE Southern Region, 2008) Multiple UGA Teaching Awards (2008, 2007, 2005) NAAE Teacher of Teachers Gold Award (2006) 30 Minute Club Award (NAAE, 2010-2003) Outstanding Academic Advisor Award (CAES, UGA, 2007) As an advisor, Ricketts has mentored agricultural education students while developing extension programs that train teachers and extension agents nationwide. His professional development initiatives focus on enhancing youth leadership capabilities through evidence-based academic achievement strategies. He directs extension collaborations with state and national agricultural education associations to implement leadership curricula and critical thinking frameworks across educational settings.
Manuela Fabbri is an Associate Professor in Didactics and Special Pedagogy at the Department of Education Studies 'Giovanni Maria Bertin' at the University of Bologna. She specializes in educational technology, teacher training, and inclusive education. She has been involved in projects like Cl@ssi 2.0 (ICT integration in schools) and the FIRB L4ALL initiative (innovative pedagogy). Her research focuses on E-learning environments, technologies in childhood, and socio-constructivist learning. She teaches courses in Bologna and Rimini, including Educational Technology and Special Education for Mathematics students. Education : PhD in Didactics (2004), Post-Doctoral Research (2006-2007), and extensive grant-funded research in E-learning and educational innovation. She is affiliated with SIPED (Italian Pedagogy Society), SIREM (Media Education Research), and CKBG (Collaborative Knowledge Building Group). Research Contributions : Over 50 publications on topics like AI in education, hybrid learning feedback, and digital citizenship. Her work bridges technology integration, teacher professional development, and inclusive educational practices. She has led projects in El Salvador on educational inclusion and collaborated with the Italian Ministry of Education on ICT initiatives. Grants & Collaborations : Funded by the Italian Foreign Ministry, University of Bologna, and regional educational programs. Key partnerships include the Centre for Studies and Higher Education on Addiction (CESAF) and the SINAPSI Project with Alma Mater Foundation. Labs/Teams : Active in multidisciplinary teams focusing on educational robotics, digital pedagogy, and technology-mediated learning. Her work emphasizes boundary objects (e.g., learning logs) and collaborative tools for teacher reflection.
Aleksandar Jevremović is a Full Professor at the Faculty of Informatics and Computing, Singidunum University (Belgrade, Serbia), and holds multiple academic and professional roles. He is the Serbian representative at the UNESCO IFIP Technical Committee on Human-Computer Interaction since 2018. He has served as Vice-Dean of his faculty (2015–2018) and held visiting professorships at institutions like Ss. Cyril and Methodius University (North Macedonia) and Tallinn University (Estonia). His research focuses on cybersecurity, IoT, AI, and e-learning innovation. Education and Affiliations: External Researcher at the Mathematical Institute of the Serbian Academy of Sciences and Arts Visiting Scholar at Cyprus Interaction Lab (Cyprus University of Technology) Alumni/Postdoc Researcher at Tallinn University's HCI Group Member of IEEE and the Informatics Association of Serbia Research Interests: Jevremović’s work spans cybersecurity (e.g., intrusion detection, secure IoT protocols), human-computer interaction (HCI), AI-driven education tools, and neurotechnological applications like EEG-based assessment systems. He emphasizes practical solutions for digital safety, such as children’s online protection and cryptographic key generation from biometric data. Grants and Projects: Member of the External Advisory Committee for the EU-funded ONTOCHAIN project (2022–2023) Mentor for training schools like AAPELE Training School and NET4Age-Friendly initiatives Trainer in IoT, cybersecurity, and health promotion programs across Europe Labs and Teams: He collaborates with interdisciplinary teams on projects like CASPER (Children Agents for Secure and Privacy Enhanced Reaction) and led the development of WIDE, a collaborative web development education platform.
Dr. Jennifer Lock serves as Vice Dean and Professor at the Werklund School of Education, University of Calgary. She specializes in Educational Technology with a focus on e-learning, online learning communities, and technology integration in education. Her research explores distance education, leadership in educational innovation, and makerspaces in STEM pedagogy. Dr. Lock has held roles including Coordinator of Distance Education at Aurora College and has taught across undergraduate and graduate programs at Werklund. Education: Doctor of Philosophy (Educational Technology), University of Calgary, 2004 Master of Education (Thesis), University of Saskatchewan, 1992 Bachelor of Education and Bachelor of Arts, University of Saskatchewan, 1984/1989 Research Interests: E-learning, technology integration, leadership in educational technology, scholarship of teaching and learning, and experiential learning through makerspaces. Her work emphasizes culturally responsive pedagogy, online collaboration, and assessment frameworks for skill development. Awards: Izaak Walton Killam Graduate Supervision Award (2019) U Calgary Teaching Award for Educational Leadership (2015) U Make a Difference Award (2016) Multiple excellence in supervision and teaching awards from 2012–2018 Advising & Grants: Supervised numerous graduate students (not listed explicitly). Active in curriculum development and educational leadership initiatives. Collaborated on projects funded by institutions including the Werklund School of Education and University of Calgary. Labs/Teams: Involved with the Werklund School’s educational technology teams and the International Maker Education Network. Leads projects on immersive education and design thinking in teacher training.
Scott Despain is an Associate Professor and Associate Department Head in the Department of Foreign Languages and Literatures at NC State University. He holds a PhD in Hispanic Language and Literature from Indiana University-Bloomington (1997). His expertise spans Second Language Acquisition, Technology-Enhanced Instruction, Sociocultural Theory, and Distance Education. Professor Despain has led initiatives in large enrollment language courses, graduate teaching programs, and technology integration in education. Research interests focus on language pedagogy, with notable work on Costa Rican pronoun systems and online language course design. He has received teaching awards (Thank a Teacher, 2010/2013/2014) and served in administrative roles including Director of Graduate Programs (2007-2019) and Standards Coordinator (2013-2019). Over 30 graduate students have been advised under his mentorship. Publications include articles in Foreign Language Annals , Hispania , and ADFL Bulletin , alongside contributions to language courseware development. His service includes leadership in curriculum committees, grievance panels, and professional organizations like CALICO and ACTFL.
Rafael Ruiz De Castañeda is a Researcher and Lecturer at the Faculty of Medicine, University of Geneva, leading the One Health Unit in collaboration with Dr. Isabelle Bolon. His work focuses on interdisciplinary global health challenges, including emerging infectious diseases, zoonotic pathogens, and conservation biology. He has extensive field experience in Africa and Latin America, coordinating projects like the EU-funded Africa Build and RAFT Network. He is also a key figure in global health education, developing MOOCs such as the Coursera course on Global Health at the Human-Animal-Ecosystem Interface . His research integrates ecological, veterinary, and human health perspectives, emphasizing snakebite envenoming epidemiology, AI-driven species identification, and planetary health. He collaborates globally with institutions like Institut Pasteur and the Geneva Science Policy Interface. Key contributions include policy briefs on humanitarian action in planetary crises and frameworks for One Health diplomacy. Recent publications highlight transdisciplinary approaches to snakebite prevention, geospatial modeling of health risks, and leveraging AI for wildlife health surveillance. His work bridges academia, policy, and community engagement to address systemic health challenges at the human-animal-environment nexus.
Robert O. Deaner is an Associate Professor in the Psychology Department at Grand Valley State University, specializing in Evolutionary and Comparative Psychology with a focus on sex differences and sports. His academic credentials include a B.A. from Colgate University and a Ph.D. from Duke University. Dr. Deaner maintains an active research program examining human behavior through an evolutionary lens, with particular interest in competitive behavior across genders. B.A., Colgate University Ph.D., Duke University Dr. Deaner's research primarily investigates sex differences in human behavior, with particular emphasis on competitiveness, sports performance, and evolutionary adaptations. His work spans multiple domains including laboratory studies, field research in sports settings, and analysis of large-scale competitive data. A significant portion of his research examines how evolutionary pressures may have shaped distinct behavioral patterns between men and women, particularly in competitive contexts. His studies often bridge theoretical evolutionary frameworks with empirical data from contemporary settings, including sports competitions, gaming environments, and social interactions. Analysis of Dr. Deaner's recent publications (2014-2022) reveals a consistent focus on sex differences in competitive behavior across diverse contexts. His work demonstrates methodological diversity, employing both experimental and observational approaches across laboratory, field, and archival settings. Key thematic areas include the evolutionary basis of sex differences in sports performance, competitiveness in digital environments like MMORPGs, and the relationship between biological factors and behavioral outcomes in competitive situations. His research often challenges conventional explanations by applying evolutionary frameworks to contemporary behavioral phenomena. Dr. Deaner teaches courses including PSY300 (Research Methods in Psychology), PSY315 (Psychology of Sex Differences), and PSY375 (Comparative Psychology), providing students with opportunities to engage with his research interests. His office is located in Au Sable Hall at Grand Valley State University, where he maintains regular office hours for student consultation and research discussion.
