Francesca Coccetta is an Associate Professor at Ca' Foscari University of Venice , affiliated with the Department of Comparative Linguistic and Cultural Studies and the Interdepartmental Center SELISI in Treviso. Her research focuses on Multimodal Discourse Analysis , Corpus Linguistics , and English Language Teaching with a specialization in Scientific and Medical Discourse . She teaches multimodal analysis and translation across various degree programs including Medicine, International Economics, and Communication Studies. Recent publications analyze video abstracts (2024-2022) as emerging academic genres, with methodological frameworks for multimodal corpus construction and phase-based structural analysis . Her work extends to medical communication and cultural discourse studies , including European Capital of Culture promotional materials and Twilight Saga narrative analysis. She employs data-driven learning and intersemiotic competence frameworks in educational contexts. Active in international research projects like the Living Knowledge EU initiative (2009-2011) and PRIN (2005-2007), she has presented at conferences including EUROCALL , Learner Corpus Research Conference , and International Symposium on Multimodal Environments . Her academic career includes visiting positions at University of Sydney (2018) and Universidad Autónoma de Madrid (2020) under Erasmus+ mobility programs.
Tanja Jadin is a Professor at the University of Applied Sciences Upper Austria, working at the Research Center Hagenberg within the School of Informatics, Communications and Media. She leads the Knowledge Media and Engineering department and specializes in digital transformation, educational technology, and knowledge media. Her work focuses on developing innovative educational approaches that integrate digital technologies with traditional teaching methodologies. Dr. Jadin's research interests center on Digital Education, Online Learning, Open Educational Resources (OER), Massive Open Online Courses (MOOCs), and the integration of Artificial Intelligence in educational contexts. She has developed numerous educational frameworks including hybrid learning paths, workplace-integrated learning systems for smart factories, and individualized learning environments. Her work bridges the gap between theoretical educational research and practical implementation in higher education institutions. Her publication trends reveal a consistent focus on the evolving relationship between technology and education, with recent work emphasizing AI applications in teaching and learning. The 2023-2025 publications show a clear trajectory toward integrating artificial intelligence into educational frameworks while maintaining a strong foundation in open educational resources and social innovation. Her work addresses both theoretical aspects of digital education and practical implementation challenges faced by institutions. Dr. Jadin has led multiple significant research projects including Intelligent Hybrid Learning (iHL), Hybrid Learning Path development, Empirical Social Research iMooX, ALeS (Workplace-Integrated Learning in Smart Factory), and chabaDoo (individual learning spaces). These projects demonstrate her commitment to developing practical, evidence-based educational solutions that address contemporary challenges in higher education. Her work extends to educational leadership through the development of certification frameworks for OER implementation in Austrian higher education institutions, showing her influence on educational policy and institutional change. She regularly presents her research findings at conferences and workshops, contributing to the broader educational technology community through knowledge sharing and collaborative development.
Trevor Collins is a Research Fellow at The Open University’s Knowledge Media Institute (KMI) , specializing in technology-enhanced learning and accessibility in education. He served as a co-investigator on the OU’s Catalyst project, coordinating the learning work package and contributing to digital engagement strategies. His research focuses on designing web-based tools for problem-based and experiential learning , particularly through the OpenScience Lab’s Shared Representations and Networked Field System projects, which develop portable web servers for outdoor learning. Trevor has led European Commission-funded initiatives like the Decipher project, which formalizes art exhibit curation using ontologies. His academic journey began in the Human-Cognition Research Lab (1994) before transitioning to the Institute of Educational Technology and KMI. Notable contributions include creating the Isotope community platform for science engagement practitioners and co-authoring resources on PhD student presentation skills. Current work intersects with public engagement, digital heritage, and inclusive STEM education, particularly for mobility-impaired learners. Key collaborations include the Field Studies Council and NCCPE . Although not explicitly listing students, his mentorship extends to academic development workshops and research impact evaluations using web analytics. Recent publications highlight his expertise in accessible fieldwork (e.g., GeoSPACE), hybrid learning models , and extended reality applications in education. His work emphasizes democratizing scientific experiences through technology while addressing barriers to inclusion.
Dr Julie-Ann Sime is a Lecturer in Educational Research at Lancaster University's Faculty of Arts and Social Sciences (FASS). She specializes in technology-enhanced learning (TEL), focusing on inclusive education for neurodiverse learners and innovative pedagogical designs. Her work emphasizes AI integration, virtual learning environments, and group-based learning strategies. Dr Sime has extensive teaching experience across undergraduate, master's, and doctoral programs, including leading the Doctoral Programme in e-Research and Technology Enhanced Learning since 2008. She has supervised over 30 PhD students and examined numerous theses. Her external roles include advising the European Institute of Innovation and Technology (EIT), European Commission grant evaluations, and quality assessments for international universities. Her research spans 30+ years, with over 100 publications and 10+ funded European projects. Notable contributions include the CIELL mobile app (winner of the 2021 ELTon Award) and the Digital Wellbeing Educators initiative. Key areas of focus are inclusive design for dyslexia/ADHD/autism, game-based learning, and virtual/augmented reality applications in education. Dr Sime's awards include the British Council's ELTon for Digital Innovation and multiple ERASMUS+ recognitions. She contributes to academic communities through roles as an external examiner for Heriot-Watt University and active participation in conferences like the Networked Learning Conference. Her current interests include design-based research methodologies, MOOC development, and leveraging emerging technologies such as haptics and holography for enhanced educational experiences. She leads research groups in Social Justice in Education and Technology-Enhanced Learning at Lancaster University.
Lieve Macken is Associate Professor at Ghent University's Department of Translation, Interpreting and Communication within the Faculty of Arts and Philosophy. With 28 years of experience in language technology, she leads research in machine translation, natural language processing, and translation technology applications. Her work bridges academic research and practical implementation through the Language and Translation Technology Team (LT3). Dr. Macken's research focuses on machine translation evaluation, human-machine interaction in translation workflows, literary translation with MT, and educational applications of translation technology. Her work spans multiple dimensions including quality assessment metrics, eye-tracking studies of translation processes, syntactic difficulty prediction, and specialized applications for asylum seekers and language learners. She has pioneered research on translationese in machine translation output and developed methodologies for assessing translation quality through both process and product metrics. Her recent publications reveal a strong trend toward examining the intersection of large language models with traditional machine translation systems, particularly in literary contexts. She investigates how different translation workflows impact textual characteristics, reading effort, and translator productivity. A significant portion of her recent work addresses social applications of translation technology, particularly through the MaTIAS project serving asylum seekers, and educational applications through projects like WiLMa and IVESS. Guest editor of Special Issue 'Advances in Computer-Aided Translation Technology' in Informatics journal (2019) Extensive experience as reviewer/referee for journals, conferences, and research projects External examiner for seven PhD candidates Dr. Macken has supervised numerous PhD projects including Joke Daems' work on translation robots, Arda Tezcan's research on MT quality estimation, and Bram Vanroy's study of syntactic difficulties in translation. She currently supervises the Horizon Europe Marie Sklodovska Curie Fellowship of Paola Ruffo and multiple PhD projects including Margot Fonteyne's WiLMa project and Jasper Degraeuwe's IVESS project. Her research is funded through diverse channels including Horizon Europe, BOF UGent, FWO, and AMIF grants. She coordinates the postgraduate program Computer-Assisted Language Mediation and co-coordinates the European Master's in Technology for Translation and Interpreting (EM-TTI), teaching courses in Computer-Assisted Translation, Machine Translation, and Dissertation. As coordinator of the Language and Translation Technology Team (LT3), Dr. Macken leads a vibrant research group that regularly presents at major conferences including MT Summit, EAMT, and ICTIC. The team's work spans theoretical research in translation technology and practical implementations addressing real-world challenges in scholarly communication, language education, and social integration.
Tiziana Cervi-Wilson serves as an Assistant Professor in the Faculty of Arts and Humanities at Coventry University, where she teaches Italian language modules from beginner to advanced levels. She functions as Course Director for all language modules and serves as internal moderator for undergraduate and postgraduate courses including 'Materials Evaluation and Design in a Multimedia World,' 'English Language Teaching in Practice,' and 'Computer Assisted Language Learning: Theory and Practice.' Dr. Cervi-Wilson holds an M.A in Management from Coventry University and maintains Fellowship status with the Higher Education Academy. Her academic journey includes previous roles as Lecturer in Italian within Coventry's Modern Languages BA program and as Academic Business, Language and Culture Adviser for the university's Placement and Employability Unit. She has also taught at Warwick University, demonstrating her broader institutional experience. Her research centers on digital literacies, language learning, mobile assisted language learning, and gamification. Notably, she developed 'ImparApp,' a beginners' Italian language learning application, in collaboration with colleagues from Coventry's Disruptive Media Lab. Her work investigates how mobile technologies can enhance language acquisition both inside and outside traditional classroom settings, with particular emphasis on developing employability skills through language education. Dr. Cervi-Wilson's scholarly output reveals a consistent focus on technology-enhanced language learning, with recent publications examining virtual reality applications, mobile learning platforms like Duolingo, and the integration of digital tools into language curriculum. Her research demonstrates how gamified approaches and location-based learning create immersive language experiences that extend beyond conventional classroom boundaries, connecting physical and digital learning environments. She has been actively involved in significant external projects including serving as co-Project leader for Routes into Languages Project for the West Midlands Consortium and representing the Language Horizons project. Dr. Cervi-Wilson has presented her work at numerous institutions including Birmingham, Aston, Southampton, and Warwick Universities, and has provided external examination services for Nottingham Trent University. At Coventry University, she has been instrumental in developing the university-wide language program within an employability framework, demonstrating the direct connection between language proficiency and career advancement. Her collaborative work with the Disruptive Media Learning Lab has produced innovative teaching methodologies that blend physical environments with digital learning experiences to enhance language acquisition.
Zahava L. Friedman is a full-time Assistant Professor in the Department of Occupational Therapy at Kean University 's College of Health Professions and Human Services. With extensive clinical experience since 2007, she specializes in pediatric occupational therapy across public/private school settings and early intervention programs for children aged 0-3. Her research focuses on interprofessional collaboration, OT-ABA integration, and trauma-informed pedagogy for neurodivergent learners. Collaborates with researchers at Western New England University, Monmouth University, and University of Kansas-Medical Center Board Certified Behavior Analyst (BCBA) since 2014 Recipient of Healthcare Foundation of New Jersey grant for community therapy programs Research interests emphasize creating rigorous learning experiences for neurodivergent students, analyzing therapeutic drumming interventions for autistic individuals, and improving interprofessional education frameworks. Her recent publications in journals like Open Journal of Occupational Therapy and Journal of Interprofessional Education & Practice explore collaborative therapy models and sensory-behavioral integration. Scientific contributions include 4 peer-reviewed articles in 2023 and 4 in 2022, covering topics from tele-therapy adaptation during the pandemic to interprofessional mental health support. These works reflect her commitment to bridging occupational therapy with behavior analysis, special education, and mental health promotion through methodological rigor and community engagement. Awards & grants : 2023: Healthcare Foundation of New Jersey Grant for 'Raising Families' interprofessional therapy program
Michelle Fowler-Amato is an Associate Professor at Old Dominion University, College of Arts & Letters, Department of English. Her expertise spans English Education, Literacy, Social Justice, Teacher Education, Professional Development, and Inquiry-based Instructional Models. Ph.D. in Curriculum and Instruction, The University of Texas at Austin (2015) M.A. in Curriculum and Instruction, The University of Texas at Austin (2010) B.A. in Secondary Education - Theatre and English, University of Maryland - College Park (1998) Her research focuses on equity and inclusion in English education through teacher-researcher collaborations, with grants including "Seeking Antideficit English Education Through Teacher/Researcher Collaborations" ($2,500, 2017-2019) and "Working On Equity and Inclusion in the English Class" ($3,000, 2018). Recent publications highlight linguistic justice, multilingual support, and socially just pedagogy, often exploring teacher-student partnerships and inclusive curricula. She received the 2023 Joel S. Lewis Award for Excellence in Student Mentoring and the 2021 English Leadership Quarterly Best Article Award. 2023 Joel S. Lewis Award for Excellence in Student Mentoring 2021 English Leadership Quarterly Best Article Award Her work emphasizes collaborative models for transforming English education, with no dedicated lab or team mentioned in available texts.
Anne U. Gold, PhD , is Director of the CIRES Center for Education, Engagement and Evaluation (CEEE) at the University of Colorado Boulder , where she also holds appointments as Senior Associate Scientist at the Cooperative Institute for Research in Environmental Sciences (CIRES) and Affiliate Faculty in the School of Education . A trained paleoclimatologist (PhD, University of Regensburg), she has spent over a decade designing, leading, and evaluating large‐scale climate, water, and geoscience education programs funded by NSF, NOAA, and NASA. Education PhD, University of Regensburg, Germany Fulbright Scholarship (2000–2001), University of Colorado Boulder German Diploma in Paleoclimatology Research Interests Anne’s scholarship centers on climate and environmental education , place-based pedagogy , spatial reasoning , and inclusive science communication . Recent foci include: Designing scenario-based role-playing games and immersive VR experiences to foster climate action; Advancing career development for undergraduates through REU and community-college pathways; Developing culturally responsive curricula on polar regions, water resources, and natural hazards; Leveraging social network analysis to strengthen the Climate Literacy and Energy Awareness Network (CLEAN). Publications & Research Impact Across 60+ peer-reviewed works, Anne’s research reveals consistent themes: bridging scientific data and educational practice, fostering community-engaged learning, and evaluating scalable models for STEM engagement. Her 2025 PLOS Climate article charts the evolving landscape of climate literacy, while 2024–2023 outputs illuminate youth empowerment, rural resilience, and data-science skill building. Scientific Awards & Honors 2025 State of Colorado Innovative Environmental Education Award – Girls on Rock 2024 CIRES OPA Science Service Award for “unparalleled leadership” 2023 CO-LABS Governor’s Award for High-Impact Research – We are Water 2022 Colorado Association for Environmental Education Program Award – HEART Force 2018 Goldin Foundation Exemplary Project Award – CLEAN Collection Multiple CU Chancellor’s & President’s Awards (2014, 2017, 2021) Grants, Programs & Teams Anne currently leads the 24-member CEEE team and serves as PI or Co-PI on flagship initiatives: We are Water – NSF-supported place-based water education in rural libraries and tribal communities; CLEAN – NOAA-funded national climate-literacy resource network; HEART Force – hazards education and community resilience across Colorado; Girls* on Rock – field-based STEM identity program for high-school girls; RECCS – Research Experience for Community College Students; Data Puzzles & Virtual Reality in Climate Education – NSF and NASA funded. Labs & Collaborations CEEE serves as a hub linking CIRES scientists , School of Education faculty, and national networks such as CLEAN, MOSAiC, and Tribes Eye. Anne fosters cross-disciplinary evaluation teams that assess learning outcomes, mentor graduate students and postdocs via CECA, and ensure programs are inclusive, scalable, and rigorously evaluated.
Senta Goertler is a Professor of German and Second Language Studies at Michigan State University's College of Arts & Letters. She serves as co-editor of Second Language Research and Practice and is a Big Ten Academic Alliance Academic Leadership Program Fellow. Research Focus: Technology-mediated language learning (computer-mediated communication, virtual reality simulations, hybrid instruction) Teaching: German language courses, second language acquisition theory, language pedagogy Leadership: Big Ten Academic Alliance Fellow, editorial leadership Her work examines the intersection of digital tools and language education, particularly crisis-driven pedagogical shifts. Recent publications analyze emergency remote teaching, virtual reality applications in medical Spanish instruction, and flipped classroom models in Japanese higher education. Earlier research explored study abroad programs, blended learning frameworks, and digital equity in CALL (Computer-Assisted Language Learning). She has contributed to understanding affect in remote teaching, telecollaboration assessment, and evidence-based language goal setting. Her projects often bridge theory and practice, translating empirical findings into classroom strategies. Scientific Awards: Big Ten Academic Alliance Academic Leadership Program Fellow Grants: Not explicitly mentioned in text Advising: Supervises research on technology-mediated language learning, though specific student names are not listed
Professor Ulrich Nikolaus serves as a Professor of Multimedia Publishing and Communication Design at the Faculty of Computer Science and Media at Leipzig University of Applied Sciences (HTWK Leipzig). He has held this position since his appointment in December 2002 and currently serves as Chairman of the Examination Board for technical degree programs within the faculty. His academic journey began with computer science studies at Saarland University in 1988, followed by a degree in computer science in 1996, and culminated in his doctorate on 'Multimedia Learning in Companies' in October 2001. Nikolaus's research spans multimedia publishing, interface design, electronic publishing, and digital accessibility. His work emphasizes creating inclusive digital experiences, particularly through his longstanding collaboration with the German Central Library for the Blind (since 2011). He has directed significant projects including the redesign of the Egyptian Museum website in collaboration with Leipzig University, where students under his supervision developed design, content, and technical concepts. His scholarly contributions focus on advancing accessible digital publications, voice user interfaces, eye-tracking analyses for media research, and cross-media publishing workflows. Nikolaus has been instrumental in developing digital teaching strategies at HTWK Leipzig, serving on the 'Steering Committee for Inclusion' since 2018 and as a founding member of the Institute for Digital Teaching and Learning since 2019. Among his notable recognitions are membership in the Accessibility in Education Working Group of the IAAP-DACH since 2022, and his role as co-organizer of Leipzig's first World Usability Day in 2017. He has also contributed to international standards through his participation in the DAISY 2009 International Technical Conference. Nikolaus teaches across multiple courses including Media Production, Interface Design, Electronic Publishing, and Media Management at the Master's level. His educational philosophy integrates theoretical knowledge with practical application, evident in his supervision of student projects that address real-world challenges in digital media and accessibility.
Dr. Terence Cavanaugh is a full professor of Instructional Technology at the University of North Florida’s College of Education and Human Services, specializing in curriculum design, instructional technology, and assistive technology. As a Fulbright Specialist, he brings global experience from teaching in diverse regions including China, Korea, Bahrain, Kuwait, Tuvalu, and the Caribbean, alongside a robust publication record in educational technology and open-source resources. Education: Science Education (with certifications in Physics, Chemistry, Biology, Earth Science, General Science, and Middle Grades) Instructional Technology State-certified media specialist Research Interests: Assistive Technologies for disabilities and Deaf/Hard of Hearing learners 3D Printing applications in STEM education and tactile learning Digital Learning strategies across K-12 and higher education Open Educational Resources (OER) and textbook innovation Scientific Contributions: 15+ publications on technology integration, including books on OER and science education Key focus areas: computational thinking, infographic resumes, and performance-based funding Scientific Awards: Fulbright Specialist for global educational collaboration
Nathan Schneider is an Associate Professor jointly appointed in the Departments of Linguistics and Computer Science at Georgetown University, where he teaches and leads interdisciplinary research at the intersection of computational linguistics and natural language processing. He earned a B.A. in Computer Science and Linguistics from UC Berkeley (2004–2008) and a Ph.D. in Language Technologies from Carnegie Mellon University (2008–2014) under advisor Noah Smith. After post-doctoral research at the University of Edinburgh ILCC with Mark Steedman (2014–2016), he joined Georgetown as Assistant Professor (2016–2022) and was promoted to Associate Professor in 2022. His research centers on the linguistic foundations of NLP, focusing on computational, corpus-based approaches to meaning construction. Key themes include: Linguistic Structure: Design, annotation, parsing, and evaluation of syntactic and semantic frameworks such as UD, CCG, AMR, UCCA, and FrameNet. Adposition Semantics: Cross-linguistic description and computational modeling of prepositions and postpositions via the SNACS framework. Metalanguage: Analysis of explicit language about language in linguistics, education, and law, and leveraging such data for NLP. Uncertainty, Rarity, and Noise: Modeling sparse and noisy linguistic phenomena to improve robustness and interpretability. Across more than 100 peer-reviewed publications since 2015, Schneider’s work exhibits a steady trajectory from foundational annotation schemes (e.g., SNACS, CGELBank, UCCA) to neural-era evaluations using transformer models and large language models, with increasing attention to legal and cross-lingual applications. His 2025 corpus of papers demonstrates a focus on legal language processing, child language acquisition corpora, multilingual supervision, and probing LLMs. Scientific Awards & Honors NSF CAREER Award (publicized Dec 2022) Recognition of undergraduate mentee for research achievement (Aug 2023) Invited keynotes and distinguished talks at NASSLLI, MWE Workshop, Georgetown Law SOLID Symposium, UT Austin, Charles University, Allen Institute for AI, Mila-Quebec AI Institute, University of Toronto, Saarland University, Dagstuhl Seminar, and many others. Advising, Teaching & Service Schneider advises Ph.D. and master’s students in both Linguistics and Computer Science and leads the NERT lab. He has served as Program Co-Chair for LAW-MWE-CxG@COLING 2018, Area Chair for COLING 2018, Program Co-Chair for LAW@EACL 2017, and Tutorial Co-Chair for EMNLP 2017, and regularly teaches graduate courses such as LING/COSC-672 Advanced Semantic Representation. Labs & Teams He heads the NERT (Nathan’s Empirical Research Team) lab at Georgetown, an interdisciplinary group developing corpora, models, and tools for multilingual and cross-domain NLP, with current projects on legal text, child language, and adposition semantics.
Gema Santos-Hermosa is a Professor at the Faculty of Information and Audiovisual Media, University of Barcelona. She holds a doctorate in Information and Communication (2018), a master's in Information and Communication Society (2009), and degrees in Documentation (2005) and History (1995) from the same university. Previously, she served as a documentalist at the Open University of Catalonia (UOC) library. Her research centers on Open Educational Resources (OER), open access to science, digital repositories, and information retrieval. She is a member of the Research Center for Information, Communication and Culture, and has contributed to national R&D projects on open science. Since 2015, she has led the Knowledge Resources expert group for the European Association of Distance Teaching Universities (EADTU) and coordinates REBIUN's Working Group on OER. Her recent publications (2020-2024) focus on OER adoption in Spanish academia, COVID-19 impacts on education, open science transitions, and algorithmic curation in digital journalism. Work emphasizes practical frameworks for OER quality, data literacy, and institutional repository management. She leads the Knowledge Resources group at EADTU and coordinates REBIUN's OER initiatives, fostering European collaboration in open education.
Dr. Kelly McKenna is an Associate Professor in the Adult Education and Training graduate program at the School of Education, Colorado State University. She specializes in adult and higher education, focusing on technology-enhanced learning, distance education, and online learning communities. Her work emphasizes creating inclusive and effective educational environments for lifelong learners. Dr. McKenna holds prestigious awards including the Fulbright Scholarship and Global Teaching Scholar designation, and has served as a Presidential Leadership Fellow. Her research explores strategies to optimize online learning experiences, particularly for adult working learners. Notable projects include analyzing disparities in online vs. face-to-face course outcomes and developing frameworks for online educator communication. She has published widely in journals like Online Learning and Adult Learning , addressing topics such as blended learning, STEM education outreach, and pandemic-era instructional shifts. Education: Ph.D. in Educational Technology, Master’s in Education with Adult Education specialization Awards: Fulbright Scholar (2023-2024), Global Teaching Scholar (2019 & 2024), AAACE Outstanding Distance Learning Educator (2020) Key Research Themes: Online community dynamics, technology integration in education, and equity in remote learning Dr. McKenna’s recent articles highlight innovative uses of AI in micro-credentials, STEM outreach programs, and post-pandemic instructional strategies. Her work consistently bridges theoretical research with practical applications for educators and institutions.
