Veronika Racheva is an Assistant Professor at the Department of Didactics, Faculty of Education, Sofia University “St. Kliment Ohridski”. Her work focuses on digital competencies, virtual learning environments, and pedagogical innovation in primary and higher education. Teaching: ICT in education, e-learning design, digital creativity, virtual classrooms Research: DIG4FUTURE project (2021–2023), blended learning models, digital inclusion Her publications emphasize adaptive teaching, synchronous learning, and inclusive education strategies. She collaborates with institutions like VEDAMO and Sofia University’s eLearning Centre.
Associate Professor Carl Sherwood holds dual affiliations within The University of Queensland: he is a core member of the School of Economics (part of the Faculty of Business, Economics and Law) and maintains strong ties to the School of Education through his PhD research. With a career spanning engineering practice, business administration, and higher education, he specialises in innovative pedagogical strategies for statistics and economics education. His work focuses on contextualised storytelling as a transformative tool for student engagement, supported by blended learning methodologies. Education Background: Bachelor (Honours) of Engineering (Civil) - UQ (1984) MBA - UQ (2001) Doctor of Philosophy (Education) - UQ (2020) Research Interests: Student-centered learning frameworks Educational technology integration Equity in large-classroom settings Assessment design promoting academic integrity Tutor recruitment and training processes Awards and Recognition: 2022: Featured in Times Higher Education for academic integrity work 2017: Australian Award for Teaching Excellence 2015: UQ Teaching Excellence Award Teaching & Leadership Roles: Director of Teaching & Learning (School of Economics, 2019-2021) Lead developer of SBLi (Story-Based Learning Interface) scenarios Current Projects: Interactive eLearning methodologies Storytelling-based statistical literacy programs Blended learning policy frameworks
Philip O'Neill is a 0.5 FTE Lecturer in Graphic Design at the Belfast School of Art and a 0.5 FTE Research Associate in Immersive Multimedia at the Future Island-Island GTE, both within Ulster University. His academic career spans design practice and educational technology innovation. PhD Researcher: Focused on 6DoF storytelling and UX in VR/AR/MR environments Professional Memberships: Fellow of HEA, CHERP, IDI, IDF, UCU, and ALT Research interests center on immersive technologies, digital learning design, and user experience in AR/VR. Key contributions include award-winning educational content for higher education, such as the 2018 MEDEA Award-winning project. Recent publications explore VR user testing, immersive environment design, and clinical education tools. His work aligns with UN SDG 4 (Quality Education) through innovative educational technology. Notable Awards: 2018 MEDEA Award, Distinguished Education Excellence Award, 2014 eLearning Innovation Award Project: AHRC-funded Green Transition Ecosystem (2023–2025) as Co-Investigator He leads the Center for Digital Learning at Ulster University, emphasizing design thinking and multimedia innovation in education.
Lydia Arnold is a Professor of Learning and Teaching and Associate Pro Vice-Chancellor (Learning, Teaching and Digital) at Harper Adams University. She leads eLearning provision, academic development, and UK PSF provision, while overseeing institutional curriculum design. Her roles include teaching undergraduate and postgraduate students, and she holds external positions at the University of Birmingham and Liverpool Hope University. Arnold earned a BA (Hons) in Education Studies & Geography with Mathematics, a secondary school teaching qualification, and a Doctorate in Higher Education from the University of Liverpool. Her research focuses on educational development, action research in pedagogy, curriculum design, and gender equality in academia. She sits on editorial boards for journals like Higher Education Skills and Work-Based Learning and International Advisory Board of Educational Action Research . Arnold is a National Teaching Fellow, Principal Fellow of the Higher Education Academy, and CMALT-certified assessor. Her recent work critiques systemic gender inequality in academia, advocating for mentorship, advocacy, and reflective practices to challenge inequities. She blogs about educational development insights and shares resources for the higher education sector through her website and social media.
Matthew Kupilik is an Associate Professor in the Department of Electrical Engineering at the University of Alaska Anchorage (UAA), within the College of Engineering. He holds a B.S., M.S., and Ph.D. in Electrical Engineering from the Colorado School of Mines. His research spans control systems, environmental modeling, and educational technology, with recent focus on Gaussian process regression for climate change studies and Arctic coastal erosion forecasting. He has taught multiple engineering courses at UAA including MATLAB for Electrical Engineers, Power Systems, and Control Systems. Educations: B.S. in Engineering Systems (Electrical Specialty), Colorado School of Mines, 2001 M.S. in Electrical Engineering, Colorado School of Mines, 2008 Ph.D. in Electrical Engineering, Colorado School of Mines, 2012 Professional Service: Chair of Curriculum Committee, UAA College of Engineering (2015–present) NSF GK-12 Fellow (2008–2010) Reviewer for Journal of the Acoustical Society of America, IEEE Conferences, and others His research trends show a progression from early work on fuel cell control systems to current interdisciplinary applications in environmental science and education. Collaborations include acoustic tracking of salmon migrations and development of pedagogical strategies for engineering education. Teaching and service contributions include developing energy curriculum for summer academies and leading instructional technology initiatives in eLearning at UAA.
Dr. Elena Revyakina , PhD, MA, is a researcher at the Department for Media Education, Information Technology Education and Digitality within the Competence Center STEM and Digitality (K:MID) at the Vienna University of Education. She actively contributes to international Erasmus+ projects such as the Teacher Academy Project – Teaching Sustainability (TAP-TS) , focusing on digital and intercultural education, Education for Sustainable Development (ESD), and innovative teacher training frameworks like DigiKompEdu. Education: MA (2014) and PhD (2018) from University College Dublin, specializing in reflective practice and teacher development in online communities. Research Focus: Digital learning environments, policy vernacularization in education, sustainable pedagogies, and qualitative methods. She explores intersections between technology, teacher training, and global-local educational reforms. Projects: Leads online course design in initiatives like EKT (Education Knowledge Transfer) and Design FILS (Future Innovative Learning Spaces), emphasizing action research and technology-supported teaching. Labs & Teams: Core member of the Future Learning Lab Vienna and collaborates with the Digital-Paideia Project consortium.
Lynn McAllister is a research-focused academic at Queensland University of Technology's School of Education, Department of eLearning Services, with over 15 years of specialized expertise in ePortfolio systems and digital pedagogy. Her work bridges educational technology, information literacy, and professional development across higher education and health professions. Her research interests center on ePortfolio pedagogy , digital assessment frameworks , and reflective learning systems , with significant contributions to sustainable implementation models in Australian higher education. McAllister pioneered the Australian ePortfolio Project (2008-2011), establishing evidence-based frameworks for institutional adoption that remain influential in educational technology circles. Analysis of her 15 most recent publications reveals consistent focus on authentic assessment design , community of practice development , and cross-disciplinary applications – particularly the 2023 shift toward health professions education where she co-developed implementation frameworks for medical training programs. Her work demonstrates sophisticated understanding of both technical implementation and pedagogical transformation. McAllister's research trajectory shows evolution from foundational work in library and information science (2004-2008) toward contemporary applications in health education, maintaining consistent methodology in case study analysis and implementation frameworks. Her publications in Medical Teacher and Journal of Computing in Higher Education demonstrate successful translation of educational technology principles across disciplinary boundaries.
Motje Wolf is a Lecturer in Education Studies at De Montfort University's School of Applied Social Sciences , focusing on Technology Enhanced Music Education and Vocal Education . Her research explores sound-based music pedagogy, electroacoustic music appreciation, and curriculum design for young voices. PhD in Musicology (Education) from De Montfort University MA in Musicology and Dramatics from University of Leipzig Her research emphasizes integrating music technology into classrooms, developing pedagogical frameworks for electroacoustic music, and enhancing vocal teaching practices. She teaches modules like 'Researching Childhood' (BA) and 'Assessment and the Curriculum' (MA), and actively supervises postgraduate students. Key publications reflect her work on the EARS2 pedagogical project , empirical studies on listener appreciation, and systematic musicology. She has collaborated internationally on educational research and presented at conferences such as SEMPRE, Royal Musical Association, and Gesellschaft für Musikforschung.
Dr. Anthony Basiel is a Module Leader in the Department of Science and Engineering at Solent University. He holds a DProf (Doctor of Professional Studies) and specializes in blended learning solutions, eLearning design, and the integration of AI into educational technologies. His work focuses on innovative webinar design, healthcare simulations using augmented reality, and Socratic discussion models to enhance creativity in blended learning environments. He has collaborated with institutions like Oxford University, the Natural History Museum, and the European Commission on eLearning projects. Education: His academic background includes a Master's (MSc/MPhil) in applied formative evaluation in eLearning and a thesis on eLearning pedagogy. He has also contributed to courses like BSc (Hons) Computer Science at Solent. Research Interests: AI in curriculum design, learning simulations, gamification for engagement, and the application of AI in assessment mapping. He has published widely on topics like healthcare simulations, immersive learning technologies, and future education models. Grants/Collaborations: Involved in projects such as the University of Gaza curriculum innovation (recognized by Advance HE) and the SchoRes International Conference as a keynote speaker. He is also a Visiting Lecturer at York Saint John University and part-time Dissertation Supervisor at the University of Winchester. Labs/Teams: Actively involved in developing tools like the 'Flat-pack Webinar Toolkit' and the 4-stage AI learning simulation model. His work extends to professional development through platforms like Premier Learning Institute.
Juan Pablo Hernández Ramos is a Professor at the University of Salamanca, affiliated with the Faculty of Education and the Department of Didactics, Organization and Research Methods. He coordinates the Primary Education degree program and serves as Coordinator of Teaching Training and Innovation at the Vice-Rector's Office for Quality and Undergraduate Studies. A member of the Educational Evaluation and Guidance Group (GE2O) and the Research Group on Interaction and eLearning (GRIAL), he focuses on research methods, educational technology, and visual literacy. Diploma in Primary Education (2005) Degree in Psychopedagogy (2007) Master's in ICT in Education (2008) PhD in Educational Sciences (University of Salamanca) His research interests include educational assessment, visual literacy, and the integration of ICT in teaching. Recent work analyzes PISA data to understand academic performance in Ecuador and Spain, while exploring computational thinking projects and mobile-based teacher training programs. His publications span topics like multilevel modeling of math performance, blended learning effectiveness, and rubric design for educational resources. He has co-authored 15 recent articles and supervised 10 doctoral theses. Sexenio de Formación del Profesorado (Research Six-Year Term) He has taught seminars on JASP data analysis and Zotero reference management. Active on digital platforms like Google Scholar, ORCID, and Twitter, he emphasizes academic visibility and technological innovation in education.
Marc Alier Forment is an Associate Professor at the Universitat Politècnica de Catalunya (UPC), affiliated with the Department of Services and Information Systems Engineering within the Faculty of Informatics of Barcelona (FIB). He is also associated with the Institut de Ciències de l'Educació and serves as Coordinator of the Doctoral Program in Engineering, Science, and Technology Education. His research is conducted through the UPC EduSTEAM - STEAM University Learning Research Group. His research interests span Educational Technology , Artificial Intelligence in Education , Learning Management Systems , Open Source in Education , Ethics in Computing , Sustainability in Education , Mobile Learning , Learning Analytics , and Privacy in EdTech . He emphasizes ethical, secure, and sustainable applications of technology in higher education, particularly in engineering contexts. The recent scholarly output highlights a strong focus on the integration of AI in education (especially through the LAMB framework), ethical implications of generative AI, privacy in learning analytics using edge and fog computing, and innovative pedagogical methods in computer science education. His work increasingly bridges technical computing with humanistic concerns such as ethics, privacy, and social responsibility. Best Paper Award TEEM'22 Premis de Programari lliure 2005 de l'AGAUR VI Premi Davyd Luque a la innovació en les TIC Best interoperability innovation: Moodle simple learning tools for interoperability consumer – Spain Marc Alier Forment has led and participated in numerous educational innovation and R&D+i projects, particularly focused on Moodle/LMS integration, mobile learning, open-source educational tools, and the development of ethical and privacy-preserving technologies. He has mentored and collaborated extensively with colleagues on curriculum development, particularly in embedding sustainability and ethics into computing education. His work is central to UPC’s digital education strategy, especially through the Atenea platform. He leads and contributes to the UPC EduSTEAM research group and has been instrumental in developing STEAM-based lecturer training programs. His projects often involve interdisciplinary collaboration across computing, education, and social sciences, aiming to create holistic, responsible technological solutions for learning.
Pablo Rivera Vargas is a Professor at the University of Barcelona, affiliated with the Department of Teaching and Learning and Educational Organization. He is a member of the Esbrina Research Group (Subjectivities, Visualities, and Contemporary Educational Environments) and co-coordinates teaching innovation groups like INDAGA' T. His work bridges digital education, social equity, and critical pedagogy, with a focus on transformative practices in post-pandemic educational systems. PhD in Education and Society (UB, 2014) PhD in Education (Zaragoza, 2018) Master in Higher Education (UB, 2012) His research explores digital technologies' role in education, addressing datafication, sociodigital inequalities, and resistance movements. Recent projects include analyzing digital platforms' impact on children's rights and designing strategies for AI integration in universities. Publications span Springer, Routledge, and UNESCO-Fazheng collaborations. Key trends in his articles include digital transformation, data justice in education, and critical responses to EdTech corporate dominance. Notable works analyze blockchain in education, migrant children's integration, and post-pandemic pedagogical shifts. Acreditación de Lector favorable por la AQU Catalunya (2016) ANECA accreditation for Profesor Contratado Doctor (2017) He collaborates with international institutions (Uruguay, Chile, USA) and leads projects like "Educational Roadmap for Transformative Agency" (2023–2025). His lab, Esbrina, focuses on subjectivities and contemporary educational environments.
Professor Jennifer Rowley is a distinguished academic in Music Education at the Sydney Conservatorium of Music, University of Sydney. She holds the academic rank of Professor and leads the Bachelor of Music (Music Education) and Master of Music (Music Education) programs. Her research focuses on gifted education, adolescent development, eLearning, teacher professional standards, and cultural diversity in education. She has pioneered ePortfolio frameworks to enhance reflective learning and professional identity formation in arts students, supported by a $220,000 Australian Federal Government OLT grant. Education: BA, DipEd, MEd, GradDipHigherEd, PhD (UNSW). Her career spans secondary teaching in multiple countries, including Australia, France, England, and Japan, followed by higher education roles at UNSW and University of Wollongong before joining Sydney Conservatorium in 2006. She transitioned to full-time faculty in 2008. Research interests include: Gifted education and teacher training Identity development of music educators ePortfolio applications in arts curricula Cultural diversity in school settings Music therapy for children with autism Curriculum alignment with professional standards Recent grants include a Sydney eLearning partnership to develop internship ePortfolio frameworks and a Humanities cluster project evaluating academic learning spaces. She has authored books on music leadership and pedagogy (Routledge, 2019-2025) and Springer’s ePortfolio monograph (2017). Awards: 2007 Faculty Teaching Award. Supervision focuses on music education challenges, including gifted student training, music curriculum implementation, and assessment practices in NSW schools.
Dr. Julie Donnelly is a Lecturer in Chemistry at the University of Central Florida, recognized for her innovative approaches to STEM education and commitment to affordable curriculum design. Her research spans active learning methodologies, emergency remote teaching strategies, and faculty development in STEM disciplines. She investigates team-based learning efficacy, student perceptions of educational technology, and physical chemistry curriculum design. Additional work includes spectroscopy education and science communication training. Dr. Donnelly received the AIM High Student Nomination Award for advancing accessible course materials and contributes to national projects on digitally mediated team learning.
Dr. Shadi Karazi serves as Senior Learning Technologist at DCU Business School, specializing in educational technology integration and digital pedagogy. He holds PhD in Automated Control of Laser Systems and MSc in Education and Training Management (eLearning). Professional roles include: Senior Learning Technologist, DCU Business School Learning Technologist, Teaching Enhancement Unit Head of ISS Student Support Educator in Mechanical Engineering Research bridges engineering applications with educational technology, focusing on VR learning environments, language acquisition tools, and professional development frameworks. Current investigations examine AI applications like ChatGPT in pedagogical contexts. Awards include DCU President's Award for Professional Staff (2020). Research outputs include peer-reviewed publications spanning materials science and educational technology domains.
