Dr. Alexander Murray is a Teaching Professor in the Department of Communication at Xavier University and serves as the Program Director for the Instructional Design & Technology Program. He specializes in eLearning design, technology-enhanced learning environments, and instructional design methodologies. Ph.D. in Instructional Technology, Ohio University (2016) M.S., Ohio University (2008) B.S., Kent State University (2004) His professional experience includes academic teaching/administration and corporate roles in instructional design, where he developed online learning strategies and performance improvement initiatives for diverse audiences.
Maria Kattavenos-Lukan is a University Assistant at the Vienna University of Economics and Business (WU), affiliated with the Institute for Austrian and European Economic Criminal Law. She holds an LL.M. from WU and is pursuing doctoral studies in Business Law, focusing on the criminal protection of crypto assets. Her professional roles include serving as a Visiting Scholar at LMU Munich (2023), Research Associate, and eLearning Assistant. She has extensive legal experience, including internships at KPMG, Freshfields Bruckhaus Deringer, and the Vienna Labour and Social Court. Education: Bachelor's (2017), Master's (2020), and ongoing Ph.D. in Business Law at WU; semester abroad at the University of Illinois (2017). Research Interests: Criminal law, cybercrime, financial crime, and European legal frameworks. Her work addresses topics like crypto asset regulation, sports betting fraud, and legislative corruption. Her publications span academic journals and edited volumes, addressing issues such as blockchain security, bribery in governance, and legal definitions of non-cash payments. Notable awards include the Talenta Award (2021) for her Master's thesis and top academic rankings during her studies.
Thomas Eibel is a Lecturer at the Styrian University of Education, affiliated with the Institute for Secondary Vocational Education and Training in Graz, Austria. He teaches specialist theory of electronics, social learning, and vocational training methodologies. His courses include FSES (subject-related studies), SoPK (social and personal competence), and eLearning/eDidactics using Moodle platforms. His professional focus integrates technical education with pedagogical innovation, emphasizing practical applications in electronics alongside social and personal skill development in vocational contexts. Research interests revolve around enhancing vocational training through digital tools and modern didactic approaches. Publications include technical contributions to communication systems design, such as the 2006 paper on amplitude-modulation technologies. No notable awards were mentioned in the provided text. Currently based at Theodor-Körner-Straße 38/I in Graz, his work contributes to bridging theoretical electronics knowledge with real-world teaching practices in secondary vocational education.
Lejla Abazi-Bexheti is a Full Professor of Computer Sciences at the South East European University (SEEU) in Tetovo, Macedonia, holding a Ph.D. in Computer Science (2009) from the same institution. She has served in various academic leadership roles, including Director of the PhD School (2018-2022), Pro Rector for Academic Issues (2016-2018), Dean of the Faculty of Contemporary Sciences and Technologies (2014-2015), and Director of the eLearning Center (2010-2014). Her primary research focuses on e-learning systems, cybersecurity, open data governance, machine learning applications, and VR/AR integration in education. She has authored over 50 publications since 2008, with recent work emphasizing predictive analytics for road safety, gender representation in computer science, and hybrid learning models. Education: PhD in Computer Science (2006-2009), SEEU MSc in Electrical Engineering (2003-2006), Ss. Cyril and Methodius University BSc in Computer Science (1992-2000), Ss. Cyril and Methodius University Research Interests: E-learning systems and LMS development Cybersecurity for open data platforms Machine learning applied to transportation and health Gender dynamics in STEM research VR/AR adoption in Balkan education systems Quantitative educational analytics Professional Contributions: Designed SEEU's in-house Learning Management System (2000s) Directed the QA-Sure institutional quality assurance project Advocated for open data standardization in public institutions Published influential papers on plagiarism detection and vaccination reminder systems Labs/Teams: Active in SEEU's eLearning Center and VR development initiatives, collaborating with institutions like the University of Ljubljana and IEEE.
Helen Wozniak is an Associate Professor and Head of Assessment at the School of Medicine and Psychology, Australian National University (ANU), appointed in April 2024. She holds an Honorary Associate Professorship at the University of Queensland. With over 30 years of experience as an orthoptist and educator, her career spans clinical practice, curriculum reform, and leadership roles across Australian universities, including the University of Sydney, Flinders University, and the University of Queensland. Her work focuses on clinical skills teaching, workplace-based assessment (WBA), and digital innovations in medical education. Education: PhD (Charles Darwin University), SFHEA (Senior Fellow, Higher Education Academy), MHlthScEd (University of Sydney), DipAppSc(Orth) (University of Sydney). Research interests include eLearning, student engagement in clinical settings, and bridging theory-practice gaps in health professions education. She leads projects on digital dashboards for WBA, faculty development programs for clinical supervisors, and peer learning strategies. Notable grants include a University of Queensland Teaching Innovation Grant to enhance workplace-based learning through digital tools. Awards include the Australian Awards for University Teaching: Citation for Outstanding Contributions to Student Learning (2017), and multiple institution-level teaching awards. Helen has contributed to 19 peer-reviewed publications since 2005, focusing on assessment design, educational technology, and clinical supervision. Labs/Teams: Currently leading ANU's assessment strategy for medical programs, collaborating on digital dashboard development with clinical partners. Previously, she spearheaded the design of the Doctor of Medicine program’s assessment framework at the University of Queensland.
Katja Schirmer is a researcher and project coordinator at the Competence Center MINT and Digitality (K:MID) within the Department for Media Education, Information Technology Education and Digitality at the Vienna University of Teacher Education (PH Wien). Since 2021/22, she has been employed at the Center for Learning Technology and Innovation (ZLI), focusing on developing teaching materials and coordinating projects like the free online keyboard program Typewriter Vienna and the AI-focused change project AI and Language . Her work bridges artificial intelligence applications in schools, digital literacy, and sustainable education practices. Before joining the PH Wien, she taught computer science, German, and psychology/philosophy at the Kenyongasse Education Center. Her prior career included roles in media documentation, including editorial research at the Süddeutsche Zeitung in Munich. She actively contributes to initiatives such as the Digital LEVEL-UP Licence and the participatory sustainability project ÖHA! – Media Action and Ecological Awareness . Her research emphasizes innovative pedagogical approaches to AI integration in education, digital basic education frameworks, and spatial design for learning environments. She co-authored the PH Wien position paper on AI in higher education and leads projects funded by the Innovation Foundation for Education (ISB), such as the Embracing Technology initiative. Her professional network includes collaborations with the Future Learning Lab Wien (FLL), the European Digital Skills Awards, and interdisciplinary teams across Austrian schools. She regularly organizes workshops, conferences (e.g., eBazar 2025), and publishes in journals like medienimpulse .
Andrew Stephen O'Malley is a Senior Lecturer in the School of Medicine at the University of St Andrews, serving as Deputy Programme Director of the Scottish Graduate Entry Medical Programme (ScotGEM) and Deputy Director of Teaching. He holds a PhD in Anatomy & Human Identification from the University of Dundee (2013) and a BSc in Forensic Anthropology (2008). His research focuses on integrating technology into health professions education, including Technology-Enhanced Learning (TEL), telehealth, and generative AI. He co-leads the ComSIM: Community Orientated Simulation project, exploring AI and extended reality in medical education. Awardees include the #TopDownloadedArticle Prize (2024), Best Poster (2023), and the CELPiE Research Fund Award (2024). He actively participates in governance roles, such as the House of Lords UK Engagement with Space Committee and NHS advisory panels. Andrew supervises postgraduate research, including Lisa Wetzlmair’s work on teleconsultation curricula. His teaching spans ScotGEM eLearning, medical ethics, and AI applications in medicine.
Ghizzi Dunlop serves as a Learning Designer for Digital Accessibility and Biosciences Lecturer at the University of the West of England (UWE Bristol), operating within the College of Health, Science and Society under the Faculty of Health and Applied Sciences. She holds dual roles as UWE's Accessibility Champion and Teams Champion, driving institutional initiatives in inclusive education and digital transformation. Her educational foundation includes: PCET PGCE in Further and Higher Education Teaching BSc (Hons) in Biological Sciences BA (Hons) in Fine Arts European Computer Driving Licence (ECDL) She is actively pursuing advanced professional accreditations: CMALT, SFHEA, CPACC, WAS, and ADS through the International Association of Accessibility Professionals. Her scholarly focus spans: Digital Accessibility standards and legislation Open Educational Resources and Open Science frameworks MOOC development and implementation strategies Educational Technology integration in blended learning Equity-centered Science Education methodologies Social Justice applications in curriculum design Ghizzi leads critical projects across the Anti-Racism & Learning Technology Group, JISC AccessibilityCommunity, and MEDED medical education networks, having developed institutional protocols for e-assessment, accessibility compliance, and staff training resources that serve 20,000+ students across UWE's campuses.
Prof. Jesse Aldava serves as Director of Institutional Research & eLearning, Interim Director of Assessment, and Adjunct Professor of Law. His two-decade career focuses on legal education innovation, accreditation processes (WASC Senior College and University Commission), and IPEDs reporting. He actively participates in organizations like the Legal Writing Institute (LWI) and CALI (Center for Computer-Assisted Legal Instruction), promoting technology integration in legal education. Recently, he contributed to equity, diversity, and inclusion initiatives through the California Association for Institutional Research. His teaching includes courses such as 'Introduction to Legal Studies' and 'Legal Research and Writing'. Professional affiliations emphasize collaboration among legal educators and institutional research best practices.
Mari-Pauliina Vainikainen is a Researcher in the Department of Educational Sciences at the University of Helsinki, Finland. She serves as a Supervisor in the doctoral program and as Research Director at the Centre for Educational Evaluation (HEA). Her work focuses on educational psychology, student assessment, and technology-enhanced learning, with a strong emphasis on longitudinal studies and equity in education. Role: Supervisor, Research Director Institution: University of Helsinki Department: Department of Educational Sciences Research Interests: Dr. Vainikainen's research explores how chronotypes affect adolescent school adjustment and health, the role of digital technology in learning, and gender-related disparities in educational outcomes. She leads projects on cognitive competences, pandemic impacts on schooling, and scalable eLearning solutions in STEM disciplines. Recent Work Trends: Her recent publications highlight interdisciplinary approaches, combining psychological, technological, and policy-driven analyses. Themes include improving learning joy, deep learning strategies, and leveraging augmented reality for informal science education. Collaborative Activities: She actively participates in European research initiatives like the EU's Research and Innovation Actions and has collaborated with institutions such as Tampere University and Springer Nature. Her projects often involve national datasets and cross-institutional teams.
Liz Gabbett serves as a Teaching Assistant and Laboratory Manager at the University of Limerick's School of History and Geography. She supports undergraduate geography modules including Physical Geography, Natural Hazards, and Sustainability. Her previous roles include Project Officer for the Maigue Rivers Trust and administrator for UL environmental initiatives. Education: Graduate Certificate in Digital Mapping and GIS (Atlantic Technological University, 2024) MA in Technical Writing and eLearning (2020) Graduate Diploma in Software Localisation (2000) Diploma in Parasite Host Interactions (University of Paris VI, 1998) BSc in Zoology-Parasitology (University of Aberdeen, 1997) Research Interests: Gabbett focuses on freshwater ecosystem conservation, geographic information systems, and sustainability education. She collaborates on projects like citizen science biodiversity surveys and river catchment stewardship, emphasizing community engagement and environmental policy. Publications Focus: Her research addresses river catchment management and heritage conservation, employing geospatial tools and community-based approaches to tackle environmental degradation. Awards: UL President’s Staff Excellence Award for Sustainability (2025) Outreach & Committees: She designed the "Geography Rocks" workshop for schools, developed a national bumblebee identification course, and leads UL's Arboretum Committee. She also contributes to bat and rare plant monitoring programs.
Erla Mariela Morales Morgado is a Research Professor at the Department of Didactics, Organization and Research Methods, School of Education and Tourism in Ávila, University of Salamanca. Her career spans roles as a PhD in Education (2008), coordinator of the Early Childhood Education Degree at Ávila campus, and director of the Recognized Research Group MITA (Multiculturalism, Innovation, and Applied Technologies). PhD in Education (2008, University of Salamanca) Master in Educational Technology (2001, University of Salamanca) Licenciada in Education and Educational Informatics (1999, Universidad de Antofagasta) Her research focuses on eLearning, Educational Technologies, Learning Objects, Knowledge Management, and Multicultural Education. She has published extensively on adaptive learning systems, metadata standards, and digital pedagogy in multicultural contexts. The 15 most recent articles highlight her expertise in leveraging Learning Objects for STEM education, improving metacognitive processes through ICT, and standardizing metadata for educational repositories like GREDOS. Themes span from Geometry Education with Geogebra to MOOCs for learning communities. Salamanca Degree Award Extraordinary Doctorate Prize (2009) Morales Morgado has advised 7 PhD students and contributed to projects like DIRED and HEODAR. She previously worked as an eLearning technician (2008-2010) and online tutor for multiple master's programs. Her affiliations include the Institute for Educational Research (IUCE), GRIAL research group, and CITIA research center.
Juan Manuel Dodero is a Professor at the University of Cádiz , affiliated with the College of Engineering . His research focuses on Educational Technology , particularly in Learning Ecosystems and Open Source eLearning Systems . 5 defended doctoral theses 3 sexenios (research periods) with latest in 2017 Active in international academic conferencing (TEEM, SIIE) His recent publications (2014-2017) demonstrate expertise in creating eLearning frameworks that combine Open Source technologies with multicultural educational environments . He has contributed to conference proceedings as both author and editor. Contact: ko0idyju@duck.com
Hayley Mayall, Ph.D., is an Associate Professor in the Department of Educational Technology, Research and Assessment at Northern Illinois University’s College of Education. Her work bridges instructional design, online learning, and educational technology integration, with a strong focus on learner engagement and equity in digital environments. Education: Ph.D. in Educational Psychology, University of Connecticut; Dissertation: An Exploratory/Descriptive Look at Gender Differences in Technology Self-efficacy and Academic Self-efficacy in the GlobalEd Project M.S. in Instructional Technology, Utah State University B.S. in Information Systems and Computer Science, Brigham Young University–Hawaii Campus Dr. Mayall's research centers on distance education, online learning, mobile technologies, and instructional design . Her work explores how learners interact with digital tools, particularly focusing on self-efficacy, visual literacy, and the integration of multimedia in pedagogy. She investigates how technology can be used equitably and effectively across diverse educational contexts. Her recent publications span topics such as gender differences in technology self-efficacy, the role of visual tools in learning, and the design of online discussion forums. These works reflect a consistent interest in the cognitive and emotional dimensions of technology-mediated learning. Scientific Awards: Honors Faculty Fellow (2021–2022), where she taught a seminar on Learning in the Digital Age in the University Honors Program Dr. Mayall teaches a wide range of courses, including Computers in Education, Distance Education, Web-based Learning, Instructional Design, and Media Design. She advises graduate and undergraduate students through practicum and internship experiences, though specific advisees are not listed. Her leadership in curriculum development and faculty engagement underscores her commitment to advancing educational technology both in practice and research. She is affiliated with the University Honors Program and contributes to outreach initiatives such as the Learn-IT Conference. Her office is located in Gabel Hall, and she is actively involved in departmental and university-wide academic life.
David Smith is a learning technologist and researcher with a PhD in eLearning from Newcastle University, Australia. He is affiliated with Charles Sturt University, where he contributes to teacher education and online learning programs. His work spans Australia, the UK, and Europe, with active involvement in EU research initiatives such as FP7 and Lifelong Learning programs. He specializes in the integration of technology in higher education, focusing on pedagogy, learning design, and assessment innovation. PhD in eLearning – Newcastle University, Australia Researcher – Charles Sturt University Advisor – UK and Western European higher education sectors Course Designer – Teacher education and postgraduate online learning Supervisor – Higher education degree candidates David Smith's research is centered on online learning design and online assessment . He developed the Confluence of Learning (COL) framework, grounded in constructionist and behavioral principles, to help educators rationalize technology use. He also created the TfOIL (Technology for Online Interactive Learning) app to support lecturers in selecting appropriate digital tools. His work on online assessment uses eye-tracking software to study how students synthesize information when responding to assessment tasks. His research contributes to UN Sustainable Development Goals in education and lifelong learning. His recent publications span topics including AI literacy in education, compassion in online teaching during the pandemic, teacher professional development, and interprofessional collaboration in higher education. The articles reflect a consistent focus on technology-enhanced learning , educational innovation , and pedagogical effectiveness across global contexts. Key trends include the role of AI, emotional wellbeing in digital classrooms, and industry-university partnerships. David Smith has no listed scientific awards in the provided text. He serves as a registered supervisor for higher education degrees and has contributed to major research and engagement projects, including the Professional Experience Hub Project with James Fallon High School. His work bridges academia and practice, with active collaboration between universities, schools, and industry. He has also engaged in media commentary on public education issues in New South Wales. David Smith is involved in the Aspro STEM Education Research Group and has contributed to international EU research networks. His collaborations span Australia, Austria, the UK, and Finland, focusing on educational technology, teacher development, and digital pedagogy. He continues to publish and present on innovative learning strategies.
