University of Edinburgh

Aleksandra Wade

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Caitlin Mills

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Candace Marie Thille

The founding director of the Open Learning Initiative (OLI) at Carnegie Mellon University and at Stanford University

Candace Thille is the founding director of the Open Learning Initiative (OLI) at Carnegie Mellon University and at Stanford University. She is a senior research fellow in the Office of the Vice Provost for Teaching and Learning and an assistant professor in the Graduate School of Education at Stanford University. Her focus is in applying the results from research in the science of learning to the design and evaluation of open web-based learning environments and in using those environments to conduct research in human learning. Dr. Thille serves on the board of directors of the Association of American Colleges and Universities; as a fellow of the International Society for Design and Development in Education; on the Assessment 2020 Task Force of the American Board of Internal Medicine; on the advisory council for the Association of American Universities STEM initiative; on the advisory council for the National Science Foundation Directorate for Education and Human Resources. She served on on the working group of the President¹s Council of Advisors on Science and Technology (PCAST) for the Obama Administration that produced the Engage to Excel report and on the 2010 and 2015 working groups of the U.S. Department of Education that produced The National Education Technology Plan.
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Catherine Spann

Research Scientist at Social and Affective Computing in ​the ​LINK Research Lab

Catherine is the Research Scientist: Social and Affective Computing in the LINK Research Lab. She earned her Bachelor of Science in Psychology from the University of Georgia in 2010 and her Ph.D. in Developmental Psychology from UTA in 2016. Catherine’s research focuses on the role of contemplative practices in mental and physical health and well-being, exploring the psychophysiological impact of such practices. She has led numerous research studies in controlled lab settings, museums, and classrooms with both children and adults on the topic of mindfulness and self-regulation. Her research engages in wearable and mobile technologies in order to increase understanding of the physiological and psychological factors that lead to successful learning and well-being.
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Christopher Brooks

Research Assistant Professor in the School of Information, and Director of Learning Analytics and Research in the Office of Digital Education and Innovation, University of Michigan

Christopher is a Computer Scientist, and applies human computer interaction, educational data mining, and machine learning techniques to higher education to better understand teaching, learning, and the student experience. His work includes blended technology environments such as the traditional university lecture hall, as well as online learning platforms such as Massive Open Online Courses (MOOCs).
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Dr. Abelardo Pardo

Associate Head of Teaching and Learning and Senior Lecturer at the School of Electrical and Information Engineering, The University of Sydney

Dr. Abelardo Pardo is Associate Head of Teaching and Learning and Senior Lecturer at the School of Electrical and Information Engineering, The University of Sydney. He has a PhD in Computer Science by the University of Colorado at Boulder. He is the director of the Learning and Affect Technologies Engineering (LATTE) laboratory specialized in educational technology. His areas of research are learning analytics, software for collaboration and personalized learning, and technology to improve the student experience and teaching practice. He is also research fellow at the LINK Research Lab (The University of Texas at Arlington), manager of the Engineering and Technology Program at the STEM Teacher Enrichment Academy (The University of Sydney), and member of the executive board of the Society for Learning Analytics Research (SoLAR).
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Dr. Arthur C. Graesser

Professor in the Department of Psychology and the Institute of Intelligent Systems at the University of Memphis

Dr. Graesser is a professor in the Department of Psychology and the Institute of Intelligent Systems at the University of Memphis, as well as an Honorary Research Fellow at University of Oxford. He received his Ph.D. in psychology from the University of California at San Diego. His primary research interests are in cognitive science, discourse processing, and the learning sciences. More specific interests include knowledge representation, question asking and answering, tutoring, text comprehension, inference generation, conversation, reading, education, memory, emotions, artificial intelligence, computational linguistics, and human-computer interaction. He served as editor of the journal Discourse Processes (1996–2005) and is the current editor of Journal of Educational Psychology (2009-2014). His service in professional societies includes president of the Empirical Studies of Literature, Art, and Media (1989-1992), the Society for Text and Discourse (2007-2010), the International Society for Artificial Intelligence in Education (2007-2009), and the Federation of Associations in the Behavioral and Brain Sciences Foundation (2012-13). In addition to publishing over 600 articles in journals, books, and conference proceedings, he has written 3 books and co-edited 16 books. He and his colleagues have designed, developed, and tested software in learning, language, and discourse technologies, including AutoTutor, AutoTutor-Lite, AutoMentor, ElectronixTutor, MetaTutor, GuruTutor, DeepTutor, HURA Advisor, SEEK Web Tutor, Personal Assistant for Lifelong Learning (PAL3), Operation ARIES!, iSTART, Writing-Pal, Point & Query, Question Understanding Aid (QUAID), QUEST, & Coh-Metrix.
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Dr. Marti Cleveland-Innes

Professor and Chair in the Center for Distance Education

Dr. M. Cleveland-Innes is Professor and Chair in the Center for Distance Education at Athabasca University in Alberta, Canada. Martha has received awards for her work on the student experience in online environments and is a multiple grant recipient from the Canadian Social Sciences and Humanities Research Council. In 2011 she received the Craig Cunningham Memorial Award for Teaching Excellence and in 2009 she received the President’s Award for Research and Scholarly Excellence from Athabasca University. She is currently Guest Professor at The Royal Institute of Technology in Stockholm, Sweden. Her work is well published in academic journals in North America and Europe.
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Dr. Ryan Baker

Associate Professor at the University of Pennsylvania, and Director of the Penn Center for Learning Analytics.

Ryan Baker is Associate Professor at the University of Pennsylvania, and Director of the Penn Center for Learning Analytics. His lab conducts research on engagement and robust learning within online and blended learning, seeking to find actionable indicators that can be used today but which predict future student outcomes. Baker has developed models that can automatically detect student engagement in over a dozen online learning environments, and has led the development of an observational protocol and app for field observation of student engagement that has been used by over 150 researchers in 4 countries. He was the founding president of the International Educational Data Mining Society, is currently serving as Associate Editor of three journals, and the first technical director of the Pittsburgh Science of Learning Center DataShop, the world's largest public repository for data on the interactions between learners and online learning environments. Baker has co-authored published papers with over 250 colleagues.
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Dragan Gašević

Professor and Chair in Learning Analytics






Dragan Gašević is a Professor and Chair in Learning Analytics and Informatics in the Moray House School of Education and the School of Informatics at the University of Edinburgh. He is the current president and a co-founder of the Society for Learning Analytics Research (SoLAR). A computer scientist by training and skills, Dragan considers himself a learning scientist developing computational methods that can shape next-generation learning technologies and advance our understanding of self-regulated and social learning. Funded by granting agencies and industry in Canada, Australia, Europe, and USA, Dragan is a recipient of several best paper awards at the major international conferences in learning and software technology. Committed to the development of international research community, Dragan had a pleasure to serve as a founding program co-chair of the International Conference on Learning Analytics & Knowledge in 2011 and 2012 and the Learning Analytics Summer Institute in 2014 and 2014. Currently serving as a founding editor of the Journal of Learning Analytics and the general chair of International Conference on Learning Analytics and Knowledge (LAK2016), Dragan is a (co-)author of numerous research papers and books and a frequent keynote speaker.







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Elle Wang

Doctoral Research Fellow in Cognitive Sciences at Columbia University Teachers College

Elle Yuan Wang is a Doctoral Research Fellow in Cognitive Sciences at Columbia University Teachers College. Her current research focuses on Massive Online Open Courses (MOOCs) learner motivation and prediction of learner post-course development, with the goal of building frameworks toward operationalizing MOOC learner success. Specifically, her projects take a comprehensive approach by linking three sources of learner data: pre-course learner motivation, within-course learner engagement, as well as post-course development. Particularly, measurement of post-course development reflects both individual learner career development as well as advancement of communities of practice. Her recent publications can be seen in Journal of Online Learning and Teaching and Journal of Learning Analytics. Previously,she has held fellowship and research positions with Mayor Bloomberg’s Office in New York and MTV Networks.
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George Siemens

Professor and Executive Director of the Learning Innovation and Networked Knowledge Research Lab






George Siemens researches, technology, networks, analytics, affect and social interaction, and openness in education. Dr. Siemens is Professor and Executive Director of the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington and cross-appointed with the Centre for Distance Education at Athabasca University. He has delivered keynote addresses in more than 35 countries on the influence of technology and media on education, organizations, and society. His work has been profiled in provincial, national, and international newspapers (including NY Times), radio, and television. His research has received numerous awards, including honorary doctorates from Universidad de San Martín de Porres and Fraser Valley University for his pioneering work in learning, technology, and networks.

Dr. Siemens is a founding President of the Society for Learning Analytics Research (http://www.solaresearch.org/). He has advised government agencies Australia, European Union, Canada and United States, as well as numerous international universities, on digital learning and utilizing learning analytics for assessing and evaluating productivity gains in the education sector and improving learner results. In 2008, he pioneered massive open online courses (sometimes referred to as MOOCs). He blogs at http://www.elearnspace.org/blog/ and on Twitter: gsiemens







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Iris Howley

Post-doctoral research scholar with the LINK Lab at the University of Texas-Arlington and the Lytics Lab at Stanford University

Iris Howley is a post-doctoral research scholar with the LINK Lab at the University of Texas-Arlington and the Lytics Lab at Stanford University. She earned her Ph.D. in Human-Computer Interaction from Carnegie Mellon University. Her research aims to help students overcome social and motivational obstacles to effective participation and learning. She pursues this goal through a combination of experimental design, quantitative analyses, and computational discourse analysis.
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Jelena Jovanović

Associate Professor at the Department of Software Engineering

Jelena Jovanovic is an Associate Professor at the Department of Software Engineering, University of Belgrade, Serbia. She is teaching undergraduate and postgraduate courses in programming and applied artificial intelligence. As a researcher, for years, she was primarily focused on semantic technologies, particularly, Semantic Web / Linked Data technologies, and their application in the educational domain. However, in the last few years she is more into statistical / machine learning methods and techniques, social network analysis, and other computational approaches that allow for data analysis and extraction of meaningful information from raw data (learning traces).  She is particularly interested in combining these methods and techniques (machine intelligence) with large-scale knowledge bases (collected human intelligence) for better understanding of the learning process. Her interests also include how the insights obtained from the data can be effectively communicated to teachers and/or learners, as a meaningful feedback.
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Justin T. Dellinger

Associate Director at the Learning Innovation and Networked Knowledge (LINK) Research Lab at The University of Texas at Arlington






Justin T. Dellinger is the Associate Director of the Learning Innovation and Networked Knowledge (LINK) Research Lab at the University of Texas at Arlington. Prior to his current position, Justin worked as the lab’s Research Coordinator where he served as the project manager for learning innovation grants, event coordinator, and professional learning community facilitator. He also has a background as an instructional designer in the Center for Distance Education at UT Arlington. Justin has experience teaching in both secondary and higher education, and is currently working on his Educational Leadership doctorate at UT Arlington. He also earned his Master of Arts from UT Arlington in History. His current research focuses on multiple-pathways learning, online course design frameworks, distributed networks, professional learning communities, and 18th-century Colonial Louisiana utilizing transatlantic, cartographic, and digital history approaches.







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Kristen Eshleman

Director of Digital Learning Research & Design (DLRD) at Davidson College

Kristen Eshleman is Director of Digital Learning Research & Design (DLRD) at Davidson College. Digital Learning R&D functions as an independent research initiative focused on the design and support of experiments that foster student agency, inclusive pedagogy, and high-impact practices. DRLD employs narrative and participatory action research (PAR) methods within a safe-to-fail space, where risk-taking is encouraged and the scholarship of teaching and learning can inform Davidson’s digital strategy. She is also Director of Academic Technology at Davidson College and practitioner in the humanities.
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Matthew Crosslin

Learning Innovation Coordinator for the Learning Innovation and Networked Knowledge (LINK) Research Lab at The University of Texas at Arlington






Matt Crosslin is the Learning Innovation Coordinator for the Learning Innovation and Networked Knowledge (LINK) Research Lab at The University of Texas at Arlington. Through his work at LINK Lab, Matt has been pioneering a new course design methodology that allows for customizable pathways through course content. Before joining the LINK Lab, Matt served as Instructional Designer for several years at UTA. He has a background in teaching at both the secondary and university levels and has been an active blogger and conference presenter. His favorite areas of expertise include instructional design, humanizing online instruction, emerging technologies, open learning, sociocultural theory, heutagogy, and networked learning. He also enjoys networking and collaborative efforts involving faculty, students, administration, or anyone involved in the education process. Matt has been involved in education since 1994. He created his first web page in 2000 – which was used to deliver supplemental online materials to an 8th grade Science class. He has been involved in online education in some way ever since then. Before coming to UTA he worked in innovative learning centers as well as forward thinking education companies that looked to expand the limits of formal and informal learning. Matt holds a Master of Education in Educational Technology from UT Brownsville and is currently nearing the completion of his dissertation work in pursuit of a Ph.D. in Learning Technologies from the University of North Texas.

Blog: http://edugeekjournal.com
Portfolio: http://mattcrosslin.com
Twitter: https://twitter.com/grandeped







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Mia Almeda

PhD Student in the Cognitive Science Program at Teachers College

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Miguel Andres

PhD Student at the University of Pennsylvania

Miggy is a PhD student at the University of Pennsylvania, under the Teaching, Learning, and Teacher Education program. He is a member of the Penn Center for Learning Analytics (PCLA), where he currently researches the generalizability of findings on student engagement and course completion in MOOCs. His research interests include educational data mining, affective computing, and MOOCs. He is an international student from the Philippines, and has a background in Computer Science (MSc ’14, BSc ’11), where he conducted research on learning and affect within an educational game for Physics.
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Nia Dowell

Cognitive psychology doctoral candidate at the Institute for Intelligent Systems in the University of Memphis

Nia Dowell is a cognitive psychology doctoral candidate at the Institute for Intelligent Systems in the University of Memphis. Nia is currently pursuing her PhD under the mentorship of Professor Arthur Graesser. Her primary interests are in cognitive psychology, discourse processing and learning sciences. In general, her research focuses on using language and discourse to uncover the dynamics of socially significant, cognitive, and affective processes. She is currently applying computational techniques to model discourse and social dynamics in a variety of learning environments including teacher education programs, intelligent tutoring systems (ITSs), small group computer-mediated collaborative learning environments, and massive open online courses (MOOCs). Her research has also extended beyond the educational and learning sciences spaces and highlighted the practical applications of computational discourse science in the clinical, political and social sciences areas.
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Nikola Milikić

PhD student at the Department of Software Engineering at the University of Belgrade

Nikola Milikic is a PhD student and a Teaching Assistant at the Department of Software Engineering, University of Belgrade, Serbia. He is participating in courses related to programming and applied artificial intelligence on bachelor and master levels of studies. His research interests encompass fields of Technology Enhanced Learning and Learning Analytics. He is currently a second year PhD student working on a topic of enabling technological scaffolding interventions that support social and collaborative learning.
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Oleksandra Poquet

PhD student at the School of Education, University of South Australia

Oleksandra Poquet is a second year PhD student at the School of Education, University of South Australia. Oleksandra’s academic interests are facilitation of group processes in open online education, pedagogy and learning analytics. Her past work experiences span across the domains of language teaching, adult education in the tradition of Scandinavian folkeoplysning, and the integration of technology into the teaching practices.
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Pete Smith

Vice Provost for Digital Teaching and Learning at Distance Education






Pete Smith has been Vice Provost for Digital Teaching and Learning at the University of Texas Arlington, where he now oversees the new office of University Analytics, as well as the Learning Innovation and Networked Knowledge (LINK) lab, a learning analytics research laboratory. His teaching and research focuses on big data in education, natural language processing and translation automation. He teaches and researches actively with students and faculty colleagues in Russia and globally, via numerous virtual classroom and teaching exchanges. His teaching includes oversight of UTA’s Localization and Translation certificate, offered to students of seven languages as an introduction to localization and the localization industry.

Pete’s recent presentations and publications have centered on the role of big data in education and more comprehensive models of learning in complex environments such as higher education. As he transitions to a new focus on learning analytics, his career efforts in his “old job” were recently recognized by the United States Distance Learning Association with a national award for “Outstanding Leadership by an Individual in the Field of Distance Learning”.







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Shane Dawson

Professor of Learning Analytics and the Director of the Teaching Innovation Unit at the University of South Australia

Shane Dawson is Professor of Learning Analytics and the Director of the Teaching Innovation Unit at the University of South Australia. Shane’s research focuses on the use of social network analysis and learner ICT interaction data to inform and benchmark teaching and learning quality. Shane is a founding executive member of the Society for Learning Analytics Research and past conference and program chair of the International Learning Analytics and Knowledge conference. He is a co-developer of multiple open source software including SNAPP a social network visualization tool designed for teaching staff to better understand, identify and evaluate student learning, engagement, academic performance and creative capacity.
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Shimin Kai

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Srećko Joksimović

PhD student at the Moray House School of Education, University of Edinburgh

Srećko Joksimović is a PhD student in the Moray House School of Education at the University of Edinburgh, United Kingdom, working under supervision of Professor Dragan Gašević and Professor Sian Bayne from the University of Edinburgh, as well as Professor Marek Hatala from the Simon Fraser University, in the Learning Analytics research field.

He is an executive committee member of the Society for Learning Analytics Research and research assistant at the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington.

With the background in computer science, Srećko’s research interests center around the analysis of teaching and learning in networked learning environments. He authored and co-authored several journal and conference papers, and book chapters. Srećko is a recipient of two best paper awards (LAK15 and HERDSA15 conferences) and scholarships by the Simon Fraser University, and the University of Edinburgh.
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Stefan Slater

PhD student at the University of Pennsylvania

Stefan is a PhD student at the University of Pennsylvania in the Teaching, Learning and Leadership program. He is a member of the Penn Center for Learning Analytics (PCLA), where he researches the effect of text content in intelligent tutoring systems on student affect, behavior, and learning. Additionally, he is interested in natural language processing and mixture modeling. Stefan holds a B.S. in Psychology from the University of Wisconsin-Madison, and a M.S. in Learning Analytics from Teachers College, Columbia University.
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T. Lisa Berry

Director of the Learning Innovation and Networked Knowledge (LINK) Research Lab

Lisa’s broad research interest is the intersection of gender and knowledge (through a feminist epistemological lens) – specifically how knowledge is shaped, transmitted, and acquired through teaching and learning. She is currently involved in several teaching and learning projects spanning the K-20 environment including completing the dissertation phase of her doctorate degree examining how discourse and structures impact the higher education learning environment in STEM classrooms. Additional research interests include the intersection of gender and technology and wearable technology as discourse.

Lisa serves as the administrative co-leader of the CIRTL-UTA program (part of the NSF-funded Center for the Integration of Research, Teaching, and Learning – CIRTL) whose mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners.
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Tristan Nixon

Senior programmer with the Institute for Intelligent Systems at the University of Memphis

Tristan grew up and went to college in Toronto, Canada, where he studied Cognitive Science, Artificial Intelligence and Mathematics. He has been an active member of the educational research community for over 10 years, starting with the research group at Carnegie Learning, Inc., an educational technology company in Pittsburgh, PA. Recently he has been working as a senior programmer with the Institute for Intelligent Systems at the University of Memphis.
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Vitomir Kovanović

PhD student at the Institute for Language, Cognition and Computation, School of Informatics, University of Edinburgh

Vitomir Kovanović is a PhD student and research assistant at School of Informatics, University of Edinburgh, United Kingdom, and a research assistant at the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington. Vitomir’s research is in the area of Learning Analytics and Educational Data Mining focuses on the development of novel learning analytics methods based on the trace data collected by learning management systems and their use to improve inquiry-based online education. He authored and co-authored several book chapters, conference papers, and journal articles. Vitomir is a recipient of two best paper awards (LAK15 and HERDSA15 conferences) and scholarships by the Serbian ministry of Education, Simon Fraser University, and the University of Edinburgh.
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Yi-Shan Tsai

Research associate for the SHEILA (Supporting Higher Education to Integrate Learning Analytics) project

Yi-Shan Tsai is a research associate for the SHEILA (Supporting Higher Education to Integrate Learning Analytics) project.

She studied Foreign Languages and Literature at National Chung Hsing University in Taiwan and holds a PhD and an MPhil degree in Education from the University of Cambridge.

Prior to joining the University of Edinburgh, she worked as an editor, a primary school teacher, and a biography writer. Her research interests include reader response, popular cultural reading, visual texts and media, learning and teaching support, and educational research methods.
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University of Texas at Arlington

Aleksandra Wade

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Caitlin Mills

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Candace Marie Thille

The founding director of the Open Learning Initiative (OLI) at Carnegie Mellon University and at Stanford University

Candace Thille is the founding director of the Open Learning Initiative (OLI) at Carnegie Mellon University and at Stanford University. She is a senior research fellow in the Office of the Vice Provost for Teaching and Learning and an assistant professor in the Graduate School of Education at Stanford University. Her focus is in applying the results from research in the science of learning to the design and evaluation of open web-based learning environments and in using those environments to conduct research in human learning. Dr. Thille serves on the board of directors of the Association of American Colleges and Universities; as a fellow of the International Society for Design and Development in Education; on the Assessment 2020 Task Force of the American Board of Internal Medicine; on the advisory council for the Association of American Universities STEM initiative; on the advisory council for the National Science Foundation Directorate for Education and Human Resources. She served on on the working group of the President¹s Council of Advisors on Science and Technology (PCAST) for the Obama Administration that produced the Engage to Excel report and on the 2010 and 2015 working groups of the U.S. Department of Education that produced The National Education Technology Plan.
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Catherine Spann

Research Scientist at Social and Affective Computing in ​the ​LINK Research Lab

Catherine is the Research Scientist: Social and Affective Computing in the LINK Research Lab. She earned her Bachelor of Science in Psychology from the University of Georgia in 2010 and her Ph.D. in Developmental Psychology from UTA in 2016. Catherine’s research focuses on the role of contemplative practices in mental and physical health and well-being, exploring the psychophysiological impact of such practices. She has led numerous research studies in controlled lab settings, museums, and classrooms with both children and adults on the topic of mindfulness and self-regulation. Her research engages in wearable and mobile technologies in order to increase understanding of the physiological and psychological factors that lead to successful learning and well-being.
Contact

Christopher Brooks

Research Assistant Professor in the School of Information, and Director of Learning Analytics and Research in the Office of Digital Education and Innovation, University of Michigan

Christopher is a Computer Scientist, and applies human computer interaction, educational data mining, and machine learning techniques to higher education to better understand teaching, learning, and the student experience. His work includes blended technology environments such as the traditional university lecture hall, as well as online learning platforms such as Massive Open Online Courses (MOOCs).
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Dr. Abelardo Pardo

Associate Head of Teaching and Learning and Senior Lecturer at the School of Electrical and Information Engineering, The University of Sydney

Dr. Abelardo Pardo is Associate Head of Teaching and Learning and Senior Lecturer at the School of Electrical and Information Engineering, The University of Sydney. He has a PhD in Computer Science by the University of Colorado at Boulder. He is the director of the Learning and Affect Technologies Engineering (LATTE) laboratory specialized in educational technology. His areas of research are learning analytics, software for collaboration and personalized learning, and technology to improve the student experience and teaching practice. He is also research fellow at the LINK Research Lab (The University of Texas at Arlington), manager of the Engineering and Technology Program at the STEM Teacher Enrichment Academy (The University of Sydney), and member of the executive board of the Society for Learning Analytics Research (SoLAR).
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Dr. Arthur C. Graesser

Professor in the Department of Psychology and the Institute of Intelligent Systems at the University of Memphis

Dr. Graesser is a professor in the Department of Psychology and the Institute of Intelligent Systems at the University of Memphis, as well as an Honorary Research Fellow at University of Oxford. He received his Ph.D. in psychology from the University of California at San Diego. His primary research interests are in cognitive science, discourse processing, and the learning sciences. More specific interests include knowledge representation, question asking and answering, tutoring, text comprehension, inference generation, conversation, reading, education, memory, emotions, artificial intelligence, computational linguistics, and human-computer interaction. He served as editor of the journal Discourse Processes (1996–2005) and is the current editor of Journal of Educational Psychology (2009-2014). His service in professional societies includes president of the Empirical Studies of Literature, Art, and Media (1989-1992), the Society for Text and Discourse (2007-2010), the International Society for Artificial Intelligence in Education (2007-2009), and the Federation of Associations in the Behavioral and Brain Sciences Foundation (2012-13). In addition to publishing over 600 articles in journals, books, and conference proceedings, he has written 3 books and co-edited 16 books. He and his colleagues have designed, developed, and tested software in learning, language, and discourse technologies, including AutoTutor, AutoTutor-Lite, AutoMentor, ElectronixTutor, MetaTutor, GuruTutor, DeepTutor, HURA Advisor, SEEK Web Tutor, Personal Assistant for Lifelong Learning (PAL3), Operation ARIES!, iSTART, Writing-Pal, Point & Query, Question Understanding Aid (QUAID), QUEST, & Coh-Metrix.
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Dr. Marti Cleveland-Innes

Professor and Chair in the Center for Distance Education

Dr. M. Cleveland-Innes is Professor and Chair in the Center for Distance Education at Athabasca University in Alberta, Canada. Martha has received awards for her work on the student experience in online environments and is a multiple grant recipient from the Canadian Social Sciences and Humanities Research Council. In 2011 she received the Craig Cunningham Memorial Award for Teaching Excellence and in 2009 she received the President’s Award for Research and Scholarly Excellence from Athabasca University. She is currently Guest Professor at The Royal Institute of Technology in Stockholm, Sweden. Her work is well published in academic journals in North America and Europe.
Contact

Dr. Ryan Baker

Associate Professor at the University of Pennsylvania, and Director of the Penn Center for Learning Analytics.

Ryan Baker is Associate Professor at the University of Pennsylvania, and Director of the Penn Center for Learning Analytics. His lab conducts research on engagement and robust learning within online and blended learning, seeking to find actionable indicators that can be used today but which predict future student outcomes. Baker has developed models that can automatically detect student engagement in over a dozen online learning environments, and has led the development of an observational protocol and app for field observation of student engagement that has been used by over 150 researchers in 4 countries. He was the founding president of the International Educational Data Mining Society, is currently serving as Associate Editor of three journals, and the first technical director of the Pittsburgh Science of Learning Center DataShop, the world's largest public repository for data on the interactions between learners and online learning environments. Baker has co-authored published papers with over 250 colleagues.
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Dragan Gašević

Professor and Chair in Learning Analytics






Dragan Gašević is a Professor and Chair in Learning Analytics and Informatics in the Moray House School of Education and the School of Informatics at the University of Edinburgh. He is the current president and a co-founder of the Society for Learning Analytics Research (SoLAR). A computer scientist by training and skills, Dragan considers himself a learning scientist developing computational methods that can shape next-generation learning technologies and advance our understanding of self-regulated and social learning. Funded by granting agencies and industry in Canada, Australia, Europe, and USA, Dragan is a recipient of several best paper awards at the major international conferences in learning and software technology. Committed to the development of international research community, Dragan had a pleasure to serve as a founding program co-chair of the International Conference on Learning Analytics & Knowledge in 2011 and 2012 and the Learning Analytics Summer Institute in 2014 and 2014. Currently serving as a founding editor of the Journal of Learning Analytics and the general chair of International Conference on Learning Analytics and Knowledge (LAK2016), Dragan is a (co-)author of numerous research papers and books and a frequent keynote speaker.







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Elle Wang

Doctoral Research Fellow in Cognitive Sciences at Columbia University Teachers College

Elle Yuan Wang is a Doctoral Research Fellow in Cognitive Sciences at Columbia University Teachers College. Her current research focuses on Massive Online Open Courses (MOOCs) learner motivation and prediction of learner post-course development, with the goal of building frameworks toward operationalizing MOOC learner success. Specifically, her projects take a comprehensive approach by linking three sources of learner data: pre-course learner motivation, within-course learner engagement, as well as post-course development. Particularly, measurement of post-course development reflects both individual learner career development as well as advancement of communities of practice. Her recent publications can be seen in Journal of Online Learning and Teaching and Journal of Learning Analytics. Previously,she has held fellowship and research positions with Mayor Bloomberg’s Office in New York and MTV Networks.
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George Siemens

Professor and Executive Director of the Learning Innovation and Networked Knowledge Research Lab






George Siemens researches, technology, networks, analytics, affect and social interaction, and openness in education. Dr. Siemens is Professor and Executive Director of the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington and cross-appointed with the Centre for Distance Education at Athabasca University. He has delivered keynote addresses in more than 35 countries on the influence of technology and media on education, organizations, and society. His work has been profiled in provincial, national, and international newspapers (including NY Times), radio, and television. His research has received numerous awards, including honorary doctorates from Universidad de San Martín de Porres and Fraser Valley University for his pioneering work in learning, technology, and networks.

Dr. Siemens is a founding President of the Society for Learning Analytics Research (http://www.solaresearch.org/). He has advised government agencies Australia, European Union, Canada and United States, as well as numerous international universities, on digital learning and utilizing learning analytics for assessing and evaluating productivity gains in the education sector and improving learner results. In 2008, he pioneered massive open online courses (sometimes referred to as MOOCs). He blogs at http://www.elearnspace.org/blog/ and on Twitter: gsiemens







Contact

Iris Howley

Post-doctoral research scholar with the LINK Lab at the University of Texas-Arlington and the Lytics Lab at Stanford University

Iris Howley is a post-doctoral research scholar with the LINK Lab at the University of Texas-Arlington and the Lytics Lab at Stanford University. She earned her Ph.D. in Human-Computer Interaction from Carnegie Mellon University. Her research aims to help students overcome social and motivational obstacles to effective participation and learning. She pursues this goal through a combination of experimental design, quantitative analyses, and computational discourse analysis.
Contact

Jelena Jovanović

Associate Professor at the Department of Software Engineering

Jelena Jovanovic is an Associate Professor at the Department of Software Engineering, University of Belgrade, Serbia. She is teaching undergraduate and postgraduate courses in programming and applied artificial intelligence. As a researcher, for years, she was primarily focused on semantic technologies, particularly, Semantic Web / Linked Data technologies, and their application in the educational domain. However, in the last few years she is more into statistical / machine learning methods and techniques, social network analysis, and other computational approaches that allow for data analysis and extraction of meaningful information from raw data (learning traces).  She is particularly interested in combining these methods and techniques (machine intelligence) with large-scale knowledge bases (collected human intelligence) for better understanding of the learning process. Her interests also include how the insights obtained from the data can be effectively communicated to teachers and/or learners, as a meaningful feedback.
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Justin T. Dellinger

Associate Director at the Learning Innovation and Networked Knowledge (LINK) Research Lab at The University of Texas at Arlington






Justin T. Dellinger is the Associate Director of the Learning Innovation and Networked Knowledge (LINK) Research Lab at the University of Texas at Arlington. Prior to his current position, Justin worked as the lab’s Research Coordinator where he served as the project manager for learning innovation grants, event coordinator, and professional learning community facilitator. He also has a background as an instructional designer in the Center for Distance Education at UT Arlington. Justin has experience teaching in both secondary and higher education, and is currently working on his Educational Leadership doctorate at UT Arlington. He also earned his Master of Arts from UT Arlington in History. His current research focuses on multiple-pathways learning, online course design frameworks, distributed networks, professional learning communities, and 18th-century Colonial Louisiana utilizing transatlantic, cartographic, and digital history approaches.







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Kristen Eshleman

Director of Digital Learning Research & Design (DLRD) at Davidson College

Kristen Eshleman is Director of Digital Learning Research & Design (DLRD) at Davidson College. Digital Learning R&D functions as an independent research initiative focused on the design and support of experiments that foster student agency, inclusive pedagogy, and high-impact practices. DRLD employs narrative and participatory action research (PAR) methods within a safe-to-fail space, where risk-taking is encouraged and the scholarship of teaching and learning can inform Davidson’s digital strategy. She is also Director of Academic Technology at Davidson College and practitioner in the humanities.
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Matthew Crosslin

Learning Innovation Coordinator for the Learning Innovation and Networked Knowledge (LINK) Research Lab at The University of Texas at Arlington






Matt Crosslin is the Learning Innovation Coordinator for the Learning Innovation and Networked Knowledge (LINK) Research Lab at The University of Texas at Arlington. Through his work at LINK Lab, Matt has been pioneering a new course design methodology that allows for customizable pathways through course content. Before joining the LINK Lab, Matt served as Instructional Designer for several years at UTA. He has a background in teaching at both the secondary and university levels and has been an active blogger and conference presenter. His favorite areas of expertise include instructional design, humanizing online instruction, emerging technologies, open learning, sociocultural theory, heutagogy, and networked learning. He also enjoys networking and collaborative efforts involving faculty, students, administration, or anyone involved in the education process. Matt has been involved in education since 1994. He created his first web page in 2000 – which was used to deliver supplemental online materials to an 8th grade Science class. He has been involved in online education in some way ever since then. Before coming to UTA he worked in innovative learning centers as well as forward thinking education companies that looked to expand the limits of formal and informal learning. Matt holds a Master of Education in Educational Technology from UT Brownsville and is currently nearing the completion of his dissertation work in pursuit of a Ph.D. in Learning Technologies from the University of North Texas.

Blog: http://edugeekjournal.com
Portfolio: http://mattcrosslin.com
Twitter: https://twitter.com/grandeped







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Mia Almeda

PhD Student in the Cognitive Science Program at Teachers College

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Miguel Andres

PhD Student at the University of Pennsylvania

Miggy is a PhD student at the University of Pennsylvania, under the Teaching, Learning, and Teacher Education program. He is a member of the Penn Center for Learning Analytics (PCLA), where he currently researches the generalizability of findings on student engagement and course completion in MOOCs. His research interests include educational data mining, affective computing, and MOOCs. He is an international student from the Philippines, and has a background in Computer Science (MSc ’14, BSc ’11), where he conducted research on learning and affect within an educational game for Physics.
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Nia Dowell

Cognitive psychology doctoral candidate at the Institute for Intelligent Systems in the University of Memphis

Nia Dowell is a cognitive psychology doctoral candidate at the Institute for Intelligent Systems in the University of Memphis. Nia is currently pursuing her PhD under the mentorship of Professor Arthur Graesser. Her primary interests are in cognitive psychology, discourse processing and learning sciences. In general, her research focuses on using language and discourse to uncover the dynamics of socially significant, cognitive, and affective processes. She is currently applying computational techniques to model discourse and social dynamics in a variety of learning environments including teacher education programs, intelligent tutoring systems (ITSs), small group computer-mediated collaborative learning environments, and massive open online courses (MOOCs). Her research has also extended beyond the educational and learning sciences spaces and highlighted the practical applications of computational discourse science in the clinical, political and social sciences areas.
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Nikola Milikić

PhD student at the Department of Software Engineering at the University of Belgrade

Nikola Milikic is a PhD student and a Teaching Assistant at the Department of Software Engineering, University of Belgrade, Serbia. He is participating in courses related to programming and applied artificial intelligence on bachelor and master levels of studies. His research interests encompass fields of Technology Enhanced Learning and Learning Analytics. He is currently a second year PhD student working on a topic of enabling technological scaffolding interventions that support social and collaborative learning.
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Oleksandra Poquet

PhD student at the School of Education, University of South Australia

Oleksandra Poquet is a second year PhD student at the School of Education, University of South Australia. Oleksandra’s academic interests are facilitation of group processes in open online education, pedagogy and learning analytics. Her past work experiences span across the domains of language teaching, adult education in the tradition of Scandinavian folkeoplysning, and the integration of technology into the teaching practices.
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Pete Smith

Vice Provost for Digital Teaching and Learning at Distance Education






Pete Smith has been Vice Provost for Digital Teaching and Learning at the University of Texas Arlington, where he now oversees the new office of University Analytics, as well as the Learning Innovation and Networked Knowledge (LINK) lab, a learning analytics research laboratory. His teaching and research focuses on big data in education, natural language processing and translation automation. He teaches and researches actively with students and faculty colleagues in Russia and globally, via numerous virtual classroom and teaching exchanges. His teaching includes oversight of UTA’s Localization and Translation certificate, offered to students of seven languages as an introduction to localization and the localization industry.

Pete’s recent presentations and publications have centered on the role of big data in education and more comprehensive models of learning in complex environments such as higher education. As he transitions to a new focus on learning analytics, his career efforts in his “old job” were recently recognized by the United States Distance Learning Association with a national award for “Outstanding Leadership by an Individual in the Field of Distance Learning”.







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Shane Dawson

Professor of Learning Analytics and the Director of the Teaching Innovation Unit at the University of South Australia

Shane Dawson is Professor of Learning Analytics and the Director of the Teaching Innovation Unit at the University of South Australia. Shane’s research focuses on the use of social network analysis and learner ICT interaction data to inform and benchmark teaching and learning quality. Shane is a founding executive member of the Society for Learning Analytics Research and past conference and program chair of the International Learning Analytics and Knowledge conference. He is a co-developer of multiple open source software including SNAPP a social network visualization tool designed for teaching staff to better understand, identify and evaluate student learning, engagement, academic performance and creative capacity.
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Shimin Kai

Details coming soon…

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Srećko Joksimović

PhD student at the Moray House School of Education, University of Edinburgh

Srećko Joksimović is a PhD student in the Moray House School of Education at the University of Edinburgh, United Kingdom, working under supervision of Professor Dragan Gašević and Professor Sian Bayne from the University of Edinburgh, as well as Professor Marek Hatala from the Simon Fraser University, in the Learning Analytics research field.

He is an executive committee member of the Society for Learning Analytics Research and research assistant at the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington.

With the background in computer science, Srećko’s research interests center around the analysis of teaching and learning in networked learning environments. He authored and co-authored several journal and conference papers, and book chapters. Srećko is a recipient of two best paper awards (LAK15 and HERDSA15 conferences) and scholarships by the Simon Fraser University, and the University of Edinburgh.
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Stefan Slater

PhD student at the University of Pennsylvania

Stefan is a PhD student at the University of Pennsylvania in the Teaching, Learning and Leadership program. He is a member of the Penn Center for Learning Analytics (PCLA), where he researches the effect of text content in intelligent tutoring systems on student affect, behavior, and learning. Additionally, he is interested in natural language processing and mixture modeling. Stefan holds a B.S. in Psychology from the University of Wisconsin-Madison, and a M.S. in Learning Analytics from Teachers College, Columbia University.
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T. Lisa Berry

Director of the Learning Innovation and Networked Knowledge (LINK) Research Lab

Lisa’s broad research interest is the intersection of gender and knowledge (through a feminist epistemological lens) – specifically how knowledge is shaped, transmitted, and acquired through teaching and learning. She is currently involved in several teaching and learning projects spanning the K-20 environment including completing the dissertation phase of her doctorate degree examining how discourse and structures impact the higher education learning environment in STEM classrooms. Additional research interests include the intersection of gender and technology and wearable technology as discourse.

Lisa serves as the administrative co-leader of the CIRTL-UTA program (part of the NSF-funded Center for the Integration of Research, Teaching, and Learning – CIRTL) whose mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners.
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Tristan Nixon

Senior programmer with the Institute for Intelligent Systems at the University of Memphis

Tristan grew up and went to college in Toronto, Canada, where he studied Cognitive Science, Artificial Intelligence and Mathematics. He has been an active member of the educational research community for over 10 years, starting with the research group at Carnegie Learning, Inc., an educational technology company in Pittsburgh, PA. Recently he has been working as a senior programmer with the Institute for Intelligent Systems at the University of Memphis.
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Vitomir Kovanović

PhD student at the Institute for Language, Cognition and Computation, School of Informatics, University of Edinburgh

Vitomir Kovanović is a PhD student and research assistant at School of Informatics, University of Edinburgh, United Kingdom, and a research assistant at the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington. Vitomir’s research is in the area of Learning Analytics and Educational Data Mining focuses on the development of novel learning analytics methods based on the trace data collected by learning management systems and their use to improve inquiry-based online education. He authored and co-authored several book chapters, conference papers, and journal articles. Vitomir is a recipient of two best paper awards (LAK15 and HERDSA15 conferences) and scholarships by the Serbian ministry of Education, Simon Fraser University, and the University of Edinburgh.
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Yi-Shan Tsai

Research associate for the SHEILA (Supporting Higher Education to Integrate Learning Analytics) project

Yi-Shan Tsai is a research associate for the SHEILA (Supporting Higher Education to Integrate Learning Analytics) project.

She studied Foreign Languages and Literature at National Chung Hsing University in Taiwan and holds a PhD and an MPhil degree in Education from the University of Cambridge.

Prior to joining the University of Edinburgh, she worked as an editor, a primary school teacher, and a biography writer. Her research interests include reader response, popular cultural reading, visual texts and media, learning and teaching support, and educational research methods.
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