Authors of the present issue

 

N. 33 - Special Issue on

Connecting Learning Design and Learning Analytics

 

 

 

Sakinah S. J. Alhadad

is a psychological scientist with specialist expertise in behavioural and cognitive science in relation to student learning and well-being, learning analytics, research methods and statistics, and academic development. Sakinah’s research interests sit at the research-practice nexus, with the broad goal of enhancing the practice of teaching and learning. She is particularly interested in the underlying mechanisms that support the development of expertise and flexible ways of knowing: in particular, educators developing as evidence-informed practitioners; and for learners, developing as self-regulated learners. On a practice level, she is interested in the translation and application of the science of learning in complex learning environments. Her ultimate aim is to enable positive change for learners and educators through transformative Higher Education practices

 

 

 

Andy Chan

graduated in Computer Science at City University of Hong Kong and is a programmer at the Centre for Information Technology in Education (CITE), Faculty of Education, The University of Hong Kong from 2008. He mainly worked on school-based support projects for primary and secondary schools and is also an active Moodle developer. He is help developing the Learning Design Studio HE at present.

 

 

 

Maka Eradze

is a doctoral candidate at the School of Digital Technologies, Tallinn University, Estonia. Her doctoral research focuses on the development of learning analytics model for lesson observations for evidence-based educational practices and the design of the tablet application that implements and validates the model. Her research interests include: multimodal-learning analytics, learning design, new pedagogies, learning analytics, MOOCs, classroom observations, evidence-based educational practices. She has published multiple conference papers, articles and book chapters in peer-reviewed journals and books.  She is a program board member and reviewer at several international scientific conferences and journals. She has experience in technology-enhanced learning and innovation management from different perspectives and capacities in different countries - eLearning coordinator, training manager/change agent, and research fellow.

 

 

 

Liliana Farias Herrera

is a Ph.D. student in the Faculty of Education at The University of Hong Kong. Her research interest includes learning design, learning analytics, e-learning and e-leadership. For several years she has worked as e-learning consultant in corporate training and teaching within a blended learning environment. Prior to beginning her doctoral studies, Liliana collaborated as research assistant in the Centre for Information Technology in Education at the University of Hong Kong  

 

 

 

Dai Griffiths 

is Professor of Education at the University of Bolton, and an Associate Member of Cetis LLP. He spent the first part of his career working as a teacher in primary, secondary and higher education, as well as in interpersonal skills training in industry, before becoming fascinated by the potential of computers in education. For the past twenty-five years he has worked as an educational technology researcher, principally at Universitat Pompeu Fabra and the University of Bolton. In his research he seeks an understanding of education by bringing together the areas of pedagogy, technology and organisational structure, inspired by literature from the Cybernetics tradition. Over the past fifteen years a particular concern has been the development, use and implications of interoperability specifications for eLearning. In the course of this work he has been actively engaged in the design, development and use of learning design applications, and in studying the potential and reality of the use of data in educational processes, with a particular focus on the use of xAPI. 

 

 

 

Wayne Holmes

PhD (Oxon), is a Research Lecturer in the Institute of Educational Technology, The Open University, UK. His research interests are in the learning sciences, artificial intelligence in education and adaptive digital learning environments.

 

 

 

Paul Salvador Inventado 

is Assistant Professor in the Computer Science Department at California State University Fullerton. He received his PhD in Information Science and Technology from Osaka University, Japan and completed his postdoctoral research at Carnegie Mellon University. Prior to pursuing his PhD, he was an Assistant Professor at De La Salle University, Philippines. His research interests are in educational data mining, machine learning, intelligent tutoring systems, and STEM education. Currently he uses data-driven discovery, creation and implementation of design patterns to improve tutoring systems.

 

 

 

Sokratis Karkalas

holds a BSc in Education, a BSc in Economics, an MBA and an MSc in Computer Science. Nowadays he is working towards the completion of a PhD in artificial intelligence and educational technologies at Birkbeck, University of London. In parallel he works as a senior research engineer for UCL Knowledge Lab. He has been working since 1991 both in the industry and in the academia holding various posts. He was a CTO for a multi-national group of industrial companies for several years. He contributed as a scientific associate in large scale EU projects both in Greece and in the UK. He has held academic teaching and research positions over the last 18 years, 7 of which have been at leading UK universities and concerned with how people learn. His teaching has centered on programming languages, databases and Internet technologies both at graduate and post graduate level. His research centers on computer supported education with particular focus on artificial intelligence. 

 

 

 

Mart Laanpere

holds PhD degree in Educational Science from Tallinn University and MSc in Educational Technology from University of Twente (the Netherlands). He is a senior researcher in the Centre for Educational Technology, a research unit within the School of Digital Technologies of Tallinn University, Estonia.  His research interest include pedagogy-driven design of virtual learning environments, e-assessment, digital textbooks, digital competences, innovation management. He has been consulting national-level digital innovation projects in Georgia, Moldova, Palestine and Serbia. He has published over 100 research papers in peer-reviewed journals and books, has co-edited 5 books published by Springer and co-chaired several international research conferences. 

 

 

 

Nancy Law

is a professor in the Division of Information Technology in Education, Faculty of Education at the University of Hong Kong. She served as the Founding Director for the Centre for Information Technology in Education (CITE) for 15 years from 1998. Her research interests include international comparative studies of technology-enabled learning innovations, models of ICT integration in schools and change leadership, computer supported collaborative learning, the use of expressive and exploratory computer-based learning environments, learning design and learning analytics. She has served on a number of policy advisory boards/working groups related to ICT in education for the University of Hong Kong, the Hong Kong government and other community groups. She has also been contributing as expert/consultancy to the European Commission, UNESCO and OECD on various aspects of technology-enhanced learning.

 

 

 

Ling Li

is a postdoctoral fellow in the Division of Information and Technology Studies, Faculty of Education at the University of Hong Kong. She received her PhD in Educational Technology from the University of Cambridge, UK. Her research interests include learning design, learning analytics, teacher inquiry, and ICT leadership. She is currently working on a Hong Kong Government funded project on learning design and learning analytics for MOOC courses.

 

 

 

Manolis Mavrikis

is a Reader (Associate Professor) in Learning Technologies at UCL Knowledge Lab and Programme Leader of the Masters in Education and Technology. He holds a B.Sc. in Mathematics from University of Athens, Greece with an emphasis in education, M.Sc. with distinction in Informatics and Ph.D. in Artificial Intelligence in Education from the University of Edinburgh. His research interests developed over more than 15years of experience, lie at the intersection of learning sciences, human–computer interaction and artificial intelligence. Manolis’s research centres on employing learning analytics to help teachers, schools, education ministries or researchers develop an awareness and understanding of the processes involved in learning, and on designing evidence- based intelligent technologies that provide direct feedback to learners, such as the work presented in this paper. 

 

 

 

Quan Nguyen

is a Ph.D. candidate in Learning Analytics, Institute of Educational Technology, The Open University, UK. He graduated in 2016 as a Master (cum laude) of Economics and Information Management at Maastricht University. His research focusses on the use of learning analytics to understand how teachers design their course and how learning design could affect other dimensions of the learning progress such as engagement, satisfaction, or performance

 

 

 

Ting-Chuen Pong

is a Senior Advisor to the Executive Vice-President & Provost, Director of the Center for Engineering Education Innovation and Professor of Computer Science & Engineering at the Hong Kong University of Science & Technology (HKUST). He is a founding faculty member of HKUST, where he had served as the Associate Vice-President for Academic Affairs and Associate Dean of Engineering. Before joining HKUST, he was an Associate Professor of Computer Science at the University of Minnesota. He received his PhD in Computer Science from Virginia Polytechnic Institute and State University. He is a recipient of the Pattern Recognition Society Award in 1990 and the HKUST Excellence in Teaching Innovation Award in 2001. In 2014, he led the HKUST team in the Wharton-QS Stars Awards Competition and was selected Winner of the Natural Sciences Award and Runner-up of the Hybrid Learning Award.

 

 

 

Katharine Reedy

is a Learning and Teaching Development Manager (Learning Design) at the Open University, UK, and Senior Fellow of the Higher Education Academy. Her experience includes curriculum development for digital literacy and she has a strong interest in involving students as partners in curriculum design. 

 

 

 

Bart Rienties

is Professor in Learning Analytics at the Open University, United Kingdom. His research interests include learning analytics, collaborative learning environments and the role of social interaction in learning. 

 

 

 

María Jesús Rodríguez-Triana

received her PhD from the University of Valladolid (Spain) in 2014 for her thesis on learning design and learning analytics applied to computer-supported collaborative learning. Currently, she is a researcher at Tallinn University (Estonia) and École polytechnique fédérale de Lausanne (Switzerland), where she applies multimodal learning analytics techniques to support evidence-based inquiry processes. Her research has also a strong focus on ethics and data privacy. Since 2008, she has been involved in various educational research projects at the national and international level dealing with the application of learning analytics across spaces, to support workplace learning, and to reinforce different pedagogical approaches such as CSCL or IBL specially in the area of STEM education.

 

 

 

Peter Scupelli

is Associate Professor in Design, Chair of the Environments Track, and Director of the Learning Environments Lab in the School of Design at Carnegie Mellon University. He teaches both undergraduate and graduate level design courses. He holds a Ph.D. in Human-Computer Interaction, M.S. in HCI, M.Des. in Interaction Design, and an undergraduate Architecture degree. His work with A12 was exhibited in the Architecture Biennial of Venice; PS1-MOMA, New York; the São Paulo Contemporary Art Biennial; the ZKM museum of Karlsruhe, Germany and many other places. 

 

 

 

Kate Thompson

is a Senior Lecturer in Educational Technology at Griffith University. The underlying focus of her research is learning sciences, specifically collaborative learning and discovering patterns of learner interaction that could be used by an instructor to indicate progress through a task, relating this to the original design. A recent focus has been on the design and implementation of a program for environmental graduate students to learn how to participate in, lead, and train interdisciplinary research teams in the USA. Kate also leads teams of researchers working with networks of schools around Australia. Dr Thompson established and leads the Creative Practice Lab (CPL) at Griffith University. Located in a newly constructed learning space in the School of Education and Professional Studies, the CPL combines teacher education and digital technologies, with state-of-the-art video recording and online collaboration systems. The ultimate aim of the research in the CPL is to understand pedagogical practices in contemporary learning spaces, learning analytics informed practice, and online collaboration and design.

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