International Conference on Learning Analytics & Knowledge (LAK27) 2027

Dr. Literat is Assistant Professor in the Communication, Media & Learning Technologies Design program at Teachers College, Columbia University. Her research examines creative participation in online contexts, with a particular focus on the social, educational and civic implications of online creativity. Her work has been published in the Journal of Communication, New Media & Society, Communication Theory, the International Journal of Communication, and Information, Communication & Society, among others. She received her PhD from the Annenberg School for Communication at the University of Southern California.

As Chief Instructional Technology Officer, Maddox collaborates with Deans, Faculty, students and staff across NYU Schools and Units to enable the University's global Teaching and Learning Technology mission. Maddox approaches technology as a means of connection and a pathway to creative problem solving and instruction, recently leading the establishment of University-wide and global campus instructional design services for NYU through a distributed school-based 'virtual team'. Learning Analytics at scale across the institution is a cornerstone of NYU's evolving strategy to undergird faculty and students' teaching and learning goals. He has served in a number of roles at NYU, including as the inaugural Chief Information Officer for NYU Abu Dhabi and Deputy Chief Information Technology Officer. Maddox holds a Bachelor's Degree from Baylor University, a Master's and Advanced Certificate degree from the Steinhardt School at NYU and a Doctorate from the University of Pennsylvania. Ben’s academic work focuses on intersections between and across technology, globalization, learning and higher education. He also holds certificates in a number of technology and management areas. Maddox presents regularly on higher education internationalization, technology enhanced learning, and IT management and service frameworks. He works with and serves on a number of boards and organizations within and beyond the higher education arena including Educause, the nation’s largest higher education and technology not for profit; the Tandon School of Engineering Enterprise Learning Board, the Online Learning Consortium, the First Presbyterian Church of New York City, the Institute for Contemporary Psychotherapy, and Internet 2.

Dr. Mitchell Colver began working in higher education in 2007, where his early experiences with students taught him to focus on the value of human diversity and human potential. As a thought leader in the field of analytics, he is frequently invited to champion the idea that student success can best be fostered through increased intentionality amongst faculty, staff, and executives. Dr. Colver believes that human empowerment and collaboration are the most powerful tools that 21st century institutions have in their arsenal to optimize the student ecosystem. Mitchell has degrees in Psychology, Music, and Experimental Research, as well as a PhD emphasizing research in Higher Education. His research has appeared in Popular Science, Discover, Slate, Smithsonian, New York Magazine, and, internationally, on Radio BBC. His prominence in the field has allowed him to serve as an analytics and change-management consultant for universities across the nation and globe.

Dr. Warren Code is the Associate Director of the Science Centre for Learning and Teaching (Skylight; skylight.science.ubc.ca ) at the University of British Columbia in Vancouver, Canada, where he leads, advises, and assists in: planning, research/evaluation, and management for a range of teaching and learning projects in science and mathematics. He spent several years as the Acting Director for the final phases of the Carl Wieman Science Education Initiative ( cwsei.ubc.ca ), a large initiative involving department-based fellows partnering with faculty to bring research-informed instruction to their undergraduate mathematics and science courses. With the initiative winding down, he has been investigating its overall impact in terms of teaching changes, student learning, and program success, as well as advising other institutions attempting similar kinds of initiatives with department-based fellows. He was previously one of those fellows in the UBC Mathematics Department, studying teaching methods and student success - this was also his first chance to get involved in learning analytics related to online homework and introductory scientific programming. In recent years, he has been working with other partners at UBC to grow plans and processes to support emerging work in learning analytics among the science and mathematics departments.

Dr. Teasley is a Research Professor in the School of Information at the University of Michigan. She received her PhD in cognitive psychology from the University of Pittsburgh. Throughout her career, her work has focused on issues of collaboration and learning, looking specifically at how sociotechnical systems can be used to support effective collaborative processes and successful learning outcomes. She is the director of the Learning, Education and Design Lab, a research lab whose members investigate how instructional technologies and digital media are used to innovate teaching, learning, and collaboration. She was the president of the Society for Learning Analytics Research (SoLAR) from 2016-2018, and chair of the International Alliance to Advance Learning in the Digital Era (IAALDE) from 2018-2020. She is currently serving as a Program Officer for the Division of Research on Formal and Informal Learning in the Education and Human Resources Directorate at the National Science Foundation.

Dr. Eleni A. Kyza is Associate Professor in Information Society at the Department of Communication and Internet Studies at the Cyprus University of Technology, where she leads the Media, Cognition, and Learning Research Group (http://mcl.cut.ac.cy). She has a background in educational technology and the learning sciences, and a continuous interest in how digital technologies can support learning, critical reflection, and the development of active and informed citizens. She holds a Ph.D. from the Learning Sciences program at Northwestern University, with a specialization in Cognitive Science, a master's degree in Technology in Education from the Harvard Graduate School of Education, a B.Sc. in Education, summa cum laude, with a concentration in Educational Media and Technology from Boston University, and a Teacher's Diploma from the Pedagogical Academy of Cyprus. Her research investigates technology-enhanced learning environments to support motivated, meaningful, and reflective practices. Her work has examined, among others, inquiry-based learning, teacher professional development, scaffolding student learning, collaborative learning, and media & information literacy on social media. With her colleagues, she has developed and empirically investigated learning technologies, such as the web-based learning and teaching platform STOCHASMOS for promoting evidence-based reasoning in science education, and TraceReaders, an augmented reality platform for scaffolding students’ inquiry learning in informal and non-formal contexts. She is Editor-in-Chief of the Instructional Science journal, President of the European Association for Research on Learning and Instruction ( EARLI ) (2021-2023), and an Inaugural Fellow of the International Society of the Learning Sciences (ISLS).

Dr Christothea Herodotou is an Associate Professor at the Open University, UK. She has extensive expertise in the evidence-based design and evaluation of technologies for learning (online platforms, mobile applications, digital games) using mixed-methods research approaches (learning analytics, RCTs, interviews, surveys). She coordinated the evaluation of the Early Alert Indicators project, a university-wide initiative that assessed predictive learning analytics interventions and their impact on students' performance and attainment. The project has received multiple awards for research impact and excellence in teaching. She also holds funding from NSF, ESRC, and Welcome, to improve the design of online citizen science platforms and make science learning more accessible and productive to young people. She is a Fellow of British Academy as she received a mid-career fellowship to produce evidence-based guidelines for the design of mobile applications for young children. She is a Senior Fellow of the Higher Education Academy (SFHEA) and an Honorary Associate of UCL. She received her Ph.D. degree in Digital Games and Psychology from the University College London (UCL).

Alejandra Martínez Monés is Associate Professor of Human-Computer Interaction in the Computer Science Department at Universidad de Valladolid (Spain). She is a member of the interdisciplinary research group GSIC (Intelligent and Collaborative Systems). Her research is framed in the field of Technology Enhanced Learning, with a focus on the role of learning analytics in providing support to teachers’ pedagogical innovations in different educational situations (CSCL, Ubiquitous Learning, MOOCs, etc.) She is a member of the Spanish Network on Learning Analytics (SNOLA) and was the chairperson of LASI Spain 2020.

Jorge Maldonado is a professor and researcher at the Faculty of Engineering at the University of Cuenca. He received a PhD in Engineering Sciences at Pontificia Universidad Católica de Chile . His work has focused on scientific advances that seek to improve teaching and learning processes in face-to-face, hybrid and online environments, through the development and application of pedagogical methodologies combined with the use of Artificial Intelligence.He is the coordinator for Latin America of the LALA Community, from where he has promoted the creation of a network of more than 250 researchers from 80 Latin American institutions and carrying out the development of the first three Learning Analytics conferences in Latin America.

Olga is Associate Professor in Media Technology with specialisation in Technology-Enhanced Learning at the School of Electric Engineering and Computer Science in the KTH Royal Institute of Technology. Viberg's fields of expertise include a focus on learning analytics in higher education, mobile assisted language learning, the integration of formal and informal learning environments, design for learning, a particular focus on measuring and supporting students’ self-regulated learning, and students' privacy in online learning settings. Her work has been published in many referred journals and conferences. She is an active member of the Nordic network in learning analytics and the main organizer of the Nordic LASI in 2021.

Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK, and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures and how people learn together online. Rebecca has been invited to lead events in this area on five continents, including LASI locals in Australia, Korea, Spain and Norway; plus several events associated with her work as a principal investigator on the European Learning Analytics Community Exchange (LACE) and on LAEP, a project that helped European policymakers to set out an agenda for stimulating ways of learning and teaching through the use of learning analytics.

Simon Buckingham Shum is Professor of Learning Informatics, and Director of the Connected Intelligence Centre at the University of Technology Sydney. Involved with LASIs since Stanford 2013, he coordinated the international LASI-Locals network for several years, and since moving to Sydney in 2014, has chaired/contributed to annual ALASIs, which are the largest LASI-Locals outside the US.

Nilanjana Buju Dasgupta is a Professor of Psychology and the inaugural Director of the Institute of Diversity Sciences at the University of Massachusetts, Amherst. She received her Bachelor’s degree from Smith College and a PhD in psychology from Yale University. Her research is on implicit bias with emphasis on the how to change such forms of bias. She is particularly interested in evidence-based solutions to overcome implicit biases in ways that allow girls, women, and underrepresented students to thrive in academic and career trajectories in science, technology, and engineering. Dasgupta’s research has been funded by the National Science Foundation, including the NSF CAREER award, and several other grants from the National Institutes of Health and the American Psychological Foundation. She received the Application of Personality and Social Psychology Award from the Society for Personality & Social Psychology, the Distinguished Academic Outreach Award in Research, the Chancellor’s Award for Outstanding Accomplishments in Research and Creative Activity, and the Hidden Bias Research Prize awarded by the Level Playing Field Institute, a private foundation based in Silicon Valley. She has given a distinguished faculty lecture at the NSF and an invited presentation at a White House roundtable during the Obama administration on the inclusion of underrepresented youth in science and technology. In 2015 Dasgupta was invited to participate at a White House Next Gen High School Summit convened by the White House Domestic Policy Council and Office of Science and Technology Policy. Dasgupta serves on the National Science Foundation’s Advisory Committee for Social, Behavioral, and Economic Sciences. She has a passion for translating scientific research to inform and help solve social problems such as gender and race disparities in STEM pathways. She has presented this work to K-12 audiences, university leaders, tech leaders, policymakers on Capitol Hill, and at a White House roundtable during the Obama administration. Dasgupta’s research has been featured in the New York Times, Boston Globe, The Atlantic, International Herald Tribune, London Times, National Public Radio, PBS, ABC News, Scientific American Mind, Slate.com, and many other popular news outlets.

Prof Dr Samuel Greiff is head of research group, principal investigator, and Full Professor of Educational Assessment and Psychology at University of Luxembourg. He holds a PhD in cognitive and experimental psychology from the University of Heidelberg, Germany. Prof Greiff has been awarded several national and international research funds by diverse funding organizations and has published articles in national and international scientific journals and books He has been and continues to be involved in the Programme for International Student Assessment (PISA) and in the Programme for the International Assessment of Adult Competencies (PIAAC). He has been working for several years in the field of educational assessment and educational technology. In this, he also takes strong interest into the use of log file data and learning analytics for summative and formative assessment purposes.

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