Editorial Team
George Siemens
Centre for Change and Complexity in Learning, University of South Australia, Australia
Maarten de Laat
Centre for Change and Complexity in Learning, University of South Australia, Australia
Florence Gabriel
Centre for Change and Complexity in Learning, University of South Australia, Australia
Negin Mirriahi
Centre for Change and Complexity in Learning, University of South Australia, Australia
John Kennedy
Centre for Change and Complexity in Learning, University of South Australia, Australia
Alrike Claassen
Centre for Change and Complexity in Learning, University of South Australia, Australia
Anne Morrison
University of South Australia, Australia
Ryan Baker
Penn Centre for Learning Analytics, University of Pennsylvania, United States
Aneesha Bakharia
Institute for Teaching and Learning Innovation, University of Queensland, Australia
Lucila Carvalho
Institute of Education, Massey University, New Zealand
Sao Ee Goh
National Institute of Education, Singapore
Caroline Haythornthwaite
Syracuse University, New York, United States
Isabel Hilliger Carrasco
School of Engineering, Pontificia Universidad Católica de Chile, Chile
Yi-Fang Hsu
Department of Educational Psychology and Counseling, National Taiwan Normal University, Taiwan
Xiangen Hu
Department of Psychology, University of Memphis, United States
Jimmy Jaldemark
Department of Education, Mid Sweden University, Sweden
Tanya Marie Joosten
National Research Centre for Distance Education and Technological Advancements, University of Wisconsin-Milwaukee, United States
Judy Kay
School of Computer Science, University of Sydney, Australia
Lin Lipsmeyer
Department of Teaching and Learning, Southern Methodist University, United States
Caitlin Mills
Education Psychology, University of Minnesota, United States
Inge Molenaar
National Education Lab AI, Radboud University, The Netherlands
Oleksandra Poquet
TUM School of Social Sciences and Technology
Thomas Ryberg
Institute for Advanced Study in PBL, University of Aalborg, Denmark
Marcus Specht
Centre for Education and Learning, Technical University of Delft, The Netherlands
Phil Winne
Faculty of Education, Simon Fraser University, Canada
