Editorial Team

Editors-in-Chief

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

 
Technical Editor

John Kennedy

Centre for Change and Complexity in Learning, University of South Australia, Australia

 
Assistant Editors

Alrike Claassen

Centre for Change and Complexity in Learning, University of South Australia, Australia

Anne Morrison

University of South Australia, Australia

 
Editorial Board Members

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