LinCS is led by a board, including the five senior scholars who serve as directors, and an international scientific advisory board:
Christine Bruce is a Professor in the Information Systems School, Queensland University of Technology, Brisbane, Australia. Christine's research interests are in teaching and learning in higher education, with emphasis on the varying ways in which students experience learning, teaching for conceptual change and fostering holistic, rather than atomistic, learning strategies. She has had particular focus on postgraduate study and supervision, teaching and learning programming and using information to learn. Christine is also Convenor of the QUT Higher Education Research Network.
Carey Jewitt is Professor of Learning and Technology and Head of the Culture, Communication and Media Department at the Institute of Education, University of London. Her research interests are the development of visual and multimodal research methods, video-based research, and researching technology-mediated interaction in the school classroom. She is Director of MODE (Multimodal Methods for Researching Digital Data and Environments) part of the ESRC National Centre for Research Methods(Mode.ioe.ac.uk). Carey is a founding editor of the journal Visual Communication (http://vcj.sagepub.com) and her recent publications include The Routledge Handbook of Multimodal Analysis (2010) and Technology, Literacy and Learning: A multimodal approach (Routledge, 2008) and The Sage Handbook of Researching Digital Technologies (2013), edited with Sara Price and Barry Brown.
Timothy Koschmann is a Professor of medical education at Southern Illinois University School of Medicine. He began his academic preparation in Philosophy (B.A., University of Missouri-Kansas City) and Experimental Psychology (M.S., University of Wisconsin-Milwaukee), but later, pursuing interests in Artificial Intelligence, went on to complete a Ph.D. in Computer Science at Illinois Institute of Technology (1987).
His research has shifted from an initial concern with how technology might be used to augment collaborative forms of instruction to more fundamental inquiry into the social organization of learning and instruction. These he studies (along with a variety of other closely related phenomena such as discovery, understanding, and reason) as interactional matters. This work is ethnomethodologically-informed and draws on the methods and findings of Conversation Analysis.
Erno Lethinen is Academy Professor of education at the Department of Education and the Centre for Learning Research, University of Turku Finland. His scientific work is aimed at combining basic research on cognition and motivation with the practical development of diagnostic tools and technology based learning environments. Currently, he is a member of the research expert team in OECD planning a new large international evaluation study on the effects of ICT based learning environments. He has been an organizer and invited speaker in several international conferences and acted as an expert in various projects for international organizations. He is President Elect (President 2001-2003) of European Association for Research on Learning and Instruction (EARLI).
Sten Ludvigsen is Professor of education psychology at Intermedia, University of Oslo. He has specialized in research about how to use digital learning resources and the relationship between co-located and distributed settings, in the educational sector and in workplace setting. He leads the national research school in educational science NATED (funded from NFR from 2008-2016). He is currently member of the LinCS international advisory board and external advisor for the University of Gothenburg Learning and Media Technology Studio - LETStudio.
Neil Mercer is a Professor of education at the Faculty of Education, University of Cambridge, UK. He has previously been Professor of Language and Communications at the Open University where he was also Director of the Centre for Language and Communications and Director of the Centre for Research in Education and Educational Technology. His research has dealt with education at different levels, from primary school and secondary school to university education, distance education and work-based training. It has included studies of the use of educational technology, with some projects generating and testing new educational software. He is a former editor of the journal Learning and Instruction, and he is currently editor of the International Journal of Educational Research. He is also a member of the editorial boards of Infancia y Aprendizaje, Language and Education and Reading Research Quarterly.
Lauren Resnick is an internationally known scholar in the cognitive science of learning and instruction. Her recent work focuses on school reform, assessment, effort-based education, the nature and development of thinking abilities, and the role of talk and discourse in learning. She is a prolific author, a respected editor, and a frequent consultant, with appointments to many national education boards, commissions, and associations. Most recently, she was selected as the Wallace Foundation's Distinguished Lecturer at the April 2009 American Educational Research Association (AERA) conference. She is the current and founding editor of Research Points, a publication of the AERA.
Rosamund Sutherland is a Professor of Education at the University of Bristol. Her research falls into three main areas. The first is concerned with teaching and learning in schools with a particular focus on mathematics and science and the role of ICT in learning. The second area is research on young people’s use of ICT out of school, initiated by the ESRC Screen Play Project (1998-2000) and followed up within the ESRC InterActive Education Project (2000-2004). The third strand of research relates to leadership and the professional development of teachers and emerged as an important aspect of the InterActive Education project and has been developed more recently within two research projects for the National Centre for Excellence in Teaching Mathematics.