Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science (MSc physics: University of Würzburg, Germany; PhD, School of Science and Technology, University of Southern Mississippi). He investigates knowing and learning across the lifespan in school, workplace, and leisure settings. His early work began in science education, but then expanded to the social studies of science, mathematics education, applied linguistics, phenomenology, and cultural-historical studies. Michael's early training included statistics in the social sciences. He has used multivaried statistics, Bayesian statistics, fuzzy logic, linear structural models, constraint satisfaction networks, and neural network modeling. He applies the same rigor to qualitative research, where he has drawn on ethnography, content analysis, discourse analysis, conversation analysis, interaction analysis, and phenomenological methods.

Hong-Nguyen (Gwen) Nguyen s a PhD student in Curriculum and Instruction, University of Victoria. Gwen has a BA in English linguistics and literature from the University of Social Sciences and Humanities, HCMC, Vietnam, and an MA in Applied Linguistics from Saint MichaelÕs College, Vermont. She has been teaching English to speakers of other languages in Vietnam, the US and Japan, especially at the tertiary level for nine years. She is interested in cultural, historical, and aesthetic discourses of haiku. Currently, she is working with pre-service teachers in an English Language Learning course at the University of Victoria. She has experience with haiku, having published an MA thesis on how to use a haiku approach to motivate learners to learn English literature, writing haiku as a pastime activity, and using haiku as a tool in teaching language during five years of living and working in Japan.

Alfredo Jornet, postdoctoral fellow from the University of Oslo, is licentiate in psychology by the University of Valencia (Spain) and has a PhD in educational sciences from the University of Oslo (Norway). His postdoctoral research project, titled Knowing Bodies, is Co-funded by the Norwegian Research Council and the European Commission's Marie Sklodowska-Curie actions program. The project focuses on the role of the body in thinking, learning, and development across a wide range of scholar and professional settings. Such settings include design work, training in aviation, professional software development, as well as science and mathematics teaching-learning in elementary, secondary, and higher education settings. In particular, his work focuses on examining cognitive topics such as remembering, transfer, inference, representations, and situational awareness from a praxeological and phenomenological perspective. (website)

Chris Campbell, postdoctoral fellow at the University of Victoria, is a science and engineering education researcher (Ph.D., curriculum and instruction: University of British Columbia, Canada) and a science, English language, and teacher educator (B.A.Sc., chemical engineering: University of Waterloo, Canada; B.Ed. science education: University of British Columbia (UBC), Canada; M.Ed. TESOL: University of Edinburgh, UK). Chris' has employed his training and experience in qualitative and quantitative research methods to investigate change in culturally diverse students through their experiences in collaborative projects (Ph.D. thesis) and to inform and guide processes of curricular and pedagogical change and program accreditation (Ph.D. research and professional education activities). He is currently investigating collaborative learning in K-16 science and engineering contexts with a particular focus on joint decision-making and ill-structured problem solving as they play out in and as talk. His research and writing also focuses on issues of assessment in collaborative learning and teacher education.

Erika Germanos is PhD candidate in education at the Federal University of Uberlândia-MG-Brazil. Erika has a bachelors in biological sciences from the same university and a Masters of science degree from the Federal University of Santa Maria-RS-Brazil. She has taught at UniCEUB- Brasília-Brazil for training teachers in since 2006. Before taking up this position she worked at the high school level for over ten years. Her interests include teachersÕ initial and continuous education. Her doctoral research project is part of OBEDUC (Educational Observatory)-CAPES funding, and the investigations focus on teachersÕ continuous education in public Brazilian high schools in the context of CHAT (cultural-historical activity theory). She also has experience in environmental education based on Paulo Freire's theory.

update: 19-NOV-19

Publications

cultural-historical studies
- "symmetrical ZPD"
- Experiencing (pereživanie) as developmental category
- Vygotsky, Bakhtin, Vološinov
- Theory of Experience
- Sociocultural perspectives
- Situated cognition
- Societal mediation of mathematical cognition
- Development of concepts
- ZPD symmetrically

phenomenological studies
- The Emerging Presence
- Birth of intentions
- Event-in-the-making*
- Post-constructivist ethics
- Pregnance of bodily movement
- Origin of signs