NOTES ON CONTRIBUTORS

Vincent Aleven, an associate professor in the Human-Computer Interaction Institute at Carnegie Mellon University, has 20?years of experience in research and development of educational software based on cognitive theory and self-regulated learning theory, with a focus on K-12 mathematics. He has created effective nonprogrammer authoring tools for intelligent tutoring systems (http://ctat.pact.cs.cmu.edu). He and his colleagues and students have created tutors that support self-regulated learning and collaborative learning and have even won seven best paper awards at international conferences. He has over 200 publications to his name and is the coeditor in chief of the International Journal of Artificial Intelligence in Education. He has been a PI on 8 major research grants and co-PI on 10 others.

Dennis Alonzo is a lecturer and applied statistician. He has been involved in various international and national research projects in a broad range of topics including student IT experiences, blended and online learning, and assessment. Also, he has received various scholarships from the Australian, Korean, and Philippine governments.

Alison L. Bailey is a professor of human development and psychology at the University of California, Los Angeles, focusing on the interdisciplinary development of language learning progressions for use in instruction and assessment with school-age students. Her most recent book is Children's Multilingual Development and Education: Fostering Linguistic Resources in Home and School Contexts (Cambridge University Press). She is also a faculty research partner at the National Center for Research on Evaluation, Standards, and Student Testing. She serves on the technical advisory boards of several states and consortia developing next-generation English language proficiency assessment systems.

Ryan S. Baker is an associate professor of cognitive studies and program coordinator for learning analytics at Teachers College, Columbia University. He earned his Ph.D. in human-computer interaction from Carnegie Mellon University. He was previously an assistant professor of psychology and learning sciences at Worcester Polytechnic Institute and served as the first technical director of the Pittsburgh Science of Learning Center DataShop, the largest public repository for data on the interaction between learners and educational software. He was the founding president of the International Educational Data Mining Society and is an associate editor of the Journal of Educational Data Mining and the International Journal of Artificial Intelligence in Education.

Tiffany Barnes is an associate professor of computer science at NC State University where she received her Ph.D. in 2003. She received an NSF CAREER Award for her novel work in using data to add intelligence to STEM learning environments. She is also a co-PI on the NSF STARS Computing Corps grants that engage college students in outreach, research, and service to broaden participation in computing. She researches effective ways to build serious games, promote undergraduate research, and develop new ways to teach computing. Dr. Barnes serves on the ACM SIGCSE, AIED, and IEDMS boards and has been on the organizing committees for several conferences, including Educational Data Mining and Foundations of Digital Games.

Bettina Berendt is a professor of computer science in the Declarative Languages and Artificial Intelligence group at KU Leuven, Belgium. Her research interests include web, text, and social and semantic mining, privacy and antidiscrimination and how data mining can contribute to this, teaching of and for privacy, and critical data science for computer scientists, digital humanists, and others. More information about Bettina Berendt can be found at http://people.cs.kuleuven.be/~bettina.berendt.

Yoav Bergner is a research scientist in the Computational Psychometrics Research Center at Educational Testing Service. He received his Ph.D. degree in theoretical physics from the Massachusetts Institute of Technology and B.A. degree in physics from Harvard University. His research combines methods from psychometrics and data mining with applications to data from collaborative problem-solving assessment, educational games, simulations, tutors, and MOOCs.

Anne Blackstock-Bernstein is a doctoral student in human development and psychology at the University of California, Los Angeles. As part of her work on the Dynamic Language Learning Progression Project, she has studied children's language and gesture use in the context of mathematics. She is interested in language assessment and oral language development during early childhood, particularly among English language learners. Prior to receiving her Master of Arts in Education from UCLA, she worked in preschool classrooms in Massachusetts and as a research assistant at Weill Cornell Medical College in New York City.

Alejandro Bogarín is an employee of Data and Statistics Section at the University of Córdoba in Spain and a member of the ADIR Research Group. At present, he is finishing his Ph.D. degree in computer science at the University of Córdoba, Spain. His research interests lie in applying educational process mining (EPM) techniques to extract knowledge from event logs recorded by an information system.

Dion Brocks is a professor and associate dean of undergraduate affairs at the Faculty of Pharmacy and Pharmaceutical Sciences at the University of Alberta. He has published over 110 peer-reviewed papers mostly in the area of pharmacokinetics. His more recent research interest besides that outlined in his chapter is related to pharmacokinetic changes in obesity. As part of his associate dean duties, he is in charge of the process for students desiring admission into the program, something he has been doing since 2003.

Rebecca Brown is a doctoral student in computer science at NC State University. Her research is focused on student interaction in online courses.

Meaghan Brugha completed her M.Ed. in Educational Administration and Comparative, International and Development Education at OISE, University of Toronto. Focusing her research on educational technology platforms such as MOOCs, she is fascinated by how educational innovation can act as a catalyst for a more equitable and accessible education for all.

Michael J. Cennamo is a doctoral student and instructor at Teachers College, Columbia University, studying instructional technology and media. His research is focused on "blended learning"; his passion lies in helping faculty find the perfect mix of online and face-to-face instruction for their particular classroom and teaching style. He has also worked at Columbia as an instructional technologist since 2008, first at the Columbia Center for New Media Teaching and Learning (CCNMTL) and currently at the School of Professional Studies (SPS). Throughout his career, he has had the opportunity to work with myriad faculty, allowing him to experiment, collaborate, and design various types of learning environments, ranging in size from 12 student seminars to 10,000 student MOOCs.

Professor Nick Cercone was a world-renowned researcher in the fields of artificial intelligence, knowledge-based systems, and human-machine interfaces. He served as dean of the Faculty of Science and Engineering at York University from 2006 to 2009. He joined York from Dalhousie University where he served as dean of computer science between 2002 and 2006. He cofounded Computational Intelligence, edited Knowledge and Information Systems, and served on editorial boards of six journals. He was president of the Canadian Society for the Computational Studies of Intelligence and of the Canadian Association for Computer Science. He was also a fellow of the IEEE and received a lifetime achievement award for his research on artificial intelligence in Canada.

The dean of the Lassonde School of Engineering, Janusz Kozinski, posted an obituary for Professor Cercone (http://lassonde.yorku.ca/nickcercone).

Rebeca Cerezo started to work as FPI scholarship researcher to the ADIR Research Group in 2007 and teaches in the Department of Psychology at the University of Oviedo since 2010, same year that she earned her Ph.D. in Psychology in that university. Her research interests are focused on metacognition, self-regulation, and educational data mining. She has transferred her work through a large number of projects, chapters, papers, and international conferences. She is an active member of the European Association for Research on Learning and Instruction (EARLI) and the Society for Learning Analytics Research (SoLAR). She is the managing editor of the JCR journal Psicothema and associate editor of Aula Abierta and Magister.

Dr. Hsin-liang (Oliver) Chen is an associate professor in the Palmer School of Library and Information Science at Long Island University. He received his Ph.D. in Library and Information Science from the University of Pittsburgh, M.A. in Educational Communication and Technology from New York University, and B.A. in Library Science from Fu Jen Catholic University in Taiwan. His research interests focus on the application of information and communication technologies (ICTs) to assist users in accessing and using information in different environments.

Ellina Chernobilsky is an associate professor of education at Caldwell...