天美传媒

Mark Warschauer is a Professor of Education and Informatics at the University of California, Irvine. A first generation college student and former community organizer for the United Farm Workers union, Dr. Warschauer began his educational career as a Spanish bilingual math and ESL teacher in San Francisco public schools. He has previously taught and conducted research at the University of Hawaii, Moscow Linguistics University, Charles University in Prague, and Waseda University in Japan, and served as educational technology director of a large educational reform project in Egypt.

Dr. Warschauer is director of the Digital Learning Lab at UC Irvine, where, together with colleagues and students, he works on a range of research projects related to digital media in education. In K-12 education, his team is developing and studying cloud-based writing, examining new forms of automated writing assessment, exploring digital scaffolding for reading, investigating one-to-one programs with Chromebooks, and analyzing use of interactive mobile robots for virtual inclusion. In higher education, his team is looking at instructional practices in STEM lecture courses, the impact of virtual learning on student achievement, the learning processes and outcomes in Massively Open Online Courses (MOOCs), and the impact on students of multi-tasking with digital media. The DLL team is also exploring new approaches to data mining, machine learning, and learning analytics to analyze the learning and educational data that result from use of new digital tools.

Dr. Warschauer is author and editor of a wide range of books, including, most recently, Learning in the Cloud: How (and Why) to Transform Schools with Digital Media and Japan: The Paradox of Harmony. He is founding editor of Language Learning & Technology journal and has been appointed inaugural editor of AERA Open. He is active on Twitter @markwarschauer, where he posts on a wide range of professional and personal issues, and occasionally blogs at Papyrus News. He is a Fellow of the American Educational Research Association.

David Markowitz is an academic expert in automated text analysis and psychological dynamics. At the University of Oregon, he is an assistant professor of social media data analytics. He researches what our digital traces reveal about us, using computational approaches to analyze how social and psychological phenomena鈥攕uch as deception, persuasion, and status鈥攁re reflected in language. He also evaluates how the communication processes we perform on various media, including mobile phones and immersive virtual reality, can reveal what we are thinking, feeling, and experiencing psychologically. For example, his dissertation investigated the psychological and physiological consequences of using, resisting, or being without one鈥檚 mobile device. He received his PhD from Stanford University and his Masters and undergraduate degrees from Cornell University.

Fae is currently the Program Director for the Master of Communication degree and coordinator of the year-long capstone industry placement, providing ongoing academic and professional mentoring to students and strategic support to industry partners.
She has more than 12 years academic experience, teaching the theory and practice of public relations and professional communication to students in the classroom and online at UniSA, Flinders University and Charles Sturt University.
Fae also has ten years prior industry experience as a strategic communications professional in the UK and in Adelaide, having working in public health for the Department of Health, the disability sector and in primary health care research. 
Fae's research focuses on the impact of digital media use on everyday life. Her  (2021) examined mothers’ interactions with digital media as users and facilitators of children’s use, utilising theories of mediatisation, domestication of technology and parental mediation to identify changes in the communicative practices of contemporary mothers. The study revealed that children's increasing use of digital media for schooling, entertainment and social interaction, coupled with societal expectations about a mother's role, adds an additional layer of responsibility on mothers to provide unpaid digital care to children ().     
Current projects include researching the challenges and opportunities of video gaming for parent players and, specifically, any differences in the  compared to fathers, and  to inform future policy decisions about Australia's media classification system, making it more accurate and useful for families. 

Sam Osborne has worked in Aboriginal Education since 1995 including as Principal at Ernabella Anangu School in the remote northwest of South Australia. He has worked in school leadership programs and a range of roles, including corporation interpreting, consulting, research and evaluation. From 2011-2015 he was a Senior Research Fellow (UniSA) within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) on the Remote Education Systems (RES) project. Completing a PhD in 2017, he is currently the Associate Director Regional Engagement (APY Lands) coordinating UniSA's APY Hub and Pitjantjatjara Yankunytjatjara Language and Culture programs. Sam's current research focus includes Culturally Responsive Pedagogies, Aboriginal languages and remote Aboriginal education. 
Qualifications
Doctor of Philosophy Victoria University
Bachelor of Teaching (Primary) University of South Australia
Bachelor of Education (Junior Primary/Primary) University of South Australia
 

 is a professor in the Department of Psychology and the Neuroscience Program at the University of Illinois Urbana-Champaign and a faculty member in the Beckman Institute for Advanced Science and Technology. Her fields of professional interest are language, memory, hemispheric differences and cognitive neuroscience.
Certain sensory stimuli — words, pictures, faces, sounds — seem to immediately and effortlessly bring to mind a rich array of knowledge that we experience as the "meaning" of those cues. Federmeier's research examines the neurobiological basis of such meaning, asking how world knowledge derived from multiple modalities comes to be organized in the brain and how such information is integrated and made available for use in varied contexts and often in only hundreds of milliseconds. To study these time-sensitive processes, Federmeier uses event-related brain potentials, or ERPs, supplemented by behavioral, eye tracking, and hemodynamic measures.
Research areas:


Language processing


Semantic memory


Aging


Research interests:


Neurobiological basis


Hemispheric differences


Electrophysiology (EEG, ERPs)


Education

Ph.D., cognitive science, University of California at San Diego, 2000

Marianne Mason (doctorate, University of Georgia, linguistics) is a scholar in the areas of language and the law/forensic linguistics, discourse/conversation analysis, translation/interpreting studies, and game theoretic pragmatics. Dr. Mason studies police-lay person exchanges, specializing in the discourse of police interviews/interrogations and the intersection between case law and contemporary police interrogation practices in the United States and abroad. Her work has appeared in numerous peer reviewed journals in the areas of linguistics, criminology, law, communication, and translation/interpreting studies. She is also a fellow of the American Council of Learned Societies (Fellow ’18). Her latest co-edited publication, The Discourse of Police Interviews (2020), explores the sociolegal, cognitive, and discursive framework of popular police interview techniques employed in the United States and abroad and the discursive practices of institutional representatives that can influence the construction and quality of linguistic evidence.
Her current area of research takes a corpus-based and game theoretic approach to the analysis of case law and forensic discursive exchanges. This research will be featured in her forthcoming book, Police Interrogation, Language, and the Law (2023), with Cambridge University Press.
Dr. Mason is also on the editorial board of Translation and Interpreting Studies: The Journal of the American Translation and Interpreting Studies Association. She is also a board member of the Society for the Study of Translation and Interpretation (SSTI)/National Association of Judiciary Interpreters & Translators/NAJIT.