Associative Learning Professors in Global

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Moira Maley
University of Western Australia Australia
transformative learning
experiential learning
video learning
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Simin Nadjm-tehrani
Linköping University Sweden
adaptive anomaly detection
adaptive resource allocation
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Beth Altringer Eagle
Harvard University United States of America
collaborative intelligence
interdisciplinary learning
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Parinaz Nikfarjam
York University Canada
interdisciplinary learning
situated learning
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Wuyang Chen
Simon Fraser University Canada
self-supervised learning
automated machine learning
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Tim Steininger
Albert-Ludwigs-Universität Freiburg Germany
example-based learning
learning theories
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Alice Annelin
Umeå University Sweden
transformative learning
experiential learning
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Stanley Lo
University of California, San Diego United States of America
learning progressions
student learning
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Martin Dyke
University of Southampton United Kingdom
work-related learning
experiential learning
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Lone Hersted
Aalborg University Denmark
action learning
learning processes
organizational learning
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Dan Palermo
University of Ottawa Canada
collaborative research
experiential learning
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Stephen Mattucci
University of Guelph Canada
self-directed learning
experiential learning
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Corinne Beauquis
University of Toronto Canada
community-engaged learning
experiential learning
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Sophia Bello
University of Toronto Canada
active learning
language learning
community-engaged learning
experiential learning
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Linus Ericsson
University of Glasgow United Kingdom
representation learning
automated machine learning
multi-modal learning
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Beaumie Kim
University of Calgary Canada
collaborative research
game-based learning
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Antoine Van Den Beemt
Eindhoven University of Technology Belgium
networked learning
transdisciplinary learning
learning analytics
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Joshua Weidlich
University of Zurich Switzerland
personalized learning
learning analytics
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Jay Wilson
University of Saskatchewan Canada
experiential learning
authentic learning
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Joana Carvalheiro
University of Glasgow United Kingdom
reward learning
punishment learning
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Peter Simons
Utrecht University Netherlands
learning processes
digital learning
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