inspirED Europe 2023

David Nicol is Research Professor leading the Teaching Excellence Initiative in the Adam Smith Business School,
University of Glasgow where he collaborates with academic staff on educational improvement projects. He has
published widely on assessment and feedback, e-learning and change management in higher education. His
current research, which won Silver Award for Innovation in the Science of Learning, focuses on the processes
by which learners generate inner feedback, and on how to harness this natural capacity in educational
settings.

Suzanne McCallum is a qualified chartered accountant who worked in practice before joining the Adam Smith
Business School, University of Glasgow in 2005. She is a senior lecturer and an Associate Head of Accounting
and Finance in the area of Learning and Teaching. She has researched and published in the area of accounting
education and assessment and feedback for many years. Her current research projects centre around inner
feedback and ways to harness and amplify the power of this in her own teaching practice.

Irene Lona has been working as a project manager at OsloMet for eight years and has been a key contributor to building the university's learning support unit, DIGIN (Digital Innovation in Education). DIGIN is a hub for developing and sharing digital teaching practices that promote knowledge sharing and provide excellent support for the use of digital tools in education.
Irene holds a master's degree in knowledge management and is passionate about how to support learning and development within organizations.

Adrien Painturier is a Teaching & Learning Success Manager at HEC Paris. Thanks to his experience as a teacher, he identifies and selects within HEC Paris the technological solutions that change teaching practices to make them more interactive and collaborative. He develops training strategies aimed at both the faculty and employees that simplify their use of the tools.

Marie Valentin is a Pedagogical Engineer at HEC Paris. She has 16 years of experience in pedagogical engineering across both private and public sectors, including institutions such as Demos Group, Crédit Agricole, and Paris-Dauphine University.

Delphine Kossmann is a junior educational engineer at HEC Paris. She has previous experience as a sports educator and in the arts. Her past experiences have led her to take a particular interest in peer learning and collaborative work. She is always curious about the tools that best meet the challenges of pedagogical innovation.

Pam Birtill is associate professor of Psychology, and academic lead of Leeds Expectations for Assessment and Feedback (LEAF). She holds a fellowship from the Leeds Institute of Teaching Excellence which supports her pedagogical research. She is leading work on the implementation the assessment strategy at the University of Leeds, as part of the 10-year ‘Curriculum Redefined’ project. In addition to her work on assessment design, she publishes extensively on issues related to student education, including imposter syndrome, belonging, global citizenship, and the hidden curriculum.

Prof Samantha Pugh, University of Leeds. Samantha Pugh is a Professor in STEM education at the University of Leeds and a National Teaching Fellow 2017. She is the institutional academic lead for digital assessment and is currently the director of student education in the School of Physics and Astronomy.  Prof Pugh was awarded two university student education fellowships in 2010 and 2012 and, in 2014, she was shortlisted for the National Enterprise Educator Awards. She was a LITE Excellence and Innovation fellow rethinking higher education assessment in 2017-18. She has a PhD in colour chemistry (Leeds, 2001) and PGCert in teaching and learning in higher education (2008). Since 2008, she has specialised in curriculum development and discipline-based educational research in STEM.

Yvonne Moore is the Digital Education Developments Lead in the Centre for Learning and Teaching at the University of Bath. Working in education for almost 30 years, she has previous experience in the secondary school sector (as a teacher), in the further education sector (as an e-learning developer and adviser) and in the higher education sector (as a learning technologist). The focus of her current work is the exploration of existing and new learning technologies for effective learning and teaching working with colleagues from across the university to evaluate and implement good digital education practice.

Abby Osborne works at the University of Bath’s Centre for Teaching and Learning as their Assessment and Feedback Development Lead. She advises colleagues across the institution on best practice in assessment and feedback design. She has also worked in Curriculum Development and recently led the School of Management through the process of Curriculum Transformation, with a key focus on assessment design aligned with changing graduate attributes. Abby also has extensive experience of facilitating the development of inclusive teaching, learning and assessment and has two books being published this year on neurodiversity and education and supporting learner wellbeing through curriculum design.

Dr Lucy Noble is a Senior Lecturer and a Director of Teaching in the University of Bath’s Department for Health, responsible for the strategic development and quality of learning and teaching. Lucy has 17 years of experience in Higher Education (across two institutions), teaching sports development and management at UG and PG levels. She has successfully innovated in the development and application of, teaching, assessment, and feedback methods, and led departmental initiatives that improve learning environments and approaches to student support (with some focus on scaling teaching and learning). She is particularly passionate about developing a culture of assessment for learning and embedding academic and employability skills into the curriculum.

Bas Trimbos (1969) was a foreign language instructor for 14 years and has been a curriculum developer at the Netherlands institute for curriculum development (SLO) for 24 years. His special interests are formative assessment, internal feedback and self-regulation.

Dr. Danny Scholten is an assistant professor of Innovations in Human Health & Life Sciences and part of the Department Chemistry & Pharmaceutical Sciences within the Faculty of Science of the Vrije Universiteit Amsterdam. He is one of the two educational research fellows of the VU and has a passion for designing, implementing, and researching activating  approaches focused on student learning that are optimally supported by educational technologies.

Esther Schagen is a senior lecturer at the department of Communication Science at the Vrije Universiteit Amsterdam and expert in educational design. She likes to pilot with new ways of teaching and learning for and together with her students and she plays a key role in implementing active blended learning in her department and faculty. Her special interest lies in the use and acceptance of digital tools in higher education.

Nathan de Gilder: Nathan de Gilder is a 2nd year communication science student at the Vrije Universiteit Amsterdam who, after voicing his doubts about the way he was being educated, was invited to evaluate peers’ perception of the programme and (co-)create practical solutions to optimize student engagement. Nathan specializes in analysing educational processes from a student point of view and has an interest in creating lean but efficient learning paths. As part of the ‘students-as-partners’ initiative at the VU he helps building bridges between students and teachers and contributes to fulfil the institution vision on education.

Farshida is a pioneer in the field of educational innovation, more specifically education technology. She is the founder of ErasmusX, a radical innovation unit at Erasmus University Rotterdam. Currently leading the Erasmus Centre for Entrepreneurship, Farshida believes that entrepreneurship is a primary driver for innovation and that tech alone doesn’t solve anything. Based on her experience she believes that mindset and organisational change is equally if not more important. In her career at Erasmus University Rotterdam she co-designed, developed and implemented both educational programs (such as a blended programme before blended learning was a thing, as well as new applications and (streaming-)platforms for educational purposes.

Prof. Emer. Richard Powers is currently an e-Learning Trainer and Learning Designer with the Professional School of Education Stuttgart Ludwigsburg in Germany, where he designs blended learning courses to develop competences in digitalization and diversity for pre-service teachers across five universities. He teaches Universal Design for Learning, Project-Based Learning with eTwinning & Erasmus+ for Interculturality, and Digital Accessibility.  Prof. Powers won the 2022 Teaching Award for Excellence at Stuttgart University, receiving Euro 10.000 for his research and future projects. He routinely teaches and trains faculty how to teach online to design with Moodle, ILIAS and Brightspace.

Ziwei (Jo) Huang is a product manager at FeedbackFruits, an Amsterdam-based EdTech company providing solutions to implement active learning design.She has a strong background in education and research including an MSc with distinction from the University of Oxford. A beneficiary of several educational systems around the world, Jo firmly believes in the power of digitalised education to empower individual development and improve society. Currently, she is working to transform feedback and assessment through the use of data and machine learning and is committed to helping every learner achieve their full potential through innovation.

Maria Uglvig is a product manager at FeedbackFruits, an Amsterdam-based EdTech company. Her path to EdTech started when she was a third culture kid living in multicultural contexts and took shape when she taught and joined the educational committee at Groningen University. Backed by a pedagogy background, Maria is on a mission to transform education, seeking the power of technology to foster student autonomy, innovate holistic assessment methods, and achieve equity in learning environments.

Ewoud de Kok is the founder and CEO of FeedbackFruits, an EdTech scale-up with the mission to significantly improve the learning experience of students in higher education and vocational education. FeedbackFruits realizes educational innovation by co-creating didactic and pedagogical technology. FeedbackFruits tools help teachers to challenge students, engage them in class and encourage collaboration between students.
Ewoud is passionate about educational improvement and the effect of good public education as a solution to our social challenges. His passion for educational improvement arose during his search for a more sustainable world during his study of Sustainable Energy Technology at TU Delft. Ewoud is convinced that the impact of public education can be significantly increased if didactic methods are improved and that responsibly developed technology can make this possible on a large scale. Based on this conviction, he founded FeedbackFruits in 2012 and expanded it into a successful scale-up with 90+ employees in 10 years. FeedbackFruits operates worldwide and collaborates with more than 100 universities, including 20% of the top 100 universities in the world. Today, Ewoud continues to lead an international team whose mission is to help foster a generation of critical and empathetic thinkers through pedagogical innovation.