Description of the position
We are looking for an outstanding, experienced researcher with an innovative mindset and intellectual curiosity to strengthen and complement the department's research profile within Digital Learning and Education. We look for candidates with specialized knowledge about learning analytics for higher and secondary education, digital education, and digital transformation of educational institutions. Additional research areas include but are not limited to theoretical and technological aspects of learning analytics; quantitative and qualitative research methods; practical applications such as dashboards and feedback systems; institutional analytics, human factors, and concerns in relation to fairness or ethics. Candidates are expected to publish in premier venues within technology-enhanced learning, including but not limited to Learning Analytics and Knowledge, Artificial Intelligence and Education, Journal of Learning Analytics, British Journal of Educational Technologies, and Computers and Human Behaviour.
The position is affiliated with the Center for Digital Education which is a joint effort between Department of Science Education and Department of Computer Science, which aims at connecting experts from computer science and science education to explore the possibilities and consequences of the digitalization of STEM education across the school system. The Associate Professor will be employed at the Department of Computer Science but some obligations related to the position may be shared among the Department of Computer Science and the Department of Science Education.
Duties include the applicant’s own research, development of the field, assessment tasks, grant applications, and research management such as supervision and training of research fellows and other staff. The successful applicant must also teach, supervise, prepare and participate in examinations, and fulfill other tasks requested by the Department.
Applicants are required to have university level teaching experience, documented teaching competencies and must be able to explain and reflect upon own teaching practice and portfolio. Formal pedagogical training or supervision equivalent to the University of Copenhagen teacher training programme for assistant professors is required.
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