Bohdana Allman is a Ph.D. candidate in Instructional Psychology and Technology at Brigham Young University. She has taught courses in technology integration, foundations of bilingual/ESL education, second language acquisition, assessment for diverse learners, second language literacy, and family, school, community partnership for both pre-service and in-service teachers. Bohdanaâs research interests represent her cross-disciplinary expertise in applied linguistics, pedagogy, and instructional design. These include online collaborative learning, online teacher professional development, effective pedagogical models and practices for online and blended instruction, facilitating progressive discourse online, alignment of technology with pedagogy during the design process, and design-based research.
Since 2000, Bohdana has been involved in research and course development of the Teaching English to Language Learners (TELL) endorsement program. She is an author or co-author of several open book chapters and an emerging academic scholar.
Find more information about Bohdana at https://boboczech.wordpress.com/
Tutaleni I. Asino
Tutaleni I. Asino, PhD, is an Associate Professor of Educational Technology and Director of the Emerging Technology and Creativity Research Lab in the College of Education and Human Sciences at Oklahoma State University. His research agenda includes Comparative and International Education, mobile learning, diffusion of innovations, and Open Education.
Jeff has 10+ years experience in the digital learning and media industry. Currently he is Founder and Trainer at Learning Dojo, a company dedicated to training you to become a software ninja in a variety of eLearning, web and mobile related software applications. Jeff often speaks on technologies such as xAPI, HTML5, Augmented Reality, Mobile Development, Camtasia, and More.
Dr. Bob Bodily is a Senior Data Scientist and Educational Researcher at Lumen Learning. He focuses on building educational data pipelines, creating actionable reports, and generating insights to improve teaching and learning. His interests include using data to continuously improve course materials, building nudges to influence student and faculty behavior, and crowdsourcing educational content improvements and assessment items. He is currently working on educational technologies to improve teaching and learning at wadayano.com and statstest.com.
Elizabeth Boling is professor of instructional systems technology and Interim Executive Associate Deans in the School of Education at Indiana University. Prior experience includes 10 years in design practice, five with Apple Computer, Inc. Her research interests include visual design for information and instruction, and design theory, pedagogy and practice. She is past editor-in-chief of TechTrends, founding editor and current editor-in-chief of International Journal of Designs for Learning, lead editor of the 2016 Routledge title Studio Teaching in Higher Education: Selected Design Cases and a co-editor of the forthcoming Handbook of Research in Educational Communications and Technology, 5th Edition.
Cheryl Calhoun is the Dean of Access & Inclusion at Santa Fe College where she taught information technology for over 20 years. Her experience spans higher education, non-profit administration, and several entrepreneurial ventures. The highlight of her entrepreneurial ventures includes fourteen years as co-owner of Wild Iris Books, an iconic feminist bookstore in Gainesville, Florida. Her research interests focus on educational technology, broadening participation in computing, and challenging gendered norms in gendered fields. She has a passion for empowering a diverse and equitable society through education, innovation, and entrepreneurship.
Trudy K. Christensen
Trudy K. Christensen, PhD, is an assistant professor in the Digital Media Department at Utah Valley State College and founder and president of Learning Connections, a consulting company specializing in the design and development of instructional solutions for corporate and educational clients. Over the past 25 years, she has been interested in finding innovative ways to use simulations and computer tools to support learner-centered environments in public schools, colleges, and corporations. Her current interests include exploring ways to use new and emerging digital media tools and technologies to connect college and university learners with the communities in which they live and with their intended communities of practice. She may be reached at firstname.lastname@example.org.
Dr. Conklin is an Assistant Professor at University of North Carolina Wilmington (UNCW). She earned her Ed.D. in Educational Technology from Boise State University. Prior to moving into this role, she worked as the Director of eLearning over a team of Instructional Designers and multimedia developers. She also worked as an Instructional Designer in higher education for nine years. Prior to joining higher education, she was a special education teacher in K-12 schools. Her research interests include online course design and instructor social presence. She is also interested in eservice learning and community outreach.
Theresa A. Cullen
Dr. Cullen is a professor and the Department Head of Curriculum and Instruction at Arkansas Tech University. Previously she was the Director of Digital Strategy for the Jeannine Rainbolt College of Education and an Associate Professor in the Learning Science Program. She has taught a variety of courses about integrating technology in meaningful ways to enhance education and student success and is a regular national speaker and has been recognized as an Apple Distinguished Educator since 2015. She has several certifications including Lean Six Sigma Green Belt, SCRUM Master, and Adobe Captivate Specialist. @DrTerriC on social media
John H. Curry
John H. Curry is an Associate Professor of Instructional Design and Technology at Idaho State University where he teaches in the Instructional Design and Technology Masterâs program and in the EDD in Educational Leadership program. He teaches courses in instructional design, multimedia design and development, foundations of Instructional Design and Technology, and trends and issues in Instructional Design and Technology. His research interests include the design, development and implementation of online learning and instruction; emerging learning technologies; and the mentoring of graduate students. He has published multiple journal articles, book chapters, conference proceedings, and book reviews. He has also given over 50 peer-reviewed conference presentations, as well as over 35 invited presentations and workshops. Dr. Curry served on the AECT (Association for Educational Communications and Technology) Board of Directors multiple terms and has also served on the Executive Committee, the division leadership for the Division of Emerging Learning Technologies, had numerous committee assignments, and has been a member of the Leadership Development Committee. He was the conference co-planner for the 2019 AECT International Convention in Las Vegas. He holds a PhD in Instructional Technology and a MA in the Theory and Practice of Writing, both from Utah State University. He also earned a BA in English from Brigham Young University.
Bucky J. Dodd
Bucky Dodd, Ph.D. is the Chief Learning Innovation Officer and Director of the Institute for Learning Environment Design at the University of Central Oklahoma. Dr. Dodd is an innovator, master teacher, and visionary of the future of education. He holds a Ph.D. in Education from Oklahoma State University and graduate and undergraduate degrees in Adult Education and Corporate Communications and maintains an active research and development agenda in these areas. As a prolific writer, teacher, and speaker on the future of education, his research focuses on visual planning and collaboration systems, innovation, and the design of learning environments. Dr. Dodd is the creator of Learning Environment Modelingâ¢, an award-winning visual collaboration system for the design and evaluation of learning experiences, and has been recognized internationally for his research and design expertise. He has a proven record of leading innovation initiatives in corporate, government, and education organizations and is consistently sought out as a thought leader on the future of learning.
JosÃ© "Jay" Fulgencio, Ph.D. is an instructor at Roosevelt University for the Heller College of Business, Organizational Leadership. Dr. Jay earned his Ph.D. from Oklahoma State University. Dr. Jay has been teaching for near a decade in higher education with experience in face to face, online, and hybrid learning environments. Dr. Jay has presented at numerous academic conferences, including the Open Education Conference, United States Association for Small Business and Entrepreneurship (USASBE) Conference, and the United States Distance Learning Association Conference. Dr. Jay is the 2018 USASBE Teaching & Learning Scholar. He also currently serves as the chair of the USASBE Online Entrepreneurship Education social interest group. You can learn more about Dr. Jay by visiting www.drjrealtalk.com
Susie L. Gronseth
Dr. Susie Gronseth is a Clinical Associate Professor in the Learning, Design, and Technology program area in the College of Education at the University of Houston (Houston, Texas, USA). She specializes in learning technologies, teaching strategies, instructional design, health sciences education, and applications of Universal Design for Learning (UDL) to address diverse learner needs in online, face-to-face, and blended contexts. Her research interests involve learner engagement, accessibility, inclusive instructional design, distance education, and self-directed learning. She has a background in primary education, specializing in supporting students with disabilities, and coordinated educational technology programs at middle school and college levels. She completed her Ph.D. in instructional systems technology at Indiana University, honored with the Distinguished Alumni Award. She has received recognition for her course design and university teaching, including the International Society for Technology in Education (ISTE) Online Learning Network Award and the University of Houston College of Education Teaching Excellence Award. Her recent book, Universal Access Through Inclusive Instructional Design: International Perspectives on UDL (Routledge, 2020), addresses inclusive instructional foundations, policies, design approaches, technology applications, accessibility challenges, curricular quality issues, research, and case studies from around the world. More information is available at https://bit.ly/SGronseth.
Lisa Harris is an associate professor in the Education Core Department at Winthrop University and is the program coordinator for the Master of Arts in Teaching degree. She teaches courses in educational technology for pre-service teachers, social science research methods, and assessment for classroom teachers. She also works closely with South Pointe High School, a Professional Developement School in the Winthrop University-School Partnership Network. Prior to her current position, she was the Director of the Instructional Technology Center in the College of Education at Winthrop University for 14 years. She also has experience as a middle school media specialist and an elementary school computer teacher. Her research interests include teacher data literacy, Universal Design for Learning, and school/ university partnerships.
Brad Hokanson is the Mertie Buckman Professor of Design Education in the College of Design at the University of Minnesota. He has a diverse academic record, including degrees in art, architecture, and urban design, and he received his Ph.D. in Instructional Technology. He teaches in the area of creative problem solving and visual literacy. He publishes in the fields of creativity and educational technology.
Peter C. Honebein
Dr. Peter C. Honebein, Co-founder and Principal, Customer Performance Group has focused his career on researching, designing, and developing innovative employee and customer performance improvement solutions in wildly different contexts for high priority, high visibility initiatives. He is retained by C-level executives, seasoned managers, and visionary entrepreneurs who appreciate creative evidence-based methods, systematic process, collaborative engagement, influential thought leadership, and speed. As a thought leader in the field, Peter was editor-in-chief from 2016 to 2018 of ISPIâs monthly journal, Performance Improvement, and is or has served as an adjunct professor at Indiana University, Boise State University, and University of Nevada, Reno, teaching graduate classes in instructional theory, instructional strategy, human performance technology, evaluation, marketing, and customer experience. He has published in both peer-reviewed and non-peer reviewed journals, received AECT/ETR&D's Outstanding Research Reviewer Award in 2016, and was the author of the books Strategies for Effective Customer Education and Creating Do-It-Yourself Customers, both published by the American Marketing Association. Peter received his Ph.D. in instructional systems technology from Indiana University and currently resides in Reno, NV.
Jacquelyn Claire Johnson
Dr. Jacquelyn Johnson is a product development and user experience researcher. She graduated with degrees in Instructional Psychology and Technology from Brigham Young University. She has experience designing and evaluating products and programs, including apps, websites, curriculum, and museum exhibits. She is passionate about creativity and innovation. Her skills include needs analysis, idea generation, iterative prototyping, usability testing, implementation evaluation, design thinking, and experience design. She has used these abilities in her work as a researcher for The Church of Jesus Christ of Latter-day Saints and as a museum exhibit designer.
Dr. Sacha Johnson is a Senior Instructional Technologist at Idaho State University working in the Instructional Technology Resource Center (ITRC). She enjoys helping faculty with the learning management system as well as supporting their design and development of multimedia materials and selection of instructional technology-oriented tools. She also helps facilitate faculty professional development designed to empower faculty to design and develop quality online courses at Idaho State University using the Quality Matters rubric. Her research and instructional interests include self-directed and scenario-based e-learning, learner motivation, adaptive instruction, and virtual laboratory simulations. Her work can be seen on Google Scholar.
Ben Kohntopp is an ID at CCCOnline and has 6 years of instructional design experience. He started his career at Colorado Christian University before moving to CCCOnline, where he has designed courses of multiple disciplines.
Dr. Ahmed Lachheb is an early-career design scholar, a design practitioner, and a design educator. He serves as a Learning Experience Designer at the University of Michigan's Center for Academic Innovation. His research interests include design practice, designers' design knowledge, and actions, design theory, and design pedagogy. Ahmed has earned his Ph.D. in Instructional Systems Technology from Indiana University Bloomington. He serves in the Editorial Board of the International Journal of Designs for Learning (IJDL). More about his work can be found on his website: https://www.lachheb.me/
Dr. Florence Martin is a Professor in the Learning, Design and Technology program at University of North Carolina Charlotte. She received her Doctoral and Master's degrees in Educational Technology from Arizona State University. Prior to her current position, she was a tenured Associate Professor at University of North Carolina Wilmington. She has also worked on instructional design projects for Shooolini University, Viridis Learning, Maricopa Community College District, University of Phoenix, Intel, Cisco Learning Institute, and Arizona State University and taught online for North Carolina State University and Walden University. She teaches courses on Learning, Design and Technology 100% online. Dr. Martin engages in research focusing on the effective design of instruction and integration of digital technology to improve learning and performance. Dr. Martin served as the President of Multimedia Production Division in 2012-2013 and as the President of the Division of Distance Learning in 2017-2018 for Association for Educational Communications and Technology. She serves on the advisory council for North Carolina Virtual Public Schools and on the board for International Board of Standards for Training, Performance and instruction. For her detailed bio visit, https://www.florencemartin.net
Seth A. Martinez
Dr. Seth-Aaron Martinez focuses on learning experiences designed to increase knowledge, develop skills, and improve employee performance. Dr. Martinez obtained a Masters of Science in Instructional Psychology from Brigham Young University. He earned his PhD from Indiana University in the Spring 2016, and his dissertation focused on servant leader development. He has built global training programs and consulted with executive leaders for their training at scale. Today, Dr. Martinez works at Facebook where he guides the learning and performance strategy for global operations.
Jason K. McDonald
Dr. Jason K. McDonald is an Associate Professor of Instructional Psychology & Technology at Brigham Young University and the program coordinator of the universityâs Design Thinking minor. He brings twenty years of experience in industry and academia, with a career spanning a wide-variety of roles connected to instructional design: face-to-face training; faculty development; corporate eLearning; story development for instructional films; and museum/exhibit design. He gained this experience as a university instructional designer; an executive for a large, international non-profit; a digital product director for a publishing company; and as an independent consultant.
Dr. McDonald's research focuses around advancing design practice and design education. He studies design as an expression of certain types of relationships with others and with the world, how designers experience rich and authentic ways of being human, the contingent and changeable nature of design, and design as a human accomplishment (meaning how design is not a natural process but is created by designers and so is open to continually being recreated by designers).Â
At BYU, Dr. McDonald has taught courses in instructional design, media and culture change, project management, learning psychology, and design theory. His work can be found at his website: http://jkmcdonald.com/
Currently a PhD student at the University of Tennessee Knoxville, Esther is exploring issues of accessibility, empathy, Universal Design for Learning, and student interaction in the context of instructional design. A former special education teacher, she received a M.Ed in the Mind, Brain, and Education program from the Harvard Graduate School of Education and an M.S in Instructional Psychology and Technology from Brigham Young University.
Beth Oyarzun is a Clinical Assistant Professor of Learning, Design and Technology (LDT) at the University of North Carolina at Charlotte. She teaches fully online LDT technology courses and her research interests involve identifying effective instructional methods in the asynchronous online learning environments. Her Ph.D. in Instructional Design and Technology was awarded by Old Dominion University in 2016. Prior to working in higher education, Beth was an instructional designer for 11 years and Nationally Board Certified high school Mathematics teacher for nine years.
Rebeca Peacock is an Instructional Designer and Assistant Professor, Librarian at Boise State University. She has an MEd in Instructional Design and Technology from Wayne State University, an MSLIS from Syracuse University, and is currently working on her EdD in Ed. Leadership/Instructional Design & Technology at Idaho State University. She has been involved in instruction and instructional design, with a focus on online learning, for a decade. Her current research interests include microcredentials, motivational design, and teaching for transfer in higher education settings.
Charles M. Reigeluth
Charles M. Reigeluth is a distinguished educational researcher and consultant who focuses on paradigm change in education. He has a B.A. in economics from Harvard University, and a Ph.D. in instructional psychology from Brigham Young University. He taught high-school science for three years, was a professor at Syracuse University for 10 years, was a professor at Indiana University for 25 years, and is currently a professor emeritus in the School of Education at Indiana University. While at Indiana University, he facilitated a paradigm change effort in a small school district in Indianapolis for 11 years. His latest books are Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education (www.reigeluth.net/volume-iv), Vision and Action: Reinventing Schools through Personalized Competency-Based Education (www.reigeluth.net/vision-and-action), and Merging the Instructional Design Process with Learner-Centered Theory: The Holistic 4D Model (www.reigeluth.net/holistic-4d). They chronicle and offer guidance for a national transformation in K-12 education to the learner-centered, competency-based paradigm. He offers presentations and consulting on this topic..
Albert D. Ritzhaupt
Dr. Albert D. Ritzhaupt is a Professor of Educational Technology and Computer Science Education, and the Associate Director for Graduate Studies in the School of Teaching and Learning at the University of Florida. Dr. Ritzhaupt formerly served as the Program Coordinator for the Educational Technology program. Dr. Ritzhaupt is an accomplished educational researcher and technologist. An award-winning researcher, Dr. Ritzhaupt has published more than 100 journal articles, book chapters, technical reports, and conference proceedings; and has presented his research at numerous state, national, and international conferences. His primary research areas focus on the design, development, utilization, and evaluation of theory-inspired, technology-enhanced learning environments; teaching practices and instructional strategies in computer and information sciences education; operationalizing and measuring technology integration in education, particularly focusing on the factors that facilitate and hinder technology use in formal educational settings; and the professional competencies of individuals in the field of educational technology. Dr. Ritzhaupt was identified as one of the world’s most prolific scholarly authors in the field of educational technology from 2007 to 2017 (Bodily, Leary, & West, 2019). Dr. Ritzhaupt was awarded the 2016 UF Research Foundation Professors distinction, a term-limited professorship awarded to tenured professors who have a distinguished current record of research. In 2019, the Florida Educational Research Association selected Dr. Ritzhaupt as the Educational Researcher of the Year.
Dr. Ritzhaupt has been funded by the Florida Department of Education (FLDOE), National Institutes of Health (NIH), and National Science Foundation (NSF) to support his research endeavors. His publications have appeared in multiple leading venues, including the Journal of Research on Technology in Education, Educational Technology Research and Development, Journal of Computing in Higher Education, Computers & Education, Journal of Educational Computing Research, and Computers in Human Behavior. Dr. Ritzhaupt has been cited and interviewed in a wide range of news media outlets like Wired, National Public Radio, Chronicles of Higher Education, and Education Week for his research. Dr. Ritzhaupt is Editor of the Journal of Research on Technology in Education (JRTE), the flagship research journal of the International Society for Technology in Education (ISTE); the former Associate Editor of the Journal of Educational Computing Research, a social-science indexed Sage publication; a consulting editor for Educational Technology Research and Development; a member of the scientific board of Computers and Human Behavior; and serves as a reviewer for several other journals. Dr. Ritzhaupt regularly attends and presents at the American Educational Research Association (AERA), ISTE, Florida Educational Research Association (FERA), and the Association for Educational Communications and Technology (AECT). In terms of professional service and leadership, Dr. Ritzhaupt has served as Chair of the Games and Simulations Special Interest Group (SIG) in ISTE, past-Chair of SIG Instructional Technology in AERA, past-President and Director of FERA, and Past-President of the Design and Development Division within AECT. Dr. Ritzhaupt is an active member of the Educational Technology and Educational Research community both locally and nationally.
Inspired by multiple perspectives, Dr. Ritzhaupt employs a variety of instructional methods in his teaching practice and he consistently receives high scores in his teaching by students. Dr. Ritzhaupt teaches a wide-range of courses for the University of Florida, including on topics like software design and development for educational purposes, multimedia design and development, educational games and simulations, traditional and agile project management, introductory and advanced instructional design, educational research design and applied statistical methods, and advanced seminar courses for doctoral students in the field of Educational Technology. Previously, Dr. Ritzhaupt taught computer science courses for both community colleges and universities in Florida, particularly in the areas of software design and development. Dr. Ritzhaupt is a Level 2 Google Certified Educator (GCE) and a Microsoft Certified Educator (MCE), and commonly uses emerging technologies in his teaching practice. Dr. Ritzhaupt considers his greatest scholarly contribution to be the more than 20 doctoral students he has mentored to completion in the Educational Technology program.
Justin Sentz is the Deputy Chief Information Officer & Executive Director of Academic Technology and User Services at Shippensburg University. His research interests focus on the management of cognitive load by instructional design practitioners as they select and implement instructional strategies, message design, content sequencing, and modes of delivery in multiple domains for learners with varying levels of expertise. Justin is a member of AECT, ISPI, and QM IDA. He completed his doctorate in instructional design and technology at Old Dominion University.
Kathy Sindt is a Senior Instructional Designer at Colorado Community Colleges Online, where she designs online courses for the Colorado Community College System. She brings 30 years of experience to the job, with a career mostly focused in higher education. Her career spans several aspects of the field, including designing and teaching both face-to-face and online courses, working to improve the use of technology in the classroom by educators, and creating effective online courses. Kathyâs current interests focus on exploring ways to add more inclusive and engaging content into the online courses at CCCOnline.
Ashley Smith is an online Curriculum Designer for Brigham Young University-Idaho where he designs and develops online university courses for a worldwide audience. He also teaches an online business course for the university. Prior to his current role in higher education, he worked for Walmart for 18 years. As a corporate trainer, he traveled coast to coast in the United States facilitating classes to leaders and managers. He led and managed multiple company-wide training projects and programs. Ashley developed many training courses which were implemented across all of Walmart U.S. He is passionate about worldwide higher education. He believes with innovation, and creativity, any individual with a desire to learn, can gain an education no matter where they live in the world.
Jill E. Stefaniak
Jill Stefaniak is an Associate Professor in the Learning, Design, and Technology program in the Department of Career and Information Studies at the University of Georgia. Her research interests focus on the professional development of instructional designers and design conjecture, designer decision-making processes, and contextual factors influencing design in situated environments.
Dr. Vanessa Svihla is an assistant professor at the University of New Mexico with appointments in the learning sciences and engineering, and she directs the Interaction and Disciplinary Design in Educational Activity (IDDEA) Lab. Her research has been supported by the NSF and USDA, and she was selected as a 2014 National Academy of Education / Spencer Postdoctoral Scholar. Dr. Svihla received her MS (Geology) and PhD (Science Education) from The University of Texas at Austin. She served in the Peace Corps and was a post-doctoral scholar at UC Berkeley. She draws inspiration from her own practice in fashion design and instructional design, as her research focuses on how people learn when they design. She is particularly interested in how people find and frame problems, and how these activities relate to identity, agency and creativity.
Lee Tran is an e-Learning Technologist at Colorado Community Colleges online, where he designs online courses, creates digital assets, and provides support to the instructional design team for the Colorado Community College System. Lee has 5 years of instructional design, web design, and multimedia experience. His interests include gamification and how to utilize current trends to engage online learners.
Lydia Oluchi Ugwu
Lydia Oluchi Ugwu is a PhD student of curriculum and instruction at the University of Houston. Her doctoral research focuses on teaching strategies for diverse learners, teaching skills and competencies for online learning, and blended learning. She has a Masters in human resource education from Louisiana State University and a bachelors in culture, media and communication from the University of Surrey.
Ellen D. Wagner
Dr. Ellen Wagner is a co-founder and chief research officer at PAR Framework. She also serves as vice president of research at Hobsons. In the past, Dr. Wagner has been a partner at Sage Roads Solutions, senior director of worldwide e-learning at Adobe, and senior director of worldwide education solutions for Macromedia. Prior to her work in the private sector, Dr. Wagner earned her Ph.D. in learning psychology from the University of Colorado Boulder and taught at the University of Northern Colorado.
Richard E. West
Dr. Richard E. West is an associate professor of Instructional Psychology and Technology at Brigham Young University. He teaches courses in instructional design, academic writing, qualitative research methods, program/product evaluation, psychology, creativity and innovation, technology integration skills for preservice teachers, and the foundations of the field of learning and instructional design technology.
Dr. West’s research focuses on developing educational institutions that support 21st century learning. This includes teaching interdisciplinary and collaborative creativity and design thinking skills, personalizing learning through open badges, increasing access through open education, and developing social learning communities in online and blended environments. He has published over 90 articles, co-authoring with over 80 different graduate and undergraduate students, and received scholarship awards from the American Educational Research Association, Association for Educational Communications and Technology, and Brigham Young University.
Justin N. Whiting
Justin Whiting is an Instructional Designer for Intermountain Healthcare and Primary Childrenâs Hospital, and a Doctoral Candidate at Indiana University. Justin has more than 15 years of industry and higher education experience as a Sr. Corporate Trainer, Associate Instructor, Distance Education Specialist, and Instructional Designer. He has always embraced technology as a way to connect learners around the world, especially outside of formal education. A highlight of his time in graduate school, he worked with other students, faculty members, and administration to design, plan, and then manage the Indiana University, School of Education, Make, Innovate, Learn Lab (MILL) Makerspace https://education.indiana.edu/community/mill/index.html. In his current role, Justin is passionate about getting patients, especially children, the best possible care by developing the best learning experience for healthcare professionals. He has presented and published on a variety of topics such as extreme learning, the role of storytelling in healthcare education, creating learning experiences, what designers can learn from makerspaces, learning from failure, and what we can learn from global virtual choirs.
Dr. David Wiley is the chief academic officer of Lumen Learning, an organization offering open educational resources designed to increase student access and success. Dr. Wiley has founded or co-founded numerous entities, including Lumen Learning, Mountain Heights Academy (an open high school), and Degreed. He was named one of the 100 Most Creative People in Business by Fast Company, currently serves as Education Fellow at Creative Commons, and leads the Open Education Group in Brigham Young University's instructional psychology and technology graduate program. He has been a Shuttleworth Fellow, served as a Fellow of Internet and Society at Stanford Law School, and was a Fellow of Social Entrepreneurship at BYU's Marriott School of Management.
Dr. Matthew L. Wilson is an Assistant Professor of Instructional Technology in the Department of Instructional Technology for the Bagwell College of Education at Kennesaw State University. He graduated of the University of Florida with a Ph.D. in Curriculum and Instruction focusing on Educational Technology and a minor in Research and Evaluation Methodology (REM). His areas of interest include educational technologies, including courses of human computer interactions, media and design, and games & simulations for teaching and learning. He currently teaches teacher preparation courses at the undergraduate and graduate levels focusing on technology integration and research methodology. Prior to higher education, Dr. Wilson taught for over 11 years of internationally. Beyond teaching, his current research investigates the use of technology for teaching and learning, and he recently received a grant to explore the application of pedagogical avatars for writing instruction in upper elementary settings.
Daniel R. Winder
Daniel R. Winder has conducted research for business, industry, government, and education for over 20 years. His PhD from Utah State University was in Instructional Technology and Learning Sciences, with an emphasis on psychometrically measuring moral reasoning. When not consulting, Dan enjoys spending time with his spouse of 22 years and their 6 children, as well as joking about changing the world with his social media posts. On a personal note, his favorite activities include mountain biking on his e-bike, coaching his childrenâs sports teams, and fishing the fall salmon run out of the Great Lakes area.