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eLearn Magazine seeks to be the place where practice informs research and research informs practice. eLearn Magazine engages a broad set of readers to include readers interested in eLearning in higher education, K-12 educators (those interested in k-12 blended and online learning), corporate, government, not-for-profit, and non-profit. eLearn Magazine provides content for these audiences by publishing articles in specific context areas as well as content that is more general such as management, instructional design, emerging technologies, and instructor development. We envision eLearn as one of the primary sources of information on the uses of online learning strategies in a variety of contexts for a variety of audiences.
Dr. Alison A. Carr Chellman is editor-in-chief of eLearn Magazine. She has been a professor of Instructional Systems at the Pennsylvania State University for 17 years and currently serves as the Head of the Learning and Performance Systems department. She has written more than 100 articles, books, book chapters, and papers on topics related to school change with a particular emphasis on those populations who are underserved by the current system. Her recent TED Talk, Gaming to re-engage boys in learning, has brought international attention to the issues facing boys in the current educational system and ways that digital learning media may be used to highlight the mismatch between boy culture and school culture.
Denise Doig is a Senior Editor at ACM for eLearn, Ubiquity, XRDS: Crossroads, the student magazine of the ACM, and Computers in Entertainment. Denise began her career with the ACM four years ago as the Managing Editor of interactions. She was previously the Managing Editor at trade publisher Outsourcing Today, providing editorial and production support for three titles. She has experience in technical writing and book publicity and marketing. Denise holds a BSE from Princeton University and a certificate from the Columbia University Publishing Course. She also works as a freelance writer and copyeditor.
Jered Borup is an assistant professor in the Division of Learning Technologies at George Mason University. He earned his Ph.D. in Instructional Psychology and Technology from Brigham Young University in 2013. Previous to earning his Ph.D., Jered taught history at a junior high school for six years. He has taught online and blended courses since 2008. In his current position, he is working to build the Integration of Online Learning in Schools Master's and Certificate program which began its first cohort in Fall 2014. He recently served as a fellow for George Mason's Office of Distance Education and Michigan Virtual Learning Research Institute. His current research interests include developing online learning communities and identifying support systems that adolescent learners require to be successful in online environments. A full list of his publications can be found here.
Mark Britz is the Manager of Corporate Training at Systems Made Simple. He earned his Masters of Science Degree in Inclusive Education from Syracuse University and has been designing and managing learning solutions for companies such as Smarforce (SkillSoft), KnowedgeNet, and Pearson Digital Learning. He has worked to infuse learner-centered principles into formal learning design and development for over 12 years. A self-described Enlightened Practitioner, he challenges conventional beliefs about organizational learning through the pragmatic use of collaborative technologies to enhance formal training and create increased opportunities for peer-to-peer learning. Mark resides in Syracuse, New York with his wife and two children, and can be found on Twitter @Britz.
Dr. Cathy Cavanaugh is Director of Teaching and Learning in Worldwide Education at Microsoft Corporation, working with education leaders and organizations around the world. Cathy’s research and publications focus on technology-empowered teaching and learning in virtual schools, online and blended learning, teacher development, mobile learning, and integration of devices into schools. Her work has been recognized for its impact with international awards. Cathy held faculty and leadership appointments in US universities and a college in the Middle East, and was a Fulbright Senior Scholar advancing e-learning in Nepal. She also directed professional development centers in the US, and was a classroom teacher in the US and Caribbean. Her education includes a Ph.D. in Curriculum and Instruction, a Master of Education, and a Bachelor of Education. You can follow her on Twitter @cathycavanaugh.
Simone C.O. Conceição, Ph.D., is a Professor at the University of Wisconsin-Milwaukee School of Education and teaches courses in the areas of distance education, use of technology with adult learners, instructional design, and principles and foundations of adult learning. She received her doctorate in Adult and Distance Education from the University of Wisconsin-Madison and her master's in Adult and Continuing Leadership Education from the University of Wisconsin-Milwaukee. Dr. Conceição was born in Brazil and has lived in the United States since 1989. Her diverse background brings an international perspective to the fields of education and training. She has researched and identified many aspects of good practice in online environments. Her research interests include adult learning, distance education, impact of technology on teaching and learning, instructional design, international education, and staff development.
Karl M. Kapp, Ed.D., is a professor of instructional technology at Bloomsburg University, and an expert on the convergence of learning, technology, and business operations. Kapp helped start Bloomsburg's online eLearning developer's certificate. As assistant director of the university's Institute for Interactive Technologies , Kapp helps government, corporate, and nonprofit organizations-such as the Pennsylvania Department of Public Welfare, L'OREAL, Kellogg's, Sovereign Bank, and several pharmaceutical firms-leverage learning technologies to increase employee productivity and organizational profitability. He is author of four books including, Gadgets, Games and Gizmos for Learning, and Learning in 3D: Adding a New Dimension to Enterprise Learning and Collaboration (2010). As the father of two gamers, he also keeps busy with the latest gadgets, games, and gizmos.
David Kelly, the VP of program development for The eLearning Guild, has been an internal learning and performance consultant and training director for more than 10 years. As a leader in local ASTD chapters, he served as a local board member and national adviser. David is active in the learning community, and often speaks at industry conferences and events. In 2011, the eLearning Council voted him one of the 10 most influential eLearning bloggers for his blog at davidkelly.me. He is also known for his curation efforts, especially related to conferences and events for learning and performance professionals.
Dr. Daylene Lauman is an Administrator with Edmonton Public Schools in Canada. She has coordinated large scale research projects with the University of Alberta in the field of educational technology and professional development. Her 21 year career with Edmonton Public Schools has spanned both the traditional classroom as well as the field of online and blended learning. Daylene currently leads a committed team of teachers toward two goals for online learning: to develop and implement research-based and data-driven teaching practices; and to engage and support at-risk learners in grades K to 12. She is an active member of the CANeLearn (Canadian eLearning) Network and has previously served on the editorial board of the Journal for Research in Technology and Education (JRTE).
Donna Gardner Liljegren, Ed.D. is Director of the Elmhurst College Online Center and Manager of Instructional Support for the School for Professional Studies of Elmhurst College. She has held faculty and executive leadership roles in private and for-profit institutions of higher education since 1992 and has been teaching and developing online, hybrid, and flex courses since 1997. Donna earned BA and MA degrees in English and focused her doctoral studies on adult learning and assessment. She resides in Wheaton, Illinois and may be found on Twitter @dliljegren.
Dr. Don Olcott, Jr., FRSA, is Professor of Educational Leadership and ODL (adjunct faculty) with the University of Maryland University College masters’ program in distance education. He also serves as president of HJ Global Associates consulting. Dr. Olcott was the 2013 recipient of the International Council of Distance Education (ICDE) Individual Prize of Excellence for his leadership and contributions to global open and distance education. He was inducted in to the United States Distance Learning Associaton (USDLA) Hall of Fame in May 2014. He currently serves on the ICDE Research and Innovation Task Force.He has published extensively for twenty years in ODL and international education and has consulted with universities, governments, and corporations across the globe. Dr. Olcott also has extensive experience teaching via technology, designing curriculum, and developing assessment tools for online learning. Dr. Olcott’s research interests include language and culture in cross-border higher education, sustainable ODL and OER business models, innovative learning design models for ODL, and leadership and innovation in open and distance learning and open educational resources (OER).
Dr. Keryn Pratt is a Senior Lecturer at the University of Otago College of Education in Dunedin, New Zealand, where she is the Doctoral and Distance Programmes Coordinator, and is also a member of the Centre for Distance Education and Learning Technologies, located within the College of Education. Within the College of Education she teaches graduate students online in the areas of quantitative research methods and ICT in education. Keryn has publications relating to a wide range of issues on the topic of ICT in education. As an active researcher in the area of online education, Keryn is interested in both the tertiary and secondary levels and has been involved with the OtagoNet videoconference cluster since its inception in 2001, conducting research related to virtual schooling.
Clark Quinn leads learning system design through Quinnovation, providing strategic solutions to Fortune 500, education, government, and not-for-profit organizations. He earned his Ph.D. in applied cognitive science from the University of California, San Diego, and has led the design of mobile, performance support, serious games, online learning, and adaptive learning systems. He's an internationally known speaker and author, with a book and numerous articles and chapters. He has held management positions at Knowledge Universe Interactive Studio, Open Net, and Access CMC, and academic positions at the University of New South Wales, the University of Pittsburgh's Learning Research and Development Center, and San Diego State University's Center for Research in Mathematics and Science Education.
John R. Savery is a professor of instructional technology at the University of Akron with teaching and research interests in problem-based learning, rich environments for active learning, online learning and technology in teaching. John is also the Director of Instructional Services and leads campus wide efforts to incorporate best practices in teaching and learning through effective use of technology tools. Originally from Canada, John moved to the US in 1992 to complete a Ph.D. in Instructional Systems Technology at Indiana University.
Ann Taylor is the director of the John A. Dutton e-Education Institute in the College of Earth and Mineral Sciences at Penn State University. Ann has worked in the field of distance education since 1991 and began working for the Dutton Institute in 2002. She holds a faculty appointment as a Senior Lecturer and has been an elected, and active, member of the University Faculty Senate since 2007. I n her role as institute director, Ann is responsible for guiding her College’s strategic vision and planning for online learning. She works with faculty, administrators, stakeholders, and Institute personnel to plan and implement online courses and programs that are tailored to either the needs of adult professionals worldwide or to the University's campus-based students, or both! Ann serves on numerous University committees that are focused on strategic planning, policies, and procedures related to the University’s distance learning initiatives. While serving as a University administrator, Ann still keeps a hands-on aspect to her work, regularly working with University colleagues to create resources for faculty who teach online and sharing her work as a frequent public speaker. Twenty-two years in the field has put Ann in a front row seat as distance education has gone from correspondence study and "teleclasses" to the implementation of real-time two-way videoconferencing and ultimately the Web. Throughout her career, she has helped higher education faculty design, develop, and deliver countless distance education courses, in subjects ranging from traditional English courses to "construction flagging techniques" to graduate courses in sustainable energy solutions.
Ryan Tracey is the E-Learning Manager at AMP, a financial services organization based in Sydney, Australia. His work focuses on adult learning in the corporate sector, and he maintains a particular interest in blended learning, informal learning and social media. Tracey has worked in the eLearning field for several years in the finance industry, following several more years in the higher education market. He holds a master's degree in Learning Sciences and Technology from the University of Sydney. He is a regular contributor to various industry magazines, and he has won several training awards in the Asia-Pacific region. He blogs as the E-Learning Provocateur and can be found on Twitter @ryantracey.
Melissa A. Venable, Ph.D.is an instructional designer with experience in industry and higher education (public, private, and for-profit). She is an education writer for OnlineColleges.net's Inside Online Learning blog where she also hosts a weekly live Twitter chat. Melissa's background includes supporting students as a career counselor, academic advisor, and instructor. She earned her doctorate in curriculum and instruction – instructional technology at the University of South Florida, focusing on the online delivery of career services. Melissa also works as an adjunct online instructor and can be found on Twitter @Melissa_Venable.
Craig Wiggins has been helping people create and manage learning experiences for the last 10 years. He is the eLearning Platform Director for CEB, where he manages the creation of meaningful distance learning and performance solutions. Craig holds a B.A. in anthropology and an M.Ed. in curriculum development, and spends a lot of time thinking about how to align usability, accessibility, and proper task analysis. In his natural habitat, he is usually storyboarding on wall-sized whiteboards or pontificating on Google+.
Olaf Zawacki-Richter is a professor of educational technology at the University of Oldenburg (Germany), Center for Lifelong Learning, and Associate Dean at the Faculty of Education and Social Sciences. Between 2008 and 2010 Olaf hold a professorship in educational technology at the FernUniversity in Hagen, Germany's Open University. He is a member of the editorial board of the International Review of Research in Open and Distance Learning (IRRODL) and the Australian journal Distance Education. Olaf served as invited keynote speaker, chair and reviewer at many international conferences. He is a faculty member in the MBA in Educational Management at Oldenburg University and he is also teaching in the Online Master of Distance Education and E-Learning program, jointly offered by the University of Maryland University College (USA) and Oldenburg University. Together with Terry Anderson, Olaf edited the new book Online Distance Education - Towards a Research Agenda (Open Access) which will be released in Fall 2013 (Athabasca University Press).