Richard E. Mayer is Distinguished Professor of Psychological & Brain Sciences at the University of California, Santa Barbara. His research applies the science of learning to education, focusing on multimedia learning, learning in computer‑supported environments, instructional video, pedagogical agents, immersive virtual reality, and game‑based learning. He previously served as President of APA Division 15 (Educational Psychology) and as AERA Division C (Learning & Instruction) Vice President....

Paul A. Kirschner (1951) is an emeritus professor of educational psychology at the Open University of the Netherlands (OU). He served as Universiteitshoogleraar (University Professor) at OU from 2015 to 2019, after earlier professorships at Utrecht University and Maastricht University, and has been a visiting professor (Learning and Interaction in Teacher Education) at the University of Oulu since 2011. He is an inaugural Fellow (2017) and past president (2010–2011) of the International Socie...

Neil Selwyn is a Professor in the Faculty of Education at Monash University whose work critically examines the relationships between digital technologies, education, and society. His research spans datafication and learning analytics, AI and automation in education, digital labour and teachers’ work, digital exclusion, and the policy and politics of EdTech. He previously worked at the Institute of Education (University College London) and Cardiff University, and holds external roles including...

Roy D. Pea is the David Jacks Professor of Education & Learning Sciences at Stanford University and Professor (by courtesy) of Computer Science. He founded and directs Stanford’s PhD program in Learning Sciences and Technology Design and previously directed the H‑STAR Institute and co‑directed the NSF Science of Learning Center “LIFE” (Learning in Informal and Formal Environments). His research advances theories, tools, and social practices for technology‑enhanced learning, spanning distribut...

Terry Anderson is Professor Emeritus and former Canada Research Chair in Distance Education at Athabasca University. A widely cited scholar of online and distance learning, he co‑developed the Community of Inquiry framework (with D. R. Garrison and W. Archer), advanced the Practical Inquiry Model for cognitive presence, and articulated the Interaction Equivalency Theorem for optimizing interactions in online learning. He co‑founded and served for 10 years as editor of the open‑access journal ...

Curtis J. Bonk is a Professor in the School of Education at Indiana University Bloomington (Instructional Systems Technology) whose scholarship focuses on self-directed online learning, open education and MOOCs, blended and distance learning, and emerging learning technologies (including generative AI for language learning). He is also Adjunct Faculty in the IU Luddy School of Informatics, Computing, and Engineering. Before academia he worked as a CPA and corporate controller, experience that...

Yasmin B. Kafai is a learning scientist whose research designs and studies online tools and communities that promote coding, crafting (e‑textiles), gaming, and creativity for K–16 learners. A pioneer in constructionist approaches to game design and computing education, she helped develop Scratch with MIT collaborators, and her work has expanded to biomaking and machine‑learning activities for classrooms. Before joining the University of Pennsylvania in 2008, she worked with Seymour Papert and...

Punya Mishra is Director of Innovative Learning Futures at Arizona State University’s Learning Engineering Institute and a Professor in the Mary Lou Fulton Teachers College. He is internationally recognized for scholarship on educational technology, creativity, and design-based educational innovation, and is co-developer of the Technological Pedagogical Content Knowledge (TPACK) framework. He previously served (2016–2024) as Associate Dean of Scholarship & Innovation at ASU and directed the a...

Sasha A. Barab is a Professor at Arizona State University (ASU) in the School for the Future of Innovation in Society and a Senior Global Futures Scientist. He holds the Pinnacle West Chair of Education in the Mary Lou Fulton Teachers College and co‑founded and serves as Executive Director of ASU’s Center for Games and Impact. An internationally recognized learning scientist, Barab’s work focuses on game‑infused and designed learning environments, transformational play, design‑based research,...

Valerie J. Shute is Professor Emerita in the Department of Educational Psychology and Learning Systems at The Florida State University. She retired from FSU at the beginning of 2022 after serving as the Mack and Effie Campbell Tyner Endowed Professor of Education (2007–2022). Before joining FSU, she was a Principal Research Scientist at Educational Testing Service (2001–2007), worked in industry (1999–2001), and earlier served as a Senior Research Psychologist at the U.S. Air Force’s Armstron...

Carol A. Chapelle is a Distinguished Professor and LAS Dean’s Professor in the Department of English at Iowa State University. A leading scholar of technology-mediated second language teaching, learning, and assessment, she is widely recognized for advancing argument-based validation in language testing and for foundational books on computer-assisted language learning and testing. She served as editor of TESOL Quarterly (1999–2004) and co‑editor of Language Testing (2016–2018), founded the 10...

Distinguished Professor Emeritus of Information Systems at New Jersey Institute of Technology and a pioneering architect of computer‑mediated communication. Designer of EMISARI (early crisis‑management group communication system) and EIES (Electronic Information Exchange System) and co‑author of The Network Nation. His scholarship spans online/virtual classrooms, Delphi and Policy Delphi methods, group decision support, and emergency/crisis informatics.

Kurt D. Squire is a Professor in the Department of Informatics at the University of California, Irvine (UCI). A pioneer in games-and-learning, he co‑founded and now co‑directs the Games + Learning + Society (GLS) Center, relaunched at UCI in 2021 after its beginnings at the University of Wisconsin–Madison. He earned his Ph.D. in Instructional Systems Technology from Indiana University in 2004 and previously held faculty and research leadership roles at UW–Madison, the Wisconsin Institutes for...

Bill Cope is a Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign. His research and development focus on the pedagogical affordances of technology‑mediated learning environments, with long‑standing work on multiliteracies, learning by design, and assessment for learning. He co‑leads the Learning Design and Leadership programs and has helped develop the CGScholar multimodal writing and assessment environment. Recent wo...

Professor of Education and former Director of the Training Systems/Instructional Systems Development graduate programs at the University of Maryland, Baltimore County (UMBC). Previously served (1992–1995) as Director of the Center for Teaching and Technology and Assistant Director for Training Services in the Academic Computer Center at Georgetown University. Earned a Ph.D. in Educational Systems Development from Michigan State University (1988) after earlier study in business at the Universi...

Richard E. Clark is Emeritus Professor of Educational Psychology and Technology at the University of Southern California’s Rossier School of Education and Emeritus Clinical Research Professor of Surgery in the Keck School of Medicine. He is widely known for his evidence-based analyses of media and method effects in learning (“media are mere vehicles”) and for advocacy of fully guided instruction, cognitive task analysis, and performance improvement. Clark’s career includes faculty appointment...

M. David Merrill is a Professor Emeritus of Instructional Technology at Utah State University and a seminal figure in instructional design and educational technology. Since completing his MS and PhD at the University of Illinois in 1964, he has spent more than five decades advancing theories and models for effective, efficient, and engaging instruction. Merrill developed Component Display Theory (CDT), introduced the widely adopted First Principles of Instruction, and led work on Instructiona...

Mary Kalantzis is a Professor in the Department of Education Policy, Organization & Leadership at the University of Illinois at Urbana‑Champaign (UIUC) and served as Dean of the College of Education from 2006 to 2016. A leading figure in multiliteracies, learning design, and technology‑enabled assessment, her work examines multimodal meaning, literacy, and equity in the digital age, and more recently the implications of generative AI for learning. Prior to UIUC she held senior roles in Austra...

Jan Herrington is an Australian educational technology researcher best known for advancing the theory and practice of authentic learning and authentic e‑learning. Over more than two decades in higher education, she has designed and studied technology‑enhanced learning environments that embed authentic tasks, collaboration, reflection, and integrated assessment. Her work spans instructional design, online and mobile learning, and design‑based research, with extensive collaborations with Ron Ol...

Matthew J. Koehler is a professor of Educational Psychology & Educational Technology at Michigan State University and since 2023 serves as Associate Dean for Faculty and Academic Staff Affairs. His work examines how technologies afford and constrain learning; the design of technology‑rich environments; teacher professional development; and the Technological Pedagogical Content Knowledge (TPACK) framework he co‑developed with Punya Mishra. He also advances digital research methods using social...

Roger C. Schank (1946–2023) was an AI theorist, cognitive psychologist, learning scientist, and entrepreneur whose work helped launch the Learning Sciences field. He pioneered Conceptual Dependency theory for natural‑language understanding, Script Theory (with Robert Abelson), Dynamic Memory (MOPs/TOPs), and Case‑Based Reasoning, and later translated these ideas into practice through Goal‑Based Scenarios, Story‑Centered Curricula, and Guided Experiential Learning for education and workforce t...

Sherry Turkle is the Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in MIT’s Program in Science, Technology, and Society, and founding director of the MIT Initiative on Technology and Self. A licensed clinical psychologist with a joint PhD in sociology and personality psychology from Harvard University, she investigates the “subjective side” of people’s relationships with technology—identity, intimacy, empathy, and ethics in a culture of connectivity and soci...

Professor Emeritus of Education at the University of Calgary and co‑originator of the Community of Inquiry (CoI) framework. His scholarship centers on distance, online, and blended learning; learning communities; teaching/social/cognitive presence; and shared metacognition. Author or editor of 15+ books and 90+ journal articles, with longstanding leadership roles in continuing, adult, and higher education.

George Veletsianos is Professor of Learning Technologies and the Bonnie Westby Huebner Chair in Education and Technology at the University of Minnesota–Twin Cities. His scholarship investigates online, blended, and distance learning; learner and educator experiences in emerging digital settings (e.g., social media, MOOCs, AI‑enabled systems); and futures of higher education with attention to equity and participation. Previously, he served as Canada Research Chair in Innovative Learning and Te...

Dr. Karen Swan was the James J. Stukel Distinguished Professor of Educational Leadership at the University of Illinois Springfield and a Research Associate with the Center for Online Learning, Research & Service (COLRS). A premier scholar of online and distance learning, she was known for foundational work on social presence, learning communities, and the Community of Inquiry (CoI) framework, as well as research on learning analytics and student success in online programs. She earned her EdM ...

Sara de Freitas is a UK‑based educator, author, and research leader whose work bridges educational technology, game‑based learning, and learning analytics. She has held senior university roles in the UK and Australia (Director of Research, Pro/Deputy Vice‑Chancellor, Pro Vice‑Chancellor), including founding research leadership at Coventry University’s Serious Games Institute and executive learning and teaching leadership at Murdoch University and Curtin University. She later served as BT Prof...

Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at the University of Mannheim, Germany, and UNESCO Co‑Chair on Data Science in Higher Education Learning and Teaching at Curtin University, Australia. His work sits at the intersection of cognitive psychology, educational technology, data analytics/learning analytics, and organisational learning. He serves as Editor‑in‑Chief of Technology, Knowledge and Learning (Springer) and Educational Technology & Society, and co‑ed...

J. Michael Spector is an American scholar of educational technology and Regents Professor of Learning Technologies at the University of North Texas (UNT). His work focuses on intelligent support for instructional design, system‑dynamics‑based learning environments, assessing learning in complex domains, distance learning, and technology integration. He previously served as Professor at the University of Georgia and Florida State University, chaired the IDD&E program at Syracuse University, wa...

Geri Gay is Professor Emerita at Cornell University and the Kenneth J. Bissett Professor of Communication & Information Science. A Stephen H. Weiss Presidential Fellow, she founded and directed Cornell’s Interaction Design Lab and previously led the Human‑Computer Interaction Group. Her research examines how the design of interactive technologies—especially mobile, social, and context‑aware systems—shapes human communication, learning, and behavior, with contributions across social navigation...

Peter Shea is a Professor in the Department of Educational Theory & Practice at the University at Albany, State University of New York, with a joint appointment in Informatics. His research centers on technology‑mediated teaching and learning in higher education, especially online and blended learning, the Community of Inquiry (CoI) framework, and learner self‑regulation (“learning presence”). He previously served as UAlbany’s Associate Provost for Online Learning and as Director of the SUNY ...

Barry J. Fishman is Arthur F. Thurnau Professor at the University of Michigan, with appointments in the Marsal Family School of Education, the School of Information, and the Digital Studies Institute. His research focuses on the design and scale-up of learning innovations, including gameful learning (co-creator of the GradeCraft LMS), teacher professional learning, and design-based implementation research (DBIR), which he helped establish. He was a co-author of the Obama Administration’s 2010...

Shanna Smith Jaggars is Assistant Vice Provost and Director of the Student Success Research Lab (SSRL) at The Ohio State University. Her work focuses on identifying barriers to student success, developing and evaluating solutions, and advancing data‑informed institutional improvement. Previously she served as Director of Student Success Research in Ohio State’s Office of Distance Education and eLearning and was Assistant Director of the Community College Research Center (CCRC) at Teachers Col...

Patrick R. Lowenthal is a Professor of Educational Technology at Boise State University. His research examines how people communicate using emerging technologies in online learning, with a focus on social presence, identity, classroom community, and engagement. He also studies accessible and inclusive online course design, multimedia/video use in online and blended courses, and practical problems of teaching and learning online. Prior to joining the BSU faculty, he served as an academic techn...

Emeritus Professor of Educational Technology at The Open University (UK). Joined OU in 1995 as a lecturer in Artificial Intelligence; chaired the OU’s first major online/e‑learning course (T171/“You, Your Computer and the Net”) in 1999 with ~15,000 students and served as the OU’s first VLE Director, recommending adoption of Moodle. Directed the Open Education Research Hub and the Global OER Graduate Network (GO‑GN). Research focuses on open education, open educational resources, digital schol...

Michael K. Barbour is Director of Faculty Development and Professor of Instructional Technology in the College of Education & Health Sciences at Touro University California. He earned a PhD in Instructional Technology (University of Georgia) and has led large, policy‑relevant research programs on K‑12 distance, online, and blended learning, with special attention to rural contexts and program quality (e.g., State of the Nation: K‑12 E‑Learning in Canada).

Kevin D. Ashley is Professor of Law and Intelligent Systems at the University of Pittsburgh, Senior Scientist at the Learning Research and Development Center (LRDC), Adjunct Professor of Computer Science, and faculty in Pitt’s Graduate Program in Intelligent Systems. He is internationally recognized for pioneering work in computational models of legal reasoning, case-based reasoning (including the HYPO system), and legal text analytics, as well as for research on intelligent tutoring systems ...

Susan McKenney is a Full Professor at the University of Twente, where she focuses on teacher professionalization, school development, and educational technology. She chairs ELAN (the section for Teacher Development) and the Learning, Data‑analytics & Technology (LDT) department in Twente’s Faculty of Behavioural, Management and Social Sciences. Her research examines how curriculum development and teacher professional development interact, often leveraging technology, and she is internationall...

Richard E. “Rick” West is a Professor in the Instructional Psychology and Technology (IP&T) department at Brigham Young University (BYU). His scholarship centers on 21st‑century approaches to teaching and learning, including open education and microcredentials (digital badges), online and blended learning communities, technology‑integration models, creativity and studio‑based pedagogies, and improved research practices. He has co‑developed several frameworks such as the Academic Communities o...

Albert D. Ritzhaupt is a Professor of Educational Technology and Computer Science Education in the School of Teaching and Learning at the University of Florida. His research focuses on the design, development, utilization, and evaluation of technology-enhanced learning environments; operationalizing and measuring technology integration in education; computer science education; and the professional competencies of instructional design/learning experience design practitioners. He has authored 1...

Steven M. Ross is Professor, Associate Dean for Faculty Affairs, and Executive Director of the Center for Research and Reform in Education (CRRE) at the Johns Hopkins University School of Education. He is Editor Emeritus of the research section of Educational Technology Research and Development and author/coauthor of six textbooks and 140+ journal articles on educational technology, program evaluation, school reform, extended learning time, and supports for at‑risk learners. He joined Johns H...

Kara Dawson is a Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. Her scholarship examines how educational technologies influence teaching and learning in K–12 and post‑secondary settings, with emphases on technology integration, multimedia learning for diverse learners, cybersecurity education for children, and digital literacy. She joined UF in 1999 after completing a Ph.D. in Instructional Technology at the University of Virginia, whe...

Dr. Tim Newby is a Professor in the Learning Design and Technology program area of Purdue University’s Department of Curriculum and Instruction. His scholarship focuses on human learning and motivation, instructional strategies, technology integration, and, more recently, the role of digital badges and micro‑credentials in higher education. He has authored 60+ research articles and numerous books and chapters and is coauthor of the widely cited papers on behaviorism, cognitivism, and construc...

Norm Friesen is Professor of Educational Technology in the College of Education at Boise State University. A Canadian academic with training in German (Johns Hopkins University) and library and information studies and education (University of Alberta), he works at the intersections of media theory, history and philosophy of education, qualitative/phenomenological methods, and the standards and infrastructures of e‑learning (e.g., CanCore/LOM). Before joining Boise State in 2013, he held the C...

Alison A. Carr-Chellman is Dean of the School of Education and Health Sciences and Professor in the Department of Educational Administration at the University of Dayton. A scholar of educational technology, instructional design, systems thinking, and educational change, she has authored/edited multiple influential books, delivered a widely viewed TED talk on gaming and boys, and previously served as AECT President (2021–2022). Her work includes the User-Design framework and recent leadership ...

Richard Halverson is Professor and Kellner Family Distinguished Chair in Urban Education in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison. His work connects Learning Sciences methods with educational leadership, focusing on data‑driven decision making, formative feedback systems, and technologies for learning. He co‑founded the Games + Learning + Society research group and co‑created the Comprehensive Assessment of Leadership for Learning ...

Professor Gilly Salmon is a pioneering scholar and leader in online and blended learning, best known for the Five‑Stage Model for online learning, the E‑tivities framework for active online learning, and the Carpe Diem learning design methodology. She has held senior academic leadership roles in the UK and Australia, including Pro Vice‑Chancellor posts at Swinburne University of Technology and the University of Western Australia, and Professor of Innovation and Transformation (Associate Dean ...

Alfred P. (Fred) Rovai (– March 14, 2023) was an American scholar of educational technology and higher education best known for pioneering research on online learning communities and for creating widely used instruments such as the Classroom Community Scale (CCS). He served on the faculty of Regent University’s School of Education, where he was Professor of Education (tenured 2004) and also held academic leadership roles as Associate Vice President for Academic Affairs and Interim Vice Presid...

Clinical Professor of Educational Technology at the University of Florida. Her research centers on excellence in online education (online pedagogy and program quality), online and professional doctorates including online supervision/mentoring, and the integration of generative AI in teaching and instructional design. She led design and implementation of UF’s online EdD in Educational Technology (2010–2024) and collaborates internationally (e.g., Fulbright Scholar to Hungary; Visiting Professo...

Professor of Educational Leadership whose work focuses on P–12 school leadership, deeper learning, technology, and innovation. Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE); co‑creator of the “Did You Know? (Shift Happens)” video series and the 4 Shifts Protocol for instructional redesign. He regularly keynotes and consults with schools and districts, hosts the LeaderTalk and Redesigning for Deeper Learning podcasts, and blogs at Da...

Associate Professor Emeritus of Instructional Systems Technology at Indiana University. Molenda taught at IU from 1972–2005, chaired the IST department (1988–1991), and remains active in research and writing. He co‑authored early editions of the widely adopted textbook Instructional Media and the New Technologies of Instruction/Instructional Media and Technologies for Learning, co‑edited AECT’s 2008 definition volume Educational Technology: A Definition with Commentary, and later co‑authored ...

Dr. Yu‑Hui Ching is a Professor in Educational Technology at Boise State University (housed in the Department of Educational Leadership, Research, and Technology). Her work focuses on computational thinking, STEM/educational robotics, online and mobile learning, collaborative learning, and online course design/evaluation. She began at Boise State as a Visiting Assistant Professor in 2010, joined the tenure‑track faculty in 2013, and was promoted to Associate Professor in 2017 before advancing...

Dean Emerita and Leslie J. Briggs Professor of Educational Research at The Florida State University, Marcy P. Driscoll is an educational psychologist whose scholarship centers on learning theory and instructional theory, including technology‑rich and online learning environments. She joined FSU’s faculty in 1980, became department chair in 1996, associate dean in 2003, and served as dean of the College of Education from 2005 until her retirement as dean in June 2018. She earned an A.B. in Psy...

Joanna “Joni” Dunlap is a Professor of Learning Design & Technology in the School of Education & Human Development and a Senior Faculty Fellow for the Center for Excellence in Teaching and Learning (CELT) at the University of Colorado Denver. Her teaching and research focus on sociocultural approaches to enhance students’ learning and experience; online/blended/HyFlex teaching and learning; critical digital pedagogy; inclusive and accessible course design; and professional learning and facult...

Peter J. Rich is Professor and Department Chair in Instructional Psychology & Technology at Brigham Young University. His research focuses on K–12 computing education—especially developing computational thinking in elementary grades—game-based learning, and teacher learning through video analysis. He earned a PhD in Instructional Technology from the University of Georgia and has led projects helping children design games, program robots, and apply engineering and coding concepts across subjects.

Yu‑Chang Hsu is a Professor of Educational Technology at Boise State University. His research centers on mobile app programming and computing education, computer‑supported collaborative learning (CSCL), maker education and physical computing for STEAM/STEM, and game‑based mobile AR/VR for teaching and learning; he has also published recent work on generative AI in education. He earned his PhD in Instructional Systems (minor in Educational Psychology) from The Pennsylvania State University and...

Professor of Educational Technology at Boise State University whose work centers on digital game‑based learning, educational robotics, virtual worlds, and mobile learning. He holds two doctorates: a Ph.D. in Educational Sociology from Korea University and a Ph.D. in Educational Foundations (Computers in Education emphasis) from Georgia State University. He joined Boise State University in 2009 after serving as a professor at Korea National University of Education and previously working with t...

Mary F. Rice is an Associate Professor of Literacy in the Department of Language, Literacy, & Sociocultural Studies at the University of New Mexico. A former English language arts and TESOL teacher, her research examines inclusive and accessible online, distance, and digital education—especially for students with disabilities—along with digital and visual literacies, teacher learning, and policy for literacies. She earned her Ph.D. in Curriculum & Teaching from the University of Kansas and ha...

Associate Professor of Education at the University of Virginia specializing in leadership for educational technology and adult learning and development. Her work examines how K–12 leaders design systems that support teachers’ technology integration, team-based technology leadership, digital practicum experiences in leadership preparation, and data-informed decision-making for edtech adoption. She has led multi‑site and quasi‑experimental studies linking leadership practices to teacher learnin...

Robert Maribe (Rob) Branch is Professor of Learning, Design, and Technology at the University of Georgia. He joined UGA in 1996 (tenured 1998), became Professor in 2000, and previously served as department head for Instructional Technology (2000–2003), Educational Psychology and Instructional Technology (2007–2012), and Career and Information Studies (2013–2019). Before UGA, he was on the Syracuse University faculty (1989–1996) and earlier taught in Botswana as a Peace Corps Volunteer and Uni...

Brian R. Belland is a Professor of Education (Educational Psychology) at The Pennsylvania State University. His research examines scaffolding—especially computer-based scaffolding—to support middle and high school students’ argumentation and problem solving, preservice teacher learning (e.g., debugging and computing), and synthesis of scaffolding effects across STEM education via meta-analysis and machine learning. He has received over $1M in NSF funding, including an NSF CAREER Award, and pu...

Dr. Jui‑Long (Andy) Hung is a Professor of Educational Technology at Boise State University. He joined BSU as a visiting professor in 2007 and the faculty in 2008 after earning an Ed.D. in Instructional Technology (minor in Information Systems) from Texas Tech University, an M.B.A. (MIS concentration) from National Sun Yat‑Sen University, and a B.S. in Biology from National Cheng Kung University. His research spans learning analytics, educational data and text mining, AI/deep learning for ear...

Professor of Learning Design and Technology at Wayne State University whose scholarship centers on instructional/design theory and design research, especially empathic design, design thinking, and cultivating designers’ professional identity. She has 60+ publications across journals, books, and chapters, and extensive practice leading interdisciplinary, community‑engaged projects. Tracey completed her Ph.D. (Instructional Technology) at Wayne State University in 2001 and previously served on ...

M.J. Bishop is Vice President for Integrative Learning Design at the University of Maryland Global Campus (UMGC), a role she began on April 25, 2022 after nearly a decade as the inaugural director (and associate vice chancellor) of the University System of Maryland’s William E. Kirwan Center for Academic Innovation. Her work focuses on the design and evaluation of effective learning environments—spanning instructional message design, multimedia (especially sound) for learning, social connecte...

Professor Emerita in the Department of Administrative Leadership at the University of Wisconsin–Milwaukee (UWM). Her scholarship focuses on adult and distance education, online presence, online faculty workload, and learner support/retention in online environments. Conceição earned an M.A. in Administration and Development of Adult and Continuing Education from UWM and a Ph.D. in Adult Learning and Distance Education from the University of Wisconsin–Madison. She is Editor‑in‑Chief of ACM’s eL...

Karl M. Kapp is a professor of instructional technology best known for pioneering work on gamification, game‑based learning, and microlearning in corporate and higher‑education contexts. He teaches at Commonwealth University of Pennsylvania (Bloomsburg campus) in the Department of Business, Innovation & Technology and directs the Institute for Interactive Technologies (IIT). Kapp has authored or co‑authored influential books including The Gamification of Learning and Instruction, Play to Lear...

Educational technology and distance education leader and scholar. Executive Director of Learning Design & Development at Open Polytechnic (New Zealand) and current President of the International Council for Open and Distance Education (ICDE). His research spans digital/distance education strategy, institutional adoption and change, online learning design, and student support/retention, and he hosts the Leaders & Legends of Online Learning podcast.

Kerry Rice is a Professor Emerita and past Department Chair in the Department of Educational Technology at Boise State University. A former middle school math and science teacher, her scholarship centers on K–12 online and blended learning with emphases on policy analysis, teacher preparation and professional development, and large‑scale program evaluations leveraging learning analytics, data mining, and AI methods. She is the author of Making the Move to K‑12 Online Teaching: Research‑Based ...

Christina Gardner-McCune is an Associate Professor in the Department of Computer & Information Science & Engineering at the University of Florida and Director of UF’s Engaging Learning Lab. Her research focuses on K–12 and undergraduate Computer Science education, AI education (AI4K12), learners’ professional identity development, and the design and evaluation of learning technologies and curricula. She has been a UF CISE faculty member since 2014 and co‑founded the AI4K12 Initiative, which d...

Seth E. Jenny is a tenured Associate Professor in the Department of Exercise Science at Slippery Rock University of Pennsylvania. His research focuses on esports performance and health, motion‑based video gaming, instructional technology, and distance running. He is Senior Editor of the Routledge Handbook of Esports and lead author of the Human Kinetics textbook Technology for Physical Educators, Health Educators, and Coaches.

Victor Law is a Professor in the Organization, Information, and Learning Sciences (OILS) program within the College of University Libraries & Learning Sciences at the University of New Mexico. His research examines game‑ and simulation‑based learning, scaffolding, self‑regulated learning, and computer‑supported collaborative learning, with recent work on learners’ help‑seeking with AI chatbots in digital game‑based environments. He earned a PhD in Educational Psychology (Instructional Psychol...

Brad Hokanson is a Professor of Graphic Design at the University of Minnesota’s College of Design and serves as Design Graduate Program Director. His scholarship centers on creativity, creative problem solving, and instructional/learning design. He has taught a long-running Creative Problem Solving course (including large‑scale MOOCs), and previously served as Associate Dean for Research and Outreach in the College of Design. Hokanson holds degrees in Art (Carleton College), Architecture (Uni...

Jason K. McDonald is a Teaching Professor in the Department of Instructional Psychology & Technology at Brigham Young University (BYU). His scholarship examines instructional design practice in higher education—especially online and blended course design, design studio pedagogy, and the ethical/relational dimensions of learning design. Before joining BYU’s faculty, he spent a decade in industry roles for The Church of Jesus Christ of Latter‑day Saints and Deseret Book Company. He earned his B...

Professor of Open, Digital, and Distance Education at Athabasca University; Editor‑in‑Chief of the Canadian Journal of Learning and Technology. Her research focuses on online and blended learning, Communities of Inquiry, leadership in higher education, and lifelong learning. Co‑editor of An Introduction to Distance Education (2nd ed.) and co‑author of Teaching in Blended Learning Environments, The Guide to Blended Learning, and Participant Experience in an Inquiry‑Based MOOC.

Ross A. Perkins is an Associate Professor at Boise State University in the College of Education (Educational Leadership, Research, and Technology). He co-coordinates the Educational Technology Ed.D. program and coordinates the Ed.S. program. His scholarship focuses on instructional design decision‑making, diffusion of innovations and technology integration, online and distance learning (including program design/quality and sense of community/connectedness), and international perspectives on I...