Contributors

Matthew Acevedo is the Executive Director of Learning Innovation and Faculty Engagement and adjunct lecturer in the Department of Teaching and Learning at the University of Miami. He also teaches courses at Florida International University in the Department of Educational Policy Studies and the Honors College. His research interests include educational development, critical pedagogy, and the impacts of neo-liberalism on teaching and learning in higher education. He is on Twitter at @mattacevedo.

Maha Al-Freih holds a PhD in Learning Technologies Design Research from George Mason University and is currently an Assistant Professor of Instructional Design and Technology at the College of Education at Princess Nourah Bint Abdulrahman University (PNU) in Riyadh. She has previously served as the Vice-Dean of Learning and Teaching at the College of Business Administration at PNU and now serves as a senior consultant at the National eLearning Center (NeLC). Her primary research interests include ethics of care in online learning spaces, learners’ engagement and persistence in massive open online courses (MOOCs), self-regulated learning (SRL), and design-based research (DBR). She is on Twitter @Maha9313.

Amy Collier is the Associate Provost for Digital Learning at Middlebury College, overseeing the Office of Digital Learning and Inquiry. In this role, she provides strategic vision and leadership for Middlebury to create and sustain a global learning community through the effective use of digital pedagogies and technologies. Her research has been focused on the experiences of teachers and learners in MOOCs, issues of student privacy and surveillance in higher education and K–12, and complexity as a framework for resisting the instrumental role of educational technology in higher education. She blogs occasionally at http://redpincushion.me/.

Alex de Lacey is a Lecturer in Popular Music at Goldsmiths, University of London. His research examines Afrodiasporic music practice in the United Kingdom, with a particular focus on grime, and his teaching is concerned with decolonizing curriculums and foregrounding non-institutional ways of knowing. He is also a journalist and writes for Complex, Red Bull, and Songlines. He is the DJ for grime crew Over the Edge, with a monthly show on Mode FM.

Frederic Fovet is an Assistant Professor in the Faculty of Education and Social Work at Thompson Rivers University in British Columbia. He has in the past held, in turn, faculty positions in the Faculty of Education at University of Prince Edward Island and in the School of Education and Technology at Royal Roads University. His research and practice focus on inclusion, social justice, and critical pedagogy in schools. He has a specific interest in social, emotional, and behaviour difficulties (SEBD). He worked for several years in the field of accessibility, and his scholarship is informed by disability studies.

Jairos Gonye, PhD, MA, BA (Hon), English, (Grad. CE), is an Associate Professor in the Department of Curriculum Studies, Great Zimbabwe University, Zimbabwe, where he teaches English and Business Communication. He is also a Research Fellow in the Department of English of the University of the Free State (UFS), South Africa. His research interests include Afrocentric studies of literature, literary representations of dance, popular culture, and pedagogy. Some of his articles have been published locally and internationally.

Samah Jarrad is a full-time instructor of English as a Second Language at Palestine Technical University—Kadoorie in Tulkarem, Palestine, where she lives and works. She is a PhD candidate in the Department of Postcolonial Literary Studies at the Universiti Kebangsaan Malaysia and holds an MA in Applied Linguistics and Translation. Her research has been dedicated to understanding the acquisition of English as a Second Language and postcolonial studies from a feminist perspective.

Anna Johnstone is a Postgraduate Director at The Mind Lab, New Zealand, contributing to the Master of Contemporary Education qualification. She is also a Senior Tutor at the University of Canterbury, New Zealand, delivering primary initial teacher education programs. She has had roles in tertiary and primary education as a facilitator, adviser, researcher, and teacher. Her areas of research interest are learner interactions in contemporary environments and the critical moments that influence teacher learning.

Dorcas Kayes is a Postgraduate Director at The Mind Lab, headquartered in Auckland. She currently works as part of the team that delivers the Master of Contemporary Education to in-service educators. Her research has focused on school and community partnerships and pastoral and academic support of postgraduate students.

Thomas Kilgore is a PhD student in Learning Technologies at the University of North Texas and earned a master’s degree in Educational Leadership from the University of Texas at Arlington. He has served as a K–12 classroom teacher, instructional coach, and digital learning consultant, and he is a certified school principal in Texas. His research interests include active learning strategies, leveraging educational technologies, and effective use of feedback in improving learning outcomes. He is on Twitter @Tom_Kilgore.

Whitney Kilgore is the co-founder and chief academic officer at iDesign, an instructional design–focused service provider to higher education institutions. She earned a PhD in Learning Technologies at the University of North Texas and has led the development of online and blended learning programs at hundreds of universities around the globe. Her research interests include humanizing online learning, online care theory, and informal learning in networked communities. She is on Twitter @whitneykilgore.

Mia L. Knowles-Davis is a PhD student in Instructional Design and Technology at Old Dominion University and holds a master’s degree in Computer Science and Information Technology. Her research focuses on the ethics of educational technology. She can be followed on Twitter at http://www.twitter.com/mialkdavis.

Suzan Köseoğlu is a Lecturer in Higher Education Teaching and Learning at the University of Greenwich (UK). Suzan has been involved in faculty development for more than 10 years in different institutions including the University of Minnesota, Goldsmiths University of London, and University of Greenwich. At Greenwich, Suzan is the university lead for pedagogic research and teaches courses on higher education pedagogy for academic staff and postgraduate students. Suzan is committed to democratic and transparent processes in education. Her research explores the intersection of open online learning and ethical and inclusive approaches to education. She occasionally blogs at https://differentreadings.com/.

Sarah Lohnes Watulak is the Director of Digital Pedagogy and Media in the Office of Digital Learning and Inquiry at Middlebury College, where she works to create digital learning opportunities and environments that support learner agency, equity, and critical engagement with the digital. Her published research focuses on undergraduate technology practices, critical digital literacies, and connected learning. See her website, http://sarahlw.middcreate.net/.

Maria V. Luna-Thomas is an instructional designer who advances digital learning solutions for global entities. She is originally from the United States, and it was there that she cultivated her approach to inclusive pedagogical praxis and grounded her research in Latin American Studies. She then established herself in the United Kingdom, where she joined Goldsmiths, University of London, as an Associate Lecturer in Anthropology. Her journalism repertoire centres on culture, intersectional feminism, and race.

Jonathan Lynch started his career as an outdoor educator across primary, secondary, and tertiary education in the United Kingdom. Moving to Aotearoa New Zealand, he then worked as a Postgraduate Director with The Mind Lab, a future-focused educational company committed to the growth and implementation of contemporary practice in the teaching profession across New Zealand. He has recently taken up a role as Principal Lecturer at Otago Polytechnic (Te Pūkenga). In his research, which is informed by posthumanist and new materialist thinking, he is enthusiastic about education beyond the classroom and improving human-environment relations.

Robert L. Moore is an Assistant Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. He focuses his research on understanding and improving student engagement and learning in distance education settings. He is particularly interested in leveraging learning analytics to study and understand student learning in MOOCs. He can be followed on Twitter at @robmoore3.

Nathan Moyo is a Senior Lecturer in the Department of Curriculum Studies at Great Zimbabwe University, Zimbabwe. He holds a PhD in Curriculum Studies from the University of Johannesburg and teaches Curriculum Theory and History Education. His research interests include curriculum theory, history education, postcolonial theory, and social justice education. He has co-published in these fields in international journals.

Heather Robinson is an online learning consultant and independent researcher residing in Jackson Hole, Wyoming. She earned a PhD in Learning Technologies and teaches courses at the University of North Texas in the Department of Learning Technologies and for Casper College in the College of Business and Industry. Her research interests include care ethics and online care theory, theory and practice of learning communities, and online collaborative learning. She is on Twitter @hrobinson.

Enilda Romero-Hall is a native of Panama. She is an Associate Professor in the Department of Education at the University of Tampa. She is also the Graduate Coordinator of the Instructional Design and Technology program. Most of her research focuses on populations within higher education and industry settings. She is particularly interested in the design and development of interactive multimedia, faculty members’ and learners’ digital literacy and preparedness, and networked learning in online social communities. See her website, https://www.enildaromero.net.

Chris Rowell is a Senior Digital Learning Coordinator at the University of the Arts, London. Currently, he is a facilitator for the Association for Learning Technologists (ALT) Anti-racism Learning Technology Group and Senior Fellow of the Higher Education Academy (SFHEA). Previously he was a member of the Staff and Educational Development Association’s (SEDA) National Executive, ALT’s blog editor, and a member of the editorial board for ALT’s journal Research in Learning Technology. His research engages many aspects of digital education, specifically the use and evaluation of social media by staff and students, sharing good practice and Critical Digital Pedagogy. He writes at https://totallyrewired.wordpress.com/2.

Lynley Schofield was the Program Lead of the Master of Contemporary Education at The Mind Lab. This degree supports the professional development of in-service educators in contemporary educational practice. Her research focused on student interpersonal relationships and pastoral and academic support of postgraduate students.

Howard Scott is part of the Teacher Education team for Post-Compulsory Education at the University of Wolverhampton and teaches research methods through doctorate and master’s programs. His research interests involve adult and community learning, innovative pedagogies utilizing digital literacies, and mobile learning, particularly in less formal educational contexts.

Kim Silver is a Senior Lecturer in Law at London South Bank University. Her research interests include the impact of technology on law, legal practice, and legal education, particularly in relation to access to justice.

Lee Skallerup Bessette is a Learning Design Specialist at the Center for New Designs in Learning and Scholarship (CNDLS) and an Affiliate Faculty in the Learning, Design, and Technology master’s program. She is interested in the intersections of critical digital pedagogy, affect, design, and technology. Prior to finding alt-ac work in faculty development and instructional design, she taught English primarily at public, regional, state comprehensive institutions that served at-risk populations and where digital redlining was rampant. See samples of her work on her website, www.readywriting.org.

Herbert Thomas is originally from South Africa but now lives in New Zealand, where he is a Postgraduate Director at The Mind Lab, headquartered in Auckland. He currently works as part of the team that delivers the Master of Contemporary Education to in-service educators. His research has focused on the integration of technology into the curriculum from the perspectives of educators, scholars, managers, and leaders.

George Veletsianos is Professor at Royal Roads University, where he holds the Canada Research Chair in Innovative Learning and Technology, and the Commonwealth of Learning Chair in Flexible Learning. He has been designing, developing, and evaluating digital learning environments for nearly 20 years. His research agenda is focused on addressing complex problems related to education and society, such as lack of access to education, and harassment that academics face when they share their scholarship online. In these contexts, he studies learners’ and faculty experiences with online learning, flexible education, networked scholarship, and emerging technologies and pedagogical practices. His research has embraced collaboration, interdisciplinarity, and methodological pluralism. He writes at http://www.veletsianos.com.