Marty Bray, PhD, holds a doctorate in instructional systems technology from Indiana University and an MLS from Appalachian State University. He also holds certification in the areas of behaviorally/emotionally disabled and academically gifted. In addition to working with exceptional children, Bray has worked as a media coordinator in North Carolina. Currently, he is an assistant professor in the Department of Media and Instructional Technology at the University of West Georgia.
Dianne Conrad, a practicing adult educator for over 25 years, is the director of the Centre for Learning Accreditation at Athabasca University in Alberta, Canada. She is actively engaged in e-learning research that focuses on the development of community among online learners and the positioning of e-learning as a societal phenomenon.
Mary E. Engstrom, EdD, is an assistant professor in the Division on Technology for Education and Training at the University of South Dakota. She teaches both undergraduate and graduate level courses in learning and technology. Mary’s research interests include professional development practices in technology integration and online learning.
Andy Gibbons is department chair in instructional psychology and technology at Brigham Young University. Prior to that, he was a faculty member at Utah State University. He led instructional design projects in industry for 18 years at Wicat Systems, Inc. and Courseware Incorporated. Gibbons’ work has included large-scale training development projects, re-engineering of the development process, computer-based instruction, military and commercial aviation training development, and research and development on instructional simulations. Gibbons’ current research focuses on the architecture of instructional designs. He has published a design theory of model-centered instruction, proposed a general layering theory of instructional designs, and is currently studying the use of design languages in relation to design layers as a means of creating instructional systems that are adaptive, generative, and scalable.
Jason Bond Huett, PhD, is an assistant professor with the University of West Georgia. He serves on the editorial boards for Quarterly Review of Distance Education, The Journal of Applied Educational Technology, and Information Systems Education Journal. Huett is currently cochair of AECT’s Distance Education Standards Committee and works as online course curriculum consultant for the Texas Virtual High School. He was a featured researcher at the 2006 AECT International Convention in Dallas, Texas and has published numerous articles on distance education, including two award winning publications. He is interested in all things dealing with online learning. He lives with his wife and three children in Carrollton, Georgia.
Kimberly Cleaves Huett, M.S., is a high school teacher (both face-to-face and online) as well as a consultant for the Texas Virtual School. She is a self-professed techno-geek and holds numerous certifications including English, Spanish, K-12 technology applications and online teaching. She currently has two articles under consideration dealing with motivating online learners. Her interests are in the design, development, and evaluation of online learning environments. She is particularly interested motivating distance learners and integrating technology at all levels.
Edward Meyen is professor of special education and codirector of the eLearning Design lab at the University of Kansas. His research interests are in the development of elearning tools for use by educators in K-12 and postsecondary education. His current work is in developing online tools to enhance the blending of assessment with instruction that is aligned with curriculum standards K-12 Education.
Leslie Moller, PhD, is an associate professor and department chair of the Technology for Education and Training division at the University of South Dakota. Leslie serves on the editorial boards of the Quarterly Review of Distance Education, International Journal of Educational Technology, and Performance Improvement Quarterly. Moller is also the former chair of the Instructional Technology Special Interest Group within the American Educational Research Association as well as the Distance Education and Curriculum committees for AECT.
John C. Poggio specializes in psychometric methods, educational assessment and policy, and large-scale assessment. He is the director of the Center for Educational Testing and Evaluation at the University of Kansas.
Susan A. Santo, PhD, is an associate professor at the University of South Dakota’s Division of Educational Administration. She teaches online courses for graduate students in instructional design, knowledge management, and distance learning. Her research interests have focused on knowledge management, transformational learning, and adult learning styles.
Soonhwa Seok teaches as an assistant professor at the University of Wisconsin-Whitewater. Her research interest is online course evaluation, assistive technology, constructivism, large scale quantitative studies, and developing online course evaluation instrument. She is actively involved in transdisciplinary education research. She earned her doctorate at the University of Kansas in 2006.
Sarah Semon is a doctoral candidate at the University of South Florida. Her dissertation research is focused on the online learning, assistive technology, and teacher education in Special Education.
Ontiretse S. Tau completed her doctoral studies in Instruction Technology at Northern Illinois University in 2002. She works for the University of Botswana, Centre for Continuing Education in the Department of Distance Education. She coordinates one of the eight programs on offer, the Diploma in Primary Education.
Heather Tillberg-Webb, an assistant professor at Elizabethtown College, researches the sociocultural implications of educational technology and the impact of information systems on the education process. She received her doctorate in instructional technology from the University of Virginia in 2007.
Rosanne Yost, EdD, is associate chair of the Division of Curriculum and Instruction and director of the Professional Development Center at the University of South Dakota. Her areas of interest and research include the professional needs of experienced and novice teachers, curriculum development, and teachers’ knowledge and use of contextualized instructional technology to enhance both teaching and the learning opportunities for students.
Jon I. Young, PhD, is a professor in the Department of Technology and Cognition at the University of North Texas. He has made presentations in countries around the world on technology innovations in education. He is very interested in the outcome related educational philosophy as it enables students to understand educational expectation and helps them develop procedures for accomplishing their goals.
