Carnegie Mellon University
|Carolyn Rose – Project Lead
Dr. Carolyn Rosé is an Associate Professor of Language Technologies and Human-Computer Interaction in the School of Computer Science at Carnegie Mellon University. Her research program is focused on better understanding the social and pragmatic nature of conversation, and using this understanding to build computational systems that can improve the efficacy of conversation between people, and between people and computers. Her group’s highly interdisciplinary work, published in over 170 peer reviewed publications, is represented in the top venues in 5 fields: namely, Language Technologies, Learning Sciences, Cognitive Science, Educational Technology, and Human-Computer Interaction, with awards or award nominations in 3 of these fields. She serves on the executive committee of the Pittsburgh Science of Learning Center and the co-leader of its Social and Communicative Factors of Learning research thrust. She also serves as President Elect of the International Society of the Learning Sciences. She serves as Associate Editor of the International Journal of Computer Supported Collaborative Learning and the IEEE Transactions on Learning Technologies.
|Candace Marie Thille – Project Lead
Candace Thille is the founding director of the Open Learning Initiative (OLI) at Carnegie Mellon University and at Stanford University. She is a senior research fellow in the Office of the Vice Provost for Teaching and Learning and an assistant professor in the Graduate School of Education at Stanford University. Her focus is in applying the results from research in the science of learning to the design and evaluation of open web-based learning environments and in using those environments to conduct research in human learning. Dr. Thille serves on the board of directors of the Association of American Colleges and Universities; as a fellow of the International Society for Design and Development in Education; on the Assessment 2020 Task Force of the American Board of Internal Medicine; on the advisory council for the Association of American Universities STEM initiative; on the advisory council for the National Science Foundation Directorate for Education and Human Resources. She served on on the working group of the President¹s Council of Advisors on Science and Technology (PCAST) for the Obama Administration that produced the Engage to Excel report. She served on the U.S. Department of Education working group, co-authoring the 2010 and 2015 National Education Technology Plans. She has a bachelor¹s degree from the University of California, Berkeley, a masters degree from Carnegie Mellon University, and a doctorate from the University of Pennsylvania.
Teachers College, Columbia University
|Ryan Baker – Project Lead
Ryan Baker is Associate Professor of Cognitive Studies at Teachers College, Columbia University, where he has recently founded the world’s first masters program in Learning Analytics. He earned his Ph.D. in Human-Computer Interaction from Carnegie Mellon University. Dr. Baker was previously Assistant Professor of Psychology and the Learning Sciences at Worcester Polytechnic Institute, served as the first technical director of the Pittsburgh Science of Learning Center DataShop, the largest public repository for data on the interaction between learners and educational software. He is currently serving as the founding president of the International Educational Data Mining Society, and as associate editor of the Journal of Educational Data Mining. He has taught or co-taught two MOOCs on educational data mining. His research combines educational data mining and quantitative field observation methods to better understand how students respond to educational software, and how these responses impact their learning. He studies these issues within intelligent tutors, simulations, multi-user virtual environments, MOOCs, and educational games.
Luc Paquette is a post-doctoral research associate working with Dr. Ryan Baker in the department of Human Development at Teachers College, Columbia University. His current research focus on integrating cognitive modeling and educational data mining approaches for the modeling of the disengaged behavior of students who “Game the System”. He is also involved in the development of interaction-based detectors of pedagogically relevant affective states. Luc Paquette holds a PhD in Computer Science from the University of Sherbrooke, where he worked on the development of Astus, a model-tracing tutor authoring framework. As part of the Astus team, his main research project involved developing algorithms allowing Astus to generate pedagogical content by examining the model of the tutored task.
Miggy is a PhD student at the University of Pennsylvania under the Teaching, Learning, and Teacher Education program. Currently, he is working on 1) the Personal Learning Graphs project with his co-advisors Ryan Baker of Penn, George Siemens of UTA, and Dragan Gasevic of the University of Edinburgh, and 2) the data analyses of partner projects within the Digital Learning Research Network. His research interests include educational data mining, affective computing, and MOOCs. His prior research was mostly conducted within the context of an educational game for Physics called Physics Playground. His background is in Computer Science (MSc ’14, BSc ’11).
University of Michigan
|Stephanie Teasley – Project Lead
Dr. Teasley is a Research Professor in the School of Information and the Director of the Learning Education & Design Lab (LED Lab) at the University of Michigan. She received her PhD in cognitive psychology from the University of Pittsburgh in 1992. Throughout her career, her work has focused on issues of collaboration and learning, looking specifically at how sociotechnical systems can be used to support effective collaborative processes and successful learning outcomes. She is the co-editor of the volume, Perspectives on Socially Shared Cognition, and co-author of several highly cited book chapters on collaborative learning. Her work has also appeared in numerous scholarly journals including Science, Developmental Psychology, the International Journal of Computer Supported Collaborative Learning, and Computers and Education. Dr. Teasley’s research has been funded by the National Science Foundation, the National Institutes of Health, the MacArthur Foundation, and the Bill and Melinda Gates Foundation. She is on the Executive Committee of the Society for Learning Analytics Research (SoLAR) and she was the Program Co-Chair for the 2014 conference on Learning Analytics and Knowledge (LAK14).
|Jacquie Moen – Project Lead
Jacquie Moen is the VP, Online Education Platforms at the Smithsonian. In this role, she is overseeing the Smithsonian’s relationship with edX, and building the Smithsonian’s initial portfolio of MOOCs. Ms. Moen is partnering across the Smithsonian’s 19 museums, 9 research centers, and the National Zoological Park to bring the Smithsonian’s vast collections and scholarship to global audiences. She is also working with Smithsonian Media to bring new resources and ideas for media-rich learning. Ms. Moen’s background is in developing interactive online experiences at scale, and her focus is in working with pedagogical experts to find the intersection between innovative online education and consumer-friendly technology. She worked for AOL for ten years, developing content and products for family audiences, including AOL@School, AOL Kids, and AOL Teens. She has won two Telly awards for her work in online education programs, and has consulted with a wide range of companies, including National Geographic and Pearson. Ms. Moen received her BA from Princeton and MBA from Columbia, with an emphasis in Media.
|Barbara Means – Project Lead
Dr. Barbara Means is co-director of the Center for Technology in Learning at SRI International, an independent nonprofit research organization based in Menlo Park, CA. Dr. Means studies innovative educational strategies designed to foster students’ learning of advanced skills. A fellow of the American Educational Research Association, Dr. Means has worked closely with the U.S. Department of Education’s Office of Educational Technology (OET) to explore and articulate new opportunities for learning research and evaluation enabled by the use of digital learning systems. Her work for OET has included managing the development of the 2010 National Education Technology Plan and lead authorship of the report Expanding Evidence Approaches for Learning in a Digital World. For the Bill & Melinda Gates Foundation, Dr. Means has led evaluations of major learning software initiatives, including the Next Generation Learning Challenge and Next Generation Courseware grants. Dr. Means served on the National Research Council committees producing the Successful K-12 STEM Education and Monitoring Progress Toward Successful K-12 STEM Education reports and as a member of the joint National Academy of Engineering/NRC committee on Integrated STEM Education. Earlier NRC activities included serving on the Board on Testing and Assessment and as a member of the committee that produced the volume How People Learn. Her published works include the edited volumes Evaluating Educational Technology, Technology and Education Reform, and Teaching Advanced Skills to At-Risk Students and the jointly authored volumes Learning Online, The Connected School, and Comparative Studies of How People Think. Dr. Means earned her bachelor’s degree in psychology from Stanford University and her Ph.D. in educational psychology at the University of California, Berkeley.Barbara Means is an educational psychologist whose research focuses on ways in which technology can support students’ learning of advanced skills and the revitalization of classrooms and schools. She is regarded as a leader in defining issues and approaches for evaluating the implementation and efficacy of technology-supported educational innovations. Currently, she leads SRI’s research and assistance efforts in support of National Technology Activities within the U.S. Department of Education. She is also directing SRI’s documentation of the implementation of educational technology in schools participating in the national randomized field trials evaluating the Effectiveness of Educational Technology Innovations for the Institute of Education Sciences. Her published works include the edited volumes Evaluating Educational Technology, Technology and Education Reform, and Teaching Advanced Skills to At-Risk Students as well as the jointly authored volumes Using Technology Evaluation to Advance Student Learning, The Connected School, and Comparative Studies of How People Think. Dr. Means earned her bachelor’s degree in psychology from Stanford University and her Ph.D. in educational psychology at the University of California, Berkeley.
California Community College Online Education Initiative
|Patricia James Hanz
A California Community College (CCC) distance education leader for over a decade, Pat is dedicated to increasing student success through high quality online learning. The recipient of the 2008 CCC Chancellor’s Office Technology Innovators’ award, Pat’s many achievements include chairing the CCC Academic Senate Technology Committee, teaching multimedia production courses online, providing instructional design support for a variety of colleges and universities, and serving on the Student Success CIG for WCET. As Dean of Instructional Technology and Distance Education at Mt. San Jacinto Community College, she co-directed the state @ONE professional development project, served on many system advisory committees, and taught online educators through the @ONE certification program. Prior to moving into administration, Pat taught multimedia production courses to community college students for seven years. In 2012, under her direction, Mt. San Jacinto College was awarded a Gates Foundation grant to build a developmental writing MOOC. She is currently serving as the Executive Director of the California Community Colleges’ Online Education Initiative (OEI), a groundbreaking and collaborative effort among the 112 community colleges to expand online learning with access to quality online courses and student services. For more information on the OEI, go to www.CCCOnlineEd.org.
Dr. Jory Hadsell currently serves as the Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative. The OEI is a statewide grant from the CCC Chancellor’s Office to dramatically expand student access to high quality online courses through a coordinated, innovative learning ecosystem that also facilitates student enrollment across a consortium of participating colleges from within the 113 college state system. Jory began supporting distance learning courses in 1994 when broadcast was the medium of choice, and has been involved with online learning since its inception in the California Community Colleges. Over this time Jory has gained experience as a tenured faculty member teaching via distance education and has played a key role in development of regional and statewide technology infrastructure, while engaging faculty, governance groups, and professional development resources to create iterative improvements in online teaching and learning. Current areas of research focus include collaborative faculty online content development, interaction design and analytics, online tutoring, adaptive learning, and system-wide data exchange protocols. Jory earned a doctorate in Educational Leadership and Management from Drexel University for his research into how the online instructional dynamic impacts student success in online courses. He teachers doctoral coursework in Higher Education Leadership and is a member of the Directors of Educational Technology in California Higher Education and the Association of Colleges for Tutoring and Learning Assistance, among other professional organizations.
Dr. Barbara Illowsky is currently Dean of Basic Skills and Open Educational Resources for the California Community Colleges Online Education Initiative. In addition, Dr. Illowsky has been a mathematics and statistics professor at De Anza College, Cupertino, CA since 1989. She is a past president of the California Mathematics Council, Community Colleges (CMC3). She worked at the California Community Colleges Chancellor’s Office overseeing the Basic Skills Initiative, Middle College High School grants, as well as writing OER policy. Dr. Illowsky is co-author of “Collaborative Statistics” and “Introductory Statistics”, published by OpenStax College and one of the first open textbooks. In 2013, the OpenEducation Consortium awarded her its top international award, the Educator ACE Award, for her contributions worldwide in promoting, training, authoring, and advocating for Open Educational Resources. She was recently elected to the international Board of Directors for the OpenEducation Consortium. Dr. Illowsky earned her BS in Mathematics from SUNY Albany, her MA in Statistics from Wharton School, University of Pennsylvania and her PhD in Education: Instructional Design for Online Learning from Capella University.
University of Arkansas System – eVersity
|Harriet Watkins – Project Lead
Ms. Watkins is the Director of Online Learning for the newly established University of Arkansas System eVersity. Ms. Watkins is responsible for building a core team of instructional designers to develop innovative online courses and faculty development programs for the university.Previously she worked at the University of Texas at Arlington. As the Manager of Academic Partnerships, she oversaw the logistics and implementation of distance education programs with contracted vendors at the Center for Distance Education. Some of her tasks included interacting with professors in the creation of course materials, scheduling, and the coordination of various other logistical issues to ensure the successful completion of the established development and deployment strategy. Prior to this position, she served as Manager of Instructional Design at the Center for Distance Education.She is currently in the dissertation phase of earning her doctorate degree in Distance Education from Regent University in Virginia Beach, VA.Ms. Watkins is the mother of two wonderful daughters, Jessica and Jennifer, and proud grandmother to five beautiful grandchildren!
As a learning and academic analyst at eVersity, Kati Molnar will be drawing from her extensive background and education in online learning to provide students with an engaging and challenging environment. She studied Political Science at the University of Calgary and before obtaining an MS in International Studies at Oklahoma State University, and a Master of Library and Information Studies (MLIS) from the University of Oklahoma. Kati then joined the University of Arkansas at Little Rock (UALR) as an instructional designer. Using research, best practices and learning analytics, Kati helped guide the development of online courses to optimize student success. Having gained a thorough understanding of what it takes to support students and faculty in the online environment, Kati took on a leadership position at the UALR as the Director of Scholarly Technology and Resources. During her time as director, she collaborated with units across the institution on student retention efforts and assisted with the development of resources to better support the online student.
Dr. Michael Moore is the Vice President for Academic Affairs for the University of Arkansas System, where he assists UA institutions in academic program development and regulatory approvals.He is currently leading the creation and launch of the University of Arkansas System’s eVersity, a fully online university that will deliver high-quality, accessible, affordable and workplace-relevant degrees. The eVersity will offer its first courses in Fall 2015.Dr. Moore joined the University of Arkansas System in January 2013 following a 20-year career at the University of Texas at Arlington, where he was the Senior Vice Provost and Dean of Undergraduate Studies and an Associate Professor of Political Science. Under his leadership, online education programs dramatically expanded to include nearly one-third of all UT Arlington enrollments. He also led the creation of UT Arlington’s University College, a one-stop shop focusing on student academic success and graduation that increased retention rates 15 percent over a three-year period. As a first-generation college student, Dr. Moore is committed to expanding access to higher education and providing a nurturing environment that fosters student success. Dr. Moore’s degrees in political science include a Bachelor of Arts degree from Washburn University and a MA and Ph.D. from the University of Nebraska-Lincoln.
University System of Georgia
|Myk Garn – Project Lead
Myk (Mike) Garn is an academic innovator and strategist with over 30 years experience developing, deploying and leading college and state system instructional, operational, organizational and strategic models. At the University System of Georgia (USG) he leads the New Learning Models 2030 Taskforce and associated Invent and Explore the Beyond MOOCs that are developing scenarios, critical success factors and implications for new business models the System will use to invent the future of learning for 2030. Dr. Garn also leads development of the Online Precalculus Emporium as well as initiatives to develop and deploy competency-based programs at USG institutions.
Dr. Leslie Meadows works with Dr. Myk Garn as the point-person for faculty from campuses at Georgia State University (GSU) who are participating in the implementation of dLRN research. GSU is a member institution of the University System of Georgia and has emerged as one of the nation’s premier urban research universities. It boasts being first in the nation among non-profit institutions in graduating African American students. Leslie (whose Ph.D. was earned in Applied Mathematics/ Applied Inverse Problems) is the coordinator for the introductory statistics courses and co-coordinator for one of the Mathematics Interactive Learning Environments (MILEs) in the Department of Mathematics and Statistics on GSU’s Atlanta campus. The MILEs are the laboratory environments where students who are participating in one of several redesigned courses, currently Emporium type models, spend time actively engaged in course material.
University of Texas at Arlington
|George Siemens – Project Lead, Principal Investigator
Dr. Siemens is an internationally renowned author, researcher, and theorist in the field of learning, knowledge management, and technology as the executive director the LINK Research Lab. Prior to his move to the United States, he was Associate Director of the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University and Associate Director of Research and Development at the Learning Technologies Centre of the University of Manitoba. He has organized and presented numerous open online courses including two entitled Connectivism and Connective Knowledge. He is a highly sought consultant and keynote presenter, having shared his expertise in over 30 countries. Dr. Siemens holds a doctorate from the University of Aberdeen and a Master of Arts in Distributed Learning (Leadership and Technology) from Royal Roads University.
| Justin T. Dellinger – Project Manager
Justin Dellinger serves as the associate director and research coordinator for the LINK Lab at the University of Texas at Arlington (UTA). He is also the project manager for the dLRN grant. Prior to joining the LINK Lab, he worked as an instructional designer in the Center for Distance Education. He has experience teaching in both secondary and higher education, and is currently working on his doctorate at UTA. Mr. Dellinger also earned his Master of Arts in History from the UTA.
As Grants and Programs coordinator in the UT Arlington Office of Graduate Studies, Lisa managed NSF- and locally-funded programs designed to provide students with opportunities to excel both academically and professionally. In addition to her work with graduate students, Lisa has taught in the secondary and undergraduate classrooms and coordinated undergraduate student success programs. Lisa’s broad research interest is Feminist Epistemology, specifically how knowledge is shaped, transmitted, and acquired through teaching and learning. She is currently involved in several teaching and learning projects spanning the K-20 environment including completing the dissertation phase of her doctorate degree examining how discourse and structures impact the higher education learning environment in STEM classrooms. Lisa serves as the administrative co-leader of the CIRTL-UTA program (part of the NSF-funded Center for the Integration of Research, Teaching, and Learning – CIRTL) whose mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners.