Dan Buckley
Director of Research and Development at Cambridge Education.
As winner of the BECTA Secondary Leadership award and the UK National Teacher of the Year award for Innovation and Creativity, Dan Buckley has considerable experience of innovation in learning and teaching. He established one of the first 1:1 laptop projects and the first learner-led competency based curriculum model to use web based peer assessment.
In his current capacity as Director of Research and Development at Cambridge Education he has developed the PbyP (Personalisation by Pieces) framework which is used by learners of all ages internationally and inspired David Worlock founder of EPS to write "At last personalisation has a national and identifiable pedagogy". Carole Whitty Deputy president of the NAHT described it as "a revolutionary tool which opens the door to a new pedagogical paradigm."
In his capacity as a fellow of 'Education Impact' Dan has developed and delivered envisioning workshops to ministers in numerous countries, the most recent being , Kazakhstan, Morocco and Colombia. He has advised on school design, curriculum reform and personalisation and is currently developing new assessment systems that can enable more systemic change management by engaging learners and their parents as co-innovators.
Andrew Calkins is the Senior Program Officer for Stupski Foundation
Dr. Chris Dede
Chris Dede's fundamental interest is the expanded human capabilities for knowledge creation, sharing, and mastery that emerging technologies enable. His teaching models the use of information technology to distribute and orchestrate learning across space, time, and multiple interactive media. His research spans emerging technologies for learning, infusing technology into large-scale educational improvement initiatives, policy formulation and analysis, and leadership in educational innovation. He is currently conducting funded studies to develop and assess learning environments based on modeling and visualization, online teacher professional development, wireless mobile devices for ubiquitous computing, and multiuser virtual environments. Dede also is active in policy initiatives, including creating a widely used State Policy Framework for Assessing Educational Technology Implementation and studying the potential of developing a scalability index for educational innovations. From 2001 to 2004, he served as chair of the Learning & Teaching area at HGSE.
Dr. Patrick Dillon
Emeritus Professor: School of Education and Lifelong Learning, University of Exeter.
Professor of Applied Education: University of Joensuu, Finland.
His research in personalised and localised learning is concerned with education as a cultural pattern and includes work on situated learning, second language learning, cultural education and heritage education. I also research e-learning, creativity, design education and environmental education. He has had grants from the European Union, and from learned societies, professional associations, multinational companies, government departments, and funding councils in the UK. His publications include six books and monographs, over seventy articles in international journals, chapters in books and conference papers, seventeen commissioned reports, sixteen reviews and seven curriculum resources. He has given presentations at over fifty international conferences including many keynote addresses He supervises seven doctoral students in the UK and Finland conducting research on aspects of technological education, cultural education and e-learning. I have had fifteen PhD and three Ed.D completions and have examined seventeen PhD theses at Universities in the UK, Europe and Australia.
http://www.patrickdillon.co.uk/professional.html
Dr. Michael Fullan
Michael Fullan is Professor Emeritus of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as a worldwide authority on educational reform, Michael is engaged in training, consulting, and evaluating change projects around the world and his books have been published in many languages.
Michael Fullan is currently Special Advisor to the Premier and Minister of Education in Ontario. His book, Leading in a Culture of Change was awarded the 2002 Book of the Year Award by the National Staff Development Council and Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education.
A list of his widely acclaimed books, articles and other resources can be found at www.michaelfullan.ca
Jon Madian
Jon’s work spans nearly 50 years and gives him a unique perspective on current issues that address improving learning by leveraging ICT. He has worked as an educational and clinical psychologist, educational innovator and project coordinator in large and small school districts; founder and leader of several curriculum development projects, publisher of and lead writer/designer for many highly successful software products; innovator in reading and writing instructional strategies using software; thought-leader through ideas expressed in workshops, keynotes, and over 100 articles on the writing process and personalizing learning through software related strategies.
Jon's work received $1M from Federal, State and private groups (1979-83) to explore how the arts can improve literacy with inner city students. Based on this well funded R&D, he founded and ran Humanities Software for 16 years until he sold to Renaissance Learning (1999), where he spent three years as Director of Instructional Strategies. He founded a non-profit that published the leading journal in technology and curriculum from 1983-93.
During the last ten years, Jon has been retired and investing his time and money in nonprofit work to promote the ideas and infrastructure to advance public education into the Information Age on a global scale. From 2006-2008 he was a consultant to the EPG at Microsoft focusing on personalized learning related development strategies. He first used the phrase Learning Genome in 2003. His two white papers have influenced thought leaders at universities, government, and industry. He is particularly interested in strategies for making and managing early stage partnerships between educational and commercial communities, and in how top-down organizations can work with bottom-up groups. He wants to create open source-like models to foster the continuous improvement of resources while making it profitable for creators and adaptors to be rewarded for their initial and ongoing contributions.
Jon hopes that ways will be developed to catalyze local regions to create their own educational resources. He states, "At this early stage in using ICT to support learning, we should take care not to move all learning onto technology. In fact, we should use the technology to move education into the real as well as virtual worlds. We should also be mindful to find techniques to make ICT systems smart in ways that make the people who create and use them smart. Our goal is NOT smart ICT systems. Our goal is smart people using smart systems so both systems and people get smarter through their interactions."
Dr. Margaret Martinez
Margaret Martinez, Ph.D., is CEO at The Training Place (http://www.trainingplace.com), a woman and minority-owned company that offers personalized and adaptive learning solutions. She has worked extensively in learning and educational measurement research, instructional design, learning, information, and technology for 20 years. She was previously the International Director of Training & Certification and then Worldwide Director of Training, Courseware, Certification and Conferences at WordPerfect Corporation. Dr. Martinez is a nationally recognized, respected consultant for personalized or adaptive learning methodologies and strategies and known for her contributions to the field of differences in individual learning. Martinez plays an active role in helping organizations assess learner proficiency to design and deliver highly personalized learning solutions that custom-fit learning needs and enhance learning success. She has provided leadership, insight, and perspective on moving learners on the Web, talent management, and lifelong learning and performance improvements.
Dr. Martinez is internationally recognized for her learning orientation research and has received research awards from various organizations. The primary focus of the learning orientation research is to use the neurosciences to understand how emotions and other key psychological factors affect learning, thinking and memory and trigger measurable brain activity and neuronal development. She translates the brain research to help educators learn how to develop personalized learning models and how to use technology to support more personalized learning. This research appears at: http://www.trainingplace.com/source/research/index.html. She applies this research to examine thinking, memory and learning as it occurs in complex education settings. She identifies groups of learners with common aptitudes and learning pattern to consider the power of affective, conative and social factors on learning processes, dispositions and expectations. Based on this research, the Learning Orientation Questionnaire, a 25-item online survey, identifies an individual's orientation to learn by looking at the dominant psychological factors that influence learning and performance. http://www.trainingplace.com/loq/loqinfo.htm
Dr. Martinez received her Ph.D. in Instructional Psychology and Technology from Brigham Young University in 1999. She regularly publishes papers and articles, has co-authored ten books, presents at national and international conferences, and continues to pursue research and work on innovative personalized solutions that help learners improve learning abilities.
Dr. Carol Ann Tomlinson
Carol Ann Tomlinson's career as an educator includes 21 years of a public school teacher, 12 years as a program administrator of special services for struggling and advanced learners. She was Virginia's Teacher of the Year in 1974. More recently, she has been a faculty member at the University of Virginia's Curry School of Education, where she is currently William Clay Parrish Jr. Professor and Chair of Educational Leadership, Foundations, and Policy. Also at UVa., she is Co-Director of the University's Institutes on Academic Diversity. She was named Outstanding Professor at Curry School of Education in 2004 and received an All University Teaching Award in 2008. Special interests throughout her career have included curriculum and instruction for struggling and advanced learners, effective instruction in heterogeneous settings, and encouraging creative and critical thinking in the classroom.
Carol is a reviewer for eight journals and is author of over 200 articles, book chapters, books, and other professional development materials. For ASCD, she has authored several books including How to Differentiate Instruction in Mixed-ability Classrooms and The Differentiated Classroom: Responding to the Needs of all Learners and professional inquiry kit on differentiation. Recently, she co-authored a book with Jay McTighe titled Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids and with Kay Brimijoin and Lane Narvaez co-authored The Differentiated School: Making Revolutionary Change for Teaching and Learning. For Corwin Press, she is co-author of The Parallel Curriculum Model: A Design to Develop High Potential and Challenge High Ability Learners. Carol's books on differentiation have been translated into 12 languages. She works throughout the U. S. and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.
Dr. Tammy Sumner
Tamara Sumner is Executive Director of Digital Learning Sciences, a joint research and development center between the University of Colorado and the University Corporation for Atmospheric Research. She is responsible for leadership of the center, strategy development, and the conduct of our research program. Our research examines how cognitive tools, computational algorithms, and interactive media can improve learning outcomes and learner engagement. Our research and development team combines expertise in computer science, cognitive science, science education, user-centered design and evaluation, digital content management, and machine learning/natural language processing.
Sumner is also an Associate Professor at the University of Colorado, with a joint appointment between the Institute of Cognitive Science and the Department of Computer Science. Her research and teaching interests include personalized learning, interactive learning environments, user-centered design, digital libraries, and intelligent information systems. Prior to joining the University of Colorado, she was a lecturer at the Knowledge Media Institute, at The Open University in the UK.