Natalie Milman, Ph.D. University of Virginia
Natalie B. Milman, Ph.D., is Coordinator of the Educational Technology Leadership Program and Associate Professor of Educational Technology in the Department of Educational Leadership at The George Washington Universityís Graduate School of Education and Human Development.
Dr. Milman earned her doctorate in Instructional Technology from the University of Virginia's Curry School of Education with a graduate specialization designed to prepare technology leaders. She has taught at the elementary school level as a second grade, a science specialist, mentor, and technology teacher in Los Angeles County, California.
Dr. Milman's current research interests include one-to-one laptop/tablet initiatives, student engagement and learning through distance education, strategies and models for the effective integration of technology into the curriculum at all academic levels, and the use of digital portfolios for professional development. She has published numerous articles and presented at many conferences. She has co-authored two books about digital portfolios and writes the Ends and Means column in Distance Learning, a publication of the United States Distance Learning Association. She is the co-editor of the Current Practices Section of the journal,
Contemporary Issues in Technology and Teacher Education, and is an officer in two Special Interest Groups of the American Educational Research Association: 1) Technology as an Agent of Change in Teaching and Learning and 2) Portfolios and Reflection in Teaching and Teacher Education. She is fluent in Spanish.
Corry, Ph.D. Indiana
Dr. Michael Corry is an Associate Professor of Educational Technology Leadership (ETL) and Director of the Center for the Advancement of Research in Distance Education (CARDE). He is also highly involved in the George Washington University Online High School (GWUOHS).
Prior to his current position, he served for over 12 years as the Director of the Educational Technology Leadership program at The George Washington University. Dr. Corry is intimately involved with course design and delivery as well as management of this pioneering program delivered via distance education at GWU. Dr. Corry's research interests include distance learning design, theory, practice and policy, faculty development using technology, E-learning, the integration of technology into K-12 and higher education settings, instructional design and human-computer interaction. He has been the principal investigator on two U.S. Department of Education grants involving "Preparing Tomorrow's Teachers to Use Technology." He has numerous publications and presentations involving his research interests including five books - "The E-Learning Companion: A Student's Guide to Online Success (1st, 2nd, 3rd and 4th Editions)" published by Cengage & Houghton Mifflin and "Distance Education: What Works Well" published by Haworth Press. He has also designed and delivered workshops involving technology and E-learning.
Dr. Corry holds a Ph.D. from Indiana University in Instructional Systems Technology. Before coming to GWU he taught at Indiana University and high school in Utah and was an Information Systems Consultant for Andersen Consulting/Accenture.
Stephen C. Ehrmann, Ph.D. Massachusetts Institute of Technology
Dr. Ehrmann is Vice Provost for Teaching and Learning at George Washington University, as well as Associate Professor of Educational Technology Leadership. His research interests include strategies for accelerating the spread of powerful teaching-learning practices and improving the outcomes of academic programs; program evaluation strategies; online learning; cost modeling, and scalable strategies for using technology to support learning.
As a grant-maker Dr. Ehrmann supported many pioneering projects including some of the first online degree programs, the first major multimedia databases for research and teaching, pioneering approaches to faculty development, and new approaches to program evaluation. He founded the Flashlight Program for Evaluating and Improving Educational Uses of Technology and directed it until 2010. As Vice President of the non-profit Teaching, Learning, and Technology Group, he consulted with hundreds of colleges and universities around the world.
He has co-authored several books (e.g., Learning to Design, Designing to Learn: Using Technology to Transform the Curriculum and Valuable, Viable Software: Case Studies and Analysis) and has written many influential articles, including "Implementing the Seven Principles: Technology as Lever," (with Arthur Chickering) and "Asking the Right Questions: What Research Tells us about Technology and Higher Learning." Recently he wrote, "Improving Higher Learning by Taking the Long View: Ten Recommendations about Time, Money, Learning, and Technology," which was published in Change Magazine and then reprinted in Planning for Higher Education..
Lya Visser, Ph.D. University of Twente, The Netherlands
Lya Visser, Ph.D. is an adjunct professor of educational technology at George Washington University and is director of Human Development at the Learning Development Institute (USA and France). Dr. Visser is Dutch and has worked in a variety of developing countries, mostly under challenging circumstances. She earned her doctorate in Educational Science and Technology from the University of Twente, The Netherlands. She did her doctoral research with the University of London, focusing on motivation and communication. Her dissertation in English was translated into Spanish and was published by the University of Guadalajara (Mexico). Before joining the ETL program, Lya was program professor at Nova Southeastern University. Her current interest is in the area of critical thinking, international education, motivation and communication. Dr. Visser has been a presenter at many international conferences and has published articles in open and peer reviewed journals. She is currently the international editor for the Quarterly Review of Distance Education (USA) and adviser for distance learning with the International Board of Standards for Training, Performance and Instruction (ibstpi).
Ryan Watkins, Ph.D. Florida State University
Ryan Watkins, Ph.D. is an associate professor at the George Washington University in Washington DC. His most recent publication is A Guide to Assessing Needs: Essential Tools for Collecting Information, Making Decisions, and Achieving Development Results (World Bank, 2011). Print and free online copies available through the World Bank. He is an author of the world's top-selling text on e-learning (with more than 100,000 copies in press and a 4th edition in the works), the E-learning Companion: A learnerís guide to online success (Houghton Mifflin, 2005, 2007, 2010), along with other books including the Handbook for Improving Performance in the Workplace - Volume 2 (Pfieffer/Wiley, 2010), Performance By Design: The systematic selection, design, and development of performance technologies (HRD Press, 2006), and 75 E-learning Activities: Making online courses interactive (Pfieffer, 2005). The Handbook for Improving Performance in the Workplace won a 2011 ISPI Award of Excellence in the field of performance improvement. In addition, he has co-authored three other books on organizational planning and more than 95 articles on instructional design, strategic planning, needs assessment, distance education, and performance technology. His articles are frequently cited in the performance improvement literature, making him the 4th most cited author of journal articles in the field.* Ryan is an active member of the International Society for Performance Improvement (ISPI) and was a vice president of the Inter-American Distance Education Consortium (CREAD). In 2005 Ryan was a visiting scientist with the National Science Foundation, and he routinely works on projects with the World Bank on applying needs assessment, instructional design, and performance improvement to international assistance programs (including recent work in China and Laos).