Prospective Speakers

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Hap Aziz

For the past three decades, Dr. Hap Aziz has been transforming learning through play as an interactive software developer, education entrepreneur, and learning technology visionary. Dr. Aziz has worked extensively to invent new ways of providing compelling learning experiences that consider pedagogy through the lens of narrative, interactivity, and engagement.

In the private sector, Dr. Aziz has partnered with organizations such as Disney, Sony, the Orlando Magic, and a variety of other companies worldwide to provide interactive software solutions for business and entertainment industry needs. In the mid-1980s, he worked with Motorola in the development of the first test cellular phone system in Washington, DC, and a decade later he launched the first commercial Internet Service Provider in Central Florida. Working in higher education, Dr. Aziz developed and launched over 700 individual online courses and nearly a hundred online degree programs in subject areas ranging from History to Linear Algebra; from 3D Animation to Cybersecurity. He has assisted multiple colleges and universities in establishing strategic online operations for global markets as well as redesign and redeploy their digital identities to enable the integration of institutional websites, portals, and learning management systems.

As a founding member of the original International Game Developers Association, Dr. Aziz started the IGDA’s education SIG to assist institutions in the implementation of computer gaming degree programs and in the integration of gamification techniques in curriculum and instruction. In 1997, he launched the first game design degree program at Full Sail University, and he has designed, advised, and managed digital design, computer game, and technology programs at several higher education institutions.

Dr. Aziz speaks regularly at corporate meetings, public events, and conferences, and he frequently appears on television to discuss learning and technology and entertainment topics of the day. He has broad knowledge of both personal and enterprise learning and entertainment technologies, and he enjoys demonstrating the connection between technology and culture throughout history.

Currently Dr. Aziz works with the IMS Global Learning Consortium as an evangelist for the Learning Tools Interoperability™ standards, and he provides strategic consulting services to higher education institutions and private organizations that are committed to using technology in support of improving the learning experience. Dr. Aziz holds a Bachelor’s degree in Computer Science from Rollins College, a Master’s in Instructional Technology and Distance Education from Nova Southeastern University, and his doctorate in Education from the University of Florida is focused on Curriculum and Instruction.

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Paul Berman

Paul Schiff Berman, Walter S. Cox Professor of Law at The George Washington University, is one of the nation’s thought leaders concerning online education, having served for the past three years as the University’s Vice Provost for Online Education and Academic Innovation. In this capacity, Professor Berman oversaw all online operations for the University’s 105 online degree and certificate programs, generating nearly $70 million in gross revenue annually. He also chaired the University’s Strategic Planning Committee for Online Education and managed the creation of the University’s eDesign Shop, a production facility and team of instructional designers, videographers, computer animation specialists, and supporting positions.

Over the past three years, Berman:

  •   built the eDesign Shop’s capacity to create state-of-the-art online courses;
  •   worked with units throughout the University to conceptualize new online programs, both in-house and with outside partners;
  •   managed all issues related to budgeting, vendor contracting, disability accessibility, learning management systems, video hosting, state authorization, academic integrity, and other university-level support for online programs;
  •   launched the University’s first set of Massive Open Online Courses;
  •   built some of the first large-scale university-level courses in the world using the OpenedX platform;
  •   created the University’s first comprehensive website for all online programs university-wide;
  •   organized and chaired the first two annual national meetings of Vice Provosts for Online Education;
  •   oversaw the George Washington University Academic Technologies Department and managed the university-wide analog-to-digital conversion of all campus classrooms;
  •   oversaw Operation GW VALOR, the University’s comprehensive set of services and opportunities for veteran students and active duty military students, a program that resulted in a near doubling of GW’s military student population over two years;
  •   co-chaired the University’s Innovation Task Force; and served on university-wide committees focused on Executive Education and on Graduate Enrollment Management.

Prior to becoming Vice Provost, Professor Berman was Dean of the George Washington University Law School and the Sandra Day O’Connor College of Law at Arizona State University. Professor Berman has previously taught at the University of Connecticut School and was a Visiting Professor and Visiting Research Scholar at Princeton University in the Program in Law and Public Affairs. He serves on the Organizing Committee of the Association for the Study of Law, Culture, and the Humanities and is Co-Chair of the International Law and Technology Interest Group of the American Society of International Law.

Berman graduated summa cum laude from Princeton University in 1988 and earned his law degree from New York University in 1995. During law school, he served as Managing Editor of the NYU Law Review and received the University Graduation Prize for the graduating law student with the highest cumulative grade point average. He later clerked for Chief Judge Harry T. Edwards of the United States Court of Appeals for the District of Columbia Circuit and for Justice Ruth Bader Ginsburg of the Supreme Court of the United States.

Professor Berman is the author of numerous books and scholarly journal articles.  He was one of the first scholars in the country to focus on legal issues regarding online activity.

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Kristen Betts

Dr. Kristen Betts is a Clinical Professor in the EdD Program in Educational Leadership & Management in the School of Education at Drexel University. She has 20 years of experience in higher education within private, public, and for-profit institutions. Dr. Betts has served in key leadership positions including Senior Director for eLearning (90 online and blended programs), Director of Online & Blended Learning, Chief Academic Officer, Program Director (EdD, MS degrees), and a Trustee at a Research I institution. Dr. Betts’ expertise is in higher education, online and blended learning, curriculum and instructional design, strategic planning, and evaluation. Dr. Betts publishes and presents nationally and internationally on critical issues in higher education, online and blended learning, neuropedagogy, neuro-instructional design, accreditation, accessibility, student/faculty recruitment and retention, eStudent Affairs, eAdvising, Online Human Touch, alternative instructional equivalency, and faculty development. Dr. Betts serves as a conference reviewer for several national and international associations and councils. She is a Quality Matters certified peer reviewer and a Blackboard Exemplary course reviewer. She has also been a reviewer for eleven journals and publishers. Dr. Betts has received distinguished national awards for her work in higher education and online learning including the CITE 2015 Award by Pearson for Excellence in Online Administration. Dr. Betts has also been a keynote speaker at conferences and government-supported events in Sweden, South Korea, Canada, and across the United States. Dr. Betts’ work with the Online Learning Consortium includes collaboration with Dr. Kaye Shelton on the development of Ancillary Scorecards to complement the Quality Scorecard for Administration for Online Programs. She has also collaborated with the OLC on the development of the OLC National Webinar Series and the development of the OLC Graduate Research Virtual Conference which will launch in 2016. Additionally, Dr. Betts has been an online instructor with the OLC Online Teaching Certificate and the Advanced Online Teaching Certificate.

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Lisa Braverman

Dr. Lisa R. Braverman is a leader and innovator in the field of higher education with a twenty-five year career working for both public and private colleges and universities across the country.  She has served at senior levels in academia as chief academic officer, associate provost and dean, providing pioneering leadership and successful growth strategies in distance, continuing, adult and international education, as well as strategic community/corporate partnerships.

Dr. Braverman has held top leadership posts in the professional higher education associations, including on the Board of Directors of both the University Professional Continuing Education Association and the Association for Continuing Higher Education.  She also served as Chair of the UPCEA’s Leadership Commission and Past Chair of its Leadership and Strategy Network. Dr. Braverman is certified by the Institute for Engaged Leadership in Online Learning of the Online Learning Consortium, where she serves as Lead Institute Moderator, and holds a certificate in distance education from the WICHE Cooperative for Educational Technologies.  

Dr. Braverman developed international education partnerships in both Latin America and Asia, including a joint program with the government of Singapore. She also spearheaded the State University of NY’s first Center for Innovation Management, a dynamic leadership institute that assisted companies and CEOs with innovation, competitive advantage and change management strategies.

Dr. Braverman is a consultant and published author, with a forthcoming chapter on online education, online articles and interviews, two journal articles in the Journal of Continuing Higher Education as well as a chapter on the future of continuing higher education in a recent publication by Jossey Bass.  She holds a Ph.D. from New York University and is regularly invited to speak at conferences and professional association meetings on the topics of transformative leadership, innovation, online learning and entrepreneurship in higher education.  

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Jill Buban

Dr. Jill Buban is the Senior Director of Research & Innovation at the Online Learning Consortium (OLC). Prior to joining OLC, Dr. Buban was the Assistant Provost for Research & Innovation at Post University.  In this role, Buban instituted university-wide initiatives with a forward thinking, student-centered focus.  These initiatives included, but were not limited to, the university’s transition to digital course materials, the creation of an online academy for high school students, competency-based learning initiatives, professional developing credentialing, articulation agreements, enrollment management, oversight of all academic publications, as well as a variety of teaching and learning initiatives.

Prior to joining Post University, Buban worked in Academic Affairs at SUNY Empire State College.   She collaborated on a variety of online learning initiatives including the implementation of ePortfolios, open learning access and opportunities, and prior learning assessment.

Dr. Buban continues to study and present on topics surrounding effective technology use for adult learners in online environments, as well as digital course resources and online early college experiences for high school students. She continues to teach in the areas of leadership, adult and online learning. In addition to her professional and scholarly commitments, Dr. Buban serves on a variety of philanthropic committees.

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David is the Director of the University of Alaska Anchorage (UAA) Academic Innovations & eLearning (AI&e). Reporting to a Senior Vice Provost, he leads UAA’s efforts to innovate teaching through the use of instructional technology. In this role, he oversees the instructional design, eLearning, professional development. online student and ePortfolio Services. David has expanded online student service offerings, established new and innovative professional development pathways, established an ePortfolio initiative, and redesigned the unit’s instructional design and development processes.

In 2015, David led UAA’s efforts to write and secure a U.S. Department of Education Title III, Strengthening Institutions grant.  The 5-year $2.25mil grant focuses on activities designed to develop an infrastructure to develop, pilot and evaluate distance education services that reflect UAA’s strategic priorities, addresses chronic problems (low graduation rates, retention of minority students, declining enrollment and credit hours), meet the NWCCU accreditation standards, and strengthen UAA’s financial stability.

Formally, David spent 14 years working for The Nature Conservancy, one of the world’s leading environment non-profits. While there, David worked his way through the IT Services team, as a regional information systems manager, technical writer, and training developer. In his last role, he was a Learning Manager responsible for building, managing and growing TNC’s external learning portal (ConservationTraining.org). One of his proudest accomplishments was building a global learning community of 10,000 members working in 200+ countries.

David completed his Ph.D. in Instructional Design and Technology from Virginia Tech in 2013, with a research focus on how online technologies enhance K-12 education. Specifically, he is interested in how online virtual worlds are used and leveraged to deliver collaborative learning environments. His education also includes a Bachelor of Science from Maryville College in Maryville, Tennessee, and a Master in Park, Recreation, and Tourism Management from North Carolina State University in Raleigh, North Carolina. He is also a member of the 2014 OLC IELOL (Institute for Emerging Leadership in Online Learning) cohort.

David currently serves as Co-Executive Editor of The AAEEBL ePortfolio Review and the Public Four-Year Institution Representative to the WCET Steering Committee. He has multiple publications on the use of technology in education and has presented at regional, international, and online conferences on topics including instructional design, wearable technologies, online/distance education administration, virtual/augmented reality, and leadership and management.

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Joe DiPietro

Joseph C. DiPietro, Ph.D., PMP, is a senior instructional systems specialist with the United States Department of Defense. He is a former public school teacher and university professor with a passion for all things educational technology-related. His areas of interest focus most keenly on the fields of professional development, project management, and instructional design. He has over 14 years of experience in managing and overseeing the planning, delivery, support, and review of online, blended, and face-to-face offerings in federal, private sector, postsecondary, and public education environments. Joe is a proud graduate of the OLC Advanced Teaching Certificate program and earned OLC Online Teaching Certification with a specialization in Administrative Practices of Distance Education Programs prior to OLC’s restructuring which now features eight Mastery Series topics.

Joe is an expert in assessing and promoting the quality of online and blended/hybrid offerings, in maximizing comprehensibility of technology-mediated course structure, and in ensuring alignment between learning objectives and various federal/national accreditation standards. He has vast experience using research- and learner-based needs analyses to engage with and lead collocated and/or virtual design teams to meet deadline-driven specific learning outcomes. Joe also demonstrates a deep knowledge of industry-current CMS/LMS options and related applications, relevant learning theories, and contemporary educational trends. His varied experiences in the roles of project manager, instructional designer, reviewer, subject matter expert (SME), and instructor across multiple projects, learning platforms, and teaching modalities have helped him become well-versed in using alternative methods of distance education delivery such as social networking platforms, multi-user virtual environments, and simulation-based scenarios to reach and exceed instructional goals.

Dr. DiPietro’s firsthand and rich experiences with applying multiple instructional design and research methodologies include those of Morrison, Ross, Kalman, and Kemp; Dick and Carey; Instructional Systems Design models such as ADDIE; SAM; iterative design; the Delphi method; and various educational design research paradigms including the ILD Framework. He has conducted, presented, and published original research related to issues of professional development, innovative technology-enhanced education, and instructional design for well-over the past decade. Joe is proud of his proven ability to plan and implement successful onboarding and professional development opportunities for diverse roles spanning the entire spectrum of the DAWIA workforce; Tier 1, regional, and college faculty; classroom teachers; school superintendents and administrators; and SMEs from nearly every academic discipline and professional occupation.

Kathleen S. Ives

Kathleen S. Ives, D.M. has worked in online technology for over 20 years and is currently the Online Learning Consortium’s Chief Executive Officer and Executive Director where she oversees the organization’s strategic direction. Dr. Ives assumes this leadership role after serving as interim CEO and Executive Director since October 2013. Additionally, she serves as faculty for the Institute for Emerging Leadership in Online Learning (sponsored by Penn State and OLC) and on the Leadership Advisory Board for the Center for Learning Innovations & Customized Knowledge Solutions (CLICKS).

Formerly, Dr. Ives oversaw all forms of alternative instruction at Quinsigamond Community College in Worcester, MA (distance learning, accelerated programming). She serves as adjunct faculty in both the undergraduate and graduate programs at Wentworth Institute of Technology in Boston.

Dr. Ives began her career at CBS and helped to develop the service that evolved into Prodigy. She then spent fourteen years designing and implementing consumer online information services, first at AT&T and then at Verizon where she spearheaded the development of the nation’s first online Yellow Pages product, now called superpages.com. Dr. Ives has degrees in communication, communication management, and organizational leadership from the University of California at Davis, the University of Southern California, Annenberg School of Communication, and the University of Phoenix-Online, respectively.

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Elliott King

Dr. Elliot King is professor and chair of the Department of Communication at Loyola University Maryland, where he is the founder and supervisor of an online M.A. program in Emerging Media.  He is the author of Best Practices in Online Program Development (Routledge, 2014) and Best Practices in Strategic Planning for Online Education (Routledge, forthcoming).  He has been involved with online education since the early 2000s, when he was a faculty member for a pan-Asian M.A. in Journalism at the Ateneo de Manila University in The Philippines, while based in the United States.   

In addition to his research into online education, he has written hundreds of articles about the impact of new and emerging technologies and is the author of Free for All: The Internet’s Transformation of Journalism (Northwestern University Press 2010) and The Online Journalist (Harcourt Brace, 1995) among other books and research monographs. He is also the co-editor of Key Readings in Journalism (Routledge, 2012), an anthology of key texts for journalism students and people interested in journalism.  A recipient of an Digital Humanities grant from the National Endowment of the Humanities, he is the founder of the Media History Exchange, a social network and archive for media historians and executive chair of the Joint Journalism and Communication History Conference, an annual interdisciplinary conference for people studying media and communication history.

Among his current interests, along with developing best practices for strategic planning for online education, Dr. King is experimenting with ways to incorporate new findings in learning science from both the cognitive psychology and neuroscience communities into online education.  In his view, freed from the arbitrary time and space constraints of customary face-to-face education, working online, educators can design experiences that more closely align with the way people actually learn.  Over the long run, online educational experiences can potentially lead to better learning outcomes than traditional educational structures.   Dr. King’s argues that online education represents the fifth great transformational wave in higher education and offers significant opportunities for creativity and growth for students, faculties, institutions of higher education and society at large.

Follow him on Twitter @elliotkingphd where he also uses #loveteachingonline.  He blogs at university5dot0.com.

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Kathryn Linder

Dr. Kathryn (Katie) Linder is currently the director of the Ecampus Research Unit at Oregon State University and the host of the “Research in Action” podcast. She also serves an associate editor for the International Journal for Academic Development. Formerly, she was the director of the Center for Teaching & Scholarly Excellence (CTSE) at Suffolk University in Boston.

Katie is an avid writer and researcher with a passion for connecting audiences with the latest research on distance education and student learning. For the past several years, her work has focused on blended course design best practices, institutional supports for accessible online learning, and research literacy for scholarship of teaching and learning practitioners and distance education stakeholders. She speaks on topics such as blended course design, effective collaboration practices for students and academics, designing publishable projects on pedagogical innovations with technology, and helping students learn in an age of digital distraction.

Her latest works include The Blended Course Design Workbook: A Practical Guide (forthcoming from Stylus, 2016) and the edited New Directions volume on Hybrid Teaching and Learning (forthcoming from Wiley, 2016). Some of her recent articles can be found in Innovative Higher Education, the Journal of the Scholarship of Teaching and Learning, and Open Learning: The Journal of Open, Distance, and e-Learning. Currently, Katie is editing two volumes on distance education best practices, Innovating Online: Practical Tips and Advice from e-Learning Leaders and High-Impact Practices in Distance Education: Research and Best Practices (both currently under review with Stylus).

Katie earned her BA in English Literature from Whitworth University in Spokane, WA, and her MA and PhD in Women’s, Gender, and Sexuality Studies from The Ohio State University.

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Jennifer Mathes

Jennifer Mathes, Ph.D. is the Director of Strategic Partnerships at the Online Learning Consortium.  In this role, she provides leadership in researching, scoping, managing, and evaluating key projects, programs, and customized solutions that are aligned with OLC’s Advisory Services domestically and internationally. Dr. Mathes has nearly 20 years of experience in both public and private higher education where she has supported online and blended learning initiatives since she taught her first online course in 1997. She has been instrumental in working with start-up initiatives as well as leading growth in institutions with an existing online and blended programs. She holds a Doctor of Philosophy degree in Education from the University of Illinois at Urbana-Champaign where she wrote her dissertation on “Predictors for Student Success in Online Education.” She also has earned a Master of Science degree in Business Education and a Bachelor of Science degree in Mass Communications from Illinois State University.

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Karen Pedersen

Dr. Karen Pedersen is currently the Chief Knowledge Officer for the Online Learning Consortium (OLC) where she serves as a thought leader and presenter on the topics of quality, learner success, military education programs, institutional transformation, and excellence.  Prior to joining OLC, Pedersen served as a senior leader in various administrative positions for both public and private higher education institutions.  She led award-winning academic operations, marketing units, technology teams, and student support services divisions.  During her career, she has envisioned and built a successful online operation from the ground up and launched over 25 innovative online degree programs.  Other experiences include leading a system-wide enrollment management transformation, serving on the launch team for a competency-based education initiative, and building academic partnerships domestically and internationally including in Brazil, Hong Kong, Indonesia, Malaysia, and Singapore.  Even before coming to OLC, her interest in academic quality led her to deploy the OLC Quality Scorecard for the Administration of Online Programs at two institutions where she also served as a “Lean champion” to realize business process improvements across key operational areas such as recruitment, advising, and retention.  Prior to starting her administrative career, Pedersen served as a full-time faculty member and currently serves as a faculty member for the OLC/Penn State Institute for Emerging Leadership in Online Learning (IELOL).  She holds bachelor of science and master of science degrees from the University of Nebraska-Lincoln and a doctor of philosophy degree from Oklahoma State University.

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Jennifer Rafferty

Jennifer Rafferty, MA, MEd, is currently Director of the Institute at The Online Learning Consortium (OLC).  She provides leadership in researching, scoping, managing, and evaluating a full range of professional development solutions for multiple audiences within the OLC Institute.   Jennifer also plays an important role in the oversight and delivery of the Certificate Program for Spanish speaking audiences at OLC.  She has facilitated workshops in Spanish for Certificate mentors as well for the Quality Scorecard.  

Previously Jennifer was Associate Director of Instructional Design at Quinnipiac University Online where she provided faculty development for fully online degree programs at the undergraduate, graduate, and doctoral levels in the Schools of Nursing and Health Sciences.  During her time at Quinnipiac University, Jennifer was responsible for spearheading the development of the first online medical Spanish course at the University. She continues to teach this specialized curriculum for the School of Nursing and she has presented both nationally and internationally on the topic of online foreign language instruction.   While at Quinnipiac University, Jennifer was also the recipient of a Sloan Consortium Effective Practices Award for her collaboration on “Facilitating Student Achievement in Online Courses with Self-Regulated Learning Segments.”  She has co-authored a publication on the topic of self-regulated learning in the Journal of Online Learning and Teaching.

Prior to working in higher education, Jennifer was Project Manager for the Massachusetts Adult Basic Education Distance Learning Project.  In this role, she collaborated with the Massachusetts Department of Education and Project IDEAL to research and identify best practices for distance learning programs serving adult GED and ESL students.

Jennifer’s education includes a Masters of Education in Instructional Design from UMASS Boston, a Masters of Arts in Spanish from the University of Wisconsin-Madison, and an undergraduate degree in Romance Languages from Mount Holyoke College.   

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Darcy Richardson

Darcy Richardson is a passionate online education executive with a commitment to quality, excellence, integrity, innovation, and a world-class student experience.  Over the past ten years, she has successfully led a number of institutions of higher education, both nationally and regionally accredited.  Darcy also assists educational entities with process improvements, by establishing performance metrics, mitigating expenses, and creating efficiencies within the realm of online education.

An analytical problem solver and creative thinker, Darcy has a unique ability to identify and communicate vision, and inspire others to achieve the highest positive outcomes.  With her charismatic leadership style, and utilization of data analytics and emotional intelligence, Darcy has a proven track record of producing results.

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Kaye Shelton

Kaye Shelton, Ph.D. is an Associate Professor of Educational Leadership in the Center for Doctoral Studies in the College of Education at Lamar University. Previously as the Dean of Online Education for Dallas Baptist University, she led the development and ongoing operations of their online education programs with over 55 majors and degrees offered fully online. She is certified as an online instructor, teaching online since 1999, and also an online education consultant.

Dr. Shelton’s education includes an M.S. in Education emphasizing Online Teaching and Learning from California State University-East Bay and a PhD in Educational Leadership (Higher Education) from the University of Nebraska. Winner of the both the Blackboard and eLearning exemplary online course awards, she has published over 40 articles and book chapters in the field of online education, including a book entitled An Administrator’s Guide to Online Education. Dr. Shelton was also awarded a Sloan-C Effective Practice award for her research on the Quality Scorecard for the Administration of Online Education Programs, the John R. Bourne award for Outstanding Achievement in Online Education and the NCPEA Morphet Dissertation award, 

As a researcher, Dr. Shelton has been involved online education research since 1997 and has spoken at numerous conferences and workshops and advised peer institutions regarding the creation of an online education program and the best practices for teaching online and faculty support. 

Recently, Dr. Shelton has been involved in the international use of the Quality Scorecard for the Administration of Online Programs as it has been adopted by institutions in Latin America. She is also an Online Learning Consortium Quality Scorecard program evaluator and teaches workshops regarding its implementation.    

Thomas Tobin

Thomas J. Tobin is the Coordinator of Learning Technologies in the Center for Teaching and Learning (CTL) at Northeastern Illinois University in Chicago. In the field of online-course and -program quality, he is best known for his work on administrative-evaluation techniques; his article on “Best Practices for Administrative Evaluation of Online Faculty” (2004) is considered a seminal work in the field, and has been cited in more than 150 publications. His latest work is Evaluating Online Teaching: Implementing Best Practices (Wiley, 2015) with B. Jean Mandernach and Ann H. Taylor. He is currently writing Reach Everyone, Teach Everyone: A Practitioner’s Guide to Universal Design for Learning in Higher Education, expected from West Virginia University Press in 2017.

Since the advent of online courses in higher education in the late 1990s, Tom’s work has focused on using technology to extend the reach of higher education beyond its traditional audience. He advocates for the educational rights of people with disabilities and people from disadvantaged backgrounds.

Tom serves on the editorial boards of InSight: A Journal of Scholarly Teaching, the Online Journal of Distance Learning Administration and the Journal of Interactive Online Learning, and he is an internationally-recognized speaker and author on topics related to quality in distance education, especially copyright, evaluation of teaching practice, academic integrity, and accessibility/universal design for learning.

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Brian Udermann

Brian has over 20 years of teaching experience in higher education, has been teaching online since 2005 and has served as the Director of Online Education at the University of Wisconsin-La Crosse since 2007. He earned his Bachelor’s degree in Sports Medicine from St. Cloud State University, and earned both his Masters and Doctoral degrees in Applied Exercise Physiology from Syracuse University. Brian has published over 60 peer-reviewed scientific manuscripts, five-book chapters and two books. He also has over 100 national and international presentations delivered at conferences for groups such as the Online Learning Consortium, the International Higher Education Teaching and Learning Association, the United States Distance Teaching and Learning Association, the North American Association of Summer Sessions, the Western Interstate Commission for Higher Education, and the National University Technology Network.

LeeAnn Walker

Lee Ann Walker, DBA is the Academic program Manager of the Marketing and Multidisciplinary concentrations at the Malcolm Baldrige School of Business at Post University. Previously serving as an Associate Faculty member for Post University, Upper Iowa University, Sothern New Hampshire University, and New England College of Business and Finance. In 2014, she was honored with the “Outstanding Faculty Award for Online Instruction” from New England College of Business and Finance. She has been teaching online since 2010 and has also served in other roles including new hire online faculty trainer and a marketing instructor team lead. Prior to her transition into higher education and online teaching, Dr. Walker has 15 years of targeted, professional experience in marketing (print, web, and media), advertising, graphic design, corporate branding, social media branding, and customer service in both for-profit and nonprofit organizations.  She has provided marketing and design support for national and international organizations in fields of business such as civil engineering, architectural design, transportation, professional sports, healthcare, and product manufacturing.

Dr. Walker’s education includes a Bachelor of Fine Arts from the University of North Florida in Jacksonville, Florida, a Master of Business Administration from American InterContinental University in Atlanta, Georgia and a Doctorate of Business Administration from Walden University.

Dr. Walker has spoken at numerous conferences in higher education about social change and research best practices. Also, she has written several articles on the importance of higher education, value of internet marketing, and call to action social media marketing. Her published doctoral research focused on operational barriers experienced by social service centers serving sex trafficking victims. Her primary research interests include Digital Marketing, Social Media Marketing, Consumer Behavior and Decision Making, Brand Management, Marketing Communications, Principles of Marketing, Organizational Development, Qualitative Research, Organizational Culture, Training and Development, Business Analysis and Research.

Contact Us

Jennifer Mathes, Ph.D.
Director of Strategic Partnerships
Jennifer.Mathes@onlinelearning-c.org
(781) 583-7571

 

Prospective Speakers

Interested in joining the OLC Speakers Bureau?
We are looking for experts in online, blended, e-Learning and other digital learning topics to join our list of distinguished speakers.

If we determine that you are a fit for the OLC Speakers Bureau, we will be in contact with you.

Please provide the following information:

  • Biography (300 to 500 words max) and CV
  • Speech topics
  • How many speeches you have given in the past year
  • Link (URL) to speech you have given before a live audience (within the past year)

Please do not provide a photograph at this time.  If we contact you about joining the OLC Speakers Bureau, we will request a photograph at that time to include you on our website.

All information should be forwarded to:

Jennifer.Mathes@onlinelearning-c.org