Speakers will provide a variety of perspectives from different academic and professional backgrounds. This page provides information about presenters. For details of presentations and other programming, please visit the Programme page.
Dr Amy Price Azano is an Associate Professor of Education and teaches doctoral and masters level courses at Virginia Tech. Her scholarship focuses on rural education and literacy research. She is the co-Principal Investigator of Promoting PLACE (Place, Literacy, Achievement, Community, and Engagement) in Rural Schools, a five-year, 1.9 million dollar U.S. Department of Education grant designed to support gifted education programs in high-poverty rural communities. Her previous academic appointment was at the University of Virginia’s National Research Center on the Gifted and Talented where she worked as a research scientist and project manager on two federally funded grants. Azano is the elected secretary/treasurer of the American Educational Research Association (AERA) Rural Education SIG, a member of the Rural Education International Research Alliance, co-director of the Rural School-Community Partnership Research Consortium, serves on the editorial board for the Journal of Research in Rural Education, and was the guest co-editor for a rural themed issue of the Journal of Advanced Academics. She regularly presents on rural education at AERA, the Literacy Research Association, most recently at the International Symposium for Innovation in Rural Education, and has been an invited speaker on rural education in England and Australia. Azano has several book chapters, a curriculum series with Prufrock Press, and over 20 peer-reviewed journal articles, including in top tier journals, such as Review of Research in Education, AERA Open, Journal of Research in Rural Education, and American Educational Research Journal.
Robert G. Doyle, who has been with Harvard University since 1984, is associate dean, Faculty of Arts and Sciences and former associate dean of Harvard College. He is also an academic adviser in Harvard College specializing in advising students from Eastern and Central Europe. He received Harvard’s Star Family Award for Excellence in Advising. Doyle earned his doctoral degree at Boston University, where he wrote a dissertation on the relationship between job satisfaction and self-concept.
During the past six years, Doyle has presented and served as a featured presenter or keynote speaker on the topics of Massive Open Online Courses (MOOCs), assistive technology, and higher education technology design for learning spaces at conferences in the United States, Austria, Germany, Hungary, Turkey, Singapore, France, Colombia, Estonia, and Cyprus. In July 2018, at the International Conference on New Horizons in Education in Paris, France, Doyle was a keynote speaker and presented, Anatomy of Flipped Classrooms.
Doyle serves on the board of several journals, including Educational Technology Research and Development; Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy; and the recently developed Journal of Formative Design in Learning.
Doyle is a lifetime member and sits on the Board of Directors of the Association of Educational Communications and Technology (AECT). In addition, he is the treasurer of the AECT Foundation. He has received numerous AECT awards, and the most recent include the 2015 Presidential Award, the 2014 Distinguished Service Award, and the 2012 AECT International Division Distinguished Service Award.
Dr Stephen Harmon serves as associate dean of research at Georgia Tech Professional Education (GTPE), director of educational innovation at the Center for 21st Century Universities (C21U), and as a professor at the Georgia Tech College of Design. At GTPE and C21U, he leads the invention, prototyping, and validation efforts associated with educational innovation and with managing facilities available to all Georgia Tech researchers and faculty members.
His previous position was professor and chair of the Learning Technologies Division in the College of Education and Human Development at Georgia State University.
After majoring in English literature at Furman University, Dr Harmon moved to Upper Egypt to teach fourth-grade English for two years. While traveling through the Middle East and Africa, he realized the tremendous need, and scarce resources, for education and training in developing countries. He returned to the US and earned a masters and doctorate in instructional technology, with a cognate in global policy studies, from the University of Georgia.
Dr Harmon’s research centers on educational uses of emerging technologies and has, for the last few years, focused on transforming higher education to better meet the needs of modern students and society. He is a past president of the Association of Educational Communications and Technology, an international professional association of thousands of educators and others whose activities are directed toward improving instruction through technology.
Dr Harmon also conducts research on educational technology in developing countries. He has worked in several Middle Eastern and African countries, including as a consultant for USAID’s Education for Development and Democracy Initiative, in Botswana.
Dr Harmon has over 120 professional publications and presentations, and was the 2011 recipient of Georgia State University’s Innovative Instruction Award. He was the spring 2016 commencement speaker at Georgia Southern University.
Rich Ingram has seen the study of human cognition progress from behaviorism to cognitive behaviorism to cognitive psychology to cognitive neuroscience to cognitive psychophysiology, and now to its emerging embodiment as educational psychophysiology. He was there to see the early conception of concepts evolve from computational models of learning to machine induction and modern machine learning, which heralded the arrival of Big Data and advanced learning analytics. Tying all of this together is a fascination with the thinking style of James Burke, for whom “Everything is connected to everything including you, too, of course”.
Dr Ingram trained and worked as a school psychologist before moving on to complete his doctoral work in Instructional Systems Technology at Indiana University (Bloomington). He worked as a corporate consultant for 13 years before joining James Madison University. Here he has designed and led major research and development efforts, including serving as the Director of the JMU/Microsoft Partners in Learning initiative for six years, promoting performance certification and twenty-first century (P21) skills. He has written analysis software for widely-used psychometric instruments and dabbled in artificial intelligence. His Selection Expert perceptron has achieved a 100% hit rate identifying “great” teachers relative to teachers who are merely “good”, and a 92% hit rate for identifying winning and losing NFL teams. (Ask about typicality.)
Mark is an associate professor in the Graduate School of Education at The University of Western Australia in Perth, where he is the Deputy Head of School (International), with responsibility for overseeing offshore programmes and international connections. In his courses, he specialises in digital technologies in education, with a particular focus on mobile learning. His teaching has been recognised through Faculty and University Excellence in Teaching Awards, as well as a 2010 national Australian Learning & Teaching Council (ALTC) Excellence in Teaching Award. His current research focuses on mobile technologies, digital literacies, augmented reality, and mobile learning trails and games. His books include: Brave New Classrooms: Democratic Education and the Internet, co-edited with Joe Lockard, and published by Peter Lang in 2007; From Blogs to Bombs: The Future of Digital Technologies in Education, published by UWA Publishing in 2009; Digital Literacies, co-authored with Gavin Dudeney and Nicky Hockly, and published by Pearson in 2013; and Mobile Learning: Languages, Literacies and Cultures, published by Palgrave Macmillan in 2014. He is currently working on a new book with a strong focus on mobile augmented reality, due for publication by Springer in 2019. To date, some of his work has been translated into Chinese and Portuguese. He is an Associate Editor of the International Journal of Virtual and Personal Learning Environments, and a member of the Editorial Boards of Interactive Technology and Smart Education; System; and Technology in Language Teaching & Learning. He is a member of the Advisory Council for the Laureate-Cambridge Online Language Learning Research Network (OLLReN), a member of the Advisory Panels for the Digital Education Show Asia and EduTECH Asia, a member of the Programme Committee for the International Mobile Learning Festival, a member of the International Review Panel for mLearn, and the Co-Convenor, with Hayo Reinders, of the AILA research network Mobile Gaming in Language Learning & Teaching. He currently teaches in Perth and Singapore and has given presentations and run seminars on e-learning and m-learning in Australia and New Zealand, Asia and the Middle East, the UK and Europe, and North and South America. Further details can be on his website at: markpegrum.com.