Dr Maggie Broderick is Associate Professor, Teacher Education and Director of Advanced Research Center with the National University in the United States. She is also a very experienced online educator. Her research focus is on meeting the educational needs of twenty-first century learners.
Broderick, M. (2024). Building scholarly bridges: Guidance for academics pursuing publications and presentations. In C. Barker-Stucky & K. Elufiede (Eds.), Best Practices to Prepare Writers for Their Professional Paths. IGI Global.
Broderick, M., & Lyn, A. E. (2022). Integrating social emotional learning into the formative development of educator dispositions. In. S. Clemm von Hohenberg (Ed.), Dispositional Development and Assessment in Teacher Preparation Programs. IGI Global.
Broderick, M. (2021). Navigating the school as a smaller fish: Research-based guidance for teachers of less commonly taught content areas. In K. Pierce-Friedman & L. Wellner (Eds.), Supporting Early Career Teachers with Research-Based Practices. IGI Global.
Lyn, A. E., & Broderick, M. (Eds.) (2023). Motivation and Momentum in Adult Online Education. IGI Global.
Lyn, A. E., Broderick, M., & Spranger, E. (2023). Student well-being and empowerment: SEL in online graduate education. In R. Rahimi and D. Liston (Eds.), Exploring Social Emotional Learning in Diverse Academic Settings, IGI Global.
Andreia Inamorato is a senior expert in distance education with over 25 years of international experience, having worked and conducted research in Brazil, England, and Spain. Her scholarship focuses on online learning, open education, and the development of digital competence. She has led major initiatives in digital education across Europe and Latin America, contributing to both policy and practice. She has been awarded the prestigious Ramón y Cajal Fellowship in Spain in recognition of her scientific achievements and research leadership. She is currently Director of Lifelong Learning and Executive Education at Universidad Loyola in Spain and a board member of the International Council for Open and Distance Education (ICDE).
Inamorato dos Santos, A., Chinckes, E., Carvalho, M. A. G., Solorzano, M. V. C., & Marroni, S. L. (2023). The digital competence of academics in higher education: Is the glass half empty or half full? International Journal of Educational Technology in Higher Education, 20(9). https://publications.jrc.ec.europa.eu/repository/handle/JRC130133
Mora-Cantallops, M., Inamorato dos Santos, A., Villalonga-Gómez, C., Lacalle Remigio, J. R., Camarillo Casado, J., Sota Eguzábal, J. M., Velasco, J. R., & Ruiz Martínez, P. M. (2022). The digital competence of academics in Spain: A study based on the European frameworks DigCompEdu and OpenEdu (EUR 31127 EN). Publications Office of the European Union. https://doi.org/10.2760/541915
Inamorato dos Santos, A. (2017). Going open: Policy recommendations on open education in Europe (OpenEdu Policies) (Y. Punie & K. D. A. Scheller, Eds.; EUR 28777 EN). Publications Office of the European Union. https://doi.org/10.2760/111707
Inamorato dos Santos, A., Nascimbeni, F., Bacsich, P., Atenas, J., Aceto, S., Burgos, D., & Punie, Y. (2017). Policy approaches to open education: Case studies from 28 member states (OpenEdu Policies) (EUR 28776 EN). Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC107713
Inamorato dos Santos, A. (2011). Open educational resources in Brazil: State-of-the-art, challenges and prospects for development and innovation. UNESCO Institute for Information Technologies in Education. https://iite.unesco.org/publications/3214695/
Dr Catherine Cronin is an independent scholar and critical advocate of open education, based in Ireland. Her work focuses on critical and social justice approaches in digital, open and higher education, including most recently co-editing Higher education for good: Teaching and learning futures with Professor Laura Czerniewicz.
George Ubachs is Managing Director of EADTU, the European Association of Distance Teaching Universities, responsible for significant scholarship and insight related to innovation in online and distance teaching. The EADTU’s wide volume of contemporary reports and practice insights are freely available to the global community. George is also the ICDE Focal Point on Quality for Europe, and coordinator of the European MOOC Consortium (EMC), which has developed a standard for micro-credentials through the Common Microcredential Framework.
Ubachs, G., Henderikx, P. (2023). Quality Assurance Systems for Digital Higher Education in Europe. In: Zawacki-Richter, O., Jung, I. (eds) Handbook of Open, Distance and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-2080-6_41
European Association of Distance Teaching Universities. (2024). Supporting Retention and Student Services in Online and Distance Education. Zenodo. https://doi.org/10.5281/zenodo.11120440
Professor João Mattar is a specialist in distance education with the Pontifical Catholic University of Sao Paulo in Brazil. João has over 75 publications across a broad range of subject areas in education, including games in education and connectivism. He is a Member of the International Council of Advisors of the UNESCO Chair in Distance Education (CUED) at the National University of Distance Education (UNED) in Spain, and an International Specialist at the Higher Education Assessment and Accreditation Agency (A3ES) of Portugal. He is also currently the President of ABED, the Distance Education Association of Brazil.
Mattar, J., Santos, C. C., & Cuque, L. M. (2022). Analysis and comparison of international digital competence frameworks for education. Education Sciences, 12(12), 932. https://www.mdpi.com/2227-7102/12/12/932
Ramos, D. K., Anastácio, B. S., Da Silva, G. A., Rosso, L. U., & Mattar, J. (2023). Burnout syndrome in different teaching levels during the covid-19 pandemic in Brazil. BMC Public Health, 23(1), 235. https://link.springer.com/article/10.1186/s12889-023-15134-8
Baxto da Silva, W., Amaro, R., & Mattar, J. (2019). Distance education and the Open University of Brazil: History, structure, and challenges. International Review of Research in Open and Distributed Learning, 20(4), 99-115. https://www.irrodl.org/index.php/irrodl/article/view/4132
Mattar, J., Ramos, D. K., & Lucas, M. R. (2022). DigComp-based digital competence assessment tools: literature review and instrument analysis. Education and Information Technologies, 27(8), 10843-10867. https://link.springer.com/article/10.1007/s10639-022-11034-3
Dr Mark Nichols is Executive Director of Learning Design & Development at Open Polytechnic in New Zealand. He is current President of ICDE, and a Commonwealth of Learning Chair. Mark also pioneered this podcast, with the highly able assistance of Nev Ellington, who he met at the Open University. Mark’s most recent scholarship is in the areas of terminology and delivery modes. He will co-host the ICDE World Conference next year in New Zealand.
Nichols, M. (2023). Commentary: What, exactly, is ’online’ education? Journal of Learning for Development, 10(2), 142–148. https://doi.org/10.56059/jl4d.v10i2.1054
Nichols, M. (2022). Transforming Conventional Education through ODDE. In: Handbook of Open, Distance and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-0351-9_35-1
Professor Charlotte Gunawardena is Distinguished Professor of Distance Education and Instructional Technology with the University of New Mexico. Lani has published and presented on distance education for over 25 years and has over 100 publications to her credit. She is currently researching the sociocultural context of digital learning environments and social presence theory, examining the social construction of knowledge in online learning communities.
Gunawardena, C., Chen, Y., Flor, N., & Sánchez, D. (2023). Deep learning models for analyzing social construction of knowledge online. Online Learning, 27(4), 69-92. DOI: https://doi.org/10.24059/olj.v27i4.4055
Gunawardena, C., Jayatilleke, G., Kulasekara, G. & Kumarasinha, M. (2020). Distributed Co-Mentoring as a Means to Develop Culturally Inclusive Online Learning Communities. In M. Brown, M. Nic Giolla Mhichil, E. Beirne, & E. Costello (eds.), Proceedings of the 2019 ICDE World Conference on Online Learning, Volume 1, (pp. 389-400). Dublin, Ireland: Dublin City University, http://dx.doi.org/10.5281/zenodo.3804014 (Won the Best Full Paper Award at the conference)
Gunawardena, C. N. (2020). Culturally Inclusive Online Learning for Capacity Development Projects in International Contexts. Journal of Learning for Development , 7(1), 5-30. (Invited Article) Retrieved from https://jl4d.org/index.php/ejl4d/article/view/403
Gunawardena, C. N., Frechette, C., & Layne, L. (2019). Culturally Inclusive Instructional Design: A Framework and Guide for Building Online Wisdom Communities. New York: Routledge. https://www.wiscom.online/
Gunawardena, C. N., Flor, N. V., Gomez, D., & Sanchez, D. (2016). Analyzing social construction of knowledge Online by Employing Interaction Analysis, Learning Analytics, and Social Network Analysis. The Quarterly Review of Distance Education, 17(3), 35-60. Available from: https://digitalrepository.unm.edu/ulls_fsp/172/
Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 395-429. Available at: https://journals.sagepub.com/doi/10.2190/7MQV-X9UJ-C7Q3-NRAG
Dr Taskeen Adam is Co-Director at Open Development & Education – a multicultural team dedicated to open education developments around the world. Taskeen’s research highlights that historical injustices, cultural imposition, and economic dependence continue to play a pivotal role in education and she seeks to address cultural-epistemic injustices exacerbated through educational technologies.
Adam, T. (2020). Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article]. Journal of Interactive Media in Education, 2020(1), 7.https://doi.org/10.5334/jime.557
Adam, T. (2022). Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa. International Journal of Mobile and Blended Learning (IJMBL), 14(3), 1–19. https://doi.org/10.4018/IJMBL.310940
Castillo, N., Adam, T., & Haßler, B. (2022). Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts. In Learning, Marginalization, and Improving the Quality of Education in Low-income Countries. Open Book Publishers.https://doi.org/10.11647/OBP.0256.
Adam, T., El-Serafy, Y., Podea, M., Haßler, B., & Open Development & Education. (2021). The use of “building blocks” to develop digital platforms for education in sub-Saharan Africa. EdTech Hub. https://doi.org/10.53832/edtechhub.0049
Dr Ratna Selvaratnam is Manager of Learning Technologies & Innovation at Edith Cowan University (ECU), Australia. Ratna is a Design Champion with ECU’s University of the Future project, she has recent forward-facing publications in the areas of micro-credentials and governance of artificial intelligence, and is on the ACODE (Australasian Council for Open and Digital Education) Executive as Treasurer.
Selvaratnam, S., Venaruzzo, L. (2023) Governance of artificial intelligence and data in Australasian higher education: A snapshot of policy and practice. ACODE Whitepapers. Available at: https://doi.org/10.14742/apubs.2023.717
Selvaratnam, R. M., Warburton, S., Parrish, D., & Crew, S. (2024). A maturity model for micro-credentialing and shorter forms of learning practice in Australasian universities. Journal of Higher Education Policy and Management, 1–16. Available at: https://doi.org/10.1080/1360080X.2023.2299150
Selvaratnam, R., Rodgers, K. (2021). Can You See Me? An Australian University Moves to Emergency Synchronous Delivery. In: Fayed, I., Cummings, J. (eds) Teaching in the PostCOVID-19 Era. Springer, Cham. Available at: https://doi.org/10.1007/978-3-030-74088-7_26
Selvaratnam, R. and Sankey, M. (2021) ‘The State of Micro-Credentials Implementation and Practice in Australasian Higher Education’, Open Praxis, 13(2), p. 228–238. Available at: https://doi.org/10.5944/openpraxis.13.2.130
Dr Gabi Witthaus is a Research Fellow at University College London specialising in education in contexts of mass displacement, and Senior Digital Education Developer with the University of Birmingham. Gabi is a keen advocate of open education resources and widening participation to higher education.
Witthaus, G. (2023). Refugees and Online Engagement in Higher Education: A Capabilitarian Model. Online Learning, 27(2). Available at: https://doi.org/10.24059/olj.v27i2.3762
Witthaus, G., Inamorato dos Santos. A., Childs, M., Tannhäuser, A., Conole, G., Nkuyubwatsi, B., Punie, Y. (2016) Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred). EUR 27660 EN; doi:10.2791/809371. Available at: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf
Farrow, R., Iniesto, F., Weller, M., Pitt., R., Algers, A., Baas, M., Bozkurt, A., Cox, G., Czerwonogora, A., Elias, T., Essmiller, K., Funk, J., Lambert, S., Mittelmeier, J., Nagashima, T., Rabin, E., Rets, I., Spica, E., Vladimirschi, V. & Witthaus, G. (2021). GO-GN Guide to Conceptual Frameworks. Open Education Research Hub. The Open University, UK. CC-BY 4.0. https://go-gn.net/gogn_outputs/conceptual-frameworks
