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About the Contributors
Betül Özkan Czerkawski serves as the assistant professor of educational technology and program director at University of Arizona South (USA). Prior to joining the faculty at the USA, she has worked in Long Island University and University of West Georgia as faculty coordinator of instructional technology and assistant professor of educational technology research, respectively. Dr. Czerkawski holds a MA and PhD in Instructional Design and Development and BA in Italian Philology. She completed her post-doctoral study in Iowa State University where she also served as a project manager for a Fulbright Grant. Her research interests include technology integration in teaching and learning, design of online learning environments, and emerging educational technologies. Dr. Czerkawski has presented and published widely on E-Learning in the past decade. *** Utku Köse was born on March 26, 1985 in Afyon, Turkey. He was educated at Gazi Anatolian Profession High School (Department of Computer-Software) and entered Gazi University in 2004. He graduated as a faculty valedictorian in 2008 with a BS in computer education. Now, he is a research assistant at the Distance Education Vocational School, Afyon Kocatepe University, Turkey. His research interests focus on distance education and electronic learning applications, blended learning, virtual learning environments, online / virtual laboratories, new learning / teaching models, mobile / wireless technologies, animation and 3D systems, artificial intelligence techniques (fuzzy logic and artificial neural networks) and cryptography. Kim Huett is self-professed “technogeek” and an instructor of technology integration at the University of West Georgia in Carrollton, Georgia. She holds the MS in Secondary Education from Texas A&M University at Corpus Christi and BA degrees in English and Spanish from the University of Texas at Austin. She has taught English and Spanish classes, is certified in K-12 technology at all levels and has taught Spanish for the Texas Virtual School. She is currently pursuing her Educational Specialist degree in Instructional Technology. Her research interests include FOSS and K-12 online learning environments as well as the impact of emerging technologies on educational outcomes. She presents regularly at American Journal of Distance Education and Quarterly Review of Distance Education. Jason H. Sharp is an Assistant Professor of Computer Information Systems at Tarleton State University in Stephenville, Texas. He received the PhD from the University of North Texas and the MS and BS from Tarleton State University. His publications appear in The DATA BASE for Advances in Information Systems and the Information Systems Education Journal. He has presented papers at multiple Copyright © 2011, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
About the Contributors
conferences including the International Conference on Information Systems, Americas Conference on Information Systems, International Conference on Extreme Programming and Agile Processes in Software Engineering, Conference on Information Systems Applied Research, and the Information Systems Educators Conference. His current research interests include component-based software development, agile development methods, flexible and distributed information systems development, globally distributed agile teams, and the use of open source software in education. Jason B. Huett is an Assistant Professor of Media and Instructional Technology at the University of West Georgia. He presents internationally on a topics concerning distance education and online learning. He is a member of noted editorial boards, and serves as a consultant for several virtual schools, universities, and the state of Georgia. He was a featured researcher at the 2006 AECT International Convention in Dallas, Texas and has published numerous articles—including two award-winning publications—in journals such as The American Journal of Distance Education, Quarterly Review of Distance Education, the Information Systems Education Journal, and TechTrends. He also has several book chapters in print as well as new book: Learning and Instructional Technologies for the 21st Century: Visions of the Future. His other research interests include FOSS, online communications, constructivist learning, distance learner motivation, collaborative learning, standards for distance education, systems approaches to distance learning environments, and K-12 technology integration. He is also trying to find his calm little center. Gladys Palma de Schrynemakers is the assistant provost of Long Island University’s Brooklyn Campus. Among diverse administrative contributions to the Campus, Dr. Schrynemakers co-chaired the recent, highly successful Middle States accreditation process and has won nearly $4.1 million in grants and awards. She serves as director of CSTEP, a student enrichment program to encourage science careers among students of diverse racial and ethnic backgrounds, and Principle Investigator for Project QUEST (Quality Undergraduate Expanded Science Training), a program which seeks to prepare students to enter STEM research fields. She directs the Brooklyn Campus Outcomes Assessment efforts for both the academic and co-curricular departments and units. During a 20-year career at Long Island University, she holds the rank of adjunct full professor and also has taught a range of graduate and undergraduate courses. Currently, she teaches an Urban Studies graduate seminar titled, “Cinema and the City.” Dr. Schrynemakers holds a doctorate from Columbia University and master’s degrees from Columbia University, C. W. Post and City College. Shahron Williams van Rooij is assistant professor in the Instructional Technology program for the College of Education & Human Development at George Mason University. Dr. Williams van Rooij teaches courses in the e-Learning graduate certificate program using course formats that model the various e-Learning delivery modes and emphasizing the application of instructional design principles and learning theories to e-Learning in both educational and training settings. Dr. Williams van Rooij has more than twenty years of corporate experience, ten of which are in the design, development and marketing of software systems for higher education. Her research is currently focused on the role of open source software systems to achieve enterprise-wide efficiencies and construct an integrated learning environment that serves both the academic and business sides of higher education. Dr. Williams van Rooij is also a Project Management Professional (PMP®) credentialed by the Project Management Institute (PMI).
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About the Contributors
Barbara (Bobbi) Kurshan has honed her vision of “what can be” using technology while supporting the growth of new education companies and developing innovative software products. She currently serves as the President of Educorp Consultants Corporation, where she provides strategic consulting in the areas of education, technology and innovation and the Executive Vice President of WorldSage, a consortium of higher education institutions in the EU. As the past Executive Director of Curriki she helped to build one of the most innovative and robust global open source education communities. Curriki is a non-profit, social entrepreneurship organization that supports the development and free distribution of open source educational materials to improve education worldwide. Dr. Kurshan has previously served as the Co-CEO of Core Learning an education investment fund and the Chief Academic Officer of bigchalk. She currently serves on the Board of several education companies. Dr. Kurshan has been involved with education and technology for over 30 years. She developed the first children’s software products for Microsoft and also created award-winning products for McGraw-Hill, Apple, CCC (Pearson) and others. As a professor, she helped students research the impact of technology on learning. Numerous publishing credits include topics that explore women’s attitudes toward technology, how kids learn using computers, and new ways of learning through understanding. Dr. Kurshan received her EdD in Curriculum and Instruction with a concentration in Educational Technology and an MS in Computer Science from Virginia Tech University, and a Bachelor of Science in Mathematics from Newcomb College, Tulane University. Peter Levy has more than 15 years of experience working in the cross-section of technology and education. Peter began his career as an analyst for Jupiter MediaMetrix and has worked in a range of leadership roles in strategy, product development and business development for Scholastic, bigchalk and Wireless Generation. Since 2003, Peter has been the Principal of Levy Associates, an educational technology consulting company providing strategic planning, business development, marketing and product development services. Peter works with companies and organizations to develop research-based approaches to planning and implementing growth based on effective partnerships, strategic marketing and outreach and innovative product positioning. In addition to his for-profit clients, Peter has worked extensively with Curriki, where he directed all of the partnership agreements with for-profit publishers, not-for-profit organizations and Ministries of Education. His current practice now includes helping other publishers devise effective open source strategies. Some notable articles and reports published include: the Online Learning chapter of the SIAA Trends Report for Education Technology, 2010, the cover story, “Curriki and the Open Educational Resources Movement” in Multimedia and Internet@ Schools Magazine, May/June 2009 as well as several analyst reports on the K–12, post secondary and corporate training markets for the New York office of the Canadian Consulate. Anne Schreiber Anne Schreiber has over 20 years experience as a multi-media publisher, product designer and educator. She is currently the Vice President of Education Content and Curriculum at Common Sense Media, a not-for-profit organization that helps children, their teachers and their families navigate the world of multi-media and life in an online, connected culture. Common Sense Media has developed extensive curriculum in Digital Citizenship, Internet Safety and Research and Information Literacy. Anne’s successful career includes: Chief Academic Officer at Curriki, an organization dedicated to the creation of validated, open source K-12 curricula, Vice President of Product at the Grow Network/McGraw-Hill, Publisher at Scholastic, Vice President of Content and Programming at bigchalk, and Managing Editor of Time Warner’s parenting Web site, “ParentTime.” Anne created and directed
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About the Contributors
the science content for the award-winning “The Magic School Bus” television series and “Scholastic Science Place” as well as the highly successful beginning literacy system, “WiggleWorks”. Publishing credits include more than a dozen books for young children. Anne began her career as an elementary school teacher, developing staff and student enrichment programs. Anne did both her undergraduate and graduate work in Curriculum and Instruction and Science Education at Cornell University. Janet Buchan (BSc, Dip.Ed, MEd.) is an instructional designer, educational technologist and Manager of an Educational Design and Media team at Charles Sturt University, NSW, Australia. She is active in the innovation and implementation of new educational technologies and has researched and published in the areas of educational management, designing digital media, online assessment, blended and flexible learning. Her PhD research looks at developing resilience and managing change in contemporary e-learning, or technology enhanced learning environments. Alexey V. Khoroshilov is a researcher of Institute for System Programming, Russian Academy of Sciences. Khoroshilovs is an Assistant Professor of Faculty of Computational Mathematics and Cybernetics of Lomonosov Moscow State University. He graduated from Moscow State University in 2000, in 2004 get PhD in Mathematics from Institute for System Programming. Conducts lectures and practical classes in Moscow State University. His main research interests are test automation, requirements analysis, operating systems test methods. Victor V. Kuliamin is a senior Researcher of Institute for System Programming, Russian Academy of Sciences. Kuliamin is an Associate Professor of Faculty of Computational Mathematics and Cybernetics of Lomonosov Moscow State University. He graduated from Moscow State University in 1995, in 2000 get PhD in Mathematics from Moscow State University. He also conducts lectures in Moscow State University. Main research interests are model based testing, software verification methods. Alexander K. Petrenko is a leading Researcher, head of Software Engineering department in Institute for System Programming, Russian Academy of Sciences. He is a Professor of Faculty of Computational Mathematics and Cybernetics of Lomonosov Moscow State University. Petrenko graduated from Moscow Institute of Electronic Machinery in 1974, in 1983 get PhD in Computer Science from Keldysh Institute of Applied Mathematics, in 2003 get Doctor of Sciences degree from Institute for System Programming. He also conducts lectures in Moscow State University. His main research interests: formal methods of software engineering, test automation, software quality assurance, software development processes. Olga L. Petrenko is an Associate Professor of Moscow Open Education Institute. Petrenko graduated from Moscow Institute of Electronic Machinery in 1973, in 1984 get PhD in History of Science from Institute of History of Science and Technology, Russian Academy of Sciences. Olga conducts lectures and training courses in Moscow Institute of Open Education and several Moscow education centers. Petrenko’s main research interests: active learning, collaborative and participatory learning, building active learning process. Vladimir V. Rubanov is head of department for Operating Systems at the Institute for System Programming of the Russian Academy of Sciences (ISPRAS). Vladimir holds M.Sc. degree with honors from the Moscow Institute of Physics and Technology (Phystech) and PhD in Computer Science from
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About the Contributors
ISPRAS. Since 2001, Vladimir has been leading the biggest industrial projects of ISPRAS with both Russian and foreign partners in the field of operating systems, software verification and tools for embedded systems. Currently, Vladimir leads the Russian Linux Verification Center (linuxtesting.org) at ISPRAS, which is aimed at ensuring high quality and compatibility of Linux, an open source operating system, through developing open standards and advanced testing and verification technologies. Owen McGrath works for Educational Technology Services at the University of California (UC) Berkeley. Currently, he manages technical operations for UC Berkeley’s learning management and coursecasting environments. During his career at UC Berkeley, he has led development and support efforts in multimedia courseware and collaborative on-line tools. Previously, he was also a research consultant with the Knowledge Media Lab (KML) of The Carnegie Foundation for the Advancement of Teaching. He has a Ph.D. in education from UC Berkeley and bachelor’s degrees in English and computer science. Stein Brunvand is an Assistant Professor in Educational Technology at the School of Education at the University of Michigan-Dearborn. He earned his Masters of Arts in Educational Technology in 2003 and his PhD in Learning Technologies in 2005 from the University of Michigan. Dr. Brunvand’s teaching and research interest focus on the meaningful integration of technology in k-12 and higher education instruction. He is currently pursuing research that investigates the impact of fieldwork on teacher adoption and implementation of technology in the classroom. Gail R. Luera is currently appointed as the Associate Dean in the School of Education at the University of Michigan- Dearborn where she is an Associate Professor of Science Education. She earned her doctorate at the University of Michigan-Ann Arbor; School of Natural Resources and Environment: Resource Policy and Behavior (Environmental Education). Dr. Luera has taught at Eastern Michigan University and the University of Michigan-Ann Arbor as well as for the Orange County (CA) Department of Education where she served as an acting principal for the Orange County Outdoor Science School for nine years. Dr. Luera’s research interests focus very broadly on issues that influence effective teaching or student learning in many types of settings such as identifying and addressing factors that are barriers to K-12 or University faculty implementing educational innovations and researching the impact of educational technology to facilitate student learning and interaction with other students. Tiffany Marra is the Project Manager for the University of Michigan’s campus-wide Mportfolio Initiative. She is currently leading an effort to build open-source ePortfolio tools that address the learning and assessment needs of a wide variety of disciplines, schools, and stakeholders on the University of Michigan campus. She earned her PhD at the University of Michigan in Educational Technology and Learning Science in 2005, studying the effect of technology curricula on students’ (particularly undergraduate women) future career choices. Melissa Peet is the Academic Director for the Integrative Learning and ePortfolio Initiative at the University of Michigan. Dr. Peet’s research focuses on understanding the types of knowledge, curriculla, and learning methods that supports students in becoming effective leaders, entrepreneurs and change agents. Dr. Peet is currently exploring the role of tacit knowledge (unconscious and informal ways of knowing) in the development of leaders, innovators and extraordinary practitioners across several fields and disciplines. She has recently developed a methodology for retrieving the tacit knowledge that evolves
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About the Contributors
from peoples’ experiences and is in the process of integrating this methodology with reflective learning and ePortfolio methods for use in higher education. Tarmo Toikkanen, PsM, is a researcher in the Learning Environments research group at Media Lab, School of Art and Design, Aalto University in Helsinki Finland. His doctoral studies are located in the University of Helsinki and Aalto University. His research focus is on studying collaborative learning scenarios with the help of social network analysis and other relational methods. His background is in computer technology and he has been the technical lead in several international R&D projects, developing digital learning platforms and other software products. Most of the products have been published openly, using OSI approved open source licenses. Tarmo is an accomplished speaker, published author, and teacher trainer in the fields of educational technology, web technologies, and social media. Jukka Purma, MA in cognitive science, is a researcher in Learning Environments Research Group at Media Lab, School of Art and Design, Aalto University in Helsinki Finland. He has eight years of experience in educational open source software, especially with Zope and Python development. He has been developing LeMill since 2006. In addition to learning environments, he is researching and developing software for novel visualizations in biolinguistics. Teemu Leinonen is a professor of New Media Design and Learning and the Head of Department of the Media Lab, School of Art and Design, Aalto University in Helsinki Finland. Teemu Leinonen holds over a decade of experience in the field of research, design and development of web-based learning. His areas of interest and expertise covers design for learning, computer supported collaborative learning (CSCL), online cooperation, learning software design, educational planning and educational politics. Teemu’s and his research group’s approach to research and design of New Media and learning is theorybased but design-oriented. This means that besides the academic research papers the outcomes of the group are often software systems, software prototypes, applications and scenarios. Teemu has delivered a number of talks and presentation in national and international conferences, has given in-service courses for teachers and carried out consulting and concept design for several ICT and media companies. Peter B. Swanson (PhD, University of Wyoming) is an Assistant Professor of Foreign Language Methods at Georgia State University. He teaches undergraduate and graduate courses in Spanish, pedagogy, and the implementation of technology in the foreign language classroom. He has published in many peer-reviewed journals such as the Journal of Vocational Behavior, Dimension, the NECTFL Review, and the Phi Delta Kappan. His research interests focus on assessment of oral language proficiency, foreign language teacher identity and the recruitment and retention of language educators, and teachers’ sense of efficacy teaching languages. Prior to his work at Georgia State University, he taught Spanish in elementary and secondary schools in the Rocky Mountain region and won several distinguished teaching awards. Patricia N. Early is the Language Lab Coordinator at Georgia State University. Formerly a Spanish instructor in Higher Education, she now focuses her research interests into the effective inclusion of technology into the second language curriculum, with particular interests in virtual learning spaces, the use of technology in addressing affective barriers, and technology solutions for accommodating individual learning styles. Ms Early is a member of the International Association for Language Learning
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About the Contributors
Technology, the Southeastern Association for Language Learning Technology, and previously published in Dimension, the journal of the Southern Conference on Language Teaching. She holds an MA in Spanish from Georgia State University, and at the time of this writing is working towards completion of the PhD in Instructional Technology at Georgia State University. Quintina M. Baumann is a Spanish teacher in the Cobb County School District in Georgia. She has taught Spanish for eleven years, and is particularly interested in methods to increase student participation in the target language. While completing the action research project for her degree as Education Specialist in Foreign Language Education at Auburn University, Ms. Baumann researched the use of recording software during performance assessment tasks as a means of reducing anxiety, differentiating instruction, and increasing proficiency. She is a member of the American Council of the Teaching of Foreign Languages, as well as the Foreign Language Association of Georgia. Ms. Baumann also holds an MA in Teaching English as a Second Language from Southern Illinois University, and a BA in Spanish from Saint Louis University. James Laffey is a Professor in the School of Information Science and Learning Technologies and a former researcher and systems developer at Apple Computer, Inc. Dr. Laffey has a PhD in Education from the University of Chicago and has won awards for the design of innovative, media-based computer systems. Through his design work and scholarship he is internationally recognized as an expert in the area of human-computer interaction. He currently teaches graduate level courses on development of systems to optimize HCI and learning, including methods to improve the social nature of online communities. He has received over $6 million of funding during the past 10 years, and is currently the principal investigator for grants from AutismSpeaks and the Institute of the Education Sciences to research and develop iSocial. Matthew Schmidt is a PhD candidate in the School of Information Science and Learning Technologies at the University of Missouri. His current research interests focus on designing and implementing 3D virtual environments for individuals with autism spectrum disorders. He holds a BA and MA in German Language and Literature with an emphasis on Computer-Assisted Language Learning (CALL). He has designed and developed educational technologies and curricula for diverse disciplines including special education, second language acquisition, veterinary medicine, biological anthropology, nuclear engineering, and health physics. Matthew also serves as the project manager of the iSocial project to advance methods for supporting youth with ASD to learn social competencies within 3D VLEs. Chris Amelung is the Senior Web Developer in the Center for Media and Instructional Innovation (CMI2) at Yale University. At Yale, Chris leads the development of innovative educational media and courseware for the University and his research interests include building new knowledge to support sociality and interaction in online learning environments. Chris received his Ph.D. in Information Science and Learning Technologies from the University of Missouri-Columbia in 2005. Chris is the author of the Context-aware Activity Notification System (CANS) used in a grant from the Fund for Improving Post-Secondary Education.
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About the Contributors
Dilek Karahoca is social anthropologist and interested in human computer interaction, web based education systems, and blended learning methodologies. She has articles about hospital information systems, tourism information systems, education information systems in SCI, and engineering index. She has a book, Management Information Systems as a co-author with Adem Karahoca. She has already supervised 10 Master of Science students’ projects. Adem Karahoca is head of Software Engineering Department of Engineering Faculty at Bahcesehir University in Istanbul. His research interests are web based learning systems and intelligent web based education tools, software standards, human computer interaction, data mining and web mining, mobile information systems and hospital information systems. He has 23 ICT related books in Turkish language. He has edited a data mining book in English. Also, he has written 10 articles that indexed in SCI and engineering index, and more than 100 proceeding papers. He has already supervised 40 Master of Science students. İlker Yengin is currently a PHD student and teaching assistant in the College of Education and Human Sciences in University of Nebraska Lincoln. He is pursuing his PHD in the Instructional Technology area in Department of Teaching, Learning and Teacher Education. In his research Yengin has been focused on Instructional Technology and Human Computer Interaction Huseyin Uzunboylu is currently Vice Dean of the Faculty of Education and Head of Computer Education & Instructional Technologies Department at the Near East University. In addition, he is a part time instructor at the Bahcesehir University in Turkey. His research interests are in the field of web-based education, learning management systems, m-learning, e-learning, collaborative learning and knowledge management systems. Huseyin Uzunboylu has 28 scientific articles presented and published in the international conferences. He also has 2 published books and 2 books’ chapters; moreover he has 21 articles that 7 of them are within the covered of SSCI index. In addition, he is an editor-in-chief of the Cypriot Journal of Educational Sciences Lucilia Green is an Instructional Technology doctoral student and part-time graduate instructor in the College of Education at Texas Tech University. Having served as a K-12 classroom teacher and school librarian for almost ten years, she now teaches Applications of Technology in Education, a course geared towards preservice teachers. In partnership with other instructors, she is also currently developing a standard curriculum and hybrid version of this course for distance delivery. Ms. Green’s research interests include the use of Web 2.0 technologies to enhance instruction, blended learning, universal instructional design and technology integration at the K-12 level. Fethi Inan is an assistant professor of Instructional Technology in the College of Education at Texas Tech University. His research interests include technology integration programs and practice in K-12 schools, individualized web-based learning environments, preservice teacher practice and professional development and instructional applications of emerging technologies.
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