Opening Up Education:
The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge

About the Authors and Contributors

Richard G. Baraniuk is the Victor E. Cameron Professor of Electrical and Computer Engineering at Rice University and the founder of Connexions (cnx.org), a nonprofit start-up launched in 1999 that aims to democratize the process of writing, editing, and publishing scholarly materials. Baraniuk has received national research awards from the NSF and ONR, the Rosenbaum Fellowship from the Isaac Newton Institute of Cambridge University, the ECE Young Alumni Achievement Award from the University of Illinois, and the Eta Kappa Nu C. Holmes MacDonald National Outstanding Teaching Award. He is a Fellow of the IEEE and was selected as one of Edutopia Magazine’s Daring Dozen Education Innovators in 2007.

Randall Bass is assistant provost for Teaching and Learning Initiatives at Georgetown University, and executive director of Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS). An associate professor of English, Bass has also served as director and principal investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving 70 faculty on 21 university and college campuses. For 10 years he has been associated with the Carnegie Foundation for the Advancement of Teaching, where he served, in 1998-1999, as a Pew Scholar and Carnegie Fellow, and currently serves as a consulting scholar.

Trent Batson is a researcher and consultant (eportfolios), writer (editor of Campus Technology’s Web 2.0 Newsletter), and project developer who is currently working on a collaborative project to develop the concept of the Web 2.0 portfolio. Batson has won EDUCAUSE and Smithsonian Institution awards and recognition. He was chair of the Board of the Open Source Portfolio Initiative (Mellon-funded) and is still active in the Sakai/OSP community.

Dan Bernstein is professor of psychology and director of the Center for Teaching Excellence at the University of Kansas. Previously he taught at the University of Nebraska-Lincoln, where he directed a project on peer review of teaching. That project expanded into a five university consortium devoted to the development and review of electronic course portfolios. His recent writing has focused on the representation of the intellectual work in teaching. Bernsteinwas a Carnegie Scholar in 1998 and continues in the institutional program of the Carnegie Academy for the Scholarship of Teaching and Learning.

John Seely Brown is a visiting scholar at USC and advisor to the Provost. He is also the independent cochair of Deloitte’s new Center for Edge Innovation. Prior to that he was the Chief Scientist of Xerox Corporation and the director of its Palo Alto Research Center (PARC)—a position he held for nearly two decades. He was a cofounder of the Institute for Research on Learning (IRL). His personal research interests include digital youth culture, new forms of communication and learning in the network age, and new models/modes of innovation for the 21st Century.

Barbara Cambridge is senior program officer for the National Council of Teachers of English, consultant for the Carnegie Academy for the Scholarship of Teaching and Learning, and past president of the International Society for the Scholarship of Teaching and Learning. Cambridge coleads the Inter/National Coalition for Electronic Portfolio Research, serves on the Boards of the Washington Internship Institute and the Teacher Education Accreditation Council, and edits the Journal of Teaching Writing. Cambridge is professor of English at Indiana University Purdue University Indianapolis. Her latest publications include edited books on electronic portfolios for students, teachers, and institutions and on-campus support for the scholarship of teaching and learning.

Tom Carey is a professor of Management Sciences in the Faculty of Engineering at the University of Waterloo, currently also serving as visiting senior scholar in the Chancellor's Office of the California State University. At Waterloo, he recently completed a term as associate vice-president - Learning Resources & Innovation, where his mandate focused on enhancing learning through innovations in teaching and technology [http://www.learning.uwaterloo.ca]. Carey previously served as founding director of Ontario's Cooperative Learning Object Exchange and a researcher on knowledge mobilization in high-tech companies, and currently has ongoing leadership roles in several higher education advisory boards and collaborations for online learning resources.

Catherine M. Casserly is director of the Open Educational Resources Initiative at The William and Flora Hewlett Foundation. Catherine manages the portfolio of grants and works to raise global awareness and coherence in the field across participants, projects and sectors. Casserly has a Ph.D. in the Economics of Education from Stanford University and a B.A. in Mathematics from Boston College. Prior to joining the Hewlett Foundation, Casserly was the program officer for Evaluation for the Walter S. Johnson Foundation and worked as a policy analyst for SRI International. After college, Casserly taught mathematics in Kingston, Jamaica.

Bernadine Chuck Fong is president emerita of Foothill College and visiting scholar, Stanford Institute for Higher Education Research, Stanford University. Under her presidency, Foothill won numerous innovative, teaching, leadership, and architectural awards and established ETUDES, one of the first learning management and open source systems that is part of the SAKAI open source platform and is used nationwide. She has served on multiple boards, such as the Stanford Board of Trustees and the Carnegie Foundation for the Advancement of Teaching Board of Directors. She also does executive coaching as part of the national Achieving the Dream Initiative for institutional transformation in community colleges.

James Dalziel is professor of Learning Technology and director of the Macquarie E-Learning Centre Of Excellence (MELCOE) at Macquarie University in Sydney, Australia. Dalziel leads projects including: LAMS (Learning Activity Management System), including roles as a director of the LAMS Foundation and LAMS International Pty Ltd; MAMS (Meta Access Management System); AAF (Australian Access Federation); and ASK-OSS (the Australian Service for Knowledge of Open Source Software).Dalziel’s work focuses on transforming education through Learning Design, and systems integration and interoperability to create seamless eLearning and eResearch infrastructure. Dalziel is an advocate of open source software, open content and open standards.

Stephen C. Ehrmann directs the award-winning Flashlight Program on the evaluation of educational uses of technology at The TLT Group, a nonprofit that helps colleges and universities to improve teaching and learning with technology. Ehrmann is also well-known as an author and public speaker. Before cofounding The TLT Group in 1998, he served for eleven years as senior program officer for interactive technologies with Annenberg/CPB, for seven years as a program officer with the Fund for the Improvement of Postsecondary Education (FIPSE), and for three years as director of Educational Research and Assistance at The Evergreen State College.

Richard A. Gale is visiting scholar at Douglas College in British Columbia. From 2002-2007 he was senior scholar at The Carnegie Foundation, and served as director of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Higher Education Program. Gale has taught composition, interdisciplinary arts, playwriting, and theatre history at institutions ranging from UC San Diego and the University of Minnesota, to BGSU and Sonoma State University. His publications and research interests include aesthetic literacy, arts assessment, integrative learning, critical pedagogy, pedagogy/theatre of the oppressed, theatre and national identity, teaching excellence, and the scholarship of teaching and learning.

Gerard L. Hanley is the executive director of MERLOT (Multimedia Educational Resource for Learning and Online Teaching at www.merlot.org) and senior director for Academic Technology Services for the California State University, Office of the Chancellor. At MERLOT, he directs the development and sustainability of MERLOT's consortium of higher education systems and institutions, professional societies, corporations, and other digital libraries. At the CSU, Hanley oversees the development and implementation of systemwide academic technology initiatives and integrated electronic library resources supporting CSU's 23 campuses. Hanley previously held positions in the CSU include professor of Psychology, director of Faculty Development and director of Strategic Planning.

Diane Harley is an anthropologist and senior researcher at University of California, Berkeley's Center for Studies in Higher Education (CSHE). Her research focuses on the policy implications of integrating information and communication technologies into complex academic environments. Areas of investigation include digital resource use in the arts and humanities, the economics of educational technologies, cross border e-learning, the future of general education, and the relationship between faculty culture and emerging models of scholarly communication. She served as executive director of the Berkeley's Multimedia Research Center (BMRC), and has managed multimedia education projects with universities, publishers, museums, and software developers. She holds a Ph.D. in Anthropology from UC Berkeley.

Mary Taylor Huber is a senior scholar at The Carnegie Foundation for the Advancement of Teaching. She has directed Carnegie’s role in the Integrative Learning Project and the U.S. Professors of the Year Award, and works with the Higher Education Program of the Carnegie Academy for the Scholarship of Teaching and Learning. A cultural anthropologist, Huber has been involved in research at the Carnegie Foundation since 1985. Her most recent books include Balancing Acts: The Scholarship of Teaching and Learning in Academic Careers (2004), and The Advancement of Learning: Building the Teaching Commons (coauthored with Pat Hutchings, 2005).

Pat Hutchings is vice president of The Carnegie Foundation for the Advancement of Teaching. She came to the Foundation as inaugural director of the Carnegie Academy for the Scholarship of Teaching and Learning in 1998, after serving as a senior staff member at the American Association for Higher Education. She has written widely on the investigation and documentation of teaching and learning, the peer collaboration and review of teaching, and the scholarship of teaching and learning. Her most recent book, The Advancement of Learning: Building the Teaching Commons (2005) was coauthored with Mary Huber. She holds a doctorate in English from the University of Iowa and was chair of the English department at Alverno College from 1978-1987.

Toru Iiyoshi is a senior scholar at The Carnegie Foundation for the Advancement of Teaching where he serves as the director of the Knowledge Media Laboratory (KML). At the Foundation, he leads research and development efforts that take advantage of emerging technologies to enable educational institutions, programs, and faculty to transform the knowledge implicit in effective practice into ideas, theories, and resources that can be shared widely to advance teaching and student learning. Iiyoshi also works with various national and international initiatives and organizations in an advisory role to provide vision and leadership in the development and diffusion of innovative use of technology in education. Iiyoshi holds a visiting professor appointment at the Graduate School of Interdisciplinary Information Studies at the University of Tokyo.

David Kahle is the director of Academic Technology at Tufts University and a lecturer on education at the Harvard Graduate School of Education. Kahle’s experience includes the design of networked learning environments in support of higher education, informal adult learning, and public outreach initiatives. His current research and development activities are focused on the creation of information systems and cognitive tools designed to increase access to and comprehension of digital information. Kahle serves as principal investigator for the Visual Understanding Environment, an information visualization project funded by the Andrew W. Mellon Foundation.

M.S. Vijay Kumar is senior associate dean of Undergraduate Education and director of the Office of Educational Innovation and Technology, Office of the Dean of Undergraduate Education at MIT. In this capacity he provides leadership for sustainable technology-enabled educational innovation at MIT and influences the Institute's strategic focus on educational technology. In his prior role at MIT as assistant provost and director of Academic Computing, as well at other institutions, Kumar provided leadership for units engaged in delivering infrastructure and services for the effective integration of information technology in education. Kumar is the principal investigator of Open Knowledge Initiative (O.K.I), and is a member of the MIT Council on Educational Technology and the Advisory Committee of MIT OpenCourseWare (OCW). Kumar also serves as an honorary advisor to India’s National Knowledge Commission. Kumar's research, as well as his extensive engagement as advisor and consultant with academic and professional institutions, is directed toward strategy, planning and implementing innovations for education.

Andy Lane is professor of Environmental Systems in the Technology Faculty at the United Kingdom Open University. His teaching and research spans the use of systems techniques, particularly diagramming, to help with the sense making, learning and decision making required in complex situations. Lane has authored or coauthored many papers and educational materials in these areas. Previously, as associate dean and dean in the Technology Faculty, he has been responsible for the planning and development of many new educational programs and practices. In 2006 he was appointed director of the Open University’s OpenLearn Initiative that is making some of the University's large catalogue of educational materials freely available on the Web.

Diana Laurillard is professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education; formerly head of the e-Learning Strategy Unit at the UK’s Department for Education, and VP for learning technologies and teaching at the Open University. Her research is the substance of her book Rethinking University Teaching. She is currently on the Boards of the Observatory for Borderless HE, the Centre for Applied Research in Educational Technologies (Cambridge), and the UNESCO Institute for IT in Education; Laurillard is also currently external examiner at the University of Oxford; formerly on Visiting Committee on IT at Harvard University.

Stuart D. Lee is the current director of the Computing Services at Oxford University, and also a member of the English Faculty at Oxford where he teaches medieval literature. His main areas of expertise are in e-learning (which he has specialised in for 16 years) and digital collections. He has written books on digital imaging, electronic collection development, and was the director of the award-winning e-learning project The Wilfred Owen Multimedia Digital Archive.

Steven R. Lerman holds the Class of 1922 Professorship at the Massachusetts Institute of Technology. He is the dean for Graduate Students and director of the Center for Educational Computing Initiatives, an MIT-wide research center devoted to studying the application of computational and communication technologies in education. He chairs the OpenCourseWare Faculty Advisory Committee. He was previously the chair of the MIT faculty from 2000-2002 and 2006-2007. From 1983 to 1988, Professor Lerman directed MIT's Project Athena. This project developed a campus-wide distributed system of advanced computer workstations at MIT.

Marilyn M. Lombardi is director of the Renaissance Computing Institute (RENCI) Center at Duke University and senior information technology strategist for Duke University. She also serves as scholar-in-residence for the EDUCAUSE Learning Initiative (ELI), a national association of institutional leaders, policy makers, technology professionals, librarians and faculty dedicated to advancing learning through IT innovation. In these various capacities, she provides strategic perspective on national trends, builds multi-institutional coalitions, and writes extensively on emerging technologies that promise to transform teaching, learning, and research.

Phillip D. Long is the associate director in the Office of Educational Innovation and Technology at the Massachusetts Institute of Technology. He is responsible for research and evaluation of innovative uses of technology in the MIT education. He leads outreach and dissemination efforts for a variety of projects including technologies developed by MIT iCampus, technology tools for active learning. Current research interests focus on designing learning spaces to support active, authentic learning, software to authentic and active learning pedagogies, and virtual worlds. Dr. Long’s professional activities are numerous but are currently focused on the New Media Consortium (Board Chair), and the NMC Project Horizon.

Clifford Lynch has been the director of the Coalition for Networked Information (CNI) since July 1997. Prior to joining CNI, Lynch spent 18 years at the University of California Office of the President, the last 10 as Director of Library Automation. Lynch, who holds a Ph.D. in Computer Science from the University of California, Berkeley, is an adjunct professor at Berkeley's School of Information.

Christopher J. Mackie is the associate program officer for the Program in Research in Information Technology for The Andrew W. Mellon Foundation. A computational modeler and social complexity theorist by training, he has held positions in the corporate, not-for-profit, and academic worlds, most often managing, researching, teaching, or consulting on the intersection of information technology, social cognitive psychology, and organizational effectiveness. He holds Ph.D. and Master’s degrees from Princeton University, a Master’s degree from the University of Michigan, and an A.B. from the University of North Carolina at Chapel Hill.

Anne H. Margulies is the chief information officer for the Commonwealth of Massachusetts and, formerly, the executive director of MIT OpenCourseWare (OCW). OCW is MIT’s initiative to publish the basic teaching materials for the entire undergraduate and graduate curriculum openly and freely over the Internet. Previously, Margulies held several senior positions at Harvard University, including assistant provost and executive director for information systems. Margulies serves on the Sabre Foundation Board, Shelter, Inc. Board and the Massachusetts Courts Advisory Board. She also was a member of the National Academies Forum on IT and Research Universities.

Owen McGrath is a research consultant with the Knowledge Media Lab (KML) of The Carnegie Foundation for the Advancement of Teaching, where he has served as a technical advisor for development of the KEEP Toolkit. He has also worked for many years in educational technology at the University of California (UC) Berkeley where he has led development and support efforts in multimedia courseware, collaborative on-line tools, and more recently the Sakai environment. He has a Ph.D. in Education from UC Berkeley and bachelor's degrees in English and Computer Science.

Flora McMartin is a founding partner of Broad-based Knowledge (BbK), a consulting group focused on evaluating technology-assisted teaching and learning in higher education. She consults with digital libraries, open courseware providers, and online journals on evaluating services and helps them build user communities. Her research interests include: the impact of computer-mediated learning, online collaborations and communities on student learning and faculty roles, as well as organizational change resulting from innovative academic departments and programs. McMartin received her B.A. in Art and M.S. in Higher Education from Iowa State University, and her Ph.D. in Education from the University of California, Berkeley.

Shigeru Miyagawa served on the original MIT team that proposed OpenCourseWare. He is professor of linguistics and holds a chair in Japanese language and culture. His linguistics publications include several books and nearly fifty articles. His interactive media project, StarFestival, won the Best of Show at the MacWorld Exposition and a Distinguished Award from Multimedia Grandprix 2000. Visualizing Cultures, in collaboration with the Pulitzer Prize-winning historian John Dower, received the 2004 MIT Class of 1960 Innovation in Education Award. The educational technology magazine Converge chose him as one of twenty national "Shapers of the Future."

Diana G. Oblinger is president and CEO of EDUCAUSE, a nonprofit association dedicated to advancing higher education through the intelligent use of information technology. Oblinger has held positions in academia and business including vice president for information resources and CIO the University of North Carolina system and IBM director of the Institute for Academic Technology. Oblinger is internationally known for her leadership in higher education and information technology, and is a frequent speaker and author of several books and dozens of articles. Oblinger has received several awards for teaching, research, and distinguished service.

Neeru Paharia is currently in a doctoral program at Harvard Business School where she studies consumer ethics. Prior to starting graduate school, Paharia was the executive director, and formerly the assistant director of Creative Commons, where she worked from the organization's inception. Paharia is also the founder and director of AcaWiki, a new initiative that is working to make key findings from scholarly research both physically and intellectually available to the public. Paharia completed her Bachelors degree at UC Davis, and her Masters from Carnegie Mellon University. Paharia is a former McKinsey and Company consultant, Coro Fellow, and Public Policy and International Affairs Fellow.

Cheryl R. Richardson is a research scholar with the Knowledge Media Lab (KML) of The Carnegie Foundation for the Advancement of Teaching, where she has been involved in research and strategic planning. She also has worked with other Carnegie Foundation initiatives, at Georgetown University, and as a consultant based in East Africa to document, understand, and improve classroom teaching and learning. She cofounded a nonprofit organization that supports and designs programs for improving higher education in sub-Saharan Africa. She has Ph.D. in Education from Stanford University and Master's degrees in history and education.

Marshall "Mike" S. Smith is program director for education at The William and Flora Hewlett Foundation. Before that, he was acting deputy secretary and under secretary for education in the Clinton Administration. He also worked in the Carter Administration. While not in government, he was an associate professor at Harvard, and a professor at the University of Wisconsin and Stanford. At Stanford, he was also the dean of the School of Education. He has authored a large number of publications on topics including computer content analysis, early childhood education, effective schools and standards-based reform. He is a member of the National Academy of Education.

Candace Thille has been the director of the Open Learning Initiative at Carnegie Mellon University since its inception in 2002. Thille’s experience includes designing Web-based learning environments for higher education and for the private sector. Her current focus of research and development is in applying results from the learning sciences to the design, implementation and evaluation of eLearning interventions that produce a positive impact on learning outcomes. Thille also serves as a redesign scholar for the National Center for Academic Transformation and as a Fellow of International Society for Design and Development in Education.

Edward Walker advises institutions, agencies, and foundations on investment and deployment for educational technology in his role as executive vice president of Consulting Services for Education. He has served as CEO of the IMS Global Learning Consortium, vice president of BBN Systems and Technologies, and principal research scientist at MIT. He was cochair of the MERLOT Advisory Board and is a member of the advisory board for the Curriki Foundation and the MIT Open Knowledge Initiative. Walker holds a Ph. D. in Psycholinguistics and graduated from the Greater Boston Executive Program in Business Management of the MIT Sloan School.

David Wiley is associate professor of Instructional Technology at Utah State University and Director of the Center for Open and Sustainable Learning. He has previously been a Nonresident Fellow at the Center for Internet and Society at Stanford Law School and a visiting scholar at the Open University of the Netherlands, and is a recipient of the US National Science Foundation's CAREER award. His career is dedicated to increasing access to educational opportunity for everyone around the world.

For questions regarding this event, please email richardson@carnegiefoundation.org. Thank you.