- Yael Kali is an Associate Professor of Educational Technology at the Technology Enhanced Education Graduate Department, Faculty of Education, University of Haifa, Israel. Her research interests include technology enhanced learning in science, teachers as designers of technology-enhanced curriculum materials, design principles and web-based teaching and learning in higher education. Prof. Kali has initiated and led the development of the Design Principles Database. Her most recent book is Designing coherent science education: Implications for curriculum, instruction, and policy (co-authored with Marcia Linn and Jo-Ellen Roseman, 2008). Before joining the University of Haifa, Prof. Kali was a visiting scholar at the Centre for Research on Computer Supported Learning & Cognition (CoCo) in the Faculty of Education and Social Work, University of Sydney. Before that she has been a faculty member at the Department of Education in Technology and Science at the Technion – Israel Institute of Technology, and a Co-Principal Investigator at the Technology Enhanced Learning in Science (TELS) centre, headquartered at the University of California, Berkeley. (email: firstname.lastname@example.org)
- Susan McKenney is Associate Professor in the Center for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands. She also holds a tenured appointment in the Department of Curriculum Design and Educational Innovation at the University of Twente and a visiting professorship with the University of Pittsburgh’s Learning Sciences and Policy group. Dr. Mckenney is especially interested in exploring and supporting the interplay between educational design and teacher professional development. She has extensively studied the supportive role of technology in curriculum development in various settings, but especially in the field of early childhood literacy. She is committed to exploring how educational research can serve the development of scientific understanding while also developing solutions to real problems in educational practice. Since educational design research lends itself to these dual aims, she also works on developing and explicating ways to conduct design research. Among her many service activities, two activities relevant to this workshop include her role on the International Society for Design and Development in Education (ISDDE) executive board and as editor-in-chief of the society’s journal, Educational Designer.
Supervision of the Review Process Staff
- Professor Marcia C. Linn, University of California, Berkeley
- Professor Paul Kirschner, The Open University of the Netherlands