Elizabeth Losh

Elizabeth Losh is an associate professor of English and American studies at William and Mary with a specialization in new media ecologies. Before joining William and Mary, she directed the Culture, Art, and Technology Program at the University of California, San Diego. She is a core member and former co-facilitator of the feminist technology collective FemTechNet, a founding member of the Center for Solutions to Online Violence, and a member of the HASTAC Steering Committee.

She is the author of Virtualpolitik: An Electronic History of Government Media-Making in a Time of War, Scandal, Disaster, Miscommunication, and Mistakes (MIT Press, 2009) and The War on Learning: Gaining Ground in the Digital University (MIT Press, 2014). She is the co-author of the comic book textbook Understanding Rhetoric: A Graphic Guide to Writing (Bedford/St. Martin’s, 2013) with Jonathan Alexander.

In addition to recent work on selfies and hashtag activism, she has also written a number of frequently cited essays about communities that produce, consume, and circulate online video, videogames, digital photographs, text postings, and programming code. The diverse range of subject matter analyzed in her scholarship has included coming out videos on YouTube, videogame fan films created by immigrants, combat footage from soldiers in Iraq shot on mobile devices, video evidence created for social media sites by protesters on the Mavi Marmara, remix videos from the Arab Spring, the use of Twitter and Facebook by Indian activists working for women’s rights after the Delhi rape case, and the use of Instagram by anti-government activists in Ukraine. Much of this body of work concerns the legitimation of political institutions through visual evidence, representations of war and violence in global news, and discourses about human rights. This work has appeared in edited collections from MIT Press, Routledge, University of Chicago, Minnesota, Oxford, Continuum, and many other presses.

Visit http://dmlcentral.net/person/liz-losh/ to read her latest blogs.

Maha Bali

I am Associate Professor of Practice at the Center for Learning & Teaching at the American University in Cairo (AUC). I am a full-time faculty developer and I also teach creative educational game design to undergrads (I used to also teach ed tech to teachers but haven’t done so for a few semesters now).

I’m co-founder of virtuallyconnecting.org, co-founder & co-facilitator of Edcontexts, editor at my favorite journal, Hybrid Pedagogy and blogger at Prof Hacker. I am also International Director of Digital Pedagogy Lab.  In a nutshell: I’m a learnaholic, writeaholic & passionate open and connected educator. I tweet. A lot. @bali_maha I blog right here

I have a PhD in Education from the University of Sheffield in the UK, and believe very strongly in critical/interpretive approaches to social research, especially participatory approaches such as collaborative autoethnography.  My research interests are quite diverse and include (links go to publications): Higher education, faculty development (I am on the editorial board of the Journal of Pedagogic Development) Critical thinkingcritical pedagogycritical citizenship, eLearningeducational technologyMOOCs (I was on the Steering Committee of the 2015 Emerging Technologies for Online Learning conference), Intercultural learning, community-based learning, Openness in Education.

Laura Czerniewiz

An educator, researcher, strategist and scholar in multiple spheres all my life, I have worked in the field of educational technology at the University of Cape Town for over a decade, previously working in publishing in Zimbabwe and South Africa. In August 2014 I was appointed director to the new Centre for Inovation in Learning and Teaching (CILT) having completed a stint heading up the OpenUCT Initiative.  My research interests include open scholarship and open education broadly, academics’ and students’ digitally-mediated practices, and the nature of digital inclusion in a changing higher education environment. Some of my presentations are on Slideshare, http://uct.academia.edu/LauraCzerniewiz I am on http://uct.academia.edu/LauraCzerniewiz and I have a Linkedin profile.  I am on Twitter as @czernie; that is probably the best place to follow what I’m up to at the moment.

Audrey Watters

I am an education writer, an independent scholar, a serial dropout, a rabble-rouser, and ed-tech’s Cassandra.

I love science fiction, tattoos, and, some days, computer technologies. I loathe mushy foods and romantic comedies. I’m not ashamed to admit I like ABBA and dislike Tolkien. I am somewhat ashamed to admit I’ve not finished Ulysses, and I’ve never even started Infinite Jest. I prefer cake to pie, unless we’re talking pastry projectiles. I pick fights on the Internet. I’m a high school dropout and a PhD dropout. I have a Master’s degree in Folklore and was once considered the academic expert on political pie-throwing. I was (I am?) a widow. I’m a mom. I have a cold hard stare that I like to imagine is much like Paddington Bear’s and a smirk much like the Cheshire Cat’s. I’m not afraid.

My essays have appeared in multiple places, but mostly I write on my blog Hack Education. I’ve published two collections of my public talks,The Monsters of Education Technology and The Revenge of the Monsters of Education Technology, as well as a book arguing that students should control their digital identities and digital work, Claim Your Domain. I’m in the middle of writing my next book, Teaching Machines.

In my spare time, I read, rabble-rouse, and prepare for the zombie apocalypse. Because you never know…

Christos Korolis

I have been working as a teacher of Greek and English for about 15 years in the private sector. My involvement in social movements starts in 2011 participating in ”Mesopotamia” social movement in Moschato, Athens. Since 2013 I am the coordinator of the Solidarity School of Mesopotamia which is the most massive school of its type ( 200 students, 45 volunteer teachers) functioning in a unique way since it is part of the Time Bank network and focuses on the equal participation of its members through open assemblies and activities.  As a whole, our attempt aims to construct a different perspective about education and at the same time respond to the needs of the people who are victims of the so called economic crisis. Our movement has been very inspiring and since 2015 more solidarity schools around Greece are being created.