MVLRI’s past Fellows have helped shape the platform for online learning research and development that exists today. The accomplishments of these individuals have paved the way for our ongoing directives and define the path we will take to better understand learning

Past Fellows

Lauren Acree

Lauren Acree

NCSU Friday Institute for Educational Innovation

Lauren is a Research Associate and leads the Learning Differences and micro-credentialing teams. She has developed content for the Leadership in Blended Learning program, contributed to the North Carolina Digital Learning Plan and the State Leaders in Digital Learning Course. Lauren also worked closely with the Alliance for Excellent Education and the Department of Education to plan and facilitate sessions for the Future Ready initiative to district teams across the nation. Prior to working at the Friday Institute, she worked as a special education teacher in Tulsa, Oklahoma, and a Fellow at the Tennessee Department of Education. Lauren earned her bachelor’s degree at the University of Richmond in Richmond, Virginia and her Master in Public Policy from Duke University.

Leanna Archambault

Leanna Archambault

Arizona State University

Leanna Archambault, Ph.D., is an Associate Professor at the Mary Lou Fulton Teachers College. Her research areas include teacher preparation for K-12 online classrooms. Dr. Archambault has extensive expertise in virtual learning having researched this field for the past decade. She has authored and co-authored numerous publication in leading research journals. She is a two-time recipient of the Online Learning Innovator Award for Important Research from the International Association for K-12 Online Learning, College and was recently named as the Promising Research Scholar for the Mary Lou Fulton Teachers. Her methodological expertise includes both quantitative and qualitative measures using a mixed-methods approach. In addition, her national leadership is extensive as she is Co-Editor of the Journal of Online Learning Research and the Assistant Chair for the Information Technology Council of the Society for Information Technology and Teacher Education.

Erik Black

University of Florida

Dr. Black earned a Ph.D. in curriculum and instruction with a focus in educational technology and research and evaluation methodology from the University of Florida, a Master of Arts from the College of New Jersey and a Bachelor of Science from Virginia Tech. Dr. Black’s primary role at the University of Florida is in health sciences and systems education. Drawing on his background in curriculum design, educational psychology and applied statistics, his research agenda focuses on the development of professional identity and the evaluation and assessment of learning and media environments in cognitively complex domains across a broad range of ages and life stages.

Tom Clark

Tom Clark

Tom Clark Consulting

Dr. Clark provides evaluation and related services for a wide variety of organizations. Dr. Clark has led evaluations of state virtual schools in four states and in Chicago Public Schools, and has evaluated online and technology-related programs ranging from a $9.1 million federal program to postsecondary and statewide K-12 programs. An advisor for U.S. Department of Education’s Evaluating Online Learning (2008), he has published works on distance and online learning. Dr. Clark completed his Ph.D. in the Department of Educational Administration and Higher Education at Southern Illinois University where he also received his M.S.Ed. and B.S.

Heidi Curtis

Heidi Curtis

Northwest Nazarene University

Dr. Curtis has both bricks and mortar and online experience in both the K-12 and postsecondary settings. After teaching middle school English, reading and social studies for 10 years, Dr. Curtis worked in a full-time, virtual school teaching, overseeing computerized state testing, and finally, as both a middle and high school principal. In her current role, Dr. Curtis directs online Ed.D. and Ph.D. programs in Educational Leadership. It is her goal to mentor preservice and practicing teachers and administrators to utilize 21st century tools to make learning more relevant, rigorous and personal for students.

Richard Ferdig

Richard E. Ferdig

Kent State University

Richard E. Ferdig is the Summit Professor of Learning Technologies and Professor of Instructional Technology at Kent State University. He works within the Research Center for Educational Technology and also the School of Lifespan Development and Educational Sciences. He earned his Ph.D. in Educational Psychology from Michigan State University. He has served as researcher and instructor at Michigan State University, the University of Florida, the Wyzsza Szkola Pedagogiczna (Krakow, Poland), and the Università degli studi di Modena e Reggio Emilia (Italy). At Kent State University, his research, teaching, and service focus on combining cutting-edge technologies with current pedagogic theory to create innovative learning environments. His research interests include online education, educational games and simulations, the role of faith in technology, and what he labels a deeper psychology of technology. In addition to publishing and presenting nationally and internationally, Ferdig has also been funded to study the impact of emerging technologies such as K-12 Virtual Schools. Rick was the founding Editor-in-Chief of the International Journal of Gaming and Computer Mediated Simulations, is the current Editor-in-Chief of the Journal of Technology and Teacher Education, and also serves as a Consulting Editor for the Development Editorial Board of Educational Technology Research and Development.

Gordon Freedman

Gordon Freedman

National Laboratory for Education Transformation (NLET)

Freedman is president of the National Laboratory for Education Transformation (NLET). NLET and a center at the University of California Santa Cruz operate the Silicon Valley Education Research and Development Center. Freedman is also Managing Director of Knowledge Base, LLC, an education, learning and technology consultancy established in 1998. Freedman assists formal education institutions, schools and higher education, and corporations adapt to the evolving information age and its rapidly changing technological structures for learning. Freedman served as Vice President of Global Education Strategy for Blackboard, Inc. from 2005 through 2011 and was Executive Director of the Blackboard Institute, 2009-2011. Through his management of Knowledge Base, LLC, Freedman has played a key role in updating and forming new learning strategies for a range of universities, community colleges, state agencies, ministries of education, education corporations, museums and foundations.

Theresa Gibson

Theresa Gibson

NCSU Friday Institute for Educational Innovation

Theresa Gibson is the Professional Learning & Leadership Collaborative Program Manager at the Friday Institute for Educational Innovation at North Carolina State University. Since 2014 she has managed the development, implementation, and facilitation of the Friday Institute’s vertically aligned professional learning programs to support the transition to personalized learning for Superintendents, District Teams, School Level Administrators, Instructional Coaches, Instructional Technology Facilitators, Media Coordinators, and Teacher Leaders. Theresa also supports the national Leadership in Blended and Digital Learning Program which has been implemented in 15 states and 19 organizations. In North Carolina she supports the Friday Institute’s statewide programs as part of the implementation of the Digital Learning Initiative. Theresa plays a key role in the business development, sustainability, evaluation, and continuous improvement. Theresa earned her B.S. in Mathematics and in Mathematics Education at Buffalo State College and completes her MBA in December 2017 at North Carolina State University.

Tiffany Kawohl

Tiffany Kawohl

Florida School for the Deaf and the Blind

Tiffany Kawohl is a teacher, and runs the Learning Opportunity Center (LOC) at the Florida School for the Deaf and the Blind, which is a lab for middle school and high students taking online courses at the middle school, high school or college level. Her students are either deaf/hard of hearing or blind/visually impaired. Previous to her position in the LOC, she taught reading and English to deaf/hard of hearing students. She holds a Master of Education degree in Deaf Education and a bachelor’s degree in Deaf Studies from the University of North Florida. She is certified in Deaf Education (K-12), English (6-12), and Middle Grades Integrated Curriculum (6-9) and holds endorsements in Reading (K-12) and English for Speakers of Other Languages (K-12).

Eric Kellerer

Eric Kellerer

Northwest Nazarene University

The Center, established in January 2013, exists to inspire personalized learning through innovative practices in education. As the director, Dr. Kellerer is also the project manager for an Idaho-wide pilot project to use Khan Academy in K-12 public and private institutions to enhance personalized learning environments. During the 2013-14 and 2014-15 school years, Eric led a team to implement and research the use of Khan Academy with 10,500 students. The team also included an additional 1,500 adult students in the Idaho Corrections system that used KA Lite, a non-Internet use of Khan Academy. Prior to directing the Doceo Center, Eric was the Executive Director of Information Technology at Northwest Nazarene University for 15 years. He received his Doctorate in Education in 2002 in Curriculum and Instruction with an emphasis on technology in distance education. The title of Eric’s dissertation was “Internet-based, asynchronous connected learning and the role of course management software.” In the dissertation, he explored pedagogical practices and the use of software in online learning.

Paula Kellerer

Paula Kellerer

Nampa School District

Dr. Kellerer currently serves as the superintendent of Nampa Schools, the third largest school district in Idaho. She has returned to the district where she previously served as the Chief Academic Office, overseeing student achievement in the district and working with team members to build capacity in multiple areas including curriculum, instruction, assessment, professional development, federal programs, district discipline, patron concerns and school safety. Previously, Dr. Kellerer was on the faculty of Northwest Nazarene University where she was the founding Dean of the College of Adult and Graduate Studies. Under her leadership, the university started its first Doctoral program and first wholly online undergraduate programs, targeting underserved populations and rural Idaho students. She oversaw the academic work of all graduate programs on campus and all adult completion programs, including programs in social work, counseling, education, business, nursing, and Christian ministry.

Kathryn Kennedy

Kathryn Kennedy

Michigan Virtual

Dr. Kennedy is also the former Director of Research for the International Association for K-12 Online Learning (iNACOL). In this position, she was responsible for providing multiple venues for disseminating research, establishing an annual research agenda, and conducting, coordinating and disseminating research studies to help inform the field of K-12 blended and online learning. Her practical experiences include preservice and in-service teacher, technology specialist and school librarian professional development for technology integration and instructional design in traditional, blended, and online learning environments. Her research interests deal directly with her practical experience and concentrate mostly on education professionals and their preparation for next generation learning models, including but not limited to online and blended learning environments. Dr. Kennedy holds a Ph.D. in curriculum and instruction with a concentration in Educational Technology from the University of Florida

Dujuana Prater

DaJuana Prater

Florida School for the Deaf and Blind

Ms. Prater’s primary responsibilities include developing and facilitating technology training for students with visual impairments, as well as staff, parents and other stakeholders. DaJuana supports both academic and expanded core curriculum by evaluating prospective assistive technology solutions and assessing suitability and potential impact on student success. She has co-developed an accessible online technology course to assist students in fulfilling the state mandated online course graduation requirement. Ms.Prater is a Nationally Board Certified Teacher of the Visually Impaired who also holds state certifications in Specific Learning Disabilities (K-12), Visual Disabilities (K-12), Mathematics (5-9), Primary Education and endorsements in ESOL and Reading. Her diverse experience includes 23 years in education, teaching in settings from the inner city to a state school and subjects such as physics, technology, math and reading. Ms. Prater is passionate about technology and how it is used to enhance the lives of those with visual impairments.

Keryn Pratt

Keryn Pratt

University of Otago

Dr. Pratt gained her Ph.D. in Psychology from the University of Otago in 2000, and has been working in the areas of technology in education and distance education since this time. She conducts research at both the university and K-12 levels, looking at a variety of issues. Recent focuses have included work exploring how best to support distance students at the university level, and working with a group of schools who work together in a blended learning program. Further information on Keryn can be found on the University of Otago website.

Sherawn Reberry

Sherawn Reberry

Idaho Digital Learning

IDLA is Idaho’s Virtual School established by the Idaho Legislature in 2002. IDLA provides eLearning expertise, virtual services and leadership in collaboration with Idaho school teachers and administrators to ensure all of Idaho students’ needs are being met. Before becoming employed full time at IDLA, Dr. Reberry was a building level principal and assistant superintendent for a district serving over 5,000 students. Additionally, she continues her duties as online principal for IDLA as she has the previous eight years. Dr. Reberry received her Doctorate in Education in 2002 in Educational Leadership with emphasis in Instructional Technology. Her dissertation was titled “Teaching with Technology (TWT): Professional Development Opportunity for Teachers Sponsored by the J.A. & Kathryn Albertson Foundation.” In her dissertation she looked at how professional development activities affect teachers and the use of technology in their classrooms.

Verona Roberts

Verena Roberts

University of Calgary

Ms. Roberts is completing her Ed.D. in Learning Sciences.Ms. Roberts has taught, developed and consulted about curriculum and technology integration from pre-K to Higher Education in Canada, the United States and Singapore. She has facilitated and developed a wide range of open networked learning projects with a focus on open access to learning, open educational resources, emerging professional learning opportunities and learning pathways for teachers and students. Some of her projects have included cMOOCS for educators like #Digifoot12, #ETMOOC and #OCLMOOC, as well as the #Gamifi-ED Project. She was the 2013 iNACOL Innovative Online and Blended Learning Practice Award recipient. She has worked with a number of school districts in the U.S. and Canada and has consulted with the Canadian eLearning Network, LEARN (Quebec), iNACOL, the Alaska Tribal Health Consortium, Alberta Distance Learning Centre (ADLC) and the Edmonton Regional Learning Consortium (ERLC).

Barbara Treacy

Barbara Treacy

Harvard Graduate School of Education

Ms. Treacy has worked with states, districts, colleges and universities, and other educational organizations to enable them to build successful online and blended programs for teachers, students and leaders. Current projects include developing blended curriculum and capacity-building facilitator training for the Leadership in Blended Learning Program, based at NCSU’s Friday Institute for Educational Innovation, and consulting to the NYC Leadership Academy to develop a blended model for their year-long principal residency program. Ms. Treacy is also leading the professional development program for the 14 Massachusetts districts who were awarded Digital Connections Partnership Schools grants to develop digital learning infrastructure and blended learning programs in their schools. Treacy is the chair of the Massachusetts Department of Elementary and Secondary Education’s Digital Learning Advisory Council and serves as a member of the MIT Online Education Policy Initiative committee and the Project Tomorrow Advisory Board.

Niki Walker

Niki Walker

Agilix Labs, Inc.

Ms. Walker has been an educator for 13 years and worked in all aspects of education. Niki has taught in the classroom, developed and taught online and blended learning courses as well as provided professional development for teachers in all aspects of education. Walker has her master’s degree in Curriculum and Instruction-Instructional Technology and her expertise spans the education field while providing practical knowledge in traditional, blended, and online learning.

Nicola Wayer

Nicola Wayer

Tennessee eCampus

Dr. Wayer provides leadership and support in instructional design and course development, accessibility issues, and faculty and student training in best practices for online learning. Prior to joining TN eCampus, she was the Director of Instructional Design at Champlain College in Vermont. Dr. Wayer has extensive experience working at PK-12, postsecondary and graduate levels of education as a teacher, curriculum developer, instructional designer, technology integrationist, accessibility specialist and researcher. She holds a doctorate in Curriculum and Instruction from University of Florida, a Master of Education degree from University of North Florida, and a bachelor’s degree in Deaf Education and Elementary Education from Flagler College.

Eric Werth

Eric Werth

Northwest Nazarene University

Dr. Werth guides NNU in selecting and implementing various learning technologies as well as manages the development of a new set of online associate and bachelor degree programs being developed at NNU. Prior to this, Dr. Werth served Northwest Nazarene as the Director of E-Learning. He has taught approximately 30 courses in either an online or blended format, is a certified K-12 teacher, and is active in research and publishing related to the impact of technology on classroom learning. Dr. Werth lives in Idaho with his wife and three daughters and enjoys hobbies include hiking, biking and fly fishing.

Lori Werth

Lori Werth

University of Pikeville

Dr. Werth earmed her Bachelor of Science degree from College of Idaho in Biology and Chemistry, a Master’s of Science in Education from Oregon State University, and a Doctor of Philosophy in Educational Leadership from University of Idaho. Her teaching and research interests primarily relate to blended learning, integrating technology in the K-12 and higher education classrooms, and retention in the online learning environment. Dr. Werth has worked in higher education for over 17 years in a variety of administrative capacities including Admissions Counselor, Student Services Coordinator, International Programs Coordinator, Director of Admissions and Vice President for Enrollment Management. Much of her work in higher education administration has focused on using and evaluating data as steps to the school improvement process. She currently resides in Idaho with her husband and three daughters.

Phoebe Winter

Phoebe Winter

Pacific Metrics

Dr. Winter brings policy, psychometric and practical perspectives to the design and implementation of assessment and accountability programs, drawing on her experience as a measurement specialist in two state departments of education. She holds a Ph.D., M.A. and M.Ed. from Columbia University in psychology, with an emphasis on measurement, evaluation and applied statistics, and a B.A. in Psychology from Clemson University

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