Sang Hoon Bae is Professor at the Department of Education and Vice President for Student Affairs at Sungkyunkwan University (SKKU). Before joining the faculty, he served as Assistant Secretary to the President for Education in the Office of the President. Professor Bae also has sixteen-year experience in the Korean Ministry of Education. He has held positions in various parts of the Ministry, including Director in the International Cooperation Team and in the After-school Policy Planning Team. He completed both Ph. D. and MS degree in Workforce Education and Development (WFED) from the Pennsylvania State University (PSU) in 2006 and 2004, respectively and earned a BA in Ethics Education from the Seoul National University in Korea. His current research interests focus on education reform policy, student success in higher education, and human resources development (HRD) at the national level. His recent publications appear in many internationally recognized journals including Asia Pacific Education Review and Quality Assurance in Education.
Professor Michael Sankey is from Griffith University in Brisbane, where he leads the Learning Transformations portfolio in the Learning Futures group. He specialises in emerging technologies, technology enhanced learning, curriculum renewal, eLearning quality, multimodal design, digital, visual and multiliteracies. He has worked in Higher Education for 29+ years and is particularly interested in how constructively aligned and aesthetically enhanced learning environments can better transmit concepts to students, particularly those from diverse backgrounds.
In addition to this role, Michael is the Vice President of the Australasian Council on Open, Distance and e-Learning (ACODE) and is the Director of the ACODE Learning Technologies Leadership Institute. This is a major initiative of ACODE that is run bi-yearly for those aspiring to become leaders in the area of technology enhanced learning.
Michael also runs the biennial ACODE Inter-Institutional Benchmarking Summit for technology enhanced learning (TEL). Thirty five institutions in Australasia use the ACODE TEL Benchmarks, which in many cases now forms a major quality assurance measure for these institutions.
Dr. Gregory Winslett works as the Deputy Director, Digital Learning at the University of Queensland (UQ) Australia. In this role, he leads the digital learning strategy ensuring that the Virtual Learning Environment aligns with the institution’s distinctive approach to active teaching and learning. After completing his undergraduate degree at UQ, Greg left Australia and worked in several education and technology roles in Osaka, Japan. He returned to Australia five years later with a renewed interest in higher education and commenced work at QUT.
During his 14 years there, Greg has held several professional and academic roles in his twenty years at the intersection of technology and education. He has lived and worked in Brisbane, Osaka and Barcelona and developed a keen interest in how digital technologies support cross-cultural competencies. He has taught and researched on educational technology, Indigenous perspectives on Education and Higher Education policy. His PhD is focused on higher education teaching and learning innovation and resistance. More recently, he worked at the University of New England as Director, Learning Futures, and later as Director, Teaching and Learning.
Greg is currently completing an Executive MBA and is a long-standing fan of teaching in higher education, learning design and educational technology.
With over 14 years experience in education technology, Phill Miller serves as Chief Learning and Innovation Officer. In his role, Phill leads new growth opportunities in the areas of teaching and learning as well as student success, exploring ways to re-envision the teaching and learning market.
Prior to his current role at Blackboard, Phill was Vice President of Teaching and Learning, during which he was responsible for leading the product strategy, roadmap, management and marketing for Blackboard’s suite of world-class online teaching and learning solutions. He has also served as Vice President and Business Line Manager of Blackboard Open LMS, the open source division of Blackboard.
Phill joined the company in 2012 with the acquisition of Moodlerooms, where he was Vice President of Product Strategy. During his tenure at Moodlerooms, he helped to build an innovative Software-as-a-Service Learning Management System on a global, open source learning platform, and invented cross-platform content sharing software for delivering open educational resources.
Earlier, Phill served as Director of Business Development at Oxygen Education, LLC and as Product Manager/Senior Solutions Architect at ANGEL Learning, Inc.
He holds a Juris Doctorate from Indiana University School of Law, a Master of Business Administration from Indiana University, and a Bachelor of Science in Computer Science/Information Systems from Ball State University.
Tim serves as Blackboard’s Chief Product Officer. In this role, he is responsible for the design, development, and delivery of the company’s innovative and comprehensive product portfolio, and for providing a world-class support experience to Blackboard clients.
Tim has more than twenty years of experience engineering technology solutions and leading software development projects and teams. Previously, he was Blackboard’s Vice President of Product Development, where his responsibilities spanned leadership of open source services from Blackboard Open LMS, Blackboard’s Analytics product portfolio, solutions for K-12 Community Engagement, and most recently, Blackboard Learn. In that role, he established a new Cloud Services Product Development team in 2012 and spearheaded the company’s first steps on the path to embracing SaaS and public Cloud technologies.
Prior to joining Blackboard in 2009, Tim served as Director of Software Development for ANGEL Learning. He has served on the Executive Committee of the Technical Advisory Board for the IMS Global Learning Consortium.
Tim holds a Bachelor of Science degree from the Kelley School of Business at Indiana University and has earned a Project Management Professional (PMP) Certification from the Project Management Institute.
As a first-generation college graduate and a father of three, Tim has both a professional and a personal devotion to the furtherance of education as a pathway to expanded opportunity and personal development.