Raul is the director of the “Master in Methodologies and Emerging Technologies Applied to Education”. He is author of “Online Training: a Guide for University Teachers”; “The flipped Classroom: how to convert Schools into Learning Spaces”; “Mobile Learning: new challenges and Realities in the classroom”; Inductive methodologies: The challenge of teaching by questioning and challenges”, Gamification: How to motivate your students and improve the climate in the classroom. He is currently taking part in several researches about the Flipped Classroom Model in Spanish language. He has been Academic Co-Director of The II European Congress on Flipped Learning. Other research fields include Evaluation Systems, Education Quality programs, online and blended learning, Teachers Training and Educational Technology

As Director of the Center for Excellence in Learning and Teaching at MEF University, the first and only fully flipped university in the world, Dr. Fell Kurban has the responsibility of supporting instructors and students in development of Flipped Learning. Her role has seen her undertake practitioner research into flipped learning in higher education. Through the Flipped Learning Global Initiative, Dr. Fell Kurban is excited to join other researchers who are passionate about striving for excellence in flipped learning for the benefit of our students. Caroline’s particular interest lies in the development of quality assurance parameters as well as the implementation of professional development programs to assure efficacy and quality of flipped learning provision in institutions of higher education.

Robert Talbert is an Associate Professor in the Mathematics Department at Grand Valley State University in Allendale, Michigan USA. He was previously on the faculty at Bethel College (Indiana) and Franklin College. He holds a B.S. degree in Mathematics from Tennessee Technological University and M.S. and Ph.D. degrees in Mathematics from Vanderbilt University.

Robert’s scholarly interests lie in the scholarship of teaching and learning, especially at the intersection of mathematics, teaching, and technology. He is particularly interested in flipped learning and how this model can solve pedagogical problems in the STEM disciplines related to concept acquisition and self-regulated learning behaviors. He is also interested in how computer programming can be used to support active learning environments in university mathematics courses.

Robert first implemented flipped learning in a computer programming course in 2008 after reading about its use in software engineering. Since then, he has converted courses in Calculus, Introduction to Proof, Linear Algebra, and Discrete Structures to flipped designs. He is a frequent speaker and workshop facilitator on flipped learning, having given keynote addresses and workshops in Canada, France, Jamaica, the United Kingdom, and dozens of locations in the US. He writes on flipped learning and other education topics at http://rtalbert.org/blog and on Twitter (@RobertTalbert).

Dr. Gwo-Jen Hwang is currently a Chair Professor at the National Taiwan University of Science and Technology. He is also Dean of College of Liberal Arts and Social Sciences at the university. He received his Ph.D. degree in Computer Science and Information Engineering from the National Chiao Tung University in Taiwan in 1991. Dr Hwang serves as an editorial board member and a reviewer for more than 30 academic journals of educational technology and e-learning. He has also been the principal investigator of more than 100 research projects funded by Ministry of Science and Technology as well as Ministry of Education in Taiwan. His research interests include mobile and ubiquitous learning, flipped learning, digital game-based learning, and artificial intelligence in education. He defined the term “seamless flipped learning” as “mobile technology-enhanced flipped classroom with effective learning strategies.”

Dr. Fang has been working as a member of new curriculum development at National Academy of Education Research in Taiwan under the policy of 12-Year Basic Education. His research is on the quality of education focusing on the key competencies of students in the new curriculum framework. He reviews literature of flipped learning and promotes, teaching and learning strategies to promote the quality of learning at all stages of education. He invited Jon Bergmann to give a keynote speech at the South Taiwan Education Forum in August, 2015. It was a big event in our education community. The movement of flipped learning is growing in the practice of instruction and research of education.

Roger Hadgraft is a civil engineer with more than 25 years of experience in improving engineering education. He has published many papers on problem- and project-based learning (PBL), and the use of online technology to support student-centred learning to meet the needs of engineering employers. He was instrumental in introducing a project-based curriculum in civil engineering at Monash University and in several disciplines at RMIT. He established the Master of Sustainable Practice and Bachelor of Sustainable Systems Engineering, both at RMIT. Roger was an ALTC Discipline Scholar and has been a member of several national learning and teaching projects and he has consulted on PBL to universities both nationally and internationally. His current passion is to develop national approaches to engineering curricula, exemplified by the national e-portfolio project.

He was recently Interim Dean of the Graduate School and is a Past Chair of the Department of Chemistry and Biochemistry at Texas Tech University. After receiving an undergraduate degree in Chemistry with Honors from Case Institute of Technology of Case Western Reserve University in 1977, Dr. Casadonte earned an M.S. degree (Physical Chemistry) and Ph.D. (Inorganic Chemistry) from Purdue University in 1985. He then did postdoctoral work at the University of Illinois in the laboratories of Ken Suslick and Ted Brown. In 1988, Dr. Casadonte was awarded one of the first ten Scholar/Fellow Fellowships given by the Dreyfus Foundation. He began his academic career at Texas Tech University in the fall of 1989.

Dr. Casadonte has been involved in flipping classes in both on-line and face-to-face formats since 2008. In his research work involving the flipped classroom experience, he has flipped the Honors General Chemistry course sequence at Texas Tech University from the fall of 2010 through the spring of 2016.

He received his Master degree in chemistry education from Beijing Normal University in 1994 and PhD degree in Educational Technology from the University of Michigan, USA in 2003. He has twelve years’ experience studying, living, and working out of China (6 years in the US and another 6 years in Singapore as a faculty member at the National Institute of Education, Nanyang Technological University). He served as professor and doctoral supervisor at the Institute of Education, Nanjing University (2011-2014) after returning to China. He joined SNNU after its global dean search.
He is currently chair of Research and Publication of the International Council of Associations for Science Education (ICASE) and editor of Science Education International, a flagship journal of ICASE (2014-2018). He was recently elected an executive committee member of EASE (East-Asia Science Education Association, 2015-2017). He serves as the co-chair of JRST Award Selection Committee of NARST, a world-wide organization for improving science teaching and learning. He also served as a member of the NAPLES (Network of Academic Programs in the Learning Sciences) Task Force and the membership committee of the fastest growing education researchers’ community– International Society of the Learning Sciences (ISLS) (2011-now). He has been chosen to be a member of the Steering Committee for Professional Teaching of Educational Technology in Colleges and Universities of the Ministry of Education of China (2013-2017). He has been elected as a vice-president of the Chinese Learning Sciences Association, a branch of the China Higher Education Association (2013-2017).

Maurizio started FlipNet, the Italian Association for flipped class teachers. He leads conferences and workshops around Italy for teachers interested in flipping the classroom. He has written a book on the Flipped Classroom, La Classe Capovolta. His conferences have had over 1000 people attend and his workshops regularly top 400 people. The FlipNet Facebook page has over 20,000 members.

Dr. Carl Reidsema’s research interests are in: Computational Design Tools, Knowledge Based Engineering, Design for Sustainability, Design Thinking, Innovation in Industry, Engineering Education. His research interests are centered around understanding how we think about design as a basis for the development of more effective computational tools, educational programs and collaborative organizational models.

Dr. Irma Brasseur-Hock is a Program Designer and Instructor for the online High Incidence Teacher Education program at the University of Kansas and an assistant research professor at the University of Kansas Center for Research on Learning. Dr. Brasseur-Hock earned her Ph.D. in Special Education at the University of Kansas. Her research interests include adolescent literacy, staff development, coaching, instructional technology, and instructional sustainability. She has coordinated several federally funded research projects, including a study that designed and developed of an online course for k-12 teacher entitled: Blended Instructional Design. This study was highly influenced by teachers including members of the Flipped Learning Network(FLN) and the founder of FLN. In addition, Dr. Brasseur-Hock developed a reading skill profile of struggling adolescent readers which lead to the development of the Fusion Reading Program. She has also developed and implemented a flipped professional development model in which extensive online teacher supports are available to support face-to-face PD for the Fusion Reading program. Dr. Brasseur-Hock has been an online instructor for the University of Kansas Special Education Department for 5 years. As a fellow of the Flipped Learning Global Initiative, Dr. Brasseur-Hock would value the opportunity to become part of a community dedicated to increasing the knowledge and providing learning opportunities that directly impact teacher and student learning outcomes.

Giorgio Asquini has started a collaboration with
Association for the sponsorship of Flipped
research interests are in: Experimental Pedagogy, Assessment tests,
Indicators of education systems. Giorgio was part of the Italian working group of OECD-PISA from 2000 to 2012. He has worked on evaluation of Problem
solving, and teachers training. Giorgio remains involved in the training of
secondary teachers on the issues of evaluation. Prior to
working at the University Giorgio was a secondary school teacher (from
1982 to 2005) and he discovered ex post that many of the fundamentals
of flipped classroom were already in his teaching approach and
continued in his academic teaching.

Chung Kwan LO is an EdD student of the Faculty of Education, The University of Hong Kong. His main research interests are flipped learning, collaborative learning, and computer-supported teaching.

Karen Hessler has been teaching at the collegiate level in nursing programs since 1996. She obtained her BSN and MSN with Family Nurse Practitioner specialty from the University of Nebraska Medical Center. Dr. Hessler was awarded a PhD in Nursing Research from the University of Colorado Health Sciences Center in Denver, Colorado in 2008. She currently resides in Northern Colorado where she educates nurses at all levels as an Associate Professor of Nursing. Dr. Hessler began flipping her classroom 7 years ago, and learned very quickly that best practices in flipped learning should be widely shared. As she presented her ideas and helpful tips about flipping the nursing classroom at various conference venues, participants continued to ask her for a manual or book that they could read about flipping. As a result, Dr. Hessler wrote and published the first book focusing on the flipped classroom in nursing education titled: Flipping the Nursing Classroom: Where Active Learning Meets Technology. She has continued to learn about the flipped classroom through research and certification. Her most recent research has focused on the students’ perspective of the flipped classroom. Dr. Hessler will continue a research trajectory investigating all aspects of the flipped classroom in higher education. Her goal is to contribute to a paradigm shift in the world of higher education and better the teaching and learning landscape for both faculty and students.

Dr. Grace Onodipe is an assistant professor in economics in the School of Business at Georgia Gwinnett College (GGC) in Lawrenceville, GA, USA. In the last twelve years, before joining GGC in 2013, she taught university level economics through asynchronous online delivery format at online universities.

Since earning her Ph.D. (2003) in Agricultural, Environmental and Development Economics from The Ohio State University, she has presented papers at conferences and workshops. She has also published articles highlighting core concepts of innovative use of technology in the teaching of economics and business statistics, in online and face-to-face delivery formats.

In the coming academic year (fall 2017), she will be coordinating a Faculty Learning Community at GGC to provide a forum for faculty engaged in flipped learning to network and exchange ideas. It will also provide faculty the opportunity to reflect on their pedagogy and adopt best practices to improve student learning and enhance collaboration on teaching and learning.

Since her introduction to Flipped Learning in 2015, one of her primary goals has been to see its adoption in Nigeria, her native country.