Sarah Pink (PhD., FASSA) is Professor and Director of the Emerging Technologies Research Lab at Monash University. She is a design and futures anthropologist and documentary filmmaker, and is known globally for her innovation in ethnographic methods, including her books Doing Visual Anthropology (4th edition 2021), Doing Sensory Ethnography (2nd edition 2015), Digital Ethnography (2016) and Design Ethnography (2022).

Nichole M. Garcia (she/hers/ella) is an Assistant Professor of Higher Education and College Student Affairs in the Graduate School of Education at Rutgers University, New Brunswick. As a Chicana/Puerto Rican her research focuses on the intersections of race, feminisms of color, and Latinx/a/o communities in higher education. Specifically, Garcia as a mixed-methodologist focuses on the differences and similarities between Latinx sub-ethnic groups, students, and families regarding their college readiness, retention, and completion.

Amalia Daché is an associate professor of higher education at the University of Pennsylvania. Dr. Daché’s major research areas are postcolonial geographic contexts of higher education and AfroLatin American studies. She has won numerous awards and fellowships from the National Academy of Education, Spencer Foundation, Association for the Study of Higher Education, and The Rockefeller Institute. Dr. Dache has appeared as an expert in film and national media outlets, including Spike Lee’s documentary Two Fists Up, Red Table Talk: The Estefans and MSNBC. She is currently writing a book on AfroCuban societies, organizations dating back to indigenous pre-colonial West Africa.

Zach Mbasu is a highly motivated Math educator with a demonstrated history of leading exciting STEM projects in Africa. He has experience implementing innovative student-centered educational programs and learning technologies that turn today’s classrooms into active learning environments. His research interests include innovating and understanding teaching and learning in technology-enhanced learning environments to facilitate meaningful learning and engagement.

Dr. Meixi is a Hokchiu learning scientist, former teacher, who has worked for the past decade in Indigenous-led public schools. She studies the relational, cultural, historical, political and ethical dimensions of human learning within micromoments of interaction in relation to macro forms of socioecological change, with a particular focus on how land-based theories of learning at school can contribute to the collective flourishing of Indigenous young people, their families, and places where they live. Through stories and trans-Indigenous collaborations, Dr. Meixi engages in community-based design with young people, teachers, and families to cultivate educational sovereignty and ethical futures with families and communities in Southeast Asia and North America.

Kahiwa Sebire has over 10 years’ experience working in and with educational organisations, in public, private and vendor contexts. In this time, she has led learning design teams and strategic projects, including the transformation of experiential multi-disciplinary innovation curriculum into online delivery and innovative online learning experiences for global learners, and launched educational technology platforms into Australia. Originally from New Zealand, Kahiwa affiliates to Ngāti Tukorehe, Ngāti Porou, and Te Whānau-ā-Apanui tribes.

YJ Kim is an Assistant Professor of Design, Creative, and Informal Education in the Department of Curriculum and Instruction at UW–Madison. Previously she was the founder and director of MIT Playful Journey Lab where she led an interdisciplinary team of game designers, developers, and researchers to create playful assessment tools for K12 education. Her work centers on the topic of innovative assessment and re-imaging what and how we measure learning across formal and informal contexts. YJ’s playful assessment ranges from co-designing learning analytics and dashboards with teachers for game-based assessment to developing unplugged playful assessment activities for STEM classrooms.

Hazel Vega Quesada, PhD (she, her, ella) is a research grant project manager at Clemson University. Her research explores language teacher identity construction among teachers of English as a second/foreign language and participatory research innovations. Her work is focused on understanding how teachers negotiate and re-signify their identities in complicated ideological contexts. She has worked extensively with in-service and pre-service teachers for over 20 years in Costa Rica and in the US.

Aroutis Foster, PhD is an Associate Dean for Academic Affairs and Graduate Studies and Professor of Learning Sciences and Technologies in the School of Education at Drexel University. He is the Director of the Games and Learning in Interactive Digital Environments (GLIDE) Lab at Drexel. His research expertise and program are about the design, implementation, and examination of technological learning environments such as games and virtual platforms to support our understanding of learners’ cognitive and non-cognitive experiences in different settings. His work is centered on understanding and designing technology for learning and teaching to facilitate identity exploration for personalized and lifelong learning to aid flexibility, adaptability, and professional development.

David Williamson Shaffer is the Vilas Distinguished Professor of Learning Sciences at the University of Wisconsin-Madison in the Department of Educational Psychology, with a focus on Learning Analytics, and a Data Philosopher at the Wisconsin Center for Education Research. Before coming to the University of Wisconsin, Professor Shaffer taught grades 4-12 in the United States and abroad, including two years working with the US Peace Corps in Nepal. His M.S. and Ph.D. are from the Media Laboratory at the Massachusetts Institute of Technology. Professor Shaffer taught in the Technology and Education Program at the Harvard Graduate School of Education, and was a 2008-2009 European Union Marie Curie Fellow. Professor Shaffer studies how to develop and assess complex and collaborative thinking skills, with a particular interest in how students understand complex environmental issues. He is the author of How Computer Games Help Children Learn and Quantitative Ethnography.