About Authors
Maimoona Al Abri is a Director @ Ministry of Education (Oman) and a PhD candidate in the Learning Technologies Design Research (LTDR) program at George Mason University, USA. She holds an MEd in Learning Technology from Griffith University, Australia. She is the director of the Educational Technology Department in the Ministry of Education in the Sultanate of Oman since 2013. She has introduced the concept of integrating ICT in education k-12 in the Ministry of Education and has led the establishment of the digital school in Muscat Region. She led several crucial projects in the Ministry of Education such as developing e-learning strategy in k-12 and developing the national policy for OER in education. In 2017, she was nominated for Kappa Delta Pi (Education Honor Society) and became a DOER (Designing with OER) Fellow. Maimoona’s research interests include meaningful online learning, open educational resources (OER), open educational practices (OEP), open pedagogy, user experience design, design thinking, learning theories, and technology integration in schools. Maimoona has several publications including a book chapter and different articles in peer-reviewed journals: Testing the intervention of OER renewable assignments in a college course (Open Praxis), Open educational resources: A literature review (Journal of Mason Graduate Research), and Affordance analysis of Google+ features: Advancing teaching and learning in higher education (Journal of Educational Multimedia and Hypermedia). Maimoona has been participated in several national and international conferences (USA, Berlin, France, and Qatar).
LinkedIn Page
LinkedIn Page
Nada Dabbagh is Professor and Director of the Division of Learning Technologies in the College of Education and Human Development at George Mason University. She holds a Ph.D. in Instructional Systems Design from The Pennsylvania State University and an M.S. in Operations Research from Columbia University. Her research explores the pedagogical ecology of technology mediated learning environments with the goal of understanding the social and cognitive consequences of learning systems design. Specific research areas include personal learning environments, problem-based learning, affordance based design, and supporting student self-regulation in online and blended learning.