is Director of the eLearning Research and Practice Lab in Indiana University’s Pervasive Technology Institute, and is on the faculty of the Department of Psychological and Brain Sciences. His research examines the nexus between cognitive theories of learning, psychological theories of engagement, and what goes on in college classes. Dr. Motz has designed three enterprise-scale learning applications integrated with Canvas: Quick Check, an open-source platform for formative assessment in online learning environments; Boost, a mobile app that deploys automated nudges to help students stay on top of schoolwork; and now Terracotta, currently funded by Schmidt Futures and IES. Motz is also a founder of the ManyClasses project, a collaborative research model investigating the generalizability of educational interventions across dozens of classrooms.

is Professor of Psychological & Brain Sciences and Director of the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) at Washington University in St. Louis. He is coauthor of the book Make it Stick: The Science of Successful Learning, and co-editor of the volume Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. His research on human learning and memory has included highly influential scholarship on basic encoding and retrieval processes, and he has extended these theories to educationally relevant paradigms. Dr. McDaniel is a Fellow of the American Psychological Association (APA), the Association for Psychological Science (APS), and the Society for Experimental Psychologists, and is past president of APA’s Division 3 (Experimental Psychology and Cognitive Science). 

is VP of Higher Education Strategy for Instructure, makers of Canvas. In this role, Jared engages with higher ed leaders and practitioners around the world to figure out how technology can help education tear down barriers, build up learners, and inspire innovators. Before joining Instructure, Jared worked in higher education as a leader in online and blended teaching and learning for over a decade. He has helped departments develop fully online programs, implemented blended and hybrid teaching initiatives, and guided faculty to adopt evidence-based practices that engage learners and improve outcomes. Jared advocates for active learning, authentic assessment, open education, ethical use of data, and frictionless user experiences. Jared is author of Essentials for Blended Learning: A Standards-Based Guide, now in its second edition.