Andrew S Gibbons (Professor Emeritus, Brigham Young University) served 13 years as department chair in Instructional Psychology and Technology at Brigham Young University. Prior to that, he was a faculty member at Utah State University. He led large-scale instructional design projects in the military and industry for 18 years at Wicat Systems, Inc. and Courseware Inc. (now Andersen Consulting).

Dr. Gibbons’ work has included training development projects, re-engineering of the ISD development process, computer-based instruction, military and commercial aviation training, development, and research and development of instructional simulations. Dr. Gibbons’ current research focuses on the architecture of instructional designs. He has published a design theory of model-centered instruction, proposed a general layering theory of instructional design, and is currently studying the use of design languages in relation to design layers as a means of creating instructional systems that are adaptive, generative, and scalable. Most recently, Dr. Gibbons has been promoting a new learning theory of prospection, and its application, at a time when new theories of intelligent tools are emerging to collide within the creative space. His book, “An Architectural Approach to Instructional Design” (Routledge) describes approaches for obtaining instruction that is adaptive, generative, and modular.

Colin M. Gray is an Associate Professor in the Luddy School of Informatics, Computing, and Engineering at Indiana University Bloomington, where they are Director of the Human-Computer Interaction design (HCI/d) program. They hold appointments as Guest Professor at Beijing Normal University and Visiting Researcher at Newcastle University.

Colin holds a PhD in Instructional Systems Technology from Indiana University Bloomington, a MEd in Educational Technology from University of South Carolina, and a MA in Graphic Design from Savannah College of Art & Design. They have worked as an art director, contract designer, and trainer, and their involvement in design work informs their research on design activity and how design capability is learned. Colin’s research focuses on the ways in which the pedagogy and practice of designers informs the development of design ability, particularly in relation to ethics, design knowledge, and learning experience. They have consulted on multiple legal cases relating to dark patterns and data protection and work with regulatory bodies and non-profit organizations to increase awareness and action relating to deceptive and manipulative design practices. Colin’s research and engagement activities cross multiple disciplines, including human-computer interaction, instructional design and technology, law and policy, design theory and education, and engineering and technology education.