Alana Moller with her husband Scott, own and manage a cattle station ‘Star of Hope’ Station, west of Clermont in Central Queensland. They have three daughters – two at boarding school and one in primary school via distance education. She has been home tutor for all three girls completing primary school via distance education. Alana is a member of ICPA  federal council knowing that ICPA and all it stands for precisely reflects her passion for rural education and the importance of pursuing equality and accessibility for isolated children.  

Alana has had a keen interest in rural education since her own school days, growing up on her family’s cattle station outside of a small mining town. Once completing all of her schooling there, she completed a Bachelor of Education (Secondary English and Geography) with the intent to teach rural. Alana met her now husband in a roundabout way as a result of completing a prac-teaching placement in Clermont. After getting
married, Alana continued contract and supply teaching in Clermont and Capella until 2010 when her eldest daughter started distance education and she became the home tutor – meaning that her teaching continued and 10 years later is down to one child in the schoolroom. 

Dr Philip Roberts
Philip Roberts is an Associate Professor in Curriculum Inquiry & Rural
Education at the University of Canberra, where he convenes units across the fields of Educational Sociology and Curriculum Inquiry. Before joining the University of Canberra, in 2009, Philip was a classroom teacher and Head Teacher for 14 years in rural NSW Public High schools. He has held various positions in the teachers’ union, curriculum board and teacher registration authority. Philip is an Associate Editor of Curriculum Perspectives. He has published extensively in curriculum inquiry and rural education, and has led a number of major research projects.  He is an Australian Research Council DECRA fellow (2020-2022).

Michael K Barbour, Ph.D.

Michael is Associate Professor of Instructional Design for the College of Education and Health Sciences at Touro University California. He has been involved with K-12 distance, online, and blended learning for over two decades as a researcher, evaluator, teacher, course designer, and administrator. Michael’s research has focused on the effective design, delivery, and support of K-12 distance, online, and blended learning, particularly for students located in rural jurisdictions. This focus
includes how regulation, governance, and policy can impact effective distance, online, and blended learning environments. His background and expertise has resulted in invitations to testify before House and Senate committees in several states, as well as consulting for Ministries of Education across Canada and in New Zealand.