Matthew Boutilier, Ph.D., director of online curriculum and instruction at Oakton College, and Wendy Adele-Marie, Ph.D., distinguished professor of History and coordinator of Jewish Studies, were recognized on March 14 at the 2026 Instructional Technology Council (ITC) eLearning Conference for their work in advancing online education.
The recognition highlights the importance of innovative teaching methods as more students turn to remote and hybrid learning. By developing new approaches to course design and student support, educators like Boutilier and Adele-Marie are helping shape the future of higher education.
Boutilier received the Innovative eLearning Technology Award for his work on developing learning analytics dashboard prototypes. These dashboards provide real-time insights into course performance for both students and faculty. “I am deeply honored to receive the 2026 Instructional Technology Council’s Innovative eLearning Technology award,” said Boutilier. “As a first-generation college graduate, the importance of education, instilled by my parents, fuels my commitment to student success. This recognition validates the ongoing effort to develop meaningful tools that clearly illustrate student performance in their courses, empowering them to take corrective action and providing centralized access to the essential support and resources Oakton offers.” The dashboards also allow instructors to send timely reminders about tutoring or academic support services.
Adele-Marie was awarded the ITC Outstanding Distance Educator Award for her leadership in creating equitable and engaging online environments. “Receiving the ITC Outstanding Distance Educator Award is especially meaningful to me as a first-generation college graduate raised by my grandmother, who taught me that education is something no one can ever take away from you and to always value the human stories within history,” said Adele-Marie. She designs her courses with empathy in mind—reducing cognitive load for students while weaving historical narratives that make events relatable.
Both educators have contributed significantly toward making Oakton’s virtual classrooms more accessible and supportive. Their efforts reflect broader trends in higher education aimed at improving outcomes through technology-driven solutions.
