Our Story
Summit Learning Lab started with a shared respect for each other’s work and a desire to bring our experience to more organizations. We met through the Virtual Learning Leadership Alliance while Krista worked at Michigan Virtual and Jolene worked at Idaho Digital Learning Alliance. Through that professional collaboration, we began working together more often and found that we shared a belief that learning should be accessible, flexible, and designed for the people it serves.
Over time, we noticed a need for online learning expertise and educational consulting outside of state virtual programs. Public agencies, nonprofits, and smaller colleges and universities wanted learning designed specifically for their needs, both online and face to face. They needed customized learning that was also professional, accessible, and flexible.
We decided to work together to fill that need, and Summit Learning Lab was born.
Our Founders
Jolene Del Re, Ed.S.
I have spent most of my career creating new opportunities for students in Idaho. I started as a CTE teacher and have since worked as a principal, testing coordinator, federal programs director, educational consultant, and curriculum director. I learned that big goals are great, but they are only useful if people can actually put them into practice. That is the kind of work I enjoy most. I love taking something complicated and helping educators find a path forward that makes great ideas work with real students, real teachers, real budgets, and real staffing limits.
As Director of Curriculum for Idaho Digital Learning Alliance, my work has included curriculum development, professional learning, large scale technology transitions, and program design in areas including early literacy, CTE, credit recovery, and dual credit. I also build partnerships with schools, state agencies, universities, and industry.
What I've Learned Along the Way
My career has given me the chance to see education from many different perspectives. I have experienced education as a teacher, parent, principal, business owner, board member, and, of course, student. These experiences have made me less interested in doing things simply because they have always been done that way. At Summit Learning Lab, I bring that same practical approach to helping organizations create new learning, improve what they already have, and work through change. I care about accessibility, thoughtful use of technology, and learning experiences that respect people's time and give them something they can actually use.
Krista Tomaselli, Ph.D.
Education has been at the center of my life for more than two decades, but what continues to inspire me is not the content—it is the people. Throughout my career, I have worked as a teacher, literacy specialist, instructional designer, educational leader, and consultant, helping learners and educators navigate challenges, discover new possibilities, and achieve meaningful growth. From leading curriculum development teams and mentoring educators to designing online learning experiences and supporting organizational change, I have always been drawn to work that helps others succeed. I am passionate about creating learning experiences that are practical, engaging, and accessible, whether I am supporting a classroom teacher, developing a new program, or helping an organization solve complex educational problems. At the heart of my work is a simple belief: learning has the power to change lives, and every learner deserves the opportunity to succeed.
A Few Milestones Along the Way
My career has allowed me to experience education from many angles—teaching GED, K–12, and post-secondary learners; leading online course development teams; and earning a Ph.D. in Curriculum and Instruction. I have contributed to national quality standards for online learning, including the National Standards for Quality Online Courses and the Quality Matters K–12 Course Design Rubric. I have also supported the field through scholarly work, including co-editing a special issue of the Journal of Online Learning Research focused on instructional design in K–12 online and blended learning environments. These experiences continue to shape my belief that strong learning design should be practical, accessible, and deeply connected to the needs of real learners and educators.