Dr. Thomas C. ReevesDr. Thomas C. Reeves

Dr. Reeves is Professor Emeritus of Learning, Design, and Technology in the College of Education at The University of Georgia.  He is former Fulbright Lecturer in Peru, and he has been an invited speaker in the USA and more than 30 other countries.  In 1995, Tom was selected as one of the “Top 100” people in multimedia by Multimedia Producer magazine, and from 1997 – 2000, he was the editor of the Journal of Interactive Learning Research.  In 2003, he received the AACE Fellowship Award from the Association for the Advancement of Computing in Education; in 2010 he was made a Fellow of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE); and in 2013 he was awarded the David H. Jonassen Excellence in Research Award by the Association for Educational Communications and Technology (AECT).  His Interactive Learning Systems Evaluation book (co-authored with John Hedberg) was published in 2003, and his Guide to Authentic E-Learning book (co-authored with Jan Herrington and Ron Oliver) was published in 2010.   His latest book, Conducting Educational Design Research (co-authored with Susan McKenney), was published in 2012. Both of the latter books won book of the year awards from the Association for Educational Communications and Technology (AECT).

On November 13, from 11am until Noon, in CPB 303 (above the planetarium)
Dr. Reeves delivered the following public presentation:

Title: Inquiry with Impact: The Promise of Educational Design Research

Research in the social sciences, including education, has notoriously little impact on outcomes relevant to the public stakeholders who provide the support for such systematic inquiry.  Educational design research (EDR, also often referred to as “design-based research”) addresses real world problems related to teaching, learning, performance, and other outcomes.  EDR has two primary goals: to develop and refine solutions to problems and to produce reusable knowledge.  EDR is typically embedded in the iterative development of a solution to a significant problem and requires close collaboration with practitioners.  In addition to robust problem solutions, EDR yields new theoretical knowledge most often in the form of reusable design principles.  This presentation presents the rationale for and benefits of EDR in education, public health, and other fields.

In addition, Dr. Reeves conducted the following workshop
On November 13, from 12:30pm until 4:30pm, in CPB 303 (above the planetarium):

Workshop (4 hours): Conducting Educational Design Research (EDR)

This workshop introduces educational researchers and other social scientists to “Educational Design Research.”  A primary advantage of EDR over other forms of social sciences research is that it provides a direct link between research and practice, and thus the chances that a research project will have meaningful impact are greatly enhanced.  Educational design research utilizes various mixed-methods research strategies that are undertaken with the intent of producing new theoretical principles and innovative interventions that account for, and enhance, teaching, learning, performance, and other outcomes in naturalistic settings.  The emphasis in the workshop is less on the theoretical aspects of this genre of research and more on the “nuts and bolts” of how it can be done by doctoral students, their supervisors, and other social science researchers. Examples of doctoral students’ educational design research will be shared.  A hands-on small group planning exercise will enable the participants to prepare a preliminary prospectus for an educational design research study to address a particular set of real world problems.  Many of the ideas in this workshop come from an award-winning book: McKenney, S. E., & Reeves, T. C. (2012). Conducting educational design research. New York: Routledge.