Thomas C Reeves
Thomas C. Reeves is a Professor Emeritus of Learning, Design, and Technology at The University of Georgia. Since receiving his Ph.D. at Syracuse University, he has designed, developed and evaluated numerous interactive learning programs for education, training, and performance support. Professor Reeves is a past president of the Association for the Development of Computer-based Instructional Systems (ADCIS) and a former Fulbright Lecturer. In 1995, he 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. He served as a member of the Scientific Panel on Interactive Consumer Health Information for the U.S. Department of Health and Human Services, and as a member of the National Visiting Committee for the National Science Digital Library (http://nsdl.org/ ). In 2003, he was the first person to receive the AACE Fellowship Award from the Association for the Advancement of Computing in Education. His Interactive Learning Systems Evaluation book (co-authored with John Hedberg) was also published in 2003.
Professor Reeves’ research interests include evaluation of instructional technology for education and training, mental models and cognitive tools, authentic tasks for online and blended learning, socially responsible research goals and methods in education, and applications of instructional technology in developing countries. In addition to numerous presentations and workshops in the USA, he has been an invited speaker in more than 30 other countries.
Phone: 706-542-1682
Address: College of Education
The University of Georgia
222 River's Crossing Bldg.
Athens, GA 30602-7144 USA
Professor Reeves’ research interests include evaluation of instructional technology for education and training, mental models and cognitive tools, authentic tasks for online and blended learning, socially responsible research goals and methods in education, and applications of instructional technology in developing countries. In addition to numerous presentations and workshops in the USA, he has been an invited speaker in more than 30 other countries.
Phone: 706-542-1682
Address: College of Education
The University of Georgia
222 River's Crossing Bldg.
Athens, GA 30602-7144 USA
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Books by Thomas C Reeves
To support graduate students as well as experienced researchers who are new to this approach, Conducting Educational Design Research integrates multiple perspectives of educational design research throughout this three-part book. Part one clarifies the educational design research origins, approach and outcomes. It also presents a generic model portraying the overall process. Part two discusses the constituent elements of the model in detail, these are: analysis and exploration; design and construction; evaluation and reflection; and implementation and spread. Part three offers recommendations for proposing, reporting and advancing educational design research. Through related readings and richly varied examples, Conducting Educational Design Research offers clear and well-documented guidance on how to conceptualize and conduct this stimulating form of inquiry.
For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational problems.
A Guide to Authentic e-Learning:
* develops the conceptual framework for authentic learning tasks in online environments
* provides practical guidance on design, implementation, and evaluation of authentic e-learning tasks
* includes case studies and examples of outcomes of using authentic e-learning tasks
Written for teaching professionals in Higher Education who teach online, A Guide to Authentic e-Learning offers concrete guidelines and examples for developing and implementing authentic e-learning tasks in ways that challenge students to maximize their learning. This essential book provides effective, working examples to engages learners with authentic tasks in online learning settings.
The book encompasses six functions or levels of evaluation that are keyed to the major stages involved in the design, development, and implementation of interactive learning systems or products such as multimedia DVD’s, Web-based training, electronic performance support systems, and e-learning solutions. Various chapters in the book link evaluation procedures and tools to specific design and implementation activities to help novice, as well as experienced, evaluators plan, conduct, and report better evaluations. Many of the methods and tools in this book can be used for multiple functions. This associated Web site includes downloadable tools and guidance about how to use them in various types of evaluation. Although the print version of the book is obviously “fixed” in terms of its content, this Web site is a dynamic resource that will be enhanced based upon the feedback we receive from you and other readers. Revisions will also be informed by advancements in the area of evaluation as they evolve. Please contact the authors to provide feedback and suggestions for improving this Website as well as any future editions of the book.
Papers by Thomas C Reeves
To support graduate students as well as experienced researchers who are new to this approach, Conducting Educational Design Research integrates multiple perspectives of educational design research throughout this three-part book. Part one clarifies the educational design research origins, approach and outcomes. It also presents a generic model portraying the overall process. Part two discusses the constituent elements of the model in detail, these are: analysis and exploration; design and construction; evaluation and reflection; and implementation and spread. Part three offers recommendations for proposing, reporting and advancing educational design research. Through related readings and richly varied examples, Conducting Educational Design Research offers clear and well-documented guidance on how to conceptualize and conduct this stimulating form of inquiry.
For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational problems.
A Guide to Authentic e-Learning:
* develops the conceptual framework for authentic learning tasks in online environments
* provides practical guidance on design, implementation, and evaluation of authentic e-learning tasks
* includes case studies and examples of outcomes of using authentic e-learning tasks
Written for teaching professionals in Higher Education who teach online, A Guide to Authentic e-Learning offers concrete guidelines and examples for developing and implementing authentic e-learning tasks in ways that challenge students to maximize their learning. This essential book provides effective, working examples to engages learners with authentic tasks in online learning settings.
The book encompasses six functions or levels of evaluation that are keyed to the major stages involved in the design, development, and implementation of interactive learning systems or products such as multimedia DVD’s, Web-based training, electronic performance support systems, and e-learning solutions. Various chapters in the book link evaluation procedures and tools to specific design and implementation activities to help novice, as well as experienced, evaluators plan, conduct, and report better evaluations. Many of the methods and tools in this book can be used for multiple functions. This associated Web site includes downloadable tools and guidance about how to use them in various types of evaluation. Although the print version of the book is obviously “fixed” in terms of its content, this Web site is a dynamic resource that will be enhanced based upon the feedback we receive from you and other readers. Revisions will also be informed by advancements in the area of evaluation as they evolve. Please contact the authors to provide feedback and suggestions for improving this Website as well as any future editions of the book.