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Date:Title
2/26/2020How Educational Design Research Can Put the "Public" Back in "Publication"
February 26th, 2020 at 1:00 pm (EST)
Dr. Thomas C. Reeves (Tom) is Professor Emeritus of Learning, Design, and Technology in the College of Education at The University of Georgia. He is a former Fulbright Lecturer in Peru and he has been an invited speaker in the USA and more than 30 other countries. 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 received the David H. Jonassen Excellence in Research Award from the Association for Educational Communications and Technology (AECT). His books include: Interactive Learning Systems Evaluation (2003, with John Hedberg), A Guide to Authentic E-Learning (2010, with Jan Herrington and Ron Oliver), Conducting Educational Design Research (2012 and 2019, with Susan McKenney), MOOCs and Open Education around the World (2015, with Curt Bonk, Mimi Lee, and Tom Reynolds), and MOOCs and Open Education in the Global South (2020, with Ke Zhang, Curt Bonk, and Tom Reynolds). He lives in Athens, Georgia, USA with his wife, Dr. Trisha Reeves, and their two Westies, Button and Zipper. More information about Tomís work can be found at: http://www.evaluateitnow.com/

Abstract: The pressure on educational technology academics to publish is higher than ever. Publications (especially in highly ranked peer reviewed journals) and grants are the keys to winning the tenure and promotion game, if not to securing an academic appointment in the first place! Unfortunately, this trend pressures educational technology researchers to emphasize quantity of publications over societal benefits. A more socially responsible approach to educational technology research is needed. Educational Design Research (EDR) is a unique genre of educational research that has two primary goals: to develop solutions to serious educational problems and to refine theoretical knowledge related to the problems. The EDR process is embedded in the data-driven development of solutions to the problems being tackled while at the same time extending theoretical knowledge through iterative cycles of data collection, analysis, and reflection. This presentation will recommend how EDR can be applied to serious educational challenges while at the same time increasing the value of our scholarship to society at large. Examples of EDR in corrections, public health, and other sectors will be highlighted.
  Presenter(s): Dr. Thomas C. Reeves, Emeritus of Learning, Design, and Technology in the College of Education at The University of Georgia
Bio(s): Dr. Thomas C. Reeves (Tom) is Professor Emeritus of Learning, Design, and Technology in the College of Education at The University of Georgia. He is a former Fulbright Lecturer in Peru and he has been an invited speaker in the USA and more than 30 other countries. 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 received the David H. Jonassen Excellence in Research Award from the Association for Educational Communications and Technology (AECT). His books include: Interactive Learning Systems Evaluation (2003, with John Hedberg), A Guide to Authentic E-Learning (2010, with Jan Herrington and Ron Oliver), Conducting Educational Design Research (2012 and 2019, with Susan McKenney), MOOCs and Open Education around the World (2015, with Curt Bonk, Mimi Lee, and Tom Reynolds), and MOOCs and Open Education in the Global South (2020, with Ke Zhang, Curt Bonk, and Tom Reynolds).
Category: Research & Theory
Keywords: design research | research method | publication
Event Invitation: https://mms.aect.org/members/iresponse.php?iid=3896637 available


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