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Dr. Harold F. O'Neil | |
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| Nationality | American |
| Alma mater | Florida State University |
| Known for | Professor at the University of Southern California |
Harold O'Neil is an American psychologist.
His interest in technology began at Florida State University, where, in the late 1960s, he obtained his degree in experimental psychology, conducting research in their computer-assisted instruction laboratory. He moved to the University of Texas at Austin, where he co-directed their computer-assisted instruction lab and attained tenure. In 1975, O'Neil was recruited to join the Defense Advanced Research Projects Agency (DARPA), where he ran a program on computer-based learning, including PLATO IV (the state-of-the-art computer-assisted instruction system with "600 terminals online at the same time").
From 1978 to 1985, O'Neil served in various roles at the US Army Research Institute for Behavioral and Social Sciences (ARI). As Director of the Training Research Laboratory, he managed an in-house staff of 200 and contract R&D program. He was a member of the Senior Executive Service (less than .01% of U.S. Army civilian personnel held this status). His research program emphasized technology development and included interactive technologies, simulation-based training systems, and intelligent tutoring systems as well as the Job Skills Education Program, a computer-based basic skills program. His emphasis was on R&D that could be implemented in Army education and training.
In the mid-1980s, O'Neil left government service and assumed a position as Full Professor of Educational Psychology and Technology in the Rossier School of Education at the University of Southern California. At USC, he has been active in the development of technology-based student assessment approaches involving public schools through a research relationship with UCLA/CRESST. His work has emphasized computer-based assessment of workforce readiness in the area of team skills and collaborative problem-solving skills. He designed and managed a major study of motivation on the Third International Mathematics and Science Study (TIMSS), conducted for the National Center for Education Statistics (NCES). He also co-authored articles on assessment and equity.
With his graduate students at USC, O'Neil conducts research on the development of both trait and state measures of effort, anxiety, self-efficacy, and metacognition. He directs USC dissertations involving data collection in South Korea, Malaysia and Taiwan. His USC activities also involved multimedia strategic planning (e.g., distance learning) and assessment of faculty and organizational productivity, as well as evaluation of games. His current interests involve the teaching and assessment of self-regulation skills (including self and peer assessment), use of games for training, and the impact of motivation on testing. [1]
In the training research area, he continues his interests in high technology with consulting relationships with the Institute for Defense Analyses in the area of evaluation and technology planning. He was a member of the Army Science Board (1994–2001). He was a member of the Defense Science Board Task Force on Training for Future Conflicts. He is a Fellow of the American Psychological Association and a Certified Performance Technologist (CPT).
A prolific writer, in addition to numerous articles, chapters, professional papers, and reports, he has co-edited four books: What Works in Distance Learning: Guidelines (2005), Web-Based Learning: Theory, Research, and Practice (2006), Assessment of Problem Solving Using Simulations (2008), and Computer Games and Team and Adult Learning (2008).
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.
Training is teaching, or developing in oneself or others, any skills and knowledge or fitness that relate to specific useful competencies. Training has specific goals of improving one's capability, capacity, productivity and performance. It forms the core of apprenticeships and provides the backbone of content at institutes of technology. In addition to the basic training required for a trade, occupation or profession, training may continue beyond initial competence to maintain, upgrade and update skills throughout working life. People within some professions and occupations may refer to this sort of training as professional development. Training also refers to the development of physical fitness related to a specific competence, such as sport, martial arts, military applications and some other occupations.
Educational software is a term used for any computer software which is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.
Educational games are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment, however educational games are games that are designed to help people learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill as they play. Game types include board, card, and video games.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
PLATO, also known as Project Plato and Project PLATO, was the first generalized computer-assisted instruction system. Starting in 1960, it ran on the University of Illinois' ILLIAC I computer. By the late 1970s, it supported several thousand graphics terminals distributed worldwide, running on nearly a dozen different networked mainframe computers. Many modern concepts in multi-user computing were first developed on PLATO, including forums, message boards, online testing, email, chat rooms, picture languages, instant messaging, remote screen sharing, and multiplayer video games.
M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.
This is an index of education articles.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it often refers to the industry of companies that create educational technology.
Clark Aldrich is an American author and practitioner in the field of educational simulations and serious games for education and professional skills.
The Institute for Creative Technologies (ICT) is a University Affiliated Research Center at the University of Southern California located in Playa Vista, California. ICT was established in 1999 with funding from the US Army.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
A chief learning officer (CLO) is the highest-ranking corporate officer in charge of learning management. CLOs may be experts in corporate or personal training, with degrees in education, instructional design, business or similar fields.
The Advanced Distributed Learning (ADL) Initiative is a US government program that conducts research and development on distributed learning and coordinates related efforts broadly across public and private organizations. ADL reports to the Defense Human Resources Activity (DHRA), under the Director, DHRA. Although it is a DoD program, ADL serves the entire US federal government, operates a global partnership network including international defense ministries and US-based academic partners, and collaborates closely with industry and academia. ADL advises the DoD and US government on emerging learning technologies, best practices for improving learning effectiveness and efficiency, and methods for enhancing interoperability. Notable ADL contributions to distributed learning include the Sharable Content Object Reference Model (SCORM), Experience API (xAPI), and the DoD Instruction 1322.26.
Training and development involve improving the effectiveness of organizations and the individuals and teams within them. Training may be viewed as related to immediate changes in organizational effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals. While training and development technically have differing definitions, the two are oftentimes used interchangeably and/or together. Training and development have historically been topics within adult education and applied psychology but have within the last two decades become closely associated with human resources management, talent management, human resources development, instructional design, human factors, and knowledge management.
Karol Girdler Ross is a leading scientist in decision-making research. She received her Ph.D. in experimental psychology from the University of Tennessee and is now a chief scientist for Cognitive Performance Group of Florida and a research psychologist at the Institute for Simulation and Training (IST) at the University of Central Florida. She is currently serving a two-year appointment on the U.S. Army TRADOC Distance Learning Training Technology Subcommittee of The Army Distributed Learning Program and serves on the Defense Regional and Cultural Capabilities Assessment Working Group-Learning Objectives Subgroup. She has conducted research and development for the US Army, the USMC, the US Air Force and the Office of Naval Research. Currently at IST, she provides senior scientist oversight for the USMC R&D Program for Cognitive Skills Training for IED Defeat. Her work currently deals with the oversight of extensive cognitive task analysis of IED Defeat performance, the development and evaluation of performance metrics, multiple training interventions, training effectiveness evaluation, and modeling of cross-cultural competence.
An instructional simulation, also called an educational simulation, is a simulation of some type of reality but which also includes instructional elements that help a learner explore, navigate or obtain more information about that system or environment that cannot generally be acquired from mere experimentation. Instructional simulations are typically goal oriented and focus learners on specific facts, concepts, or applications of the system or environment. Today, most universities make lifelong learning possible by offering a virtual learning environment (VLE). Not only can users access learning at different times in their lives, but they can also immerse themselves in learning without physically moving to a learning facility, or interact face to face with an instructor in real time. Such VLEs vary widely in interactivity and scope. For example, there are virtual classes, virtual labs, virtual programs, virtual library, virtual training, etc. Researchers have classified VLE in 4 types:
A virtual learning environment (VLE) is a system that creates an environment designed to facilitate teachers' management of educational courses for their students, especially a system using computer hardware and software, which involves distance learning. In North America, a virtual learning environment is often referred to as a "learning management system" (LMS).
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