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Robert Reiser is an American academic and professor of instructional systems at Florida State University. [1]
Reiser graduated from Queens College, City University of New York, receiving a Bachelor of Economics with minor in secondary education in June 1970. He received a master's degree in school library media in 1974 and a doctorate in educational technology in 1975, both from Arizona State University.[ citation needed ]
His academic career began as a graduate assistant for the Department of Educational Technology and Library Science for Arizona State University in August 1972 for three years. In January 1976, he moved on to Florida State University, where he became a research associate, Learning Systems Institute and assistant professor, Department of Educational Research.[ citation needed ]
He functioned as associate professor, Instructional Systems Program, Department of Educational Research for roughly five years. After which, he became department chair for Department of Educational Research from July 1987 - September 1996. Later, He spent approximately four years as the program leader of Instructional Systems Program for the Department of Educational Psychology and Learning Systems.[ citation needed ]
He later became professor of Instructional Systems Program for the Department of Educational Psychology and Learning Systems at Florida State University. Then, he held the position of Associate Dean for Research, College of Education at Florida State University from June 2010 to December 2021. [1] [2] He is currently Professor Emeritus of the FSU College of Education. [3]
In 2009, Reiser and the Instructional Systems program at the Florida State University over the past two decades received high rankings as an organisation and for their publications. Reiser contributed the most publications to Educational Technology Research and Development and held a ranking of third overall and fifth as an author. [4]
Reiser's Research Gate profile lists 35 publications, which have been cited a total of 720 times.
Below is a selected list of Reiser's journal publications related to the field of instructional design and technology.
Solis notes, Trends and Issues in Instructional Design and Technology 2nd Ed. was written to define instructional design and technology; the theories involved, job seeking competencies, resources and an explanation of the current direction of field. He asserts the presentation of instructional design models and the systems approach is less prescribed or linear in the book. [5]
Harati recommends the book Trends and Issues in Instructional Design and Technology Third Ed. (2011) for individuals interested in the field of education, instructional design and technology. He asserts that ID seek to address the shortcomings of traditional methods through data collection, chunking, scaffolding and authentic experiences during tasks. [6]
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.
A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning.
Robert Mills Gagné was an American educational psychologist best known for his Conditions of Learning. He instruction during World War II when he worked with the Army Air Corps training pilots. He went on to develop a series of studies and works that simplified and explained what he and others believed to be good instruction. Gagné was also involved in applying concepts of instructional theory to the design of computer-based training and multimedia-based learning.
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (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.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.
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. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
Programmed learning is a research-based system which helps learners work successfully. The method is guided by research done by a variety of applied psychologists and educators.
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.
Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:
Social presence theory explores how the "sense of being with another" is influenced by digital interfaces in human-computer interactions. Developed from the foundations of interpersonal communication and symbolic interactionism, social presence theory was first formally introduced by John Short, Ederyn Williams, and Bruce Christie in The Social Psychology of Telecommunications. Research on social presence theory has recently developed to examine the efficacy of telecommunications media, including SNS communications. The theory notes that computer-based communication is lower in social presence than face-to-face communication, but different computer-based communications can affect the levels of social presence between communicators and receivers.
Evidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, with randomised trials as the gold standard of evidence, rather than tradition, personal judgement, or other influences. Evidence-based education is related to evidence-based teaching, evidence-based learning, and school effectiveness research.
Charles M. Reigeluth is an American educational theorist, researcher, and reformer. His research focuses on instructional design theories and systemic transformation of educational systems to be learner-centered: personalized, competency-based, and largely project-based.
First Principles of Instruction, created by M. David Merrill, Professor Emeritus at Utah State University, is an instructional theory based on a broad review of many instructional models and theories. First Principles of Instruction are created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles. These principles can be used to assist teachers, trainers and instructional designers in developing research-based instructional materials in a manner that is likely to produce positive student learning gains.
A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion".
Mashups are a combination of two or more data sources that have been integrated into one source. They typically consist of graphics, texts, audio clips, and video that have been sourced from various media such as blogs, wikis, YouTube, Google Maps, etc., into a new product. Remix is a related term, referring to how data sources have been combined to produce a constellation of elements that were not originally intended by the creators. Mashups rely on open and discoverable resources, open and transparent licensing, and open and remixable formats.
M. David Merrill is an education researcher specializing in instructional design and technology.
The Technological Pedagogical Content Knowledge (TPACK) framework describes the kinds of knowledge required by teachers for the successful integration of technology in teaching. It suggests that teachers need to know about the intersections of technology, pedagogy, and content. Specifically, how these areas of knowledge interact and influence one another in unique and specific contexts. In terms of teaching with technology, it suggests that it impacts not only what we teach but how we teach. This idea was in the zeitgeist in the early 2000s, with scholars working on variations of the idea.
Rita Carolyn Richey is a Professor Emeritus of Instructional Technology at Wayne State University. She is known for her work on instructional design and the history of the field of Instructional Technology.
Albert Dieter Ritzhaupt is an American educational researcher, author, professor of educational technology and computer science education at the University of Florida, where he has served since 2010. Ritzhaupt serves as the current Editor-in-Chief of the Journal of Research on Technology in Education since 2018, the official research publication of the International Society for Technology in Education. Ritzhaupt is a member of the Institute for Advanced Learning Technologies, research member of the Florida Center for Instructional Technology, and President for the International Board of Standards for Training, Performance, and Instruction (IBSTPI). Ritzhaupt was identified as one of the world's most prolific scholarly authors in the field of educational technology from 2007 to 2017 and again in 2021 for research articles between 2015 and 2019.
