I am an Associate Professor of First-Year Writing & Instructional Technologies at Coastal Carolina University where I teach courses in composition, new media, digital culture and design, and graduate writing and research. I also have created and taught a variety of graduate courses in the Instructional Design & Technology doctoral programs at Old Dominion University and Northcentral University.

 

In addition, I am an Evaluation Analyst at the Center for Research and Reform in Education (CRRE) and Adjunct Teaching Faculty in the School of Education at Johns Hopkins University.

 

I live in Kure Beach, NC with my wife and our four children. I enjoy surfing, skateboarding, running, and home renovation projects.

 

Consulting

I offer instructional design consultation and project development at a reasonable cost. Work may be contracted hourly or by project milestones. Some services include: 

  • Professional Training Courses (online and/or print materials)

  • eLearning Course Design

  • Document Design

  • Technical Writing / Documentation

  • Proofreading / Copyediting

Thanks! Message sent.

 

Publications

Books

 

Reid, A. J. (Forthcoming). A Philosophy of Gun Use. New York: Palgrave MacMillan. 

Reid, A. J. (2018). The Smartphone Paradox: Our Ruinous Dependency in the Device Age. New York: Palgrave MacMillan.

 

Reid, A. J. (Ed.). (2018). Marginalia in Modern Learning Contexts. New York: IGI Global.

 

Article in a Scholarly Journal

 

Reid, A. J. & Thomas, C. N. (2017). A case study in smartphone usage and gratification in the age of narcissism. International Journal of Technology and Human Interaction, 13(2), 40-56.

 

Reid, A. J., Morrison, G. R., & Bol, L. (2017). Knowing what you know: Improving metacomprehension and calibration accuracy in digital text using prompts. Educational Technology Research & Development, 65(1), 29-45. doi: 10.1007/s11423-016-9454-5

 

Reid, A. J., Paster, D., & Abramovich, S. (2015). Digital badges in undergraduate composition courses: Effects on intrinsic motivation. Journal of Computers in Education, 2(4), 377-398. doi: 10.1007/s40692-015-0042-1

 

Reid, A. J. (2014). A case study in social annotation of digital text. Journal of Applied Learning Technology, 4(2), 15-25.

 

Reid, A. J., & Morrison, G. R. (2014). Generative learning strategy use and self-regulatory prompting in digital text. Journal of Information Technology Education: Research, 13, 49-72. Retrieved from http://www.jite.org/documents/Vol13/JITEv13ResearchP049-072Reid0549.pdf


 

Book Chapters

 

Reid, A. J. (2018). Practical issues with modern marginalia. In A. J. Reid (Ed.), Marginalia in Modern Learning Contexts (207-215). New York, NY: IGI Global.

Paster, D. & Reid, A. J. (2020). “The Coastal Composition Commons: Considering Flexibility, Delivery, and Valuation in a Badging Initiative.” Writing Changes: Alphabetic Text and Multimodal Composition. Ed. Pegeen Reichart Powell. MLA. 

 

Reid, A. J., & Paster, D. (2016). A case study of digital badges in composition courses. In Muilenburg, L. & Berge, Z. (Eds.), Digital Badges in Education: Trends, Issues, & Cases. Routledge, Taylor, & Francis.

 

Reid, A. J., & Prudchenko, Y. (2013). Online behavior of the social media student. In D’Agustino, Steven (Ed.), Immersive Environments, Augmented Realities and Virtual Worlds: Assessing Future Trends in Education (pp. 161-176). Fordham University, New York: IGI Global.


Reid, A. J., Houchen-Clagett, D., & Browning, J.B. (2012). Twitter: Integration into developmental english and technology. In Cheal, C., Coughlin, J., & Moore, S. (Eds.), Transformation in Teaching: Social Media Strategies in Higher Education (pp. 391-412). Santa Rosa, CA: Informing Science Institute.

Conference Proceedings

 

Reid, A. J. (2013). eReading: Supporting metacognition in a digital world. Conference proceedings of Society for Applied Learning Technologies (SALT) Washington Interactive Technologies Conference.


 

Electronic Sources

 

Reid, A. J. (2016, November). Instructional design: A paradigm shift. Instructional Design Central (IDC). Retrieved from: http://www.instructionaldesigncentral.com/learning-theory

 

Reid, A. J., & Paster, D. (2016, April). A digital badge initiative: Two years later. Campus Technology. Retrieved from: https://campustechnology.com/Articles/2016/04/06/A-Digital-Badge-Initiative-Two-Years-Later.aspx?Page=1

 

Reid, A. J., (2015, June). Creating a valuable peer review experience for students. Turnitin Educator Network. Retrieved from: http://turnitin.com/en_us/resources/blog/517-turnitin-educator-network/2421-creating-a-valuable-peer-review-experience-for-students

 

Reid, A. J., (2015, March). Student quickmark competitions. Turnitin Educator Network. Retrieved from: http://turnitin.com/en_int/resources/blog/517-turnitin-educator-network/2369-student-quickmark-competitions

 

Reid, A. J., (2014, October). Hyperlinking quickmarks. Turnitin Educator Network. Retrieved from: http://turnitin.com/en_us/resources/blog/517-turnitin-educator-network/2294-hyperlinking-quickmarks

 

Paster, D., & Reid, A. J. (2014, April). A digital badge initiative in first-year writing courses. Campus Technology. Retrieved from http://campustechnology.com/articles/2014/04/17/a-digital-badge-initiative-in-first-year-writing-courses.aspx

 

Reid, A. J., & Paster, D. (2013, October). Digital badges in the classroom. Inside Higher Ed. Retrieved from http://www.insidehighered.com/advice/2013/10/11/how-use-digital-badges-help-your-classroom-teaching-essay

 

Reid, A. J. (2012, August). Twitter as a metacognitive support device. Learning Solutions Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/993/twitter-as-a-metacognitive-support-device

 

Reid, A. J. (2012, February). Instructional designers wanted: No experience necessary. Inside Higher Ed. Retrieved from http://www.insidehighered.com/views/2012/02/13/essay-do-apples-design-tools-make-it-too-easy-create-textbooks-and-courses


Reid, A. J. (2011, March). Knowtation: Reading and thinking between the lines and around the edges. From Now On the Educational Technology Journal, 20(4). Retrieved from http://fno.org/mar2011/knowtation.html

Reid, A. J. (2010, July). Serious game review: Do I have a right? Educational Games Research. Retrieved from http://edugamesresearch.com/blog/?s=do+i+have+a+right

 

Reid, A. J. (2006, November). Master of Arts in Teaching Portfolio. Retrieved from www.taskstream.com/main/?/reid23/AlanReidMATPortfolio.html


 

Technical Reports

Reid, A.J., Ross, S., & Morrison, J.R. (June, 2021). A Third-Party Evaluation of the Maryland Violence Intervention and Prevention Program (VIPP) Implementation. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

Wolf, R., Cook, M., Reid, A.J., Neitzel, A., Ross, S., & Risman, K. (June, 2021). An Evaluation of the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO). Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

Reid, A. (March 2021). Design Review of PRIDE Reading Program. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

Reid, A. (November 2020). Design Review of Camp You Matter. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

Reid, A. & Ross, S. (2020, November). An Evaluation Study of the Hybrid Learning Environment at Cape Fear Academy. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

Morrison, J.R., Reid, A. J., & Risman, K.L. (March 2020). An Analysis of a Broad Scale Survey of Teachers Using Prodigy. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J., Morrison, G.R., Morrison, J.R., & Ross, S. (December 2019). Design Review of Prodigy Math. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J. (August 2019). Design Review of Taking Charge. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J. (April 2019). An Evaluation of New Innovations. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J., Cheung, A., Tam, W., Laurenzano, M., & Webb, J. (April 2019). Evaluation of the 2018 Wellness Assessment for the Johns Hopkins University School of Medicine. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J., Cheung, A., Tam, W., Laurenzano, M., & Webb, J. (April 2019). Evaluation of the 2018 Wellness Assessment for the Johns Hopkins University School of Nursing. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J., Cheung, A., Tam, W., Laurenzano, M., & Webb, J. (April 2019). Evaluation of the 2018 Wellness Assessment for the Johns Hopkins University School of Public Health. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Morrison, G.R., Reid, A. J., Morrison, J.R., & Ross, S. (April 2019). Design Review of Mentoring Minds ThinkUp! Products. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Morrison, G.R., Reid, A. J., Morrison, J.R., & Ross, S. (April 2019). Design Review of Modern Classrooms Project. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.


Reid, A. J. (March 2019). Program Delivery Review of Sanford Harmony. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

Morrison, J.R., Ross, S.M., Risman, K.L., McLemore, C.C., Latham, G., Laurenzano, M., & Reid, A. J.. (November 2018). FCPSOn Phase One Evaluation Report: Year Two. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

Morrison, G.R., Reid, A. J., Ross, S.M., & Morrison, J.R. (December 2017). Design Review of iTutor. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Morrison, J.R., Ross, S.M., Morrison, G.R., & Reid, A. J. (August 2017). Evaluation Study of the Effective Practice Framework in Miami Dade College: Cohort Two Findings. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J., Ross, S. M. (May 2017). An Evaluation of the Rice Education Entrepreneurship Program (REEP): Perceptions of Cohort 8 Students Regarding Program Quality and Value. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J., Ross, S. M. (May 2017). An Evaluation of the Rice Education Entrepreneurship Program (REEP): Perceptions of Students Across Cohorts 1-8 Regarding Program Quality and Value. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Wolf, B., Morrison, G. R., Reid, A. J., Reilly, J., Latham, G., & Ross, S.M. (March 2017). Report prepared for Battelle for Kids: A Review of the Literature Relating to DataStrong. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J., Ross, S. M., Chae, N., Reid, T. (February 2017). Why Say Yes Scholarship Students Discontinue their Postsecondary Education Programs: A Qualitative Study of Buffalo Students’ Experiences. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J. (2016). Design Review: Westmoreland Academy Diploma Bound. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J. (2016). An Analysis of Baltimore Summer Collaboratives. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.


Reid, A. J. & Ross, S. M. (2016). An Evaluation of the Rice Education Entrepreneurship Program (REEP): Perceptions of Cohort 7 Students Regarding Program Quality and Value. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

Morrison, J. R., Ross, S. M., Cheung, A. C. K., Reid, A. J., & Eisinger, J. M. (2016) Students and Teachers Accessing Tomorrow: Year Two Evaluation Report. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Morrison, J. R., Ross, S. M., Cheung, A. C. K., Reid, A. J., & Dusablon, T. (2016) Students and Teachers Accessing Tomorrow: Year Two Mid-year Evaluation Report. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J. (2016). Expert Review: Beansprout Education. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Morrison, G. R., Reid, A. J., Morrison, J. R., & Ross, S. M. (2016). Evaluation of the International Center for Leadership Education and Harvard Data Wise Programs Implemented in Lubbock (TX) ISD. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Morrison, J. R., Ross, S. M., & Reid., A. J. (2015). Students and Teachers Accessing Tomorrow: Mid-year Evaluation Report. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Morrison, J. R., Daniels, C. P., Ross, S. M., & Reid, A. J. (2015). Report Prepared for the George W. Bush Institute: Preliminary Results of the Middle School Matters Program Evaluation, Year Two. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Reid, A. J. & Ross, S. M. (2015). An evaluation of the Rice Education Entrepreneurship Program (REEP): Perceptions of Cohort 6 Students Regarding Program Quality and Value. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Morrison, J. R., Ross, S. M., Corcoran, R. P., & Reid, A. J. (2014). Fostering Market Efficiency in K-12 Procurement. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University. Retrieved from http://b.3cdn.net/dpromise/4e2869abb217c9062f_z6m6v2v9u.pdf

 

Laurenzano, M., Reid, A. J., Ross, S. M., & Sacchet, L. (2014). Implementation Quality and Outcomes of the Women’s Initiative Fellowship. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.


Reid, A. J., Reilly, J. M., Ross, S. M., & Smith, F. D. (2014). An Evaluation of Learn It Systems: Desert Choice Schools. Towson, MD: Center for Research and Reform in Education (CRRE), Johns Hopkins University.

 

Presentations

Public Lectures

Reid, A. J. (2019, April). Technology Mindfulness. Cape Fear Academy, Wilmington, NC.

Reid, A. J. (2019, March). Technology Mindfulness. Cape Fear Academy, Wilmington, NC.

Reid, A. J. (2019, February). Technology Mindfulness for the Family. New Hanover County Public Library, Wilmington, NC. 

Reid, A. J. (2019, January). Technology Mindfulness for the Individual. New Hanover County Public Library, Wilmington, NC.

National Presentations

 

Reid, A. J., Milligan, C.A., Brooks, E., Cohn, J., Oestreich, K., Fitzsimmons, R., & Lozier-Laiola, S. (2020). Activist Pedagogies: Finding Balance in the Digital Humanities Classroom. Computers & Writing, Greenville, NC. 

(Proposal accepted, and the conference was canceled due to COVID-19)

 

Reid, A. J., Paster, D., Childs, R., & Hasty, D. (2020). Valuing Variety: A Programmatic Approach to Diverse Linguistic and Literacy Practices. Computers & Writing, Greenville, NC.
(Proposal accepted, and the conference was canceled due to COVID-19)

Reid, A. J. (2019, November). Annotation on Campus. Charleston Library Conference, Charleston, SC.

Reid, A. J. (2018, October). The Smartphone Paradox: Student Meta-Awareness and Mindfulness with Personal Devices. Digitorium, University of Alabama, Tuscaloosa, AL. 

Reid, A. J. (2018, August). Digital Presence and Sustainability. South Carolina Association of Countywide Elected Executives (SCACEE). Myrtle Beach, SC. 

Reid, A. J. (2018, June). Coastal Composition Commons: Assessing Writing with Digital Badges. Free-Learning Conference 2018. Appalachian State University, Online. 

Reid, A. J., Paster, D., Childs, R., & Hasty, D. (2018, May). Digital Distribution and Programmatic Progression: An Examination of Ideology in a Badging Initiative. Computers & Writing, Fairfax, VA.

 

Reid, A. J. (2017, October). Digital badges: Pathways for student learning and teacher development. Consortium for Research of Educational Assessment and Teaching Effectiveness (CREATE), Virginia Beach, VA.

 

Reid, A. J. & Paster, D. (2016, November). Certifying literacy and writing skills through digital badges. National Council of Teachers of English (NCTE), Atlanta, GA.

 

Reid, A. J. & Paster, D. (2016, November). Digital badges in composition courses. National Distance Learning Week Featured Webinar, Georgia Tech Professional Education (GTPE); International Association for Continuing Engineering Education (IACEE); EDUCAUSE Learning Initiative (ELI), Online: https://pe.gatech.edu/national-distance-learning-week-featured-webinar

 

Reid, A. J. & Paster, D. (2016, July). Coastal composition commons: Digital badging initiative. Council of Writing Program Administrators Conference, Raleigh, NC.

 

Reid, A. J. (2015, May). Digital badges in first-year writing courses. HASTAC Conference, East Lansing, MI.

 

Reid, A. J., Morrison, G. R., & Bol, L. (2014, November). Design & Development: Improving readers’ metacomprehension and calibration accuracy. Association of Educational Communications Technology (AECT) Conference, Jacksonville, FL.

 

Gilson, S., Reid, A. J., & Morrison, G. M. (2014, November). Text box effectiveness in instructional materials. Association of Educational Communications Technology (AECT) Conference, Jacksonville, FL.

 

Reid, A. J. (2013, October). eReading: Supporting metacognition in a digital world. University of North Carolina Wilmington Global Learning Technology Conference, Wilmington, NC.

 

Reid, A. J. (2013, August). eReading: Supporting metacognition in a digital world. Society for Applied Learning Technologies (SALT) Washington Interactive Technologies Conference, Reston, VA.

 

Reid, A. J. (2012, August). Twitter and the social media student. University of North Carolina Wilmington Global Learning Technology Conference, Wilmington, NC.

 

Regional Presentations

 

Reid, A. J. & Paster, D. (2019, February). Coastal composition commons: Digital badging initiative. Southeast Writing Center Association, Myrtle Beach, SC.

Reid, A. J. (2012, October). Twitter in the classroom: Engaging the social media student. North Carolina Community College Systems Conference, Raleigh, NC.


 

Institutional Presentations

 

Reid, A. J. (2019, April). Technology Mindfulness. CeTEAL. Coastal Carolina University, SC.

Reid, A. J. (2019, January). Researching with Mendeley. CeTEAL. Coastal Carolina University, SC.

Reid, A. J. & Paster, D. (2017, October). Composition Workshop. COHFA Presentation, Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2017, March). Researching with Mendeley. CeTEAL. Coastal Carolina University, SC.

 

Reid, A. J. (2016, December). Knowing what you know: Improving metacomprehension and calibration accuracy in digital texts. Scholar Symposium. Coastal Carolina University, Conway, SC.

 

Reid, A. J. & Paster, D. (2016, April). The programmatic potentials of badging: Recognizing students developing in a digital age through the CCC. Celebration of Inquiry, Coastal Carolina University, Conway, SC.

 

Reid, A. J. & Thomas, C. N. (2016, April). Go on, I'm listening: Smartphone usage and gratification in the age of narcissism. Celebration of Inquiry, Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2016, February). Curating digital portfolios. CONFAB, Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2016, February). Go on, I'm listening: Smartphone usage and gratification in the age of narcissism. CONFAB, Coastal Carolina University, Conway, SC.

 

Reid, A. J. & Paster, D. (2016, February). Composition Workshop. COHFA Presentation, Coastal Carolina University, Conway, SC.

Reid, A. J. (2016, January). Digital portfolios. Online Teaching Workshop Series, Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2015, November). Informal multimodal composition. First-Year Composition Workshop. Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2015, October). Go On, I’m Listening:  Smartphone usage, multitasking, and narcissism. Scholar Symposium. Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2015, October). Teaching with Technology. GTA Workshop Series, Coastal Carolina University, Conway, SC.

 

Reid, A. J. & Paster, D. (2015, March). Programmatic Digital Badging: An Assessment Response and Tool. CONFAB, Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2015, March). Turnitin: More than Plagiarism Detection. CONFAB, Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2014, November). Instructional Technology for Graduate Assistants. GTA Workshop Series, Coastal Carolina University, Conway, SC.

Reid, A. J. (2014, October). Twitter-ific. Scholar Symposium, Coastal Carolina University, Conway, SC.  

 

Reid, A. J. (2014, October). CCC: A digital badge initiative. Faculty Summit, Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2014, June). How CCU’s First-Year Writing Program is Using Digital Badges. CeTEAL, Coastal Carolina University, Conway, SC.

 

Paster, D., & Reid, A. J. (2014, April). Coastal Composition Commons: A digital badge initiative. Celebration of Inquiry, Coastal Carolina University, Conway, SC.

 

Paster, D., & Reid, A. J. (2014, February). First-year composition digital badge initiative. CONFAB, Coastal Carolina University, Conway, SC.

 

Reid, A. J., Paster, D., & Smith, R. (2014, February). Moodle mania: Showcasing course design, tools, and techniques. CONFAB, Coastal Carolina University, Conway, SC.

 

Reid, A. J. (2013, October). Innovative teaching and technology fair. Coastal Carolina University, CeTEAL, Conway, SC.

 

Teaching

Diffusion of Technology Innovations

Johns Hopkins University

This course explores theories, research, and strategies related to the diffusion and adoption of scalable and sustainable instructional technology innovations in education. It targets the diffusion of technologies and the transition from experimentation and research to adoption and implementation. Participants review contemporary theoretical developments in the science of implementation through evidence-based educational examples and are introduced to current technologies and anticipated future trends and ubiquitous practices in the field. 

Digital Culture & Design 102 

Information Design

An introductory course that provides students with an overview of the concepts and methods of information design, the process of presenting information in a clear and effective way. This course focuses on information design in the humanities, and covers topics ranging from an introduction to the basic principles of visual information representation to hands-on applications of those concepts in creating digital documents. Students will explore a wide variety of free and professional software applications used in information design, including online mapping applications such as Google Maps and ArcGIS Online, infographics applications such as Piktochart, and interactive presentation applications such as Prezi.

English 101

Composition

In ENGL101, students gain experience in various types of writing. A research paper is required, and revising and editing skills will be practiced. Students of ENGL 101 will (1) explore drafting, revising, and editing of academic prose, (2) emphasize concepts of intellectual property and documentation, (3) become familiar with the Writing Center and library research, and (4) hone skills in paragraph formation, sentence structure, source integration, and basic rhetoric.

English 102

Composition & Critical Reading

In ENGL 102, students read and analyze a variety of texts written across disciplinary lines as they compose functional, rhetorical, and critical analyses that consider the importance of context. Students also refine their approaches to research as they extend their understandings of all aspects of the writing process.

 

English 211 

Professional & Technical Writing

Introduction to Technical and Professional Writing. (3) (Prereq: ENGL 101 and ENGL 102 with a C or better) Students read and analyze examples of technical, scientific, and professional writing.  Writing assignments may include formal and informal reports, sets of instructions, research papers, annotated bibliographies, literature reviews, process analyses, position papers, or mechanism descriptions.  Revising and editing skills are taught.  F, S, Su.


English 231 

Film, New Media, & Culture

Lecture 3 hours; 3 credits. This course is designed to provoke and cultivate students’ imaginative and critical understanding of film and new media in various cultural contexts. The course promotes an active and critical engagement with film and new media texts as a means for analysis and critique of media innovations within the broader framework of humanistic inquiry. (Prerequisite: ENGL 101).

 

English 699

Master's Portfolio Workshop

The capstone experience for students in the MAW program, this course is focused principally on the creation of digital portfolios that showcase 1) the quality and variety or work students have produced and 2) their abilities to contextualize, assess, and present their writing projects. Students will reflect upon their body of work in systematic ways as they anticipate and prepare for the writing settings they will encounter after leaving the program. The class is led by one professor, but because it is taught as a workshop, wherein peer feedback and guest speakers are central, it presents students with a multitude of perspectives.

Instructional Design & Technology 617

Foundations of Instructional Technology

Old Dominion University

Lecture 3 hours; 3 credits. Required introductory overview to the field of instructional technology. Topics include a history of the field, basic instructional design, generally accepted theoretical practices and major formats of instructional media. Emphasis is given to instructional technology trends as applied to various industries, including K-12, military, and industry.


Instructional Design & Technology 848

Instructional Technology Product Evaluation

Old Dominion University

Lecture 3 hours; 3 credits. Prerequisite: IDT 749/849 or equivalent skills (Instructor Permission); Suggested pre/corequisite: IDT 761/861 and IDT 760/860 (Cognition and Instructional Design) or instructor's permission. This course will provide an overview to the science of evaluation, both as a general field and as applied to instruction. Topics will include evaluating the effectiveness of learning technologies, building survey instruments, online and computer-assisted testing, reporting practices, as well as formative, summative program and performance evaluation/assessment. The unique demands of evaluating mediated education and learning environments will be considered.


Instructional Design & Technology 851

Introduction to Computer-Based Multimedia Design

Old Dominion University

Lecture 3 hours; 3 credits. Prerequisite: IDT 749/849 or equivalent. This course covers the theory, design, and evaluation of computer-based multimedia instruction. Students will demonstrate a thorough understanding of instructional theory and design strategies for computer-based drills, tutorials, hypermedia, simulations, games, tools, open-ended learning environments, tests, and web-based instruction. Class projects will center on the design and development of instruction utilizing at least two of these methodologies.

Instructional Design & Technology 856

Instructional Gaming

Old Dominion University

Lecture 3 hours; 3 credits. Prerequisite: None. This course focuses on the history, research, theory, and practice of instructional games with a special attention on the design aspects of games that make them engaging, effective learning environments. We will explore the theoretical framework behind game design and effectiveness and examine what research tells us about the use of games as an instructional environment.


Instructional Design & Technology 860

Cognition and Instructional Design

Old Dominion University

Lecture 3 hours; 3 credits. Required prerequisite: IDT 304/430/530 or instructor's permission, Recommended prerequisite IDT 617. Students will be introduced to the theoretical frameworks that form the basis of instructional systems theory and design. Focus is on learning theories, instructional psychology, and instructional systems theory. Recent developments in cognition, learning, and instruction for educators will also be considered. Topics include perspectives of behaviorism, socio-historical constructivism, cognitive science, situated cognition, and cultural influences on cognition.

Instructional Design & Technology 5000

Fundamentals of Instructional Design

Northcentral University

This introductory course provides the opportunity for you to demonstrate proficiency in the fundamentals of instructional design (ID). Relevant topics at an introductory level include comparing ID models, interpreting necessary analyses, exploring principles and theories relevant to learning and ID across diverse communities of practice, and analyzing the influences of ethical, legal, and political trends on designing instructional and training solutions.

Instructional Design & Technology 5010

Applying Theory to Instructional Design

Northcentral University

Theories are foundational to scholarly inquiry, and many theories impact the design and development of instructional and training solutions. In this course, you will investigate some of these theoretical influences, particularly learning theories, and critique the effectiveness of different solutions according to various theories. Application of theory is also influenced by ethical, legal, and political factors that will be explored within the context of design and development of instructional and training solutions. From the perspectives of both learners and organizations, you will also review the use of digital portfolios to demonstrate specific competencies.

Instructional Design & Technology 5020

Analyzing Needs, Contexts, & Learners

Northcentral University

In this course, you will have the opportunity to demonstrate expertise with

analyses of needs, contexts, and learners. You will examine ways to assess

whether organizational needs can be met with instructional and training

solutions as well as the ethical, legal, and political factors that influence

these decisions and any subsequent solutions. You will practice analyzing

potential learners and their learning and performance contexts, illustrating

the data from your analyses, and justifying your recommendations to

stakeholders. Finally, you will also begin work on your digital portfolio to

which you will contribute evidence of the competencies you develop

throughout the program. 

Instructional Design & Technology 8200

Advanced Instructional Design

Northcentral University

This course builds on your foundational knowledge of instructional design with advanced practice. You will recommend instructional and training solutions based on existing assessment and evaluation data, formulate procedures for collaborative design projects with diverse stakeholders, and categorize legal, ethical, and political influences on the design of contemporary instructional and training solutions. You will develop instructional materials, including multimedia learning assets that comply with professional practice of instructional design and development.

Instructional Design & Technology 8210

Theoretical Foundations of Instructional Design

Northcentral University

Theories are foundational to scholarly inquiry, and many theories impact the design and development of instructional and training solutions. In this course, you will dig deeper into relevant theories and hone your ability to both recognize the theoretical influences of existing solutions as well as select the appropriate theoretical foundation for new solutions. You will practice defending your design recommendations with consideration for the ethical, legal, and political factors that might influence the application of theory within the design and development of instructional and training solutions.

Instructional Technology 604

Teaching with Technology

Lecture 3 hours; 3 credits. A standards-based investigation of instructional technologies and their potential to improve teaching practice, professional productivity and student performance.

 

Instructional Technology 610

Instructional Design & Technology Integration

Lecture 3 hours; 3 credits. Design and evaluation of technology-supported teaching and learning. Emphasis on research-based best practices in technology integration

 

Instructional Technology 660

Advanced Online Teaching

Lecture 3 hours; 3 credits. Advanced exploration of instructional theory and strategies for online teaching. Emphasis on best practices in implementation, assessment and management. 

Master of Arts in Liberal Studies 700

Graduate Writing, Documentation, & Presentation

Lecture 3 hours; 3 credits. This course allows students to hone composition and presentation skills necessary to complete a major project in their area of study.

 

Education

Ph.D., Instructional Design & Technology 

Old Dominion University, December 2013

M.A., Teaching (concentration English)

University of North Carolina Wilmington, December 2006


B.A., English

The Ohio State University, December 2004