Resume

• 2015

  Wyoming Department of Education

  Teaching

  Instructional Design

  Educational Technology

  Learning Management Systems

  Curriculum Design

  Staff Development

  Educational Research

  Needs Analysis

  Adult Education

  Multimedia

  Classroom

  Student Development

  Instructional Technology

  ADDIE

  Blended Learning

  E-Learning

  Captivate

  Faculty Development

  Distance Learning

  Higher Education

  Using Multimodal Writing to Motivate Struggling Students to Write

  Brett Darrington

  TechTrends

  One of the reasons that many secondary students fail English classes is because they are not motivated to write. This literature review was conducted to look into the use of multimodal works to increase the motivation for struggling students to write. Change theory was used to evaluate the benefits of multimodal works compared to more traditional writing projects. Overall

  multimodal works were found to be motivating to students as compared to traditional

  paper-based writing assignments. The review also raises concerns about accountability and feasibility for students and teachers who take on multimodal projects and concludes with recommendations for teachers who want to use multimodal works in their classrooms.

  Using Multimodal Writing to Motivate Struggling Students to Write

  Many resources now punctuate the maker movement landscape. However

  some schools and communities still struggle to understand this burgeoning movement. How do we define these spaces and differentiate them from previous labs and shops? Through a multidimensional framework

  stakeholders should consider how the structure

  access

  staffing

  and tools available impact learning that occurs and how to sustain these facilities. Adopting such an approach forces administrators to shift from a low-risk mindset to one that encourages risk-taking and nontraditional systems thinking.

  Defining and differentiating the makerspace

  This collective case study uses a design-based research approach to investigate the role of 3D pens

  an emerging technology

  in fostering creativity during a lesson on biomes

  genetics

  and heredity with learners in six classes of 4th and 5th grade students from rural Michigan and Idaho. Data analyzed included video of the classroom lessons

  student surveys

  student created artifacts (planning grids

  sketches

  photos of their 3D bugs)

  and student created Flipgrid reflections. We used a collective case of three cases encompassing nine students with self-reported high

  median/mean

  and low creativity scores to investigate how these scores and creative products aligned. Three major themes emerged across and within the cases: aspects of originality were found in all products

  positive and negative aspects of technology use

  and affect towards the activity. The results of this study offer understandings into design of activities to foster creative perception and production in the classroom.

  Build-A-Bug workshop: Designing a learning experience with emerging technology to foster creativity

  Jennifer LaVanchy

  These three condensed design cases provide a glimpse of the decisions undertaken by novice designers in a graduate-level message design course. The course helps students examine the role of communication theory

  cognitive psychology

  cultural influence

  and design skills within the context of instructional messages both in theory and through practical application. Practical application in the course includes smaller design projects to gain experience with best practices and recommendations

  and the course culminates with a service learning project that pairs students with a community partner. The community partner provides basic specifications for a specific need

  and the students then design artifacts to meet these requirements. The assignment is evaluated based of how well students followed client specifications

  design considerations for each medium

  content and grammar mechanics

  copyright guidelines

  and general design principles. However

  the students also compete in the sense that the client selects which artifacts to implement from among those submitted. Embedded within each design case are instructor reflection comments that address particular or repetitive themes that emerged from each designer. Combined

  these cases help identify course design weaknesses and bring clarity to concerns regarding how to help novice designers progress in competency.

  Confessions of novice designers and their instructor

  There and Back Again: An Intern’s Tale

  Royce Kimmons

  Ross Larsen

  Scholars

  educators

  and students are increasingly encouraged to participate in online spaces. While the current literature highlights the potential positive outcomes of such participation

  little research exists on the sentiment that these individuals may face online and on the factors that may lead some people to face different types of sentiment than others. To investigate these issues

  we examined the strength of positive and negative sentiment expressed in response to TEDx and TED-Ed talks posted on YouTube (n = 655)

  the effect of several variables on comment and reply sentiment (n = 774

  939)

  and the projected effects that sentiment-based moderation would have had on posted content. We found that most comments and replies were neutral in nature and some topics were more likely than others to elicit positive or negative sentiment. Videos of male presenters showed greater neutrality

  while videos of female presenters saw significantly greater positive and negative polarity in replies. Animations neutralized both the negativity and positivity of replies at a very high rate. Gender and video format influenced the sentiment of replies and not just the initial comments that were directed toward the video. Finally

  we found that using sentiment as a way to moderate offensive content would have a significant effect on non-offensive content. These findings have far-reaching implications for social media platforms and for those who encourage or prepare students and scholars to participate online.

  Public comment sentiment on educational videos: Understanding the effects of presenter gender

  video format

  threading

  and moderation on YouTube TED talk comments

  Now

  more than ever

  the need to incorporate literacies into instructional strategies is important. As an instructional strategy

  design activities bring together available resources to encourage students through the process of constructing new meanings and motivate students to take ownership of the media and content they transform into new creations. Two examples of design activities include digital sto- ries and comic book creation. Digital stories provide a unique outlet for students to find a voice and share their stories with one another. Creating comic books

  spe- cifically

  draws upon the visual nature of the medium and blends writing activities with design activities. This chapter explores the ideas of design activities and pro- vides general guidance for educators seeking to incorporate design activities as an instructional strategy.

  Reinforcing multiliteracies through design activities

  This study investigated the effects of two design principles as prescribed by the cognitive theory of multimedia learning on the situational interest of adult learners in a multimedia-based continuing education training program. One hundred and two adult learners employed by an emergency medical service were randomly assigned to one of three training groups designed to follow modality and redundancy design principles: animation-text

  animation-narration

  and animation-narration-text. A pretest was administered to participants in segments and presented to participants intermittently during the content in an attempt to reduce unintentional negative effects on interest

  and a posttest was administered after participants submitted the self-reporting survey intended to measure situational interest in a multimedia-learning environment. An ANOVA was used to analyze the differences in situational interest between the groups

  and independent t-tests were used to evaluate differences. The results of the study indicated that combinations of animation

  narration

  and text do influence the situational interest of learners. These results highlight the importance of carefully considering how to design multimedia environments for maximum impact on learners and specifically the implications of violating the redundancy design principle.

  Effects of redundancy and modality on the situational interest of adult learners in multimedia learning

  Those who do not learn history

  even educational technology history

  are doomed to repeat it. Every windshield has a rear-view mirror: using historical trends can yield lessons and guidance as we navigate the future. Take for instance MOOCs and their relatively rapid rise to popularity and fame in practice

  predictions

  and scholarship. Existing literature on MOOCs generally does not predate 2008 in terms of historical foundations. However

  this approach fails to look beyond the immediate past

  assuming a brave new world in massive

  open

  distance learning which actually has existed for over a century. To address this shortsighted view

  we present a brief history of educational radio

  making the case for this medium as the first MOOCs and draw upon the literature around this medium to present a cautionary tale and lessons from which we might learn going forward.

  All things considered: Educational radio as the first MOOCs

  In theory

  a quality education involves multiple facets

  including but not limited to content knowledge and twenty-first century skill development such as creativity. Applications for creative projects in classrooms take many forms

  from solar system dioramas in elementary science to poetry writing in secondary language arts. However

  the emphasis on creativity and its development typically falls to art teachers and art education programs. The emergence of makerspaces and other approaches to project-based learning and problem-based learning

  learning environments serve as examples of practical applications for creative

  interdisciplinary learning experiences. Exploring ways in which educators design

  develop

  and implement creativity-based learning experiences and promote innovative design reveals recommended practices and suggestions for both classroom assessment and research to evaluate adoption and outcomes.

  Designing for creativity in interdisciplinary learning experiences

  What do medical professionals

  local government officials

  and preservice teachers have in common? These learners often have regulated initial and continuing education requirements that require special considerations. For some

  the content of the learning experience must include specific regulatory and legal information. For others

  the content may be particularly sensitive

  requiring a delicacy with respect to content presentation not often encountered in other learning designs.\n\n\nLearning designed for these audiences represent high stakes contexts that involve high risk if executed poorly and/or hold inherently high value for the learners. Misleading or misrepresented information can result in legal ramifications for and to these designers and their learners. Complicating the high stakes design constraint

  these designers often find themselves designing their learning for online delivery.

  Introduction to the special section on high stakes online learning design cases

  Maintaining and increasing intrinsic motivation in multimedia learning environments is a challenge. When we fail to adequately address the issue of motivation and interest

  learners either choose to stop attending the lesson or fail to return for subsequent lessons. However

  research provides guidance on how to create designs that motivate and capture interest. Designs that use varying combinations of animations

  text

  and narration have been shown to positively impact motivation. Although there are design principles to provide guidance

  there remains a question of how to measure the impact on learner interest. The current review of literature examines the possible application of theory related to situational interest and proposes a modified survey adapted from the Situational Interest Survey to use in evaluating the effects of multimedia design on the interest of learners.

  Multimedia design and situational interest: A look at juxtaposition and measurement

  Survey of instructional design models

  5th ed.

  Augmented reality (AR) is a tool that holds much promise in terms of its application for educational purposes. However

  despite the fact that the hardware needed to access AR is becoming ubiquitous in classroom environments

  AR’s use in educational settings is diffusing at a slow pace. Several challenges are present for educators interested in adopting AR in their instructional environments but they are not insurmountable. Increasing hardware availability as well as software advances are affording more instructors access to the tools needed to design

  develop

  and implement AR in and around their classroom. This paper first identifies a conceptual definition of AR that can be easily applied across contexts and then outlines several guidelines for instructors looking to implement AR learning experiences at a classroom level.

  Implementing augmented reality in the classroom

  Researchers and practitioners have spent the past 50 years attempting to define and create models of design with the intent to improve instruction. As part of a joint

  inter-university project

  Barson (1967) defined instructional development as the systematic process for improving instruction. Perhaps most interesting about this project and subsequent report is the caution that many different conditions influence learning

  including the use of media

  and that generalizing any sort of model would potentially be hazardous at best and disastrous at worst. Shortly thereafter

  however

  Twelker

  Urbach

  and Buck (1972) noted that a systematic approach to developing instruction was an increasingly popular idea

  but cautioned that instructional design (ID) methods varied from simple to complex. These historical observations predicted the reality that every instructional design project is unique every time with no two projects ever progressing through the process identically. These differences

  sometimes subtle while at other times significant

  have given way to literally dozens of different models used with varying popularity in a wide variety of learning contexts.

  Instructional design models

  Online education for K-12 students has grown rapidly over the past decade. Approximately four million K-12 students enroll in one or more online courses each year. Because online learning is expanding into K-12 settings

  teacher education programs need to prepare preservice teachers to be successful in these areas. This paper describes the design and initial implementation of a graduate certificate program in online instruction developed to help pre- and in-service teachers gain these skillsets. In addition to overviewing courses required for this certificate

  the paper describes how the program has attracted attention beyond the college of education to include students from multiple disciplines. These diverse voices enrich the exploration of online teaching among all learners.

  Preparing teachers for online instruction with a graduate certificate program

  Suzie Young

  In this chapter

  the authors distinguish between blended and online learning settings

  discuss a variety of types of learner assessment

  describe contemporary trends

  challenges

  and recommendations for the effective assessment of learning in blended and online courses

  and offer several recommendations for future research. The content targets teachers

  instructional designers

  administrators

  and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

  Learner assessment in blended and online settings

  If you could design a makerspace

  what would it look like and whom would it serve? How does location fit into your planning? What about expertise? How will you sustain your facility? Last

  but certainly not least

  how will you staff the makerspace and how does programming or mission impact staffing? At the University of Wyoming

  conversations about the maker movement became a reality when we opened a makerspace for teacher education in the College of Education. From initial design to the funding of the space and our teacher education mission

  this design case chronicles the processes

  considerations

  and decisions we faced that may help others who find themselves in a similar situation.

  An evolving makerspace for teacher education

  Ibrahim Gashim

  Tahani Ibrahim Aldosemani

  Using principles of Oldenburg's concept of third place to characterize sense of community

  this paper establishes a framework for the creation of sustainable

  informal learning communities that promote dialogue and interpersonal relationships. This paper discusses Oldenburg's theory of third place

  presents a framework to implement online third place communities in educational settings

  and offers examples

  recommendations and implications for future research. This paper provides a framework for third place development in online learning environments. We propose that virtual third places can meet all criteria established by Oldenburg. The development of virtual third places only occurs over time and violations of third place characteristics are part of the development process. However

  these violations should be eliminated over time through continuous evaluation

  modification

  and implementation of the space

  users

  activities and organizational needs

  goals and resources.

  Developing third places to foster sense of community in online instruction

  Natasha Trujillo

  Existing research highlights conflicting results attempting to capture gender preferences with respect to unimodal versus multimodal designs in online learning. As online learning continues to expand

  more research examining the role of gender in multimedia design holds considerable potential. However

  the presence of multimedia in online learning contexts presents a more complex problem when taking into consideration the concept of learner interest. The current study sought to investigate gender differences in situational interest (SI) with respect to three different but related designs of an online

  multimedia learning environment for continuing

  professional education in emergency medical services. The content in these designs was identical

  but applied different combinations of the redundancy and modality multimedia principles. A two-way analysis of variance was used to examine the types of SI by gender and type of multimedia design. While no significant difference or interaction effect was identified between gender and triggered SI

  an interaction effect was observed for females and the different multimedia designs. Specifically

  females reported a higher maintained SI when animation

  narration and text were effectively combined. The findings of this study provide insight into best practices for instructional and media designers developing multimedia learning environments as well as future research implications.

  An examination of gender and situational interest in multimedia learning environments

  In conjunction with the Mary Garland Early Career Fellowship

  I am working to launch a makerspace at the University of Wyoming that provides support and professional development to teachers across the state of Wyoming. This space will be available for all school districts

  teachers

  and students to use from design-based learning activities to equipment loaning and support.

  On the Rail

  On the Rail is a proposed hidden-object

  puzzle adventure game that explores learning objectives related to the Civil War through the context of the Underground Railroad. The game is set so that players have the opportunity to select their playing perspective based on gender (male or female) and status (plantation owner's child or slave child). Perspective influences interactions with non-player characters. The objective is to assist a slave family with escaping from a plantation in Milledgeville

  GA and reaching a checkpoint in Columbia

  SC while eluding capture from Confederate troops as General Sherman marches from Atlanta to Savannah.

  Regene Logan

  Gaming & Creativity

  This T.A.D. Talk by Tonia A. Dousay was filmed as part of an assignment for EPSY 8160 at the University of Georgia. It explores the concepts of creativity and cognition within the context of a project called GameWerks where kids (11-17) get to design and develop educational video games.

  Three Minute Thesis™ Finalist

  Tonia Dousay presents her entry in the 1st Annual UGA 3MT Competition

  titled \"Effects of Multimedia Design Principles on Situational Interest of Adult Learners.\"\n\n\nThe Three Minute Thesis (3MT™) is a research communication competition developed by The University of Queensland. The exercise develops academic

  presentation

  and research communication skills and supports the development of students' capacity to effectively explain their research in language appropriate to an intelligent but non-specialist audience. Doctoral students have three minutes to present a compelling oration on their dissertation topic and its significance. 3MT™ is not an exercise in trivializing or 'dumbing-down' research but forces students to consolidate their ideas and crystalize their research discoveries.

  AECT 2014 International Convention Co-Planner

  The AECT International Convention Co-Planner works with the President Elect to coordinate the convention call for proposals

  proposal reviewing and selection process with division/special interest group unit planners

  keynote speaker selections

  Presidential Session selections

  Featured Research session selections

  and overall convention scheduling. AECT14 features 10 Presidential Sessions

  8 Featured Research sessions

  2 keynote speakers

  and nearly 200 concurrent sessions across 17 division/special interest groups.

  Tonia A.

  Dousay

  University of Wyoming

  NATIONAL ASSOCIATION OF AGRICULTURAL EDUCATORS INC

  Texas A&M University

  Association for Educational Communications & Technology

  James Madison University

  Texas A&M Engineering Extension Service

  Blinn College

  University of Idaho

  MoWerks Learning

  Drafted quality assurance documentation for instructional projects\nDesigned interactive

  multimedia rich curriculum and assessments

  Instructional Design Consultant

  Athens

  Georgia Area

  MoWerks Learning

  Taught Business Communications course\nUpdated curriculum

  Instructor

  Bryan/College Station

  Texas Area

  Blinn College

  Moscow

  ID

  Taught courses in research methods

  teacher education

  and instructional design\nConducted and mentored research in creativity

  technology integration

  and media engagement

  Assistant Professor

  University of Idaho

  Moscow

  ID

  Teach courses in research methods

  teacher education

  and instructional design\nConduct and mentor research in creativity

  technology integration

  and media engagement

  Associate Professor

  University of Idaho

  Cheyenne

  Wyoming Area

  Taught courses in Learning

  Design

  & Technology\nConducted research in creativity

  PBL

  makerspaces

  and design

  Assistant Professor

  University of Wyoming

  Distribute social media posts from divisions and leadership across four platforms\nSupport social media strategic planning for daily operations and special events

  Social Media Editor

  Association for Educational Communications & Technology

  Online

  Taught Instructional Technology (LTLE 370)\nTaught Information in a Contemporary Society (LTLE 150)

  Adjunct Instructor

  James Madison University

  Washington D.C. Metro Area

  Designed and created electronic annual report [website]\nDesigned and created annual awards presentation

  Communications Intern

  NATIONAL ASSOCIATION OF AGRICULTURAL EDUCATORS INC

  Assisted faculty with converting classroom materials for online delivery\nMaintained Ag Program Distance Learning website

  Tech Coordinator

  Bryan/College Station

  Texas Area

  Texas A&M University

  Moscow

  Idaho

  United States

  Associate Dean of Accreditation and Inclusion

  University of Idaho

  Created eLearning design and development standards\nManaged eLearning development team

  eLearning Manager

  Bryan/College Station

  Texas Area

  Texas A&M Engineering Extension Service

  Coordinated design and development of instructional materials\nDesigned graphics and supplemental content for instructional materials

  Instructional Designer

  Bryan/College Station

  Texas Area

  Texas A&M Engineering Extension Service

  SIG Maker\nSIG Creativity\nSIG Social Media

  Society for Information Technology and Teacher Education (SITE)

  International Society for Technology in Education (ISTE)

  American Society for Training & Development (ASTD)

  Intern Coordinator ■ Jul 2013 – October 2016\nAwards Committee ■ Nov 2013 – Nov 2017\nLeadership Development Committee ■ Jul 2013 – Present\nNomination Committee ■ Nov 2015 – Jul 2016\nDivision of Distance Learning President-Elect ■ Nov 2015 – Oct 2016\nDivision of Distance Learning President ■ Oct 2016 – Nov 2017\nDivision of Distance Learning Past President ■ Nov 2017 – Present

  Association for Educational Communications and Technology

  Texas Distance Learning Association (TxDLA)

  Eastern Educational Research Association (EERA)

  eLearning Guild

  The Safe Space program at UGA is a three and a half hour training for faculty

  staff

  and students who are interested in learning about gender and sexual identity

  homophobia

  heterosexism

  and how they can provide support and work toward being an ally for the LGBT community.

  UGA Safe Space

  E-Learning Council

  Association for Educational Communications and Technology

  IAP-DDL Distance Education Best Practices Award

  Association for Educational Communications and Technology

  NSF Early Career Sympoisum

  Association for Educational Communications & Technology

  Advocacy Award

  International Society for Technology in Education (ISTE)

  IAP-DDL Distance Education Best Practices Award

  Association for Educational Communications and Technology

  Mary Garland Early Career Fellowship

  University of Wyoming College of Education

• 2009

  PhD

  Learning Design & Technology

  Kappa Delta Pi

  Graduate Researchers in Educational Psychology & Instructional Technology

  Instructional Technology Students Association

  SafeSpace

  Association for Educational Communication & Technology

  Eastern Educational Research Association

  The University of Georgia

• 1999

  M.S.

  Agricultural Education

  Educational Technology

  Kappa Delta Pi

  Ag Education Graduate Student Society

  Graduate Student Council

  Aggie ALLY

  Texas A&M University

  Google Educator - Level 2

  Google

  Google Certified Innovator

  Google/CUE

  Google Certified Trainer

  Google

• 1994

  B.S.

  Agricultural Science

  Alpha Phi Omega

  Ag Education Peer Advisors

  Texas A&M University

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  Tonia Dousay at Saturday U - Teaching with Robots: Math and Science

  Tonia Dousay

  Assistant Professor of Instructional Technology

  College of Education

  at University of Wyoming

  presented Teaching with Robots: Math and Science during the Spring Saturday U. The event took place at the National Museum of Wildlife Art in Jackson

  WY on March 7

  2015. Without practical application

  science and mathematics are just abstract concepts.

  Tonia Dousay at Saturday U - Teaching with Robots: Math and Science