The HyperText Study System: A

MABLE B. KINZIE, PH.D. Professor

Instructional Science & Technology

Department of Curriculum, Instruction, & Special Education Curry School of Education, University of Virginia

P.O. Box 400273 [email protected] Charlottesville, VA http://kinzie.edschool.virginia.edu

22904-‐4273 434-‐924-‐0835

PROFESSIONAL POSITIONS: § Professor, Curry School of Education, University of Virginia. August, 2013-‐present.

Associate Professor, 1994-‐2013; Assistant Professor, 1988-‐1994

ê Instructional Science & Technology Faculty http://teach.virginia.edu/it

ê Faculty Associate, Center for Advanced Study of Teaching and Learning (CASTL) http://www.curry.virginia.edu/castl

§ Manager, Educational Technology Demonstration Laboratory, Arizona State University, 1987-‐8.

§ Instructor, Division of Educational Media & Computers; Research Assistant, Division of Psychology in Education; College of Education, Arizona State University

§ Instructional Design Consultant, 1985-‐88. Clients included: The Heard Museum, Phoenix, AZ; Maricopa Community College District, Phoenix, AZ; City of Tucson; Department of Management Information Systems, University of Arizona; Valley National Bank, Phoenix, AZ.

§ Instructional Video Production / Production Assistant, Telecommunications Services, University of Arizona, 1982-‐5.

EDUCATION § Doctor of Philosophy: Educational Technology, Arizona State University. 1988.

Academic Regents’ Scholarships, all years of study. GRE: 690 V, 700 Q.

§ Master of Education: Educational Psychology, Minor in Educational Media, University of Arizona. 1985.

§ Bachelor of Arts with High Distinction: Radio & Television Production, University of Arizona. (Phi Kappa Phi National Honor Society). 1983.

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SCHOLARSHIP

REFEREED PUBLICATIONS

Hilgart, M. M., Ritterband, L. M. Thorndike, F. P., & Kinzie, M. B. (in press). Instructional design and Internet interventions: A systematic process for effective learning outcomes. Journal of Medical Internet Research. doi:10.2196/jmir.1890.

McGuire, P. R., & Kinzie, M. B. (2013). Analysis of place value instruction and development in pre-‐k mathematics. Early Childhood Education Journal, 41, 355-‐364. doi: 10.1007/s10643-‐013-‐0580-‐y

Lee, Y., & Kinzie, M. B. (2012). Teacher questioning and student responses with regard to cognition and language use. Instructional Science, 40, 857-‐874. doi: 10.1007/s11251-‐011-‐9193-‐2.

Kilday, C.R., Kinzie, M.B., Mashburn, A.J., & Whittaker, J.V. (2012). Accuracy of teacher judgments of preschoolers' math skills. Journal of Psychoeducational Assessment, 30(2), 148-‐159. doi:10.1177/0734282911412722

Lee, Y., Kinzie, M. B., Whittaker, J. V. (2012). Impact of online support for teachers’ open-‐ended questioning. Teaching and Teacher Education, 28, 568-‐577. doi:10.1016/j.tate.2012.01.002

McGuire, P., Kinzie, M.B., & Berch, D.B. (2012). Developing number sense in pre-‐k using five-‐frames. Early Childhood Education Journal, 40(),213-‐222. doi:10.1007/s10643-‐011-‐0479-‐4

Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-‐based Learning in early childhood education. Early Childhood Education Journal, 37(5), 381-‐389. doi:10.1007/s10643-‐009-‐0364-‐6

Cohn, W. F., Ropka, M. E., Pelletier, S. L., Barrett, J., Kinzie, M., Harrison, M.B., Liu, Z., Miesfeldt, S., Tucker, A. L., Worrall, B. B., Gibson, J., Mullins, I. M. Elward, K. S., Franko, J., Guterbock, T., & Knaus, W. A. (2010). Health Heritage: A web-‐based tool for the collection and assessment of family health history; Initial user experience and analytic validity. Public Health Genomics, 13, 477-‐491. doi:10.1159/000294415

Kilday, C. R., & Kinzie, M. B. (2009). An analysis of instruments that measure the quality of mathematics teaching in early childhood. Early Childhood Education Journal, 36, 365-‐372. doi:10.1007/s10643-‐008-‐0286-‐8

Kinzie, M. B. & Joseph, D. R. D. (2008). Gender differences in game activity preferences of middle school children: Implications for educational game design. Educational Technology Research and Development (56) 5-‐6, 643-‐663. doi: 10.1007/s11423-‐007-‐9076-‐z

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Schubart, J. R., Kinzie, M. B., & Farace, E. (2008). Caring for the brain tumor patient: Family caregiver burden and unmet needs. Neuro-‐Oncology, 10(1), 61-‐72. doi:10.1215/15228517-‐2007-‐040

Whitaker, S. D., Kinzie, M. B., Kraft-‐Sayre, M. E., Mashburn, A., & Pianta, R. C. (2007). Use and evaluation of web-‐based professional development services across participant levels of support. Early Childhood Education Journal, 34(6), 1573-‐1707. doi:10.1007/S10643-‐006-‐0142-‐7

Kinzie, M. B., Whitaker, S. D., Neesen, K., Kelley, M., Matera, M. & Pianta, R. C. (2006). Innovative web-‐based professional development for teachers of at-‐risk preschool children. Educational Technology & Society, 9(4), 194-‐204. http://www.ifets.info/download_pdf.php?j_id=33&a_id=685

Brown, P., Cohn, W., Kinzie M, & Lyman, J. (2006). Physicians’ perceptions of patient information sources in the NICU: The utility of information in clinical care. Medical Education,40(5), 485-‐6. doi: 10.1111/j.1365-‐2929.2006.02459.x

Kinzie, M. B., Whitaker, S., & Hofer, M. (2005). Instructional uses of instant messaging (IM) during classroom lectures. Educational Technology and Society, 8(2), 150-‐160. http://www.ifets.info/journals/8_2/14.pdf

Kinzie, M. B. (2005). Instructional design strategies for health behavior change. Patient Education & Counseling, 56(1), 3-‐15. doi: 10.1016/j.pec.2004.02.005

Within the first year of publication, the third-‐most frequently downloaded article from this journal.

Kinzie, M. B., Cohn, W. F., Julian, M. F., & Knaus, W. A. (2002). A user-‐centered model for web site design: Needs assessment, user interface design, and rapid prototyping. Journal of the American Medical Informatics Association, 9(4), 320-‐330. doi:10.1197/jamia.M0822

May, N. B., Kinzie, M. B., & Schorling, J.B. (2002). Improving diabetes self-‐care among rural underserved patients using web TV. Journal of General Internal Medicine, 17(S1):163.

Reed, H.A., Kinzie, M. B., & Ross, M. (2001). Organizational learning and the concept of learning schools. Planning and Changing, 32(1&2), 71-‐83.

Lin-‐Milbrath, Y. C., & Kinzie, M. B., (2000). Computer technologies: Preservice teachers' attitudes and self-‐efficacy over time. Journal of Technology and Teacher Education, 8(4), 373-‐385. http://www.editlib.org/p/8044

Julian, M. F., Kinzie, M. B. & Larsen, V. A. (2000). Compelling case experiences: Performance, practice, and application for emerging instructional designers. Performance Improvement Quarterly, 13(3). doi: 10.1111/j.1937-‐8327.2000.tb00181.x

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Kinzie, M. B., Hrabe, M. E., & Larsen, V. A. (1998). Exploring professional practice through an instructional design team case competition. Educational Technology Research and Development, 46(1), 53-‐71. doi: 10.1007/BF02299829

Kinzie, M. B., Larsen, V. A., Burch, J. B., & Boker, S. M. (1996). Frog dissection via the World-‐Wide Web: Implications for the widespread delivery of instruction. Educational Technology Research and Development, 44(2), 56-‐69. doi: 10.1007/BF02300541

Kinzie, M. B., Delcourt, M. A. B., & Powers, S. M. (1994). Computer technologies: Attitudes and self-‐efficacy across undergraduate disciplines. Research in Higher Education, 35(6), 745-‐768. doi:10.1007/BF02497085

Strauss, R., & Kinzie, M. B. (1994). Student achievement and attitudes in a pilot study comparing an interactive videodisc simulation to conventional dissection. American Biology Teacher, 56(7), 398-‐402. http://www.jstor.org/stable/4449869

Delcourt, M. A. B., & Kinzie, M. B. (1993). Computer technologies in teacher education: The measurement of attitudes and self-‐efficacy. Journal of Research & Development in Education, 27, 35-‐41.

Kinzie, M. B., Foss, M. J. & Powers, S. M. (1993). Use of dissection-‐related courseware by low-‐ability high school students: A qualitative inquiry. Educational Technology Research and Development, 41(3), 87-‐101. doi: 10.1007/BF02297359

Kinzie, M. B., & Jackson, J. M. (1993). The HyperText Study System: A low-‐overhead approach to producing and maintaining an effective study aid for medical students. Journal of Medical Education Technologies, 4(2), 17-‐22.

Kinzie, M. B., Schorling, J. & Siegel, M. (1993). Providing prenatal alcohol education to low-‐income women with interactive multimedia. Patient Education & Counseling, 21(1), 51-‐60. doi:10.1016/0738-‐3991(93)90059-‐6

Kinzie, M. B., Strauss, R., & Foss, M. J. (1993). The effects of an interactive dissection simulation on the performance and achievement of high school biology students. Journal of Research in Science Teaching, 30(8), 989-‐1000. doi: 10.1002/tea.3660300813

Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1992). Motivational and achievement effects of learner control over content review within CAI. Journal of Educational Computing Research, 8, 101-‐114. doi:10.2190/2EWH-‐J2F1-‐CK87-‐09NR

Wissick, C., Lloyd, J. W., & Kinzie, M. B. (1992). The effects of community training using a videodisc-‐based simulation. Journal of Special Education Technology, 11(4).

Blanton, S., Robin, B. R. & Kinzie, M. B. (1991). Repurposing a feature film for interactive multimedia. Educational Technology, 31(12), 37-‐41.

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Kinzie, M. B. (1991). Design of an interactive informational program: Formative evaluation and experimental research. Educational Technology Research and Development, 39(4), 17-‐26. doi: 10.1007/BF02296568

Strauss, R., & Kinzie, M. B. (1991). Hi-‐tech alternatives to dissection. American Biology Teacher, 53(3), 154-‐158. http://www.jstor.org/stable/4449249

Kinzie, M. B., & Berdel, R. L. (1990). Design and use of hypermedia systems. Educational Technology Research and Development, 38(3), 61-‐68. doi:10.1007/BF02298183

Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: Learner control, self-‐regulation, and continuing motivation. Educational Technology Research and Development, 38(1), 5-‐21. doi:10.1007/BF02298244

The above article was the winner of the 1990 Young Scholar Award from the Association for Educational Communications & Technology (AECT).

Kinzie, M. B., & Sullivan, H. J. (1989). Continuing motivation, learner control, and CAI. Educational Technology Research and Development, 37(2), 5-‐14. doi:10.1007/BF02298286

Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1988). Learner control and achievement in science computer-‐assisted instruction. Journal of Educational Psychology, 80, 299-‐303. doi:10.1037/0022-‐0663.80.3.299

Henken, P., & Kinzie, M. B. (1987). Video as a systems analysis tool. Data Management, 25(12), 10-‐13, 16.

UNDER REVIEW (REFEREED)

Kinzie, M. B., Vick Whittaker, J., McGuire, P., Lee, Y., & Kilday, C.R. (2013). Research

on curricular development for pre-‐kindergarten mathematics & science. Manuscript submitted for publication.

Kinzie, M.B., Vick Whittaker, J., Williford, A., Maier, M., McGuire, P., Lee, Y., &

Kilday, C.R. (2013). MyTeachingPartner-‐Math/Science pre-‐kindergarten curricula and teacher supports: Associations with children's math and science learning. Manuscript submitted for publication/in revision.

McGuire, P., Kinzie, M.B., Thunder, K., & Berry, R. (2013). Methods of analysis and

overall teaching quality in pre-‐k mathematics. Manuscript submitted for publication/in revision.

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CHAPTERS, CASES & MONOGRAPHS

Kinzie, M.B., Vick Whittaker, J. E., Kilday, C. R. K., & Williford, A. (2012). Designing

effective curricula and teacher professional development for early childhood mathematics and science. In Effective professional development in early childhood education. National Center for Research in Early Childhood Education (NCRECE).

Consumer Health Education Institute (CHEDI). (2005, Summer). Tailored approaches for consumer health (TEACH): Literature review & analysis. (I was one of five principals for this monograph.)

Kinzie, M.B., Julian, M.F., & Davis, W. C. (2004). Instructional design. In A. Kovalchick and K. Dawson (Eds.), Education & technology: An encyclopedia. Santa Barbara, CA: ABC-‐CLIO.

Collier, K., & Kinzie, M.B. (2004). Web portals. In A. Kovalchick and K. Dawson (Eds.), Education & technology: An encyclopedia. Santa Barbara, CA: ABC-‐CLIO.

Kovalchick, A., Hrabe, M. E., Julian, M. F., & Kinzie, M. B. (2003). Constructing ID case studies for use via the World Wide Web. In P. Ertmer & J. Quinn (Eds.), Instructional Design Casebook (2nd ed., pp. 230-‐238). Upper Saddle River, NJ: Prentice-‐Hall.

Julian, M.F.., Larsen, V.A., & Kinzie, M. B. (2003, 2007, 2012). David Jimenez. In P. Ertmer & J. Quinn (Eds.), Instructional design casebook (2nd ed., pp. 119-‐128). Upper Saddle River, NJ: Prentice-‐Hall. Reprinted in 3rd & 4th editions.

Hrabe, M. E., Kinzie, M. B., & Julian, M. F. (2001). Web-‐based case studies: A multipurpose tool for the training toolkit. In B. Khan (Ed.), Web-‐based training. Englewood Cliffs, NJ: Educational Technology.

Kovalchick, A., Hrabe, M. E., Julian, M. F., & Kinzie, M. B. (1999). Future trends: Constructing ID case studies for use via the world-‐wide web In P. Ertmer & J. Quinn (Eds.), Instructional design casebook (1st ed., pp. 141-‐148). Columbus, OH: Prentice-‐Hall.

Kovalchick, A., Kinzie, M. B., Julian, M. F., & Hrabe, M. E., (1999). Julie Tatano. In P. Ertmer & J. Quinn (Eds.), Instructional design casebook (1st ed., pp. 60-‐68). Columbus, OH: Prentice-‐Hall.

Hrabe, M. E., Larsen, V. A., & Kinzie, M. B. (1999, 2003). Terry Kirkland. In P. Ertmer & J. Quinn (Eds.), Instructional design casebook (1st ed. , pp. 128-‐136). Columbus, OH: Prentice-‐Hall. Reprinted in 2nd edition.

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Bull, G. L., & Kinzie, M. B. (1994). Media-‐based presentations with HyperCard. In G. Willis (Ed.) TEACH-‐IT. Houston, TX: Society for Technology in Teacher Education (STATE).

Kinzie, M. B., & Bull, G. L. (1994). Media-‐based presentations: An introduction to screen design. In G. Willis (Ed.) TEACH-‐IT. Houston, TX: Society for Technology in Teacher Education (STATE).

Strauss, R., & Kinzie, M. B. (1990). Interactive frog dissection. In R. Hairston, (Ed.), The responsible use of animals in biology classrooms (Monograph IV). Reston, VA: The National Association of Biology Teachers.

FUNDED GRANT PROPOSALS

I have contributed to winning over 12.5 million dollars in grant-‐funding to-‐date. Individual grant-‐funded projects are described below:

Source: Institute of Educational Sciences, U.S. Dept. of Education

Title: Efficacy trial of MyTeachingPartner-‐Mathematics/Science curricula and implementation support system

PI: Kinzie, M. B.

Citation:

Kinzie, M. B., Vick Whittaker, J., Pianta, R., & Williford, A. (2012-‐16). Efficacy trial of MyTeachingPartner-‐Mathematics/Science curricula and implementation support system. Proposal funded by the Institute of Educational Sciences, U.S. Dept. of Education. Award # R305A120631

Role: I am principal investigator on this project, responsible for oversight of all major research activities (planning, design, recruitment, consent, measurement, analyses, dissemination) and for facilitation of ongoing collaboration among the research team and between the team and the schools/teachers/families involved in this project.

Effort: 25%

Amount: $ 3,499,427

Description: We will determine the efficacy of MTP-‐Math/Science pre-‐kindergarten curricula and teacher professional development system via a randomized field trial in 140-‐150 classrooms. The primary research questions concern the impacts of MTP-‐M/S on: Children’s learning (children’s mathematics and science knowledge/skills, via direct assessments and teacher ratings), Children’s interactions with teachers and their classroom engagement (via observation), and Teachers’ practice (teaching quality, adherence, and dosage, via observation). http://www.virginia.edu/uvatoday/newsRelease.php?id=19047

Status: Funded -‐ Underway

Source: University of Virginia – Teaching Resource Center

Title: Hybrid Challenge Course Redesign: Teaching with Technology PI: Bull, G. L., & Kinzie, M. B.

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Citation: Bull, G. L., Kinzie, M. B. (2012-‐3). Teaching with Technology. Proposal funded by the Teaching Resource Center, University of Virginia

Role: I am co-‐investigator on this project, collaborating on the course redesign to employ new technologies for online learning, and on the evaluation plan to examine its effectiveness.

Effort: contributed

Period: 2007-‐2012

Amount: $ 1,000

Description: Employing a “flipped classroom” model, we are redesigning the instructional technology course for preservice elementary teachers. We will evaluate its effectiveness against a “business as usual” section of this course, prior to porting this course design to all sections of the course (e.g., STEM Ed., Language Arts & Humanities, etc.)

Status: Funded – Completed


Title: Pre-‐K mathematics and science for at-‐risk children: Outcomes-‐focused curricula and support for teaching

PI: Kinzie, M. B.

Citation: Kinzie, M. B., Pianta, R., & Trundle, K. (2007-‐2012). Pre-‐K mathematics and science for at-‐risk children: Outcomes-‐focused curricula and support for teaching. Proposal funded by the Institute of Educational Sciences, U.S. Dept. of Education. (Award #R305A070068).

Role: I was principal investigator on this project, responsible for the overall management and instructional technology/design of the project.

Effort: 25% -‐ 50%

Period: 2007-‐2012

Amount: $ 1,785,484

Description: We iteratively designed and tested pre-‐kindergarten Mathematics and Science curricula for use with children potentially at risk of early school failure. We also iteratively designed and tested a series of web-‐based professional development supports for teachers. In addition we developed, tested, and refined three new direct assessments for determining student learning outcomes, two in science (Life Science and Earth & Physical Science) and one in mathematics (Number Sense and Place Value). Finally, we conducted a field trial of the effects of the curricula and teacher supports, with results indicating the value of both the curricula and the teacher supports, as reflected by direct and observational assessments.



Title: Pre-‐K mathematics and science for at-‐risk children: Outcomes-‐focused curricula

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and support for teaching, Supplementary Funding PI: Kinzie, M. B.

Citation: Kinzie, M. B. & Pianta, R.(2007-‐2012). Pre-‐K mathematics and science for at-‐risk children: Outcomes-‐focused curricula and support for teaching, Supplementary Funding. Proposal funded by the Institute of Educational Sciences, U.S. Dept. of Education. (Award #R305A070068).

Role: I was principal investigator on this project, responsible for the overall management and instructional technology/design of the project.

Effort: 25% -‐ 50%

Period: 2007-‐2012

Amount: $ 177,057

Description: We iteratively designed and tested pre-‐kindergarten Mathematics and Science curricula for use with children potentially at risk of early school failure. We also iteratively designed and tested a series of web-‐based professional development supports for teachers. In addition we developed, tested, and refined three new direct assessments for determining student learning outcomes, two in science (Life Science and Earth & Physical Science) and one in mathematics (Number Sense and Place Value). Finally, we conducted a field trial of the effects of the curricula and teacher supports, with results indicating the value of both the curricula and the teacher supports, as reflected by direct and observational assessments.


Source: National Institute of Child Health and Human Development, National Institutes of Health

Title: Pre-‐K mathematics and science for at-‐risk children: Outcomes-‐focused curricula and support for teaching

PI: Pianta, R.

Citation: Pianta, R., Kinzie, M., Fan, X., Justice, L., Lloyd, J., Pullen, P. (2003-‐2008). Web training: Pre-‐k teachers, literacy, and relationships. Funded by the National Institute of Child Health & Human Development, National Institutes of Health.

Role: I was Co-‐Investigator on this project. I directed the iterative design of print-‐ and Web-‐based training materials, the development of technology-‐based consulting procedures, and development of measures of teacher reflectivity

Effort: 25%

Period: 2003-‐2008

Amount: $ 3,396,000

Description: This study enabled evaluation of three modes of Web-‐based professional development support for pre-‐kindergarten teachers implementing new curricula for language and literacy and for social/emotional development, including an innovative virtual coaching model that now serves as the basis for the MyTeachingPartner consultancy system. The consultancy led to greater gains in children’s receptive language skills, with more teacher time spent in the

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consultation process leading to greater gains.

Status: Funded -‐ Completed

Source: Anthem/Health Seekers Foundation

Title: Consumer Health Education Institute/Tailored educational approaches for consumer health.

PI: Garson, T.

Citation: Garson, T. & Cohn, W. (2005-‐6). Consumer Health Education Institute/Tailored educational approaches for consumer health. Proposal funded by Anthem/Health Seekers Foundation.

Role: Senior staff, identifying influential consumer characteristics on which to develop a tailoring rubric to guide the design and provision of health education materials. I also engaged in survey development based on behavior change and instructional theory, and assisted in interpretation of data from over 1,200 individuals. I contributed to development of an abbreviated assessment tool for assigning consumers to user groups, and with PI Cohn developed recommendations for tailoring and delivery of health information for each group.

Effort: 25% Period: 2005-‐6 Amount: $ 1,000,000 Description: We employed market segmentation to differentiate distinct population groups

and applied instructional design and health education research to specify the communication strategies to be used with each group. This work led to a patent application now under consideration through the UVa Patent Foundation


Source: National Science Foundation

Title: On-‐line games for middle school science: Design and collaboration-‐building. PI: Kinzie, M.B.

Citation: Kinzie, M.B. (2003-‐5). On-‐line games for middle school science: Design and collaboration-‐building. Proposal funded by the National Science Foundation.

Role: I was principal investigator on this project, for which I led the design and implementation of summer Game Design Institutes for middle school students, and articulation of the Game Play Activity Modes now in use for educational game design.

Effort: 25% Period: 2005-‐6 Amount: $ 50,000

Description: In order to design and develop games that will produce STEM (science, technology, engineering, and mathematics) learning outcomes while still being perceived as entertaining fun, we sought design contributions from middle school-‐aged children and developed collaborations with museums and informal science learning organizations to ensure dissemination and use of STEM-‐Ed games

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for learning.


Source: Children’s Medical Center, University of Virginia

Title: Neonatal Intensive Care (NICU) information study PI: Brown, P.

Citation: Brown, P., Borowitz, S., Boyle, R., Kinzie, M. B., Cohn, W., & Lyman, J. (2002-‐3). Neonatal Intensive Care (NICU) information study. Proposal funded by the Children’s Medical Center, University of Virginia..

Role: Senior staff on this project, assisting with the conduct of qualitative research documenting uses of patient information in Neonatal Intensive Care units, leading to a model for NICU information usage.

Effort: Contributed time.

Period: 2003-‐2008

Amount: $ 2,500

Description: The NICU exists to care for newborn infants who are ill or born prematurely, and is staffed by a variety of health care professionals. In this study, I conducted a needs assessment and helped develop a methodology to define and describe the information environment in the NICU, with the long-‐term objective of characterizing this information and describing its impact on patient information/safety and physician workflow/performance.


Source: Robert Wood Johnson Foundation

Title: Enhancing HealthHeritage.net PI: Knaus, W.

Citation: Knaus, W., & Cohn, W. (2000–2001) Enhancing HealthHeritage.net. Proposal funded by the Robert Wood Johnson Foundation

Role: Senior staff, directing the needs assessment documenting health history needs from multiple perspectives: Patient, Primary Care Provider, and Medical Specialist. I also led the user experience design team for each of these populations, including iterative design/development of the user interface and functionality for this project

Effort: 30% (continuation of funding below)

Period: 2000-‐1

Description: We revised the existing HealthHeritage.net website, incorporating early evaluation findings, user feedback and additional disease specific information, in order to enhance the functionality of HealthHeritage.net in the user interface, risk assessment and recommendations, health history questions, security and system administration.

Status: Funded -‐ Completed

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Title: Charlottes(ville)’s Web: The Robert Wood Johnson Foundation family history project

PI: Knaus, W.

Citation: Knaus, W., & Cohn, W. (1999-‐2001). Charlottes(ville)’s Web: The Robert Wood Johnson Foundation family history project. Proposal funded by the Robert Wood Johnson Foundation.

Role: Senior staff, directing the needs assessment documenting health history needs from multiple perspectives: Patient, Primary Care Provider, and Medical Specialist. I also led the user experience design team for each of these populations, including iterative design/development of the user interface and functionality for this project

Effort: 30%

Period: 1999-‐2001

Amount: $ 1,581,393

Description: We developed and evaluated Health Heritage, a web-‐based tool that guides individuals in collection of their own family health history collection and management. Research-‐based algorithms evaluate this history for the patient's risk for 89 diseases and conditions, and related recommendations (care, behavior change, screening, etc) can be sent to their provider and on to the patient. Through a randomized trial with 109 volunteers, we found that Health Heritage identified 60% of the elevated risk conditions at greater levels of sensitivity, significantly outperforming Usual Care at 24%.



Title: Improving diabetes self-‐care among rural underserved patients using WebTV

PI: Schorling, J.

Citation: Schorling, J. (2001-‐2). Improving diabetes self-‐care among rural underserved patients using WebTV. Proposal funded by the Robert Wood Johnson Foundation.

Role: I was senior staff, directing the needs assessment documenting diabetes care needs from multiple perspectives: Patient, Health Educator, Primary Care Provider, and Medical Specialist. I also led the user experience design team for each of these populations, including iterative design/development of the user interface and functionality for this project.

Effort: 25%

Period: 2001-‐2

Amount: $ 100,000

Description: Diabetes is known to have a devastating effect on millions of patients and their families, especially the poor and underserved. With this project we expanded the reach and potential of patient education through telemedicine technology, to improve patients’ diabetes self-‐management skills. We developed and pilot

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tested an interactive, Web-‐based diabetes self-‐management support program for use by medically indigent, underserved, primarily rural patients. The program development focused on 1) helping patients improve their diabetes self-‐care activities; 2) capturing participants’ daily self-‐monitoring data for physician/nurse review and feedback; and 3) promoting patient activation and empowerment. We concluded with a small pilot test indicating improved HbA1c (glycated hemoglobin) levels for all participants. (Elevated HbA1c levels are used as a marker for blood glucose in the treatment of diabetes.)


Source: National Science Foundation, Social Dimensions of Engineering Program

Title: Moral imagination, invention and design.

PI: Gorman, M.

Citation: Gorman, M. & Werhane, P. (2001-‐3). Moral imagination, invention and design. Proposal funded by the National Science Foundation, Social Dimensions of Engineering Program.

Role: Senior staff, consulting on the design of print-‐ and web-‐based cases for use in graduate engineering and business education, and for a paper on case design for this audience.

Effort: 5%

Period: 2001-‐3

Amount: $ 158,673


Source: University of Virginia's Academic Enhancement Program for the Humanities and Social Sciences

Title: The Thomas Jefferson Center for School Planning and Design

PI: Duke, D.

Citation: Duke, D. (1996-‐9). The Thomas Jefferson Center for School Planning and Design. Proposal funded by the University of Virginia's Academic Enhancement Program for the Humanities and Social Sciences.

Role: I led the design and development of an instructional case for the training of K-‐12 school administrators on the challenges associated with articulating/implementing zero tolerance policies: http://curry.virginia.edu/go/ZT I was also an Associate for the Center, helping to plan a related symposium and summer conference.

Effort: Contributed Period: 1996-‐9

Amount: $ 460,780


Source: Hitachi Foundation

Title: Internet-‐based course on multidisciplinary teaching and learning.

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PI: Herbert, J.

Citation: Herbert, J., McNergney, R., & Kinzie, M. 1995-‐1998. Internet-‐based course on multidisciplinary teaching and learning. Proposal funded by the Hitachi Foundation.

Role/

Description:

As Co-‐Investigator, I engaged in, and helped lead, the design and development of a curriculum of web-‐based cases, for a semester-‐long course in pre-‐service teacher education.

Period: 1995-‐8

Amount: $ 274,000


Source: Apple Computer Corporation

Title: Hypermedia in the electronic academical village

PI: Bull, G.

Citation: Bull, G., Kinzie, M. B., & Thompson, E. (1989-‐90). Hypermedia in the electronic academical village. Proposal funded by Apple Computer.

Role/

Description:

This funding supported the infusion of technology in the teacher education curriculum, an effort jointly led by Bull, Kinzie, and Thompson.

Effort: Contributed

Period: 1889-‐90

Amount: $ 30,000


Source: University of Virginia Academic Computing Support Program

Title: Infusing interactive technologies into science, mathematics, and elementary education

PI: Bull, G.

Citation: Bull, G., Kinzie, M. B., & Thompson, E., Garofalo, J. Plaskon, S. & Short, J. (1989-‐90). Infusing interactive technologies into science, mathematics, and elementary education. Proposal funded by the University of Virginia Academic Computing Support Program.

Role/

Description:

This funding supported the infusion of technology in the teacher education curriculum. Curricular design and infusion efforts were supported by all investigators

Effort: Contributed

Period: 1989-‐90

Amount: $ 58,000.


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SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT

Note: The works in this section are conceptually grouped by practice domain and focus. Within each section, the work is listed in reverse chronological order, with most recent work first. ª STEM EDUCATION / EARLY CHILDHOOD – CURRICULA & ON-‐LINE TEACHER SUPPORTS

Ù Kinzie, M.B., Pianta, R. C. & Whittaker, J. V. (2007-‐2012). MyTeachingPartner—

Math/Science (MTP-‐M/S).

By age four only 45% of poor children demonstrate key formal mathematical skills compared to 72% of their more advantaged peers. This gap widens as children start school and complete the primary grades. In this funded research, we developed and tested math and science curricula and an on-‐line teacher support system, to help promote young children’s formal math and science knowledge and skills, and teachers’ effectiveness and confidence in facilitating this development. A video overview is available here: http://curry.virginia.edu/media/videos/myteachingpartner-‐math-‐science

This work earned the 2010 Outstanding Practice Award from the Association for Educational Communications and Technology (AECT). http://www.virginia.edu/uvatoday/newsRelease.php?id=12336

MTP-‐M/S consists of:

Ø MTP-‐Math Curriculum

Kinzie, M. B., Pianta, R. C., Whittaker, J. V., Berry, R. Q., McGuire, P., Kilday, C. R., Williford, A., & Thomas, K. (2010). MyTeachingPartner-‐Math. Charlottesville, VA: Center for Advanced Study of Teaching & Learning (CASTL).

Year-‐long curriculum (66 activities and 33 centers), shown to significantly improve children’s’ performance of key formal mathematical skills (as compared to business-‐as-‐usual). The curriculum builds young children’s knowledge and skills:

- Number Sense: Numeral recognition, Oral and object counting, leading to foundational place value conceptions,

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- Operations: Equal partitioning of sets, combining and separating to achieve desired numbers,

- Geometry: Recognizing, creating, and defining the characteristics of shape and pattern, and

- Measurement: Measuring and comparing the length, weight, and area/volume of objects.

Ø MTP-‐Science Curriculum

Kinzie, M. B., Pianta, R. C., Whittaker, J. V., Foss, J., Pan, E. A., Lee, Y. Williford, A., & Thomas, K. (2010). MyTeachingPartner-‐Science. Charlottesville, VA: Center for Advanced Study of Teaching & Learning (CASTL).

Year-‐long curriculum (66 activities and 33 centers), builds young children’s formal science knowledge and skills through the scientific process—asking questions, observing, describing, collecting and analyzing data, and communicating findings:

- Life Science: The characteristics, behaviors, and needs of Humans, Animals, and Plants,

- Earth Science: The characteristics of Weather, Day/Night, and Earth Materials, and how these elements influence living things, and

- Physical Science: Properties of Materials, Ways Materials Move, and the Physical Changes materials are capable of.

Ø MTP-‐Math/Science Teacher Support System <http://mtpmathscience.net>

Blended on-‐line and workshop-‐based supports shown to significantly improve the quality of teachers’ classroom interactions in the instructional support and classroom organization domains, as well as to favorably influence the fidelity of their curricular implementation. Receipt of this teacher support system also resulted in significantly better student performance on both math and science assessments.

MTP-‐M/S teaching supports were designed for quick consumption: - Within-‐Activity Curricular Supports: Explicitly framed inquiry, Scaffolded

open-‐ended questioning, Language to model and elicit, and Adaptations to enable differentiated instruction.

- On-‐line Embedded Supports: o Over 130 two to three minute video demonstrations of high quality,

high fidelity activity implementation; 130 Teaching tips of 25 words or less focusing on best pedagogical practices, children’s cognition, or key math or science concepts.

o 33 Weekly Five-‐Minute Quality Teaching Challenges: Featuring one of the week’s curricular activities, these challenges present a practice

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problem and a videotape of another teacher’s implementation to reflect upon, with feedback from an educational expert.

o Monthly Quality Teaching Dimension: A one to two minute video demonstration and description of a key aspect of high quality teacher-‐child interactions, with library of 150 additional video examples.

- Professional Development Workshops guide teachers’ reflection on their practice, and feature/encourage their use of the on-‐line support system.

- “Do It At Home” newsletters outline parallel activities families can do together, to support math and science learning.

Ø Preschool Number Sense & Place Value: Dynamic Assessment

To demonstrate that young children can develop early understandings of place value, we developed this two-‐part dynamic direct assessment. A dynamic assessment enables identification of the level of support needed for students to perform at an optimal level, and can provide more information on their conceptual development than traditional static assessments.

While validation is still underway, performance on this measure was found to be significantly associated with other measures of children’s math achievement (TEMA-‐3, β = .43, Geometry & Measurement Assessment [GMA; a derivative of the Tools for Early Assessment of Mathematics, Sarama, Clements & Wolfe, 2011], β = .31; p < .01 for both.

This measure addresses: - Number Sense: o Rational counting skills o Numeral recognition skills

- Place Value: o Concrete understanding of place value, as reflected by students’ ability

to match numerals to corresponding ten-‐frame representations

Ø Pre-‐K Life Science Assessment

A 73-‐item direct assessment used to determine young children’s concept knowledge of the biological world, based on national and state standards, and employing items of both forced choice and card sort forms. This measure has been shown to have good internal reliability in both pre-‐assessment (α = .83) and post-‐assessment (α = .77). It addresses:

- Living and non-‐living things - Characteristics of plants and animals - Human and animal bodies - Use of the senses - Plant and animal life cycles.

Ø Pre-‐K Earth & Physical Science Assessment

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A 19-‐item direct assessment used to determine young children’s concept knowledge of earth materials and systems as well as physical materials and their properties, based on national and state standards, and employing items of both forced choice and card sort forms. While the measure reflects knowledge and skills across a range of constructs, it demonstrates adequate internal consistency in both pre-‐assessment (α = .74) and post-‐assessment (α = .77). This measure addresses:

- Scientific tools - Weather - Temperature and seasons - Material composition - Motion - Buoyancy

Ø Pre-‐K Math Rating Scale

We developed five items for teacher rating of children’s math performance, coupling these with seven items from the Academic Rating Scale (ARS) for Mathematics developed by the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-‐K). The resulting rating scale was found to be significantly correlated with concurrent direct assessments of students’ math skills (see Kilday, Kinzie, Mashburn, & Whittaker, 2011) and to show good internal consistency in both fall (α = .85) and spring (α = .97) administrations.

Ø Pre-‐K Science Rating Scale

For teacher rating of children’s science performance, we developed seven items and drew three more from the Academic Rating Scale (ARS) for General Knowledge, developed by the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-‐K). The resulting rating scale has shown good internal consistency in both fall (α = .82) and spring (α = .96) administrations.

Ø Pre-‐K Teachers’ Pedagogical Concept Knowledge in Math and in Science (2)

To identify teachers’ baseline pedagogical concept knowledge for early childhood mathematics and science, and growth in these two areas, we developed two surveys. Guiding Students’ Learning – Math was developed with Pat McGuire Robert Berry, and Carolyn Kilday, and provides ten hypothetical statements made by pre-‐kindergarten students; teachers identify whether the statements are true or false and when false, correct the statements. Guiding Students’ Learning – Science was developed with Edward Pan, Youngju Lee, and Jean Foss, and asks teachers to articulate how they would help pre-‐k students come to understand four primary concepts: Buoyancy, Differences in shape between solids and liquids, How shadows are created, and How plants get their food. Analyses of teacher responses from our 35-‐classroom field trial are now underway.

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Ø Teacher Attitudes about Questioning

This eight-‐item rating scale reflects teachers’ attitudes about closed-‐ended and open-‐ended questioning. It was developed with Youngju Lee and item analysis and analyses of pre/post teacher responses are now underway.

Ø Teachers’ Planning for Instructional Questioning

This abbreviated lesson planning activity poses a learning objective and potential instructional activity and challenges teachers to identify the questioning they would use to encourage student cognition as they implement this lesson. Two parallel forms of this measure were developed with Youngju Lee; analyses of pre/post teacher responses are now underway.

Ø MTP Fidelity of Implementation Assessment

Item development for this measure was informed by the theoretical foundations for the instructional design of the curricula, to help us determine the extent to which the learning experiences children were offered were in alignment with what was intended. Inter-‐rater reliability across items ranged from .61 to .88 with an average of .76; the assessment demonstrated excellent internal consistency (α = .95)

Ù Pianta, R. C., Kinzie, M.B., Whitaker, S., Matera, M., & Neesen, K. (2003-‐

8). MyTeachingPartner: On-‐line design for staff development, consultation, and pre-‐kindergarten learning activities. http://curry.virginia.edu/research/centers/castl/mtp

This initial version of the MyTeachingPartner (MTP) curricula and teacher support system was specifically focused on improving teaching quality in the context of instruction on language, literacy, and social/emotional development.

MTP consisted of pre-‐kindergarten curricula designed by Laura Justice and Paige Pullen (Language and Literacy), Mark Greenberg, Carol Kusche, and colleagues at Pennsylvania State University (PATHS), and by Bob Pianta & Bridget Hamre (Banking Time). In addition, rich online teacher professional development was developed, which teachers were found to readily make use of:

Ø MTP On-‐line teacher supports (1,280 web pages, including 170 for curricula): The website offered 910 pages of resources, including:.

- Video demonstrations of high quality, high fidelity curricular implementation - Quality Teaching overviews and demonstrations - Banking Time overviews and demonstrations

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Ø MTP Teacher Consultancy

Individualized teacher professional development based on systematic reflection and discussion of teachers’ own practice was designed and implemented in twice-‐monthly cycles across the year. Weekly collaborations through a combination of technologies that enabled teacher-‐consultant interaction:

- Teachers videotape own performance - Consultants select video clips and post them on secure website along with

prompts for teacher reflection - Teachers view and write reflections on their practice - Teachers and consultants “meet” online to discuss each teachers’

evolution in practice and to set the stage for further development.

Based on the above work, six refereed research publications were made possible for colleagues. For instance, Mashburn and colleagues (2010) found that the consultancy led to greater gains in children’s receptive language skills, with more time spent in the consultation process leading to greater gains. In addition, there have been multiple subsequent extensions of the MTP model based on this foundational work:

- MyTeachingPartner-‐Mathematics/Science (MTP-‐M/S; see above) - MyTeachingPartner (MTP) Head Start - MyTeachingPartner (MTP) Elementary - MyTeachingPartner (MTP) 4Rs Social-‐Emotional Learning Program - MyTeachingPartner (MTP) Secondary

Ø MTP Teacher Reflection Scale (TRS)

Kinzie, M. B., Neesen, K., Whittaker, S., Locasale-‐Crouch, J., & Jimenez, M. (2011). Teacher Reflection Scale: Development and Validation.

A primary aim of the MyTeachingPartner (MTP) consultancy is to improve teaching quality, both by exposure to the constructs of quality (as reflected in the CLASS) and by guiding teachers to review and reflect on their own teaching practice. We developed the Teacher Reflection Scale (TRS) to help us examine the qualities of reflection, based on extensive qualitative analysis of transcripts of the consultation process and a review of prior research. We in the process of validating the ten constructs that make up the scale, and correlating evidence on each to teaching quality and other outcomes of the consultation process.

SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT, continued ª HEALTH EDUCATION

Ø Tailored Educational Approaches for Consumer Health (TEACH)

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Garson, A., Cohn, W., Kinzie, M. B., & Lyman, J. (2004-‐6). Consumer Health Education Institute/Tailored Educational Approaches for Consumer Health (TEACH).

Individuals are more likely to successfully utilize health information in a way that leads to behavior change when that information is delivered by trusted sources via preferred media. TEACH employs market segmentation to differentiate distinct population groups and applies instructional design and health education research to specify the communication strategies to be used with each. We have produced the following components:

- Survey design and analysis of data from over 1,200 individuals, - Identification of the most influential consumer characteristics governing

preferences for receipt of health information, - Assessment tool for categorizing patients based on health information

preferences, and - Recommendations for design and delivery of health information for all

categories of patient. - Patent Application through UVa Patent Office (11/958,000)

Ø Instructional Design Strategies for Health Behavior Change

Kinzie, M. B. (2002). Instructional Design Strategies for Health Behavior Change: Literature review and research analysis.

In this solo investigation, I synthesized multiple behavior change theories and applied them to articulate an instructional design model for health behavior change. I provided explicit design strategies and examples of application, and then went on to analyze the frequency with which these instructional design practices were used in one domain—the design of K-‐12 smoking prevention programs—detecting patterns of strategy use related to the behavioral outcomes achieved.

Within the first year of publication, the culminating article resulting from this work was the third-‐most popular article downloaded from the highly regarded journal, Patient Education and Counseling (ISI Impact factor 2.305).

Ø Pippin: Improving Diabetes Self-‐Care Among Rural Underserved Patients

May, N. B., Kinzie, M. B., & Schorling, J.B. (2001-‐2). Improving diabetes self-‐care among rural underserved patients using web TV.

Diabetes is known to have a devastating effect on millions of patients and their families, especially the poor and underserved. In response, I directed a needs assessment to articulate needs for diabetes education and self care, involving health care providers, health educators, and patients who were rural, poor, and possessing low levels of literacy. I went on to design key learning and self-‐care

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strategies involving progress toward individualized goals and mediation adherence, with weekly review and consultation with a health educator. I packaged all of this in a supportive user interface design for the website, which was employed in a small trial leading to improved HbA1c levels for all participants. This website enabled patients to:

- Track blood glucose, - Record medication adherence, - Monitor progress for dietary and exercise goals, and - Recognize the patterns between these factors.

Ø Health Heritage

Cohn, W. F., Ropka, M., Kinzie, M., Barrett, J., Pelletier, S., Guterbock, T., & Knaus, W. A. (1999-‐2001). Health Heritage.

http://healthheritage.ddig.com/trial/index.cfm

A detailed family health history is thought to be one of the most potentially useful tools in diagnosis and risk assessment. Primary providers recognize the value of this information, but routinely struggle to collect and document it, and are sometimes ill-‐equipped to interpret what a patient’s family health history suggests, for behavior change recommendations and for additional screening.

Health Heritage is a web-‐based tool that guides individuals in collection of their own family health history collection and management. Research-‐based algorithms evaluate this history for the patient's risk for 89 diseases and conditions, and related recommendations (care, behavior change, screening, etc) can be sent to their provider and on to the patient. Through a randomized trial with 109 volunteers, we found that Health Heritage identified 60% of the elevated risk conditions at greater levels of sensitivity, significantly outperforming Usual Care at 24%.

I was responsible for the needs assessment, design, and development of the Health Heritage website. Two publications and nine conference presentations resulted, as has continued grant-‐funded research with this intervention (including automated health history collection through interface with medical records systems).

Ø The Healthy Touch

Schorling, J., Kinzie, M.B., & Siegel, M. (1989-‐1991). The Healthy Touch.

Prenatal alcohol use has been a major cause of birth defects and other adverse outcomes of pregnancy. Educating expectant mothers concerning the need to limit alcohol consumption has been advocated as a method to decrease alcohol-‐related birth problems, however providing this service for low-‐income women has proven difficult. In response, I directed the needs assessment, user interface

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design, and instructional strategies specification for this computer-‐based educational program, intended to address user knowledge, beliefs, and attitudes, in order to limit alcohol consumption during pregnancy. When implemented in public health clinics, the program was well-‐accepted by patients, found to provide new information, and to significantly influence behavioral intention.

Health Education Projects Undertaken with Students:

Ø iSHIFTup

Hilgart, M., Ritterband, L., Thorndike, F., & Kinzie, M. B. (2010-‐13). iSHIFTup (Internet Skin Health Intervention For Targeted Ulcer Prevention)

ISHIFTup is an Internet-‐based intervention focusing on behaviors that prevent skin ulceration in adults with spinal cord injuries. My contributions as advisor to doctoral student Michelle Hilgart are focused on adaptation of the instructional design model to a model for internet-‐based behavior change.

Ø Health Information Needs of Brain Tumor Patients’ Family Caregivers

Schubart, J. R., Kinzie, M. B., Farace, E. (2003-‐4). Caring for the brain tumor patient: Family caregiver burden and unmet needs.

Brain tumors are known to develop rapidly and to lead to a host of cognitive and behavioral changes. These changes, together with the uncertainty surrounding prognosis, contribute significant challenges for the patient and their caregivers. In this research, 25 caregivers of patients representing the trajectory of brain tumor illness were interviewed to inform recommendations for:

- Provision of health information/education - Enhancements to communications among patients, families, and health

care providers, and - Provision of psychosocial supports for family caregivers.

Ø Okay with Asthma

Wyatt, T. H., Hauenstein, E. J. & Kinzie, M.B. (2002-‐3). Okay with Asthma: A story-‐based online intervention for school-‐aged children.

Having asthma is a leading cause of missed school days, with lack of appropriate management strategies thought to be a critical issue. I served as advisor to this project (a grant-‐funded dissertation by then-‐student Tami Wyatt), consulting on application of instructional design and digital story telling to help children with asthma understand the condition and learn to use school resources and peers in their management of it. Wyatt subsequently determined that the intervention led to improvements in children’s asthma-‐related knowledge and attitudes.

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Ø The University of Virginia Bone Marrow Transplant Program: An overview for Patients

Forrest, P., O’Luanaigh, B., & Kinzie, M. (1994). An Overview of the Bone Marrow Transplant Procedure.

Prior to our work, education for patients about to undergo this complex and potentially dangerous procedure at a major research hospital involved distribution of medical journal articles (with high reading levels and sometimes confusing terminology). Lead designer Forrest had undergone this procedure and experienced the limitations of this health education. In response we designed this guide to offer simple explanations to help patients understand and prepare for the transplant procedure.

SCHOLARSHIP IN INSTRUCTIONAL DESIGN & DEVELOPMENT, continued

ª ONLINE LEARNING

Ø Discourse: The Next Generation Environment for Online Discussion & Knowledge Creation

Ferster, B., Kinzie, M.B., & the Discourse Design Team. (2012). Discourse: New tools for online discussion and knowledge creation.

http://www.dscourse.org

Current online discussions are chronological records of posts over time. Understandings are surely developed, but are difficult to isolate, requiring much traversing of the discussion space to identify and support critical discourse. As online instruction efforts scale up to meet the needs of larger numbers of students, the time required for instructors to support reflection and knowledge creation become magnified. Discourse was designed by Ferster and Kinzie and a cadre of graduate students to capitalize on the potential of the online medium for advancing the pedagogy of online teaching and learning.

Discourse will help make explicit the convergence in thinking that occurs during a discussion by treating each contribution as its own unit, able to be displayed with other conceptually linked units whenever they occur. “Heat maps” of conceptually-‐linked activity will provide a “reading” of the state of the discussion at any point in time. Additionally, Discourse will make it possible to easily introduce and annotate relevant media (texts, video, graphics, and animations).

Ø The Interactive Frog Dissection, Operation Frog, Net-‐Frog 1, & Net-‐Frog 2 (4 products, 1990-‐2002)

Kinzie, M.B., Julian, M. F., Chamberlin, B., Whitaker, S., Huang, K., & Wyatt, T. (2002). Net-‐Frog 2.

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Kinzie, M.B., O’Luanaigh, W. B., Mitchell, J.P. (1994). Net-‐Frog.

Kinzie, M.B., Strauss, R., & Foss, M. J. (1994). Digital video for Operation Frog. [Computer program]. New York: Scholastic software

Kinzie, M.B., Strauss, R., & Foss, M. J. (1990). The Interactive Frog Dissection (videodisc-‐based)

http://frog.edschool.virginia.edu

Interactive supplement or substitute for laboratory-‐based dissections. Initially developed as a videodisc-‐based program and since ported to the web, with one full redesign. Also developed are a companion test of knowledge and skills and a dissection attitudes scale.

Award-‐winning (over 40 “Best of Web” awards) and widely recognized for innovation (Newsweek, Los Angeles Times, Canadian Broadcasting Network [radio and television], Boston Globe, etc.). Used over 3 million times (with mirroring by AOL potentially doubling this number) and in over 90 countries. Results that suggest that students using the simulation perform comparably to students conducting a laboratory dissection, and that the simulation serves as a highly effective form of preparation for students going on to conduct the dissection.


ª CASE-‐BASED LEARNING

Ø Stony River Rumble

Bennett, J., Day, M., Hatfield, R., Jamerson, T., Powell, E., & Kinzie, M. B. (2012). Stony River Rumble

http://curry.virginia.edu/go/ITcases/Rumble/

Addressing issues of multiculturalism impacting a high school in a small rural town, this case challenges instructional design students to determine the needs of multiple stakeholder groups, both within the case and in their own communities.

Ø Online Case: Zero Tolerance in Layne County

Kinzie, M. B., Grogan, M. & McGowan, S. (1999). Zero Tolerance in Layne County

http://curry.virginia.edu/go/ZT

Designed for K-‐12 school administrators the case offers risk-‐free experience in dealing with zero tolerance policies.

Ø Instructional Design Case Event, 1998

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Kinzie, M. B., Julian, M. F., & Larsen, V. A. (1998). Instructional Design Case Event, 1998

http://curry.virginia.edu/go/ITcases/Site/Casebook/caseevent.html

Case-‐Based discussion and competition between the Instructional Technology programs at seven universities, hosted by Kinzie and the Curry School. These events involved nationally-‐known experts in instructional design, who served as judges, provocateurs, and team sponsors.

Ø Online Case: Chronicles of RocketBoy

Julian, M. F., Kinzie, M. B., & Larsen, V. A. (1998). Chronicles of RocketBoy

http://curry.virginia.edu/go/ITcases/Chronicles

This online case explores instructional design for electronic performance support (e.g., just-‐in-‐time support) as an alternative to workshop training.

Ø Instructional Design Case Event, 1997-‐ Event #2

Kinzie, M. B., Hrabe, M. E. Julian, M. F., & Kovalchick, A. (1997). Instructional Design Case Event, 1997 – Event #2

http://curry.virginia.edu/go/ITcases/Site/Casebook/book.html

Case-‐Based discussion and competition between the Instructional Technology programs at five universities, hosted by Kinzie and the Curry School.

Ø Online Case: Prescription: Instructional Design

Hrabe, M. E., Julian, M. F., Kinzie, M. B., & Kovalchick, A. (1997). Prescription: Instructional Design.


This online case illustrates the importance of needs assessments driving the design of employee training.

Ø Instructional Design Case Event, 1997-‐ Event #1

Kinzie, M. B., Kovalchick, A., Julian, M. F., & Hrabe, M.E. (1997). Instructional Design Case Event, 1997 – Event #1


Case-‐Based discussion and competition between the Instructional Technology programs at three universities, hosted by Kinzie and the Curry School.

Ø Online Case: Harvesting Cooperation

Kovalchick, A., Kinzie, M. B., Julian, M. F., & Hrabe, M. E., (1997). Harvesting Cooperation.

http://curry.virginia.edu/go/ITcases/Harvest/

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This online case illustrates the challenges associated with meeting the needs of multiple stakeholders in an educational setting.

Ø Instructional Design Case Event, 1996

Kinzie, M. B., Hrabe, M.E., & Larsen, V. A. (1996). Instructional Design Case Event, 1996

http://curry.virginia.edu/go/ITcases

Case-‐Based discussion and competition between the Instructional Technology programs at six universities, hosted by Kinzie and the Curry School.

Ø Online Case: The Trials of Terry Kirkland

Hrabe, M. E., Larsen, Valerie A., & Kinzie, M. B. (1996). The Trials of Terry Kirkland.

http://curry.virginia.edu/go/ITcases/Terry/

This online case explores the issues involved with top-‐down instructional policy decisions and bottom-‐up resistance to design of a new high school training program.

Ø Online Case-‐Based Course for Teacher Preparation

Mcnergney, J., McNergney, R., & Kinzie, M. B. (1996). EDIS 589: Contemporary Issues.

Design of a teacher preparation course in an on-‐line, case-‐based format. Web-‐based cases offered preservice teachers a range of experiences to further develop their teaching knowledge and skills. Cases developed offered authentic experience of a host of issues, including cultural and economic diversity, ESL, cooperative learning, and technology integration, among others.


ª GAME-‐BASED LEARNING

Ø Got Game?

Kinzie, M.B., Joseph, D. R. D., Lewis, L., & Pelletier, S. (2004). Got Game? Summer game design institute.

Designed for middle school students and implemented in both inner city and suburban settings, this week-‐long game design institute exposed students to an analytical approach to components of effective (e.g., both engaging and instructional) games for learning. Students were then guided as they articulated the designs for the own educational games. Our qualitative analyses of their work led to our articulation of the Game Play Activity Modes which we have since validated in middle-‐school based survey research, finding significant

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gender-‐based differences in preferences for these modes and other game characteristics.

Ø Movie Play

Kinzie, M.B., Chamberlin, B., Hilgart, M., & Pelletier, S. (2002). Movie Play: On-‐Line Games for Middle School Science.

Treatment design for a series of five on-‐line science games for middle-‐school students, based on movie animation.

- Memphis Blue and the Green Goo - Plantus Gargantuous - The Lost Pyramids of Middle Mesopotamia - His Breath Smelled When He Kissed Me - The 400-‐Trillionth Planet

This design led to NSF grant funding, which in turn enabled us to implement the qualitative research on game design described in Got Game? above.

Ø Instructional Design for Educational Games: Game Designs & Prototypes

As a function of teaching an educational game design at the Curry School, a host of educational games have been designed and prototypes developed and evaluated. Below are the game designs I guided to completion, by content domain and indicating the student designers for each:

- Mathematics: o Elementary Operations (Skull Island, with F. Huang & V. Lewis, 2006) o Middle School Geometry (Dire Straits, with P. Malcolm, W. Kjellstrom, & M.

Semanik, 2010) o Secondary Geometry (Avatar Math, with C. Trinter, 2007) o Secondary Graphing/Data Interpretation (Graph Challenge: Alien Planet,

with M. K. Warden, D. Tillman, & J. Madson, 2008)

- Science: o Botany (Forest Jump, with K. Couper, 2007) o Water Conservation (Water Wizards, with J. Dacko, 2007)

- Computer Technology: o Antivirus Alert, with R. Oliver & L. Klepek, 2006) o Phishing Prevention (Phirst Phish of America, with B. Lewis, E. Stauffer, & E.

Yoder, 2008)

- History: o California (Gold Rush Math, with J. Elliott, J. Eppard, J. Ragsdale, 2008) o Civil War (Follow the Drum, with A. Abdelzaher & R. Geyer, 2005) o Virginia (EyePod History Challenge, with K. Neesen & M. Pieri, 2005)

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- Health Education: o Diabetes Management (Take Control, with J. Craig & S. Midland, 2006) o Sex Education (Sexpert Aptitude Test, with H. Crumley, J. Kingsley, & R.

Sebastian, 2004)

- Personal Development: o Assertiveness Skills (Speak Up, with B. Blohowiak, S. Warren, & K. Wold,

2010) o Self-‐Esteem (The Looking Glass, with E. Fanning, N. Kechner, & M. Kelley,

2002)

- English Literature (Dark Lady’s Pub, with K. Cooke, and Z. Wu, 2005)

- Individualized Educational Plans (Institute for Exceptional Pupils (IEP), with T. Gentry & E. Marshall, 2004)


ª COMPUTER-‐BASED LEARNING

Ø Computer-‐based Continuing Medical Education

Wood, B. J., Kinzie, M. B., & Julian, M. F. (1998). CT Scans and IV Contrast: What Physicians Need To Know. .

Innovative uses of Intravenous contrast during CT scans; Continuing medical education funded by Experient Technologies, Richmond, VA.

Ø Computer-‐based K-‐12 Education (4 products)

Kinzie, M. B., Gasiewski, J., & Zollinhofer, M. (1992). The Boyle's Law Project.

Explore-‐able multimedia database on gas laws for high school chemistry, including simulations of primary concepts.

Wissick, C., & Kinzie, M. B. (1990). Community Skills: Shopping.

Instructional simulation for individuals with moderate cognitive challenges, found to improve effectiveness and efficiency in locating items for purchase, with transfer of skills to natural environments.

Kinzie, M. B. (1991). Story Sequencing with “North By Northwest.”

Provided special education students with “movie making” and story sequencing practice, using component parts of this feature film.

Kinzie, M. B. (1986). Solar Energy: Promise From the Sun.

Computer-‐assisted instruction for 8th and 9th grade science curricula.

Ø Computer-‐based Public Information Station

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Kinzie, M. B. (1990). Window on the Curry School.

Explore-‐able multimedia database for visitors to the Curry School of Education at the University of Virginia, offering information on faculty, programs, and products.

Ø Computer-‐based Tools for Instructional Design with Videodisc Technology (2 products)

Kinzie, M. (1988). Interactive Videodisc Script Stack & Simulator (Computer program).

Research & development tool for prototyping interactive video products pre-‐production.

McDonald, S., & Kinzie, M. B. (1986). Interactive Videodisc Costing Model.

Itself a videodisc-‐based product, this research tool was designed to determine the costs of interactive videodisc-‐based training versus conventional training methods. Funded by the NCR Corporation.


ª INSTRUCTIONAL MEDIA

Ø Native Peoples of the Southwest: Curriculum for Grades 1-‐6

Shaffer-‐Nahmias, S., Kinzie, M. B., & Harper-‐Marinick, M. (1987-‐8). Native Peoples of the Southwest [Print, Audio, Slides, Posters, Artifacts]

Funded by the Flinn Foundation for The Heard Museum in Phoenix, these curricula provide a multi-‐sensory exploration of native cultures, with music, stunning visual imagery, classroom artifacts, and opportunities for students to come to know themselves and their own cultures by learning about another’s.

We received two Outstanding Practice Awards from the Association for Educational Communications & Technology (AECT) for this work.

Ø Measuring the Effects of Early Childhood Education: Training for Direct Assessment

Crouch, J., & Kinzie, M. B. (1984). Administering the Head Start Measures.

A national battery of tests was developed for Heat Start classrooms across the country. We produced the video-‐based training for all assessors.

Ø Training: Protective Practices for Employees (2 products)

Kinzie, M. B. (1984). Radiation Protection in the Laboratory.

Kinzie, M. B., & Crouch, J. (1983). Mine Respirator Safety.

Ø Video as an Architectural Design & Communications Tool. (5 products)

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Crouch, J., & Kinzie, M. B. (1985). Casa del Agua: Residential re-‐design for water collection, reclamation, and re-‐use [video]

Documentary on the redesign and renovation of typical brick ranch home for water self-‐sufficiency.

Kinzie, M. B. (1984). Water Harvesting in Arid Lands.

Demonstration of simple methods for capture and re-‐use of rainwater for domestic and agricultural purposes.

University of Arizona Dept. of Architecture, & Kinzie, M. B. (1985). Video as a Design and Presentation Tool

Demonstration of a range of uses of the video medium in architectural design.

University of Arizona Dept. of Architecture, & Kinzie, M. B. (1983). University Infill Study [video].

Video demonstrating urban infill as architectural practice.

University of Arizona Dept. of Landscape Architecture, & Kinzie, M. B. (1983). The New 4th Avenue [video]. Tucson, AZ: . (Research)

Documentary on community re-‐design.

Ø Multimedia Outreach: Tools for Academic Student Recruitment & Community Outreach (9 products)

Kinzie, M. B. (1983). Mainstream.

Director, live weekly public affairs program, produced for KUAT-‐TV, Tucson AZ PBS affiliate.

Crouch, J., & Kinzie, M. B. (1984-‐5).

Explorations and prototypic products developed for seven disparate departments at the University of Arizona:

- Center for English as a Second Language, - Committee on Dance, - Cooperative Education, - Department of Electrical Engineering, - Department of German, - Department of Physical Education, - Department of Management Information Systems, and - Southwest Folklore Center.

SCHOLARLY PRESENTATIONS

Whittaker, J. V.,Kinzie, M.B., Williford, A. P., Decoster, J. (2013, April). Math and

Science teaching quality in pre-‐K: Effects of MyTeachingPartner-‐Math/Science.

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Paper presented at the meeting of the Society for Research in Child Development (SRCD), Seattle.

Cohen, J., Tillman, D., Carson, E., Jones, M., Stansberry, S., Chiu, J., Bull, G., & Kinzie, M. (2011, November). Engineering in the classroom: Digital fabrication as a tool for authentic STEM knowledge construction, Parts I and Part II. Two panels/sets of presentations at the annual meeting of the Association for Educational Communications & Technology (AECT): Jacksonville.

Hokanson, B., Boling, E., Martindale, T., Rieber, L. Kinzie, M. B., Cohen, J., Carson, E., & Hooper, S. (2011, November). Comparing instructional design studio programs. Panel presentation at the annual meeting of the Association for Educational Communications & Technology (AECT): Jacksonville.

Kinzie, M., Vick Whittaker, J. Willliford, A., Mcguire, P. Lee, Y. & Matthew, K. (2011, April). Early childhood math: The impact of MyTeachingPartner-‐Math/Science. Paper presented to the American Educational Research Association: New Orleans.

McGuire, P. R., Kinzie, M.B., Berry, R. Q., & Thunder, K. (2011, April). An analysis of teacher-‐child interactions in pre-‐k mathematics. Paper presented to the American Educational Research Association: New Orleans.

Downer, J., Hafen, C. A., Kinzie, M. B., Pianta, R. C., Allen, J., & Neesen, K. (2011, April). MyTeachingPartner: Improving teaching through interactions. Finalist poster presented at the Inauguration of President Teresa Sullivan, University of Virginia: Charlottesville, VA.

Poster selected as one of 35 finalists across 7 award categories.

Vick Whittaker, J., Kinzie, M. B., & Williford, A. (2011, March). The association between teacher-‐child relationship quality and children's mathematics skills in pre-‐kindergarten. Poster presented at the meeting of the Society for Research in Child Development Conference (SRCD), Montreal, Quebec.

Kinzie, M. B., Vick Whittaker, J. , Kilday, C. R., & Williford, A. (2010, November). Designing effective curricula and teacher professional development for early childhood math and science. Invited presentation to the Fifth annual Leadership Symposium, National Center for Research on Early Childhood Education (NCRECE), Arlington, VA.

Kinzie, M. B., Vick Whittaker, J., & McGuire, P., & Lee, Y. (2010, October). Pre-‐kindergarten mathematics & science: Design-‐based research on curricular development. Paper presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Anaheim, CA.

Matthew, K., McGuire, P., Kinzie, M. B., Lee, Y., & Foss, J. (2010, October). A blended-‐learning approach to professional development in pre-‐k mathematics and science: Lessons from MyTeachingPartner. Paper presented at the annual

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meeting of the Association for Educational Communications & Technology (AECT), Anaheim, CA.

Kinzie, M. B. (2010, June). MyTeachingPartner-‐Mathematics/Science: Curricula and embedded teaching supports for high quality, high fidelity practice. Invited presentation as part of panel: Science Instruction for Early Childhood: Too Soon or Just Right? Annual grantee meeting of the Institute of Educational Sciences (IES): Washington, DC.

Kinzie, M. B., Whittaker, J., Kilday, J., Pianta, R. C., McGuire, P., Pan, E., Foss, J., Lee, Y., Hughes, M. M., Josephson, K., Williford, A., Berry, R. Q., Matthew, K. & Kelly C. (2010, June). MyTeachingPartner Mathematics/Science: Year two outcomes. Presentation at the annual grantee meeting of the Institute of Educational Sciences (IES): Washington, DC.

McGuire, P. R., Kinzie, M. B., & Kilday, C. R. (2010, April). Children’s understanding of two-‐digit place value: A place for place value in Pre-‐K mathematics instruction. Paper presented at the annual meeting of the American Educational Research Association (AERA), Denver.

Lee, Y., & Kinzie, M. B. (2010, April). Teachers’ open-‐ended questions in early childhood science activities: How often, when, and what happens? Paper presented at the annual meeting of the American Educational Research Association (AERA), Denver.

Kinzie, M. B., Pianta, R. C., Berry, R., Foss, J., Williford, A., Kilday, C., Pan, E., Hughes, M. M., Josephson, K., Pinkham, A., McGuire, P., & Lee, Y. (2009, June). Pre-‐kindergarten math & science, Year 2: Development of curricula & teacher supports. Presentation at the annual grantee meeting of the Institute of Educational Sciences (IES): Washington, DC.

Kilday, C. R., Kinzie, M. B., & McGuire, P. (2009, April). An examination of the quality of math and science instruction in pre-‐k classrooms. Poster presented at the annual meeting of the Society of Research on Child Development (SRCD), Denver.

Kinzie, M. B., Pianta, R. C., Kilday, C. R., McGuire, P., & Pinkham, A. (2009, March). Development of curricula, teacher, supports, and assessments for pre-‐kindergarten mathematics and science. Paper presented at the annual meeting of the Society of Research on Educational Effectiveness (SREE), Washington, DC.

Kinzie, M. B., Pianta, R. C., Berry, R., Wang, F. Hughes, M. M., Kilday, C., Pan, E., McGuire, P., & Josephson, K. (2008, June). MyTeachingPartner-‐Mathematics/Science year one: Development of integrated pre-‐kindergarten curricula. Presentation at the annual grantee meeting of the Institute of Educational Sciences (IES): Washington, DC.

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McGuire, P., Kinzie, M. B., Pan, E., & Lee, Y. (2008, March). Effective use of interactive story-‐based mathematics activities at the pre-‐k level. Presentation at the annual meeting of the Society for Information Technology and Teacher Education (SITE): Las Vegas.

Pan, E., Kinzie, M. B., McGuire, P. (2008, March). Design of a web-‐based curriculum development & delivery system: Lessons from MyTeachingPartner-‐Mathematics/Science. Presentation at the annual meeting of the Society for Information Technology and Teacher Education (SITE): Las Vegas.

Wang, F., Kinzie, M. B., McGuire, P. & Pan, E. (2008, March). Technology-‐enhanced, problem-‐based inquiry learning in early childhood education: A theoretical basis. Paper presented at the annual meeting of the Society for Information Technology and Teacher Education (SITE): Las Vegas.

Hamre, B., Locasale-‐Crouch, J., Mashburn, A., Kinzie, M. B. & Pianta, R. (2007, May/June). MyTeachingPartner program: Variation in teacher participation and associations with observed teaching quality. Presentation to the 15th Annual Meeting of the Society for Prevention Research, Washington, DC.

Cohn, W. F., Pannone, A., Schubart, J., Lyman, J., Kinzie, M. B., Broshek, D., Guterbock, T., Hartman, D., Mick, D., Bolmey, A., & Garson, A. T. (2006, November). Tailored educational approaches for consumer health (TEACH): A model system for addressing health communication. Presentation to the American Medical Informatics Association (AMIA), Washington, DC.

Joseph, D.R.D. & Kinzie, M. B. (2006, October). Game play activity modes: A framework for considering game design. Presentation to the North American Simulation and Gaming Association (NASAGA), Vancouver.

Sebastian, R. A., & Kinzie, M. B. (2006, October). Development of social problem-‐solving in the interactive web-‐based game The Beast: A qualitative study. Proceedings of the E-‐Learn 2006 conference, Honolulu.

Kinzie, M.B. (2005, October). Successful innovation at scale: On-‐line teaching consultation and media-‐assisted curriculum for teachers of at-‐risk students. Symposium at E-‐Learn 2005, Vancouver.

Symposium papers (4) included:

Kinzie, M.B., Whitaker, S.D., Neesen, K, Kelley, M. Matera, M., & Pianta, R.C. Design & infrastructure of a web site for teacher consultation and access to a media-‐assisted curriculum.

Neesen, K, Whitaker, S.D., Funk, G.G., Hall, A. P., Kinzie, M.B., & Pianta, R.C. Educational video production to support teacher reflection and professional development: A high quality, cost effective collaboration between educators, researchers and educational technologists.

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Kelley, M., Whitaker, S.D., Neesen, K, Kinzie, M.B., & Pianta, R.C. Tech support requirements for large-‐scale technology innovation in teacher professional development

Whitaker, S.D., Kinzie, M.B., Kraft-‐Sayre, M.E. & Pianta, R.C. Use and evaluation of web-‐based professional development services across level of service and by teacher/district characteristics

Joseph, D.R.D., & Kinzie, M.B. (2005, October). Boys’ and girls’ game play preferences: Survey results. Presentation at the Serious Games Conference, Washington, DC.

Joseph, D.R.D., & Kinzie, M.B. (2005, June). Educational gaming: Middle school students’ activity preferences. Presentation at the International Conference for Interaction Design and Children (IDC), Boulder, CO.

May NB, Kinzie MB, Schorling JB. (2002, May) Improving diabetes self-‐care among rural underserved patients using web TV. Presentation at the annual meeting of the Society of General Internal Medicine, Atlanta.

Kinzie, M. B., Cohn, W. F., & Knaus, W. A. (2001, November). The importance of heuristic evaluation and usability testing in the user interface design for a family health history web Site. Presentation at the American Medical Informatics Association (AMIA): Washington, DC.

Cohn, W. F., Pelletier, S., Kinzie, M.B., Barrett, J., Wenzel, A., & Knaus, W. A. (2001, November). HealthHeritage: A Web-‐based family health history tool. Presentation at the American Medical Informatics Association (AMIA): Washington, DC.

Julian, M.F., Kinzie, M.B., Cohn, W., Knaus, W. (2001, October) Use of ID practices for user interface design: Needs assessment, needs analysis, and evolutionary rapid prototyping for a family health history web site. Paper presented at Association for the Advancement of Computing in Education Webnet Conference: Orlando.

Novicoff, W. M., Cohn, W. F., Barrett, J. R., Kinzie, M.B., Ropka, M. E., Harrison, M. B., Worrall, B. B., Pelletier, S. L., Kelly, T. & Knaus, W. (2001, February). Assessing genetic risk using a web-‐based family health history tool. Paper presented at the American Association for the Advancement of Science (AAAS) Annual Meeting: San Francisco.

Kinzie, M. B., Cohn, W. F., Julian, M. F., & Knaus, W. A. (2000, November). Use of best practices for a family health history web site: Needs assessment, rapid prototyping, and a focus on the user interface. Paper presented at the American Medical Informatics Association (AMIA): Los Angeles.

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Ropka, M. E., Knaus, W. A., Cohn, W.F., Pelletier, S., Kinzie, M., Barrett, J. R., Einbinder, J., Elward, K., Franko, J., Harrison, M. B., Julian, M., Miesfeldt, S., Tucker, A. L., Worrall, B. B. (2000). HealthHeritage: Development of a web-‐based family history collection tool for primary care. Paper presented at the International Society of Nurses in Genetics (ISONG) Annual Meeting: Philadelphia.

Harrison, M. B., Worrall, B. B., Pelletier, S., Cohn, W., Barrett, J., Kinzie, M, Ropka, M., Novicoff, W., Kelly, T., Knaus, W. A. (2000, October). Assessing genetic risk for neurologic disease: A web-‐based approach. Paper presented at the American Neurological Association Outcomes Research Meeting, Boston.

Cohn, W.F., Kinzie, M., Barrett, J. R., Julian, M., Einbinder, J., Pelletier, S. L., Knaus, W. A. (1999, November). The development of a web-‐based family health history collection Tool. Poster presented at the American Medical Informatics Association Annual Meeting, Washington, DC. The above was nominated for AMIA Best Poster Award.

Knaus, W. A., Cohn, W.F., Barrett, J. R., Kinzie, M., Pelletier, S. L., Julian, M., & Einbinder, J. (1999, October). The development of a web-‐based family health history collection tool. Paper presented at the American Society for Human Genetics Annual Meeting, San Francisco, CA.

Julian, M. F., Larsen, V. A., & Kinzie, M. B., & (1999, January). Compelling case experiences for emerging instructional designers. Paper presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Houston.

Kinzie, M. B., Hrabe, M. E., & Larsen, V. A. (1997, February). Exploring professional practice through an instructional design team case competition. Paper presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque.

Kinzie, M. B., Larsen, V. A., & Kent. T. W. (1996, June). On-‐line learning via real-‐time discussion of web-‐based case materials. Annual meeting of the Internet Society (INET), Montreal.

Larsen, V. A., Kinzie, M. B., Boker, S. M. & Burch, J. B. (1996, June). Net-‐Frog: Monthly analysis of user access patterns on the WWW. Paper presented at the ED-‐MEDIA/ED-‐TELECOM 96 Conferences, Boston, MA.

Larsen, V. A., Kent T. W., Becker, F.J., McNergney, R. F., Kinzie, M. B. & Herbert, J.M. (1996, April). Project Cape Town: Usage of a multimedia case on the World-‐Wide web. Paper presented at the 1996 Annual Meeting of the American Educational Research Association (AERA), New York.

Larsen, V. A., Kinzie, M. B., McNergney, R. F., Kent T. W., Herbert, J.M. & Becker, F.J. (1996, March). Project Cape Town: Designing a case study for the WWW.

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Seventh Annual Conference of the Society for Technology and Teacher Education (SITE 96), Phoenix, AZ.

Lindeman, B., Kent, T., Kinzie, M., Larsen, V., Ashmore, L., & Becker, F. (1995, October). Exploring cases on-‐line with virtual environments. Paper presented at the Computer-‐Supported Collaborative Learning (CSCL) conference, Indianapolis.

Kinzie, M. B., Larsen, V. A., Burch, J. B., & Boker, S. M. (1995, June). Net-‐Frog: Using the WWW to learn about frog dissection and anatomy. Paper presented at the annual meeting of the Internet Society (INET), Honolulu.

Gasiewski, J. F., & Kinzie, M. (1994, April). A quantitative and qualitative Evaluation of free-‐form and directed use of an interactive multimedia program. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans.

Kinzie, M., Delcourt, M. A. B., & Powers, S. M. (1993, April). Computer technologies: Attitudes and self-‐efficacy across undergraduate disciplines. Paper presented at the annual meeting of the American Educational Research Association (AERA), Atlanta.

Kinzie, M., Foss, J., & Powers, S. M. (1993, April). Use of dissection-‐related courseware by low-‐ability high school students: A qualitative inquiry. Paper presented at the annual meeting of the American Educational Research Association (AERA), Atlanta.

Kinzie, M. B., Strauss, R. & Foss, J. (1993, January). The effects of an interactive dissection simulation on the performance and achievement of high school biology students. Paper presented at the annual meeting of the Association of Educational Communications & Technology (AECT), New Orleans.

Bull, G. L., Kinzie, M., Sigmon, T., & Willis, J. (1993). Introducing the society for technology and teacher education (STATE) internet server. In Technology and Teacher Education Annual (pp. 632-‐636). Charlottesville, VA: Association for Advancement of Computing in Education.

Kinzie, M. B., & Delcourt, M. A. B. (1991, April). Computer technologies in teacher education: The measurement of attitudes and self-‐efficacy. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago.

Schorling, J. B., Kinzie, M. B., Siegel, M., Lane, A. E., Hoyte, S. M., & Finn, J. (1990, October). Prenatal alcohol education using an interactive computer program. Paper presented at the annual meeting of the American Public Health Association (APHA), New York.

Schorling, J. B., Kinzie, M., Siegel, M., Lane, A., & Gostel, R. (1990). The development and production of an interactive prenatal alcohol education

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program. Fourteenth Annual Symposium on Computer Applications in Medical Care (SCAMC).

Kinzie, M. (1990, March). The Curry School videodisc. Paper presented at the annual meeting of the Virginia Educational Computing Association (VECA), Charlottesville, VA.

Kinzie, M., Scott, V., & Foelber, M. (1989, November). Window on the Curry School: Development of an interactive videodisc-‐based information kiosk. Paper presented at the annual meeting of the Association for Development of Computer-‐Based Instructional Systems (ADCIS), Washington, D.C.

Strauss, R., & Kinzie, M. (1989, November). Design and production of an interactive videodisc-‐based biology simulation: Frog Dissection. Paper presented at the annual meeting of the Association for Development of Computer-‐Based Instructional Systems (ADCIS), Arlington, VA.

Wissick, C., & Kinzie, M. (1989). The development and design of a videodisc simulation for training grocery shopping skills to students with moderate or severe handicaps. Eleventh Conference on Interactive Videodiscs in Education and Training, Society for Applied Learning Technology (SALT),

Wissick, C., & Kinzie, M. (1989, November). Teaching community skills via interactive videodisc: Design and production of a shopping simulation. Paper presented at the annual meeting of the Association for Development of Computer-‐Based Instructional Systems (ADCIS), Arlington, VA.

Kinzie, M., & Bull, G. (1989, May). Design and production of interactive videodiscs: Process and product at the University of Virginia's Instructional Technology program. Paper presented at the annual meeting of the Virginia Educational Computing Association (VECA), Virginia Beach, VA.

Kinzie, M., & Sullivan, H. J. (1989, March). Motivational and achievement effects of learner control of computer-‐assisted instruction. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco.

Kinzie, M., & Sullivan, H. J. (1988). The effect of learner control on continuing motivation. Annual meeting of the Association for Development of Computer Based Instructional Systems (ADCIS).

Kinzie, M. (1988, April). Learner control, continuing motivation, and achievement. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans.

Shaffer-‐Nahmias, S., Harper, M., & Kinzie, M. (1988, January). The design of an innovative multimedia curriculum: Native Peoples of the Southwest. Paper presented at the annual meeting of the Association for Educational Communications and Technology (AECT), New Orleans.

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Kinzie, M., Sullivan, H., Beyard, K., Berdel, R., & Haas, N. (1987, April). Learner versus program control in computer assisted instruction. Paper presented at the annual meeting of the American Educational Research Association (AERA), Washington, D.C.

Kinzie, M. (1986, November). Determining the potential of electronic media for delivery of corporate training: A Model. Paper presented at the annual meeting of the Association for Development of Computer Based Instructional Systems (ADCIS), Washington, D.C.

SCHOLARLY ACTIVITIES IN PROGRESS Early Childhood Curricula & Online Teacher Supports:

Title: Evaluating the effects of the MyTeachingPartner-‐Math/Science curricula and professional development resources on teacher-‐child interactions in pre-‐kindergarten

Role: P.I. on grant; Second author on this manuscript

Theme: Early Childhood Math & Science

Focus: Impact of MTP-‐M/S teacher support system on the quality of teacher child interactions in the classroom.

Target audience: Researchers

Collaborators: Vick Whittaker, J. E., Kinzie, M. B., Williford, A. P., & Kilday, C. R.

Expected outcome: Manuscript for submission to: Early Education and Development Expected completion: 01/2014

Title: The preschool number sense and place value measure: Development and validation

Role: P.I. on grant; First author on this manuscript


Focus: Report on the completed development of this measure.


Collaborators: Kinzie, M. B., Vick Whittaker, J., McGuire, P., & Kilday, C. R.

Expected outcome: Manuscript for submission to: Teaching and Teacher Education Expected completion: 01/2014

Title: Accuracy of teacher judgments of preschoolers' science knowledge and skills.



Focus: Evaluation of teacher ratings as a substitute for direct child assessments.

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Collaborators: Kilday, C. R., Kinzie, M. B., Vick Whittaker, J.

Expected outcome: Manuscript for submission to: Journal of Psychoeducational Assessment

Expected completion: 01/2014

Title: Teacher ratings of students’ knowledge and skills in math and science upon entry into pre-‐kindergarten: Relationship to students’ end-‐of-‐year performance on direct assessments



Focus: Evaluation of teacher ratings as a substitute for direct child assessments


Collaborators: Vick Whittaker, J., Kinzie, M. B., & Kilday, C. R.

Expected outcome: Manuscript for submission to: Early Education and Development

Expected completion: 05/2014

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Title: The Teacher Reflection Scale: Development and validation

Role: Co-‐P.I. on grant; First author on this manuscript


Focus: Report on the completed development of an observational measure of teachers’ reflectivity during online interactions


Collaborators: Kinzie, M. B., Neesen, K., Whittaker, S., Locasale-‐Crouch, J., & Jimenez, M.

Expected outcome: Manuscript for submission to: Teaching and Teacher Education. Expected completion: 05/2014

Instructional Design for Online Learning:

Title: Teaching with Technology: Design of Hybrid Preservice Teacher Education Course

Role: Co-‐PI on grant; Authorship on manuscripts TBD

Theme: Instructional Design for On-‐line Learning

Focus: Development of teachers’ Technological, Pedagogical and Concept Knowledge (TPACK) through a hybrid course design emphasizing online video cases embedded in online discussion.

Target audience: Preservice Teachers, Teacher Educators, Researchers

Collaborators: Bull, G. L., Kinzie, M. B., Kjellstrom, W.

Expected outcome: Course designs, manuscripts

Expected completion: Grant proposal funded July, 2012; course designs completed for Fall, 2012, and Spring, 2013; manuscripts expected, May 2014

TEACHING

UNIVERSITY OF VIRGINIA

§ Introduction to Instructional Design: Taught annually, 1988 to present § Advanced Instructional Design/Design: Taught annually, 1989 to present

The above two courses are core curricula for all students in our graduate programs; all students enroll in both courses, usually sequentially. Both courses enable active knowledge development in learning theory and systematic, iterative instructional design methods, via instructor presentations, readings and discussions (both in class and on-‐line), and critique of existing products. Knowledge is applied to a variety of authentic

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practice problems via a range of learning modalities including small group activities, team-‐based project work, and case analysis and discussion.

§ Research in Instructional Technology: Taught annually 1989 to present

The above course is taken at the conclusion of students’ research methods courses. During this semester, students prepare a five-‐page research proposal and go on to conduct pilot research for their dissertations. They are guided each step of the way by myself and their colleagues. At the same time, we engage in a rigorous program of research readings describing the range of methods and inquiries favored within the research in our domain. Usually at least once during the semester students “shadow review” a manuscript submitted for publication to a journal.

§ Advanced Seminar on Interactive Technologies: Taught 1988 -‐ 2007

This elective course focused on design and production of instructional materials using new technologies. We began with design/production of interactive instructional videodiscs, moved to hypermedia, then the web. We have also focused on educational game design.

§ Introduction to Digital Media: Taught 1994, 1995, 1997

This elective summer course introduces students to a range of digital media capture, editing, and deployment methods, over a three-‐week period, culminating in a multimedia portfolio. It is an entry point for many students, into our academic programs.

§ Interactive Computer Graphics: Taught 1991, 1992

This one week institute for teachers quickly oriented them to current graphical technologies, then enabled them to develop a range of instructional applications for their teaching in the upcoming school year.

§ Advanced Video Production: Taught 1991

This elective course enabled students to extend their video production skills and produce instructional products of greater depth and complexity. .

ARIZONA STATE UNIVERSITY

• Computer Programming for Instruction: Taught 1986 -‐ 1987

Intended for preservice teachers, this undergraduate course emphasized the use of the BASIC language computer programming for a range of instructional tasks.

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SERVICE

SCHOLARLY REVIEW:

Educational Technology Research and Development (ETR&D) § Elected Editorial Board: Development (two terms, spanning 1994-‐1999) § Consulting Editor: Research (1989-‐present) § Consulting Editor: Development (1990-‐present)

§ Additional Journal & Grant Reviews: - Early Education & Development (EED) (2008-‐present) - Teaching & Teacher Education (TATE), (2009-‐present) - Journal of Computing in Higher Education (JCHE), (2011-‐present) - Journal of Computer-‐Based Instruction (JCBI), (1993-‐1997) - Journal of Educational Computing Research (JECR), (1989-‐1998) - Exceptionality (1991) - Estonian Science Foundation (ESF) Grant Proposal Review (2009)

§ Textbook Reviews: - Houghton Mifflin - MacMillan - Prentice-‐Hall - Wadsworth

PROFESSIONAL ORGANIZATIONS

Association for Educational Communications & Technology (AECT)

§ President, Division of Design & Development, 2012-‐13 (will be followed by one year as Past-‐President, 2013-‐14)

§ Publications Review Task Force, AECT Board-‐appointed, to consider the targeted foci of the four journals produced by AECT: Educational Technology Research & Development, The International Journal of Deigns for Learning Journal of Applied Instructional Design, and TechTrends, 2012.

§ Reviewer: - Research & Theory (1993-‐1996; 2010-‐2011) - Design & Development (1996, 2011-‐2013) - Featured Research Paper (2011) - Information Systems and computers (1993-‐4)

§ Session Discussant (1993-‐4); Session Chair (1993, 1996, 1997) § Coordinator & Case Author, Instructional Design Team Case Competitions, 1996,

1997, 1998 (http://curry.virginia.edu/go/ITcases/)

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American Educational Research Association (AERA) § Co-‐chair, Division C, Section 7 (Technology Research; conference year 2012) § Reviewer: - Instructional Technology SIG (conference years 1989, 2010-‐12) - Division C, Section 3b (Technology-‐based learning environments) (1992-‐4;

2012) - Division D, Section 1 (Applied measurement) (1989)

§ Session Chair: - Division D, Section 1 (Applied measurement) (1990) - Division C, Section 7 (Technology Research) (2012)

Society for Research on Educational Effectiveness (SREE) § Reviewer: - Development & Evaluation of Educational Technology (2013)

Association for Development of Computer-‐Based Instructional Systems (ADCIS) § Reviewer: - Theory & Research (1990) - Interactive Video/Audio (1989)

§ Session Chair: (1988, 1989)

International Interactive Communications Society (IICS)) § National (1988-‐9) § Chicago Chapter (1988-‐9)

INVITED PRESENTATIONS, WORKSHOPS & PANELS

Kinzie, M. B., Sherman, W., & Ferster, W. (2013, January) Designing online learning environments: Education & Space. Invited talk for University of Virginia Open Grounds, Charlottesville, VA.

Kinzie, M.B. (2011, January). MyTeachingPartner: Innovative technology providing teachers with professional development resources to help young children succeed. Invited presentation to the University Libraries Professional Interests Committee (PIC), Charlottesville, VA.

Kinzie, M. B. & Berry. R. Q. (2007). Pre-‐kindergarten mathematics and science. Invited presentation to the Curry School of Education Foundation Board, Charlottesville, VA.

Invited Member, Expert Panel. (2006). Trends in IT and publishing. Darden Graduate School of Business.

Kinzie, M. B. (2005). Applications of instructional design for eLearning. Invited presentation to the Intel Corp. eLearning Community of Practice.

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Invited Discussant. (2005). International Leadership for Educational Technology (ILET), University of London, University of Barcelona.

Kinzie, M. B. (2004). New technologies for health education. Invited presentation, Curry School Technology Showcase.

Invited Discussant. (2002) Conference: Creating a Learning Culture, The Batten Institute, Darden Graduate School of Business, University of Virginia.

Julian, M. F., Hrabe, M. E., & Kinzie, M. B. (1998, April). Web cases for novice instructional designers: Preparation for real-‐world challenges. Invited presentation to the Technology and Education Conference, Curry School of Education, University of Virginia.

Mintz, S., Kinzie, M., Huneycutt, J., & Julian, M. (1998, April). Design strategies for interdisciplinary learning. Invited presentation for lead teachers and administration of Monticello High School, Charlottesville, VA.

Kinzie, M., Julian, M. F. & Hrabe, M. E. (1997, January). Learning instructional design through web-‐based cases. Invited speaker for the Teaching with Technology conference, Teaching Resource Center, University of Virginia.

Kinzie, M. (1995, November). Multimedia cases in teacher education. Invited speaker for the Society for Information Technology and Teacher Education (SITE) Fall Technology Leadership Seminar, Charlottesville, VA.

Kinzie, M. (1995, April). Information technology. Invited speaker for University 2000, sponsored by the University of Virginia, Charlottesville, VA.

Kinzie, M. (1995, April). Internet technologies in instruction. Invited speaker for conference of Virginia Community Colleges, Charlottesville, VA.

Kinzie, M. (1992, December). When Are simulations appropriate substitutes for real experience? Invited presentation for the Lily Fellows Program, University of Virginia, Charlottesville, VA.

Kinzie, M. B. (1992). Design of interactive multimedia for instruction. Commerce School, End-‐User Computing.

Kinzie, M. (1992, July). Applications of interactive video for instruction. Invited presentation for the Summer Computer Applications in Mathematics Program (SCAMP), Curry School of Education, University of Virginia, Charlottesville, VA.

Kinzie, M., Zollinhofer, M., Gasiewski, J., & Hochella, J. (1992, July). Interactive multimedia for high school chemistry: Design for directed use and free-‐form exploration. Invited presentation for the AECT Professional Development Seminar "Making Multimedia Work, Blacksburg, VA.

Kinzie, M. (1991, 1992). The Electronic Academical Village. Invited presentation for the IBM Corporation, pursuant to obtaining funding.

Kinzie, M. (1992). An Instructional Technologist’s Perspective on Education. Invited presentation for EDES 201 Teaching as a Profession.

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Kinzie, M. (1990, March). Interactive instruction: Process and product at the Curry School of Education. Invited presentation given for the Board of Visitors, The University of Virginia, Charlottesville, VA.

Kinzie, M. (1990, March). Interactive Avenues of Information. Facilitation of teleconference, The University of Virginia, Charlottesville, VA.

Kinzie, M. (1989, September). The effects of differing levels of orientation to an interactive videodisc-‐based information station. Invited Presentation to the Curry School of Education Summer Research Awards Colloquium, University of Virginia, Charlottesville, VA.

Kinzie, M. (1989, 1990). Interactive Instructional Design. Invited Presentations during school new student orientation, Parent’s Weekend, Education Day, School Faculty Meeting, Curry School of Education, University of Virginia, Charlottesville, VA.

FACULTY SERVICE

UNIVERSITY-‐LEVEL SERVICE

Academic Committees:

§ Teaching Via Technology Advisory Committee (2011) § Dynamic Media Working Group, convening University faculty and outside

experts (2007-‐9). § University Committee on Information Technologies (UCIT), the highest-‐level

advisory committee on IT at UVa; Chaired the Expert Group on Information Technologies in Instruction. (1995)

§ The University of Virginia Press's Electronic Publications Board (1995) § Chair, Distance Learning and Electronic Networking Technologies Committee;

Developed Report and Recommendations for UVa Associate VP and CIO (1993) § University Data Administration Policy Committee; Developed draft of university-‐

wide policy on administrative data access and security for UVa Associate VP and CIO (1993)

§ Interactive Multimedia Steering Committee (1992-‐3) § Multimedia Facilities Planning Committee (1992) § CD-‐ROM/Interactive Videodisc Task Force (1988, 1989)

Peer Review & Consultation

§ Outside Reviewer for two faculty candidates from School of Medicine (2005)

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Consultation on Needs Assessment, Instructional Design, Educational Evaluation and Interactive Technologies (Much of this work was done together with my students; it has not previously been mentioned):

§ Advisor to Consumer Health Education Institute (CHEDI), School of Medicine (2010)

§ Consultant on Needs Assessment for International Studies Office, on International Graduate Students. (2004).

§ Review of Educational Technology courses offered by the School of Continuing & Professional Studies. (2002-‐2004)

§ Consultant on Needs Assessment for Office of Telemedicine, on distance technologies for secondary-‐level health education. (2003).

§ Consultant on Needs Assessment for International Studies Office, identifying needed support for international graduate students and scholars at UVa (2003).

§ Consultant on Instructional Design for Health Education, Office of Global Health. (2002)

§ Consultations with faculty and staff from Nursing, Medicine, the Blue Ridge Poison Center, and the Curry School, about possible Health Education initiatives (2002)

§ Consultant on Instructional Case Design for School of Engineering: Print-‐ and web-‐based cases on social/ethical dimensions of Engineering (2000-‐2)

§ Consultant, Instructional Design for K-‐12 Business Education and Continuing Professional Education, Darden School of Business. (2001-‐2).

§ Consultant on educational evaluation for School of Architecture (2001) § Consultant, Needs Assessment for the Blue Ridge Poison Control Center (2000).

§ Consultant on Needs Assessment, Academic Computing-‐Health Sciences (2000). § Consultant on Instructional design & development for the Naval ROTC Program

(Ethics Education) (1999-‐2000). § Consultant on Instructional Design for School of Medicine (Smoking Cessation) § Consultant on Instructional Design for Outdoor Recreation Center (Learning

Modalities). (1997). § Consultant on Instructional Design for Institute for Substance Abuse Studies:

Workshop on Peer Mentoring (1995) § Consultant on Instructional Design for the Bayley Museum: Interactive Museum

Tour for Families (1995) § Consultant/evaluator on digital image server for McIntire Department of Art,

Alderman Libraries, and Information Technologies and Communications (1993) § Consultant on Instructional Design for The International Center (1993) § Consultant on Instructional Design for The Women’s Center (1993) § Consultant on Distance Education, Continuing Education (now School of

Continuing & Professional Studies (1992)

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§ Consultant on Instructional Design for Institute of Substance Abuse Studies (1991)

§ Consultant on Instructional Design for Kluge Children’s Rehabilitation Center (1991)

§ Consultant on Instructional Design for Continuing Medical Education (1991) § Consultant on Instructional Design for Neonatal Intensive Care Unit (1991) § Consultant on Instructional Design for Thomas Jefferson Center for the

Protection of First Amendment Rights (1991) § Consultant on Instructional Design for Employee Assistance Program (1990) § Consultant on Instructional Design for Kluge Children’s Rehabilitation Center

(1990) § Consultant on Instructional Design for Virginia Foundation for the Humanities

(1990)

§ Consultant on Videodisc Production for McIntire Department of Art and Academic Computing (1988)

§ Consultant on Instructional Design for Judge Advocate General’s School (1988).

SERVICE TO THE CURRY SCHOOL OF EDUCATION


§ Committee on Doctoral Studies (2013-‐2016) § Curry School Forum Facilitator, School Reorganization Discussions (2002) § Curry Instructional Technology Committee (1995 -‐ 1999) § Curry Academic Affairs Committee (Precursor to Faculty Council) (1995-‐6) § Faculty Leave Ad Hoc Committee (2005-‐6) § Curry-‐SCPS Task Force (2003-‐4). Responsible for development of database

specifications to enable evaluation of Curry School efforts in this area. § Technology Initiative Steering Committee. (2003-‐4) § Educational Technology Committee (1988-‐2000) § Dissertation Awards Committee (1992) § Planning Committee for Jefferson’s 250th Birthday events (1992) § Security Task Force (1990, 1993) § Faculty Development Subcommittee, Committee for Faculty Development and

Evaluation (1988-‐9)


§ Pre-‐tenure Review Committee for Jennie Chiu (2013) § Promotions & Tenure Committee (1997-‐1998; 1999-‐2000; 2010-‐12) § Chair, Internal Review Committee for Susan Saliba (promotion and tenure, 2011-‐

12)

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§ Co-‐Chair, Internal Review Committee for Jay Hertel (promotion, 2010-‐11) § Third-‐year Review Committee for Susan Saliba (2008) § Member, Internal Review Committee for Brian Pusser (promotion and tenure,

2006) § Peer teaching evaluation for Sara Dexter (2006) § Faculty Mentor to Nancy Deutsch (2004 – 2007)

Search Committees:

§ Instructional Design/Technology, chair of search committee. (2013) § STEM Education (2007) § Elementary Math Education & Technology, resulted in successful hire of Robert

Berry. (2004) § Technology Leadership. Part of team that proposed and developed support for

new faculty position, served on committee; resulted in successful hire of Sara Dexter. (2003)

§ Science Education (1997, 1998) § Instructional Technology (1998) § Elementary Science Education (1996) § Curry School Dean; resulted in appointment of David Breneman (1994-‐5)

Consultation on Needs Assessment, Instructional Design, Educational Evaluation, and Interactive Technologies (much of this done together with my students; it has not previously mentioned):

§ Consultant on Needs Assessments for Teacher Education: Technology Strand Courses and EDIS 788, Field Project in Education (2003-‐4)

§ Conducted Needs Assessment for Technology Initiative Steering Committee: Curry needs for faculty outreach; Results presented to curry faculty. (2003)

§ Consultant on Needs assessment to inform revision to the Teacher Education technology strand courses; Needs assessment to inform the revision of fifth year field project (2003)

§ Technology Infusion Design for Young Women Leaders Project (semester-‐long curriculum; Winx Lawrence, PI). (2003)

§ Consultant on Instructional Design, Teacher Education Technology Strand: Use of handheld computers in the classroom (2001-‐2)

§ Consultant on Needs Assessment: Faculty Needs for Training and Support for Distance Education (2001)

§ Consultant on Instructional Design, Teacher Education Program: Workshops on: Qualitative Observation Methods, Database use within Instruction, Special Education Assessment (3 projects; 1996)

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§ Consultant on Instructional Design for Curry Instructional Resource Center: Workshop on Computer Hardware (1995)

§ Consultant on Instructional Design for Teaching McGuffy Practicum Off-‐Grounds (TEMPO) (1993)

§ Consultant on Interactive Video for the Commonwealth Center for Teacher Education (1992)

§ Consultant on Instructional Design for the Commonwealth Center for Teacher Education (1991)

§ Consultant on New Technologies: Compressed audio and Direct slide to tape transfer (1998)

DEPARTMENTAL SERVICE


§ EDLF Public Relations Committee (2007)

Consultation on Needs Assessment, Instructional Design, Educational Evaluation and Interactive Technologies (not previously mentioned):

§ Consultant on Needs Assessment and Instructional Design: Hybrid and wholly online course activities for three content-‐specific sections of EDIS 3450 Teaching with Technology (2012-‐2013).

§ Consultant on Instructional Design, Educational Leadership program: Workshop on Technology Planning Strategies (1995-‐6)

§ Consultant on Instructional Design, EDLF department: Workshop training for Multicultural Facilitators (1995)

PROGRAM AREA SERVICE

Instructional Analysis & Planning:

§ Planning for STEM Education program, and STEM Education on-‐line Master’s Degree (2010-‐12)

§ IT program planning, self-‐study, and student recruitment (2010-‐12) § With Glen Bull, developed new course to acquaint entering doctoral students

with the range of scholarly research and development underway across the Curry School and university. (2008-‐9)

§ Design and implementation of IT new student orientation, including six IT program faculty and adjuncts (2006)

§ With Glen Bull, recruited IT Program Advisory Committee, 15 additional faculty from Curry and across the university, to inform our program design and collaborate on research and development projects. (2004-‐on)

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§ Initiated examination of IT curriculum and comprehensive examination policies. (1997)

§ Designed and delivered workshop on Instructional Design for IT faculty (1997) § Initiated planning for fall orientation activities, including a team-‐building

workshop for our new students (1996); Coordinated IT New Student Orientation. (1997)

§ Instituted periodic “Teaching Conversations" between IT faculty, on teaching philosophies, design, and practice. (1996)

§ Worked with the Curry Information Technology Librarian, Kay Buchanan, to develop EDES 589, Introduction to Information Technologies (1995)

§ Developed new courses in interactive technologies (2) and research on instructional technology (1); Revised instructional design course sequence with every offering since 1988.

Scholarly Publication & Outreach:

§ Design for IT program brochures (several versions), with Glen Bull, Sara Dexter, and John Bunch (2006-‐on)

§ Design/Re-‐design of IT program website (1994, 1996, 2002, 2004; in 2005 with Glen Bull)

§ IT Program Curry School of Education: Evaluation of IT program website; development of recommendations for site redesign. (2005)

§ Creation of Curry-‐IT Blog, to facilitate reflective dialog among members of the IT community within and outside of the Curry School (2005)

§ Hosted visiting faculty member from University of Barcelona (2005) § Worked with SCPS to develop graduate research assistantship for IT. (2004) § Meetings with Speculative Design Laboratory, Department of Media Studies,

about possible Curry-‐Arts/Sciences collaboration and joint course offerings (2002)

§ Meetings with UVa Office of Telemedicine, about possible Curry-‐Telemedicine Collaboration (2002)

§ Faculty Advisor/Publisher IT Journal, headquartered in the IT program at Curry (1993 – 1999)

SERVICE TO ORGANIZATIONS OUTSIDE THE UNIVERSITY


§ Outside Reviewer for faculty candidate in Educational Psychology, University of Oklahoma (2012)

§ Outside Reviewer for faculty candidates from two universities: University of Colorado-‐Denver, University of Arkansas (2005)

§ Outside Reviewer for faculty candidates from two universities: Virginia Tech and Arizona State University (2000)

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Consultation on Needs Assessment, Instructional Design, Educational Evaluation, and Interactive Technologies (all were gratis and many of these efforts were undertaken together with my students):

Other Universities:

§ Advisor, "Mixed-‐Reality Labs: Integrating Sensors and Simulations to Improve Learning," NSF-‐funded research between the Concord Consortium & the University of Virginia. (2011-‐14).

§ Consultant to the Rensselaer Polytechnic Institute: Design of educational simulations. (2002).

§ Consultant, Instructional design & development for Germanna Community College, Culpeper, VA: Developmental Writing Program. (1999-‐2000).

§ Consultant, Curriculum Design, College of Education, University of Arizona (1995) § Consultant, Instructional Design, J. Sargeant Reynolds Community College (1992) § Consultant, Instructional Design, Liberty University (1991) § Consultant, Instructional Design for the following community colleges (2 projects

in 1991): Piedmont Virginia , Thomas Nelson § Consultant, Instructional Design for the following community colleges (2 projects

in 1991): Piedmont Virginia , Thomas Nelson § Consultant, Instructional Design for J. Sargeant Reynolds Community College

(1990) § Consultant, Instructional Design for Piedmont Virginia Community College (1989) § Consultant, Interactive Videodisc Design and Production, for Department of

Astronomy, University of Michigan (1989)

P-‐12 Schools:

§ Consultant, instructional design, development, and evaluation, Albemarle County Schools: Early childhood STEM education. (2010-‐11).

§ Consultant, Instructional Design for Peabody School: After-‐school computer club for girls (2005)

§ Consultant, Needs Assessment for The Blue Ridge Virtual Governor’s School – University of Virginia Engineering School Distance Education Pilot (2004)

§ Consultant, Needs Assessment for Albemarle County Public Schools: Distance Technology for secondary-‐level health education (2003)

§ Consultant, Needs Assessment for Albemarle County Public Schools: Development of a Community Toolkit (2000).

§ Consultant, Evaluation plan for Albemarle County Public Schools: Technology Infusion Project (2002)

§ Consultant, Needs Assessment for the following school districts (2 projects in 2000): Charlottesville, Albemarle County

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§ Consultant, Instructional design & development for faculty/staff of Charlottesville City Schools (1997).

§ Consultant, Instructional designs (2) for Charlottesville Public Schools: Middle School Unit on Understanding Music; Middle School Unit on Discrimination (1996)

§ Consultant, Instructional designs (3) for Charlottesville Public Schools: High School Art/Social Studies Unit; High School Reading Buddies Training, and Middle School Museum Resource Guide for Teachers (1995)

§ Consultant, Instructional design, for Henrico County Public Schools: Interdisciplinary High School Unit (1995)

§ Consultant, Instructional design for St. Anne’s Belfield (1993) § Consultant, Educational Evaluation, Instructional design, and Interactive

Technologies (3 projects) for Albemarle County Schools (1992) § Consultant, Instructional design for the following school districts (5 projects in

1992): Campbell County, Fairfax County, Harrisonburg City, Louisa County, Orange County

§ Consultant, Instructional Design, Lynchburg City Schools (1991) § Consultant, Educational Evaluation for Albemarle County Schools (1991) § Consultant, Instructional design for the following school districts (4 projects in

1990): Augusta County, Danville City, Fairfax County, and Richmond City § Consultant, Instructional Design for Blue Ridge School (1990) § Consultant, Instructional Design for Lynchburg City Schools and Virginia

Governor’s Magnet School for Science and Technology (2 projects, 1989) § Consultant, Instructional Design for the following school districts (2 projects in

1988): Augusta County, Fairfax County.

Other Organizations:

§ Consultant, Needs Assessment for the Discovery Museum, on serving the needs of home-‐schooling users (2000).

§ Consultant, Instructional design & development for Recording for the Blind & Dyslexic: Teacher Training (1999-‐2000).

§ Consultant, Instructional design & development for Montpelier Educational Programs, Madison, VA: Elementary School Outreach (1999-‐2000).

§ Consultant: Instructional design & development for the Society for Prevention of Cruelty to Animals: Elementary School Outreach (1999-‐2000).

§ Consultant, Needs Assessment for Capital One Financial Corporation (unpaid) (2000).

§ Consultant, Instructional design for Jefferson/Madison Regional Library: Workshop on Story-‐Telling for Parents (1995)

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§ Consultant, Blue Ridge House (Region X Social Services): Workshop on Making Healthy Choices (1995)

§ Consultant, Instructional design for USAA: Redesign of PC training (1995) § Consultant, Instructional design for Charlottesville Area Home Schooling

Network: Portfolio-‐Based Assessment for Home Schooling Parents (1995) § Consultant, Interactive Technologies for Northern Virginia Public Television

(1992) § Consultant, Interactive Technologies for Virginia Department of Education (1992) § Consultant, Interactive Technologies for Virginia Historical Society (1992) § Consultant, Instructional design for Thomas Jefferson Memorial Foundation,

Departments of Education and Archaeology (1991, 1992), for Department of Education (1990)

§ Consultant, Instructional Design for Project Link (consortium of health care providers in central Virginia) (1991)

§ Consultant, Instructional Design for Science Museum of Virginia (1991) § Consultant, Instructional Design, and Interactive design and development (2

projects) for Virginia Department of Education (1991) § Consultant, Instructional Design for United States Army (1991) § Consultant, Interactive Design & Development for Central Virginia Community

Health Center (1991) § Consultant, Instructional Design for (3 projects) Crestar Bank (1990), Dominion

Bank (1989, 1990) § Consultant, Instructional Design for Martha Jefferson Hospital (1990) § Consultant, Instructional Design for Virginia Lottery (1990) § Consultant, Instructional Design for Center for Science & Mathematics

Education, Richmond (1989) § Consultant, Instructional Design for Center for Federal Executive Institute (1989)

NOTE: Service records for 1994 and part of 1995 were lost in a computer crash and are not included above. AWARDS AND HONORS

§ Finalist Research Poster Competition (third author, with Downer, Hafen, Pianta, and Allen), University of Virginia, Inauguration of President Theresa Sullivan (2011)

§ Outstanding Instructional Design Practice, for MyTeachingPartner-‐Mathematics/Science, Association for Educational Communications & Technology (2010)

§ Named among Top Three in First Authorships, Educational Technology Research & Development Journal, from 1989-‐2009. (2009)

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§ Rising Star Award (with Dolly Joseph), North American Simulation & Gaming Association (2006)

§ Faculty Chair/Advisor, Dissertation receiving Outstanding Dissertation Award (Advisee: Tony Gentry), Department of Leadership, Foundations, & Policy, University of Virginia (2006)

§ Outstanding Professor Nominee (nominated by fellow faculty and students), Curry School of Education, University of Virginia (2003)

§ Nominee, AMIA Best Poster Award (second author, with Cohn, Barrett, Julian, Einbinder, Pelletier, and Knaus), American Medical Informatics Association (1999)

§ Humane Educator Award, Voices for Animals (1999) § Harrison Outstanding Faculty Award (all-‐university), University of Virginia (1996) § Over 40 "Best of the Web"-‐type awards and citations for the Interactive Frog

Dissection (1994-‐2003) § Curry School of Education Summer Research Awards (1989, 1990, 1993) § Young Scholar Award, Association for Educational Communications & Technology

(1990) § Outstanding Instructional Design Practice, and Outstanding Instructional Design

Practice by a Graduate Student, for Native Peoples of the Southwest curriculum (I was one of two instructional designers under Susan Shaffer-‐Nahmias, Project Director), Association for Educational Communications & Technology (Two awards, 1988)

§ Elected to Phi Kappa Phi National Honor Society (1983)

The HyperText Study System: A

Documents

Transcript of The HyperText Study System: A