Doug Richmond, PhD

Email dr@vt.edu

Blacksburg VA USA

Follow @drphd2k7 on X

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emerging technologies

This document is a highly-abbreviated curriculum vitae. A detailed, ten-page vitae (PDF format) can be requested.

Education, experience, research interests, and strengths, below, denote vigorous promotion of emerging media, information technologies, and learning technologies for support of higher-order thinking, complex thinking as the core of higher-order thinking, and advanced learning as an outcome of higher-order thinking.

Education

The most recent degree is the PhD in curriculum and instruction, instructional design and technology (GPA 3.95). This degree was conferred by Virginia Polytechnic Institute and State University (Virginia Tech), Blacksburg VA USA, in 2007 (spring).

Requirements for the PhD included a research study and dissertation. The doctoral research study had two major components. The first component of this developmental study centered on systematically planning and implementing an instructional design project. This undertaking was a major, theory- and research-based project. The products of the first component were: a set of design specifications, the first iteration of a prototype, and a set of formative evaluation data. The first two products, the specifications and prototype, represented the design of a comprehensive case-based reasoning (CBR) tool for support of case-based or experience-based problem solving specifically, complex thinking generally, and advanced learning outcomes. The design assumed deployment on a Web-based, database-enabled platform. This comprehensive, versatile tool was designed for ready integration into a range of problem domains, including professional education, medical education, and architecture. The third product of the first component, the data set, represented evaluator feedback (formative evaluation) for the prototype/iteration #1.

The second component of the research study was based on the first component, and centered on learning lessons from the in-depth design experience. The design experience was analyzed and lessons were identified and presented according to the major phases of the standard, systematic design process.

Various elements of the research study have been presented at two successive conferences of the Eastern Educational Research Association (EERA), Education and Technology Division, Hilton Head Island SC USA. Presentations took the form of a poster session at one conference and a roundtable forum at a subsequent conference.

The dissertation title is: Lessons Learned from Designing a Comprehensive Case-Based Reasoning (CBR) Tool for Support of Complex Thinking. Dissertation keywords are: complex thinking skills, developmental research, relational database, case-based reasoning (CBR), performance support tools, and World Wide Web. An official copy of the dissertation can be retrieved from the website of Virginia Tech University Libraries.

The PhD in curriculum and instruction, instructional design and technology, naturally followed two other, related degrees: an undergraduate degree in professional education (GPA 3.98 summa cum laude), and an advanced, graduate degree plus additional, post-graduate study in educational administration (GPA 4.00). The former included a specialization in K-12 library administration. The latter included exploration of interests in creative thinking, innovation, information technologies, and learning technologies. According to theory, creative thinking is a defining element of complex thinking.

Education has thus included approximately 200 credit hours of graduate coursework and research.

Experience

Work and work-related experiences have involved performing two types of roles: (1) roles related to design, development, implementation, and/or evaluation of educational programs; and, (2) roles related to leadership activities within the ranks of professional educators. The former type of roles revolves around media, computer- and Internet-based technologies generally, and learning technologies specifically. The latter type of roles revolves around faculty leadership duties and professional organizations.

Performance of these roles has entailed providing various types of education-related products and services to a broad range of clientele, including: (1) university personnel (staff, faculty, and students of both undergraduate and graduate levels); (2) community (adult) education students (job seekers, secretarial professionals, business professionals, legal professionals, library professionals, and teaching professionals); and (3) secondary school personnel (students, classroom teachers, library media specialists, administrators, and citizen advisory committees).

Performance of these roles, typically, has been situated in both brick-and-mortar and online environments. In addition, performance, generally, has involved managing both one-on-one and group dynamics, and has required significant communication and human relation skills. Finally, performance, normally, has been situated in fast-paced, dynamic settings.

A focus of education and experience, above, has been application of complex thinking skills and relevant technologies to achieving advanced learning outcomes and to producing innovations.

Research Interests

Selected research interests are:

• Clarifying and representing the construct of complex thinking, the core of higher-order thinking, and systematically designing theory-, research-based supports for complex thinking skills

• Exploring any efficacy of using the computer and the World Wide Web for support of creative thinking and innovation

• Exploring any efficacy of using humor for support of creative thinking and innovation

• Exploring the unique challenges of designing, developing, implementing, and evaluating online graduate programs

Strengths

The foregoing documentation indicates certain strengths, which include:

• Information processing and thinking skills
• Intellectual curiosity
• Organizational skills
• Drive and work ethic
• Human relation and leadership skills
• Commitment to high standards
• Commitment to best practices and innovation
• Design skills
• Grasp and application of learning theory
• Understanding of, commitment to, and evangelism for emerging information and learning technologies
• Research skills
• Experience across three levels of education: undergraduate and graduate education, community (adult) education, and secondary education