Rob Foshay | Walden University (original) (raw)
Wellesley R. (“Rob”) Foshay, Ph.D., CPT
Rob Foshay is Principal of the Foshay Group, and consults on e-Learning strategy, education technology product strategy for the K-12 and training markets, and advanced e-learning designs. He advises Ph.D. students in the University of North Texas Learning Technologies program, and the Walden University Education Technology program. He also is a Practice Leader for The Institute for Performance Improvement (TIfPI). He speaks and publishes widely on e-learning and technology for industry and government, schools, and higher education.
Rob Foshay served for seven years as Director of Research for the Education Technology Group of Texas Instruments, one of the largest global education technology businesses, where he managed TI’s extensive education research portfolio on effectiveness of their products and services in math and science (STEM) education.
His research interests include teaching and assessment of ill-structured problem-solving. In training and in the STEM fields of education, formative assessment and adaptive learning, modeling and instruction on design and troubleshooting/diagnosis competencies, and e-learning design strategies using formal and informal learning, simulations and games.
Dr. Foshay was for 15 years the chief instructional architect of the PLATO Learning System, one of the oldest and largest e-learning systems. He also managed PLATO’s program of independent research on effectiveness. His background includes 30 years in the private sector, as well as faculty appointments at the University of Illinois – Champaign, Governors State University, and currently at Walden University. He also has experience as a high school teacher and school media coordinator, and as a consultant with major corporations and educational technology startup ventures.
His doctorate in Instructional Systems Technology under Thomas M. Schwen was awarded by Indiana University in 1977. In 1991 he received a departmental citation as Outstanding Alumnus. His B.A. is from Oberlin College, and his M.A. is from Columbia University Teachers College. He is a founding Certified Performance Technologist.
He has contributed over 70 major research journal articles and book chapters on a wide range of topics in Instructional Design, Learning Science, technology and education, and Human Performance Technology, and he has presented at research conferences world-wide. He recently co-edited vol.1 on Instructional Design of the Handbook of Improving Performance in the Workplace, published by Wylie/Pfeiffer as part of a series of handbooks on human performance improvement. He is co-author of the textbook, Writing Training That Works: How to Teach Anyone to Do Anything, a practical guide for trainers based on current cognitive psychology and instructional design theory and research. The textbook received the Award of Excellence from ISPI. He currently serves on the editorial review boards of four research journals.
For the International Society for Performance Improvement (ISPI) he chaired the Certification and Accreditation Governance Committee for nine years, and contributed to creation of the Certified Performance Technologist (CPT) program. He is a past member of the national Board of Directors, and of the Board of the Chicago Chapter of ISPI. He has been cited by ISPI with the Honorary Life Membership and Distinguished Service awards. He is a founding member and Fellow of the International Board of Standards for Performance and Instruction (IBSTPI), and co-authored the first edition of their Instructional Design Standards. He also contributed to development of an ANSI/ASQ guide to the application of ISO 9000 to training development and delivery. For Indiana University College of Education, he has served on the Board of Visitors and its Alumni Association Board.
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Papers by Rob Foshay
Performance Improvement, 2012
This year, the International Society for Performance Improvement celebrates its 50th anniversary.... more This year, the International Society for Performance Improvement celebrates its 50th anniversary. Over the past half-century, our field has moved from programmed learning to programmed instruction to performance improvement. This new column reflects on 50 years of member memories and what it has meant to each of this column's contributors. The contributors this month are all past presidents of ISPI. If you would like to add to the dialogue, please contact the PI journal editor: publications@ispi.org
Routledge eBooks, Dec 16, 2013
Performance Improvement, May 1, 2002
This research proposes a methodology for the development of learning objects (LO). This methodolo... more This research proposes a methodology for the development of learning objects (LO). This methodology intends to identify and provide a solution for obstacles related to LOs' development in the current market. A review of the state of the art methodologies in Ibero-America and an interview process conducted with professionals from Dirección Nacional de Innovación Académica branch (DNIA) in Universidad Nacional de Colombia, allowed to identify a list of desirable characteristics which served as the base for the definition of the methodology. The proposed methodology includes six main processes: Scripting, Segmentation, Software Production, Audiovisual Production, Assembly and Deployment. Besides, a software prototype was developed to support the software production process defined in the methodology. In order to define the prototype's requirements, a comparative analysis of Rapid E-Learning authoring tools was conducted. By comparing these tools and identifying the benefits and improvement opportunities related to their use, a list of desired features was selected and applied for the prototype's construction. Both the methodology and the prototype were tested successfully through their use during the development of two objects of DNIA's responsibility. It was also validated that both the methodology and the prototype fulfill each of the guidelines and features selected as part of their definition.
ED464604 - Principles for Teaching Problem Solving. Technical Paper.
ED464602 - Teaching Beginning Reading with PLATO Courseware: An Overview of the New PLATO Beginni... more ED464602 - Teaching Beginning Reading with PLATO Courseware: An Overview of the New PLATO Beginning Reading Solution and How To Use It. Technical Paper.
We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelih... more We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelihood of their adoption to the few hardy early adopters who are willing to invest the effort and take the risk of trying out our brain children, in hopes of discovering some value. When we design an application, we do not take into account the needs, values, concerns and abilities of middle adopter teachers. Instead, we design for the teachers and classrooms we wish we had, rather than the ones we actually have. The net effect is that we unintentionally design our applications to self-limit, rather than to go to scale. This simply will not do.
Journal of Instructional Development, 1978
Performance + Instruction, 1985
This study examined the impact of the use of graphing calculators on standardized end of course e... more This study examined the impact of the use of graphing calculators on standardized end of course examinations in Algebra I courses. Researchers sought to answer questions regarding the relationships among the use of graphing calculators on standardized assessments and student achievement, levels of access, and classroom use of graphing calculators. The researchers recruited participation in the study by high schools in two states. Students took a pre- and post- version of a state standardized end-of-course examination without using a graphing calculator then took a second post-test using a graphing calculator. Researchers examined data with descriptive statistics and multiple linear regression, to investigate differences and relationships between mathematics achievement, graphing calculators, and student and teacher variables. Researchers found that students demonstrated higher levels of math performance when a graphing calculator was used. There was a positive correlation between th...
Research on effective beginning reading instruction has helped to define what instructional metho... more Research on effective beginning reading instruction has helped to define what instructional methods and content are most valuable. The research has shown that three important aspects of beginning reading instruction are alphabetic principles, reading fluency, and reading comprehension. A review of research in Part 1 of this Technical Paper discusses some of the instructional issues regarding these three areas of 0 Minor changes have been made to improve reproduction quality
There are a number of issues to consider in choosing tests, including alignment of tests and stan... more There are a number of issues to consider in choosing tests, including alignment of tests and standards, the integration of tests with curriculum and instruction, the quality of the tests, and a clear definition of the purpose of the test. To address the various needs reflected by these issues, PLATO Learning, Inc., offers two curriculum-wide testing systems: NetSchools "Orion" GATE and PLATO (registered) LINK. For practice in preparation for high-stakes tests, PLATO Learning offers the Simulated Tests in mathematics, reading, and writing. To support needs for placement, progress control, and cumulative testing when using PLATO (registered) courseware, PLATO Learning offers the FASTRACK and Skills Inventory systems, module mastery tests, and course-level assessments. Each of these systems has different characteristics and is designed to serve different needs. Choosing among them involves answering 12 key questions about testing needs, which are provided in this document. (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) i4 This document has been reproduced as received ... more EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) i4 This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
Any educational technology is only as good as the way it is used for learning. There are many dif... more Any educational technology is only as good as the way it is used for learning. There are many different instructional models using many different types of software, and not all models are equally effective in meeting users' needs. This Technical Paper begins with an overview of ways computer technologies can be used in instruction, and groups them according to the role they play in instruction, as supplementary, complementary, and primary. Then four "generic" instructional models for PLATO[R] are presented: Review/Reinforcement (supplementary: software that adds little or no new content and parallels teaching already done in other modes); Enrichment/Exploration (complementary: software that adds new content to the curriculum, often in ways for which there is no non-computer alterative); Problem-Centered (complementary); and Skill Development System (primary: software that acts as the main source of initial teaching, as a replacement for non-electronic modes of instruction, often as a way of enabling the instructor to assume new "guide on the side" roles, or in distance education). For each of the four models, answers are included to six basic questions that address: the learning goal of the technology application; how to assign learners to use the technology; what the learner's role will be; what the instructor's role and program structure will be; how the resources will be managed; and how the learners will be assessed. At the end is a comparison chart highlighting the features of the four models. (AEF) Reproductions supplied by EDRS are the best that can be made from the original document.
Journal of Instructional Development, 1983
Introduction Task analysis has recently taken on new significance. Instructional developers have ... more Introduction Task analysis has recently taken on new significance. Instructional developers have long been accustomed to performing a task analysis as part of the front-end work for a project. But recently the term has also gained curren-cy among cognitive psychologists ...
Performance Improvement, 2012
This year, the International Society for Performance Improvement celebrates its 50th anniversary.... more This year, the International Society for Performance Improvement celebrates its 50th anniversary. Over the past half-century, our field has moved from programmed learning to programmed instruction to performance improvement. This new column reflects on 50 years of member memories and what it has meant to each of this column's contributors. The contributors this month are all past presidents of ISPI. If you would like to add to the dialogue, please contact the PI journal editor: publications@ispi.org
Routledge eBooks, Dec 16, 2013
Performance Improvement, May 1, 2002
This research proposes a methodology for the development of learning objects (LO). This methodolo... more This research proposes a methodology for the development of learning objects (LO). This methodology intends to identify and provide a solution for obstacles related to LOs' development in the current market. A review of the state of the art methodologies in Ibero-America and an interview process conducted with professionals from Dirección Nacional de Innovación Académica branch (DNIA) in Universidad Nacional de Colombia, allowed to identify a list of desirable characteristics which served as the base for the definition of the methodology. The proposed methodology includes six main processes: Scripting, Segmentation, Software Production, Audiovisual Production, Assembly and Deployment. Besides, a software prototype was developed to support the software production process defined in the methodology. In order to define the prototype's requirements, a comparative analysis of Rapid E-Learning authoring tools was conducted. By comparing these tools and identifying the benefits and improvement opportunities related to their use, a list of desired features was selected and applied for the prototype's construction. Both the methodology and the prototype were tested successfully through their use during the development of two objects of DNIA's responsibility. It was also validated that both the methodology and the prototype fulfill each of the guidelines and features selected as part of their definition.
ED464604 - Principles for Teaching Problem Solving. Technical Paper.
ED464602 - Teaching Beginning Reading with PLATO Courseware: An Overview of the New PLATO Beginni... more ED464602 - Teaching Beginning Reading with PLATO Courseware: An Overview of the New PLATO Beginning Reading Solution and How To Use It. Technical Paper.
We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelih... more We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelihood of their adoption to the few hardy early adopters who are willing to invest the effort and take the risk of trying out our brain children, in hopes of discovering some value. When we design an application, we do not take into account the needs, values, concerns and abilities of middle adopter teachers. Instead, we design for the teachers and classrooms we wish we had, rather than the ones we actually have. The net effect is that we unintentionally design our applications to self-limit, rather than to go to scale. This simply will not do.
Journal of Instructional Development, 1978
Performance + Instruction, 1985
This study examined the impact of the use of graphing calculators on standardized end of course e... more This study examined the impact of the use of graphing calculators on standardized end of course examinations in Algebra I courses. Researchers sought to answer questions regarding the relationships among the use of graphing calculators on standardized assessments and student achievement, levels of access, and classroom use of graphing calculators. The researchers recruited participation in the study by high schools in two states. Students took a pre- and post- version of a state standardized end-of-course examination without using a graphing calculator then took a second post-test using a graphing calculator. Researchers examined data with descriptive statistics and multiple linear regression, to investigate differences and relationships between mathematics achievement, graphing calculators, and student and teacher variables. Researchers found that students demonstrated higher levels of math performance when a graphing calculator was used. There was a positive correlation between th...
Research on effective beginning reading instruction has helped to define what instructional metho... more Research on effective beginning reading instruction has helped to define what instructional methods and content are most valuable. The research has shown that three important aspects of beginning reading instruction are alphabetic principles, reading fluency, and reading comprehension. A review of research in Part 1 of this Technical Paper discusses some of the instructional issues regarding these three areas of 0 Minor changes have been made to improve reproduction quality
There are a number of issues to consider in choosing tests, including alignment of tests and stan... more There are a number of issues to consider in choosing tests, including alignment of tests and standards, the integration of tests with curriculum and instruction, the quality of the tests, and a clear definition of the purpose of the test. To address the various needs reflected by these issues, PLATO Learning, Inc., offers two curriculum-wide testing systems: NetSchools "Orion" GATE and PLATO (registered) LINK. For practice in preparation for high-stakes tests, PLATO Learning offers the Simulated Tests in mathematics, reading, and writing. To support needs for placement, progress control, and cumulative testing when using PLATO (registered) courseware, PLATO Learning offers the FASTRACK and Skills Inventory systems, module mastery tests, and course-level assessments. Each of these systems has different characteristics and is designed to serve different needs. Choosing among them involves answering 12 key questions about testing needs, which are provided in this document. (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) i4 This document has been reproduced as received ... more EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) i4 This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
Any educational technology is only as good as the way it is used for learning. There are many dif... more Any educational technology is only as good as the way it is used for learning. There are many different instructional models using many different types of software, and not all models are equally effective in meeting users' needs. This Technical Paper begins with an overview of ways computer technologies can be used in instruction, and groups them according to the role they play in instruction, as supplementary, complementary, and primary. Then four "generic" instructional models for PLATO[R] are presented: Review/Reinforcement (supplementary: software that adds little or no new content and parallels teaching already done in other modes); Enrichment/Exploration (complementary: software that adds new content to the curriculum, often in ways for which there is no non-computer alterative); Problem-Centered (complementary); and Skill Development System (primary: software that acts as the main source of initial teaching, as a replacement for non-electronic modes of instruction, often as a way of enabling the instructor to assume new "guide on the side" roles, or in distance education). For each of the four models, answers are included to six basic questions that address: the learning goal of the technology application; how to assign learners to use the technology; what the learner's role will be; what the instructor's role and program structure will be; how the resources will be managed; and how the learners will be assessed. At the end is a comparison chart highlighting the features of the four models. (AEF) Reproductions supplied by EDRS are the best that can be made from the original document.
Journal of Instructional Development, 1983
Introduction Task analysis has recently taken on new significance. Instructional developers have ... more Introduction Task analysis has recently taken on new significance. Instructional developers have long been accustomed to performing a task analysis as part of the front-end work for a project. But recently the term has also gained curren-cy among cognitive psychologists ...
The Sciences of Learning and Instruction Design: Constructive Articulation Between Communities, 2017
What should be included in a complete design of a learning environment? In our practice, which sp... more What should be included in a complete design of a learning environment? In our practice, which spans both instructional design and in learning sciences, we have found that starting from this specific template helps. The template (AKA theory of action or logic model) can help you specify the components of your learning environment design. Customize the template to meet your design needs. A good template communicates the essence of your design and supports clear thinking about what to design and how to measure results. The template has five kinds of components: • Foundations are the theories, principles, values, and commitments that broadly shape your design; these influence later, more specific design choices. • Blueprints are guiding documents that shape the broadest contours of the design. For example, in designing a curriculum, a team would traditionally specify a scope and sequence first. • Inputs are the elements of the design will be actively used by participants. It is helpful to list both existing resources and new features that are important to the design-e.g. you might be designing a new interactive simulation that will be offered in an existing discussion forum. • Enacted activity is depicted as Instructors (I) and Learners (L) interacting with Resources (R) in an environment. 2 We find it helpful to imagine what a design seeks to enable along each connecting arrow, including the loop from Learners to Learners (e.g. collaboration). It is common to have multiple copies of this triangle; for example trainers (I) may first work with teachers (L) using professional development resources (R) before teachers engage with students. Also, a second copy of the triangle might indicate that students in engage in two different experiences. • Outcomes are the measurable results of new learning experience.