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Instructional Design and Assessment

The following are my major publications that offer guidance for the design of educational systems that:

  • are learner-centered rather than teacher-centered

  • use competency-based student progress rather than time-based

  • are personalized rather than standardized

  • use competency-based assessment rather than norm-referenced assessment

  • are project-based rather than topic- or lecture-based

  • are integrated with the world of work rather than isolated

  • are less expensive than the current system.

  • Reigeluth, C.M., & Karnopp, J.R.  (2013).  Reinventing Schools: It’s Time to Break the Mold.  Lanham, MD: Rowman & Littlefield.  (See especially Chapters 1, 2, 3 - these are links.)

  • Reigeluth, C.M., Beatty, B.J., & Myers, R.D.  (Eds.)  (2017).  Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education.  New York: Routledge.  (See especially Chapter 1.)

  • Reigeluth, C.M. (Ed.)  (1999).  Instructional-Design Theories and Models, Volume II: A New Paradigm of Instructional Theory.  Mahwah, NJ: Lawrence Erlbaum Assoc.

  • Reigeluth, C.M.  (2012).  Instructional theory and technology for the new paradigm of education.  RED, Revista de Educación a Distancia. Number 32. September 30, 2012. Retrieved on (30/09/2012) at http://www.um.es/ead/red/32.  DOI 10.6018/red/50/1b.  

  • Aslan, S., Reigeluth, C.M., & Mete, S.E.  (2016).  Transforming classrooms into learning studios: What does it take to make classrooms a living space?  Educational Technology, 56(5), 35-41.

  • Lin, C.Y., & Reigeluth, C.M.  (2016).  Scaffolding wiki‐supported collaborative learning for small‐group projects and whole‐class collaborative knowledge building. Journal of Computer Assisted Learning, 32(6), 529-547. DOI 10.1111/jcal.12140

  • Aslan, S., & Reigeluth, C.M.  (2015).  Examining the challenges of learner-centered education.  Phi Delta Kappan, 97(4), 63-68.  DOI 10.1177/0031721715619922

  • Lee, D., Huh, Y., & Reigeluth, C.M.  (2015).  Collaboration, intragroup conflict, and social skills in project-based learning.  Instructional Science, 43, 561-590.  DOI 10.1007/s11251-015-9348-7  http://rdcu.be/mE3M

  • Aslan, S., Reigeluth, C.M., & Thomas, D.  (2014).  Transforming education with self-directed project-based learning: The Minnesota New Country School.  Educational Technology, 54(3), 39-42.

  • Huh, Y., Reigeluth, C.M., & Lee, D.  (2014).  Collective efficacy and its relationship with leadership in computer-mediated project-based group work.  Contemporary Educational Technology, 5 (1), 1-21.

  • An, Y.J., & Reigeluth, C.M.  (2011).  Creating technology-enhanced, learner centered classrooms: K-12 teacher beliefs, perceptions, barriers, and support needs.  Journal of Digital Learning in Teacher Education, 28(2), 54-62.  DOI 10.1080/21532974.2011.10784681

  • An, Y.J., & Reigeluth, C.M.  (2008).  Problem-based learning in online environments.  Quarterly Review of Distance Education, 9(1), 1-16.

I have also devoted much work to advancing knowledge about how to help educators to transform from the teacher-centered paradigm to the learner-centered paradigm. The following are some of the major publications that resulted from this work.

  • Reigeluth, C.M., & Karnopp, J.R.  (2013).  Reinventing Schools: It’s Time to Break the Mold.  Lanham, MD: Rowman & Littlefield.  (See especially Chapter 4.)

  • An, Y.J., & Reigeluth, C.M.  (2011).  Creating technology-enhanced, learner centered classrooms: K-12 teacher beliefs, perceptions, barriers, and support needs.  Journal of Digital Learning in Teacher Education, 28(2), 54-62.  DOI 10.1080/21532974.2011.10784681

  • Chen, Z., & Reigeluth, C.M.  (2010). Communication in a leadership team for systemic change in a school district. Contemporary Educational Technology. 1(3), 233-254.

  • Joseph, R., & Reigeluth, C.M.  (2010).  The systemic change process in education: A conceptual framework.  Contemporary Educational Technology. 1(2), 97-117. 

  • Duffy, F.M., & Reigeluth, C.M.  (2008).  The school system transformation (SST) protocol.  Educational Technology, 48(4), 41-49. 

  • Watson, S.L., & Reigeluth, C.M.  (2008).  Community members’ perceptions on social, cultural changes and its implication for educational transformation in a small school district community.  Journal of Organisational Transformation and Social Change, 5(1), 45-65.

  • Reigeluth, C.M., Carr-Chellman, A.A., Beabout, B., & Watson, W.  (2007).  Creating shared visions of the future for K-12 education: A systemic transformation process for a learner-centered paradigm.  The Journal of Educational Alternatives, 2(3), 34-66. DOI 10.1007/978-0-387-09667-4_8 

  • Joseph, R., & Reigeluth, C.M. (2005). Formative research on an early stage of the systemic change process in a small school district. British Journal of Educational Technology, 36(6), 937-956.  DOI 10.1111/j.1467-8535.2005.00566.x

  • Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M.  (1998).  Guidelines for facilitating systemic change in school districts.  Systems Research and Behavioral Science, 15(3), 217-233.  DOI 10.1002/(SICI)1099-1743(199805/06)15:3%3C217::AID-SRES223%3E3.0.CO;2-N

  • Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M.  (Jan. 1996).  An expedition for change: Facilitating the systemic change process in school districts.  Tech Trends, 41 (1), 21-30.

  • Reigeluth, C.M.  (1995).  A conversation on guidelines for the process of facilitating systemic change in education.  Systems Practice, 8 (3), 315-328.

  • Lee, I., & Reigeluth, C.M.  (1994).  Empowering teachers for new roles in a new educational system.  Educational Technology, 34 (1), 61-72.

  • Reigeluth, C.M.  (1993).  Principles of educational systems design.  International Journal of Educational Research, 19(2), 117-131.

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