Design Research has grown in importance since it was first conceptualized in the early 90s, but it has not been adopted for research in instructional technology in higher education to any great extent. Many researchers continue to conduct studies that principally seek to determine the effectiveness of the delivery medium, rather than the instructional strategies and tasks. Dr. Tom Reeves of the University of Georgia will explore the various incentives for conducting research on the impact of computing and other technologies in higher education, examine the social relevance of that research, and recommend design research as a particularly appropriate approach to socially responsible inquiry. A description of the characteristics of design research will be covered, together with an argument for the more widespread adoption of this approach to enhance the quality and usefulness of research in computers and other technologies in education.

Since earning his Ph.D. at Syracuse University, Professor Reeves has developed and evaluated numerous interactive learning programs for education and training. He is a former Fulbright Lecturer and a former editor of the Journal of Interactive Learning Research. His research interests include: evaluation of instructional technology, mental models and interactive multimedia, authentic learning environments, and instructional technology in developing countries. Professor Reeves is the co-founder of the Learning and Performance Support Lab. His teaching areas include program evaluation, instructional design, and research. In 2003, he became the first Association for the Advancement of Computing in Education Fellow.