User:Eldridgexavier/sandbox

 Personal life/biography 

Dr. Tim Newby is a Professor in the Learning Design and Technology program area of the Department of Curriculum and Instruction at Purdue University. He conducts research on issues pertaining to motivation, human learning, instructional strategies, and the use of technology. In particular, he is examining the impact of digital open badges on learning and motivation in post-secondary education. In his role as convener for the Learning Design and Technology program area he led the effort to create and maintain the first fully online graduate program. Newby teaches online, hybrid, and face-to-face undergraduate and graduate courses that include Introduction to Educational Technology; Instructional Strategies; Learning Theory, Motivation, and Foundations of Instructional Design Theory. He has published over 50 research articles, and 16 books. His most recent texts include: Educational Technology for Teaching and Learning and Teaching and Learning with Microsoft Office. He received his Ph.D. in Instructional Psychology from Brigham Young University in 1984.

 Education 


 * Ph.D. — Instructional Psychology, Brigham Young University (1984)
 * B.S. — Psychology, Brigham Young University (1979)
 * 1997 – Present Professor  Department of Curriculum and Instruction  Purdue University, West Lafayette, IN
 * 1990 – 1997 Associate Professor  Department of Curriculum and Instruction  Purdue University, West Lafayette, IN
 * 1984 – 1990 Assistant Professor  Department of Curriculum and Instruction  Purdue University, West Lafayette, IN

 Academic career 


 * 1997 – Present Professor Department of Curriculum and Instruction Purdue University, West Lafayette, IN
 * 1990 – 1997 Associate Professor Department of Curriculum and Instruction Purdue University, West Lafayette, IN
 * 1984 – 1990 Assistant Professor Department of Curriculum and Instruction Purdue University, West Lafayette, IN

 Research 

Professor Newby’s research focuses on learning and motivation and the impact of various instructional strategies. In particular he has studied the creation and implementation of instructional analogies, the use of mentoring, and the integration of computer technology.

 Publications 


 * Newby, T., Wright, C., Besser, E., & Beese, E. (2016). Passport to creating and issuing digital instructional badges. In D. Ifenthaler, N. Bellin-Mularski, & D. Mah (Eds.), Foundations of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies. Springer: New York.
 * Ertmer, P. A., &  (2016). Learning theory and technology: A reciprocal and synergistic relationship. In N. Rushby and D. Surry (Eds.), The Handbook of Learning Technology. John Wiley & Sons: New Jersey.
 * Koehler, A. A., Newby, T. J., & Besser, E. D. (2016). In the eye of the beholder: Using student narrative to explore memorable teachers. Educational Review. http://dx.doi.org/10.1080/00131911.2016.1176011.
 * Sadaf, A., Newby, T. J., & Ertmer, P. A. (2016). An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37-64
 * Ertmer, P. A., & Newby, T. J. (2013). Article update: Behaviorism, cognitivism, constructivism: Connecting “Yesterday’s” theories to today’s contexts. Performance Improvement Quarterly, 26(2), 65-71. doi: 10.1002/piq.21143.
 * Newby, T. J. and Lewandowski, J. (2009, 2nd edition). Teaching and Learning with Microsoft Office 2007 and Expression Web. Boston: Allyn & Bacon/Pearson.
 * Newby, T. J., Stepich, D., Lehman, J., and Russell, J. (2006, 3rd edition). Educational Technology for Teaching and Learning. Upper Saddle River, NJ: Merrill/Prentice Hall.
 * Yang, Y.C., Newby, T. J., & Bill, R. L. (2008). Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners’ critical thinking skills. Computers & Education, 50, 1572-1585.
 * Richardson, J., & Newby, T.J. (2006). The role of students’ cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37.
 * Yang, Y.C., Newby, T.J., & Bill, R.L. (2005). Using Socratic Questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. American Journal of Distance Education, 19(3), 163-181.
 * Wang, L., Ertmer, P.A., & Newby, T.J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-252.
 * Newby, T.J., Corner, J. (1997). Mentoring for increased performance: Steps in the process. Performance and Improvement, 36(5), 6-10.
 * Ertmer, P.A., Newby, T.J., Y MacDougall, M. (1996). Students’ approaches to learning from case-based instruction: The role of reflective self-regulation. American Educational Research Journal, 33(3), 719-752.
 * Ertmer, P.A., & Newby, T.J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 21(4), 1-24.

 References 

Digital Badges. (n.d.). Retrieved from https://www.hastac.org/initiatives/digital-badges

Faculty Profiles. (n.d.). Retrieved from https://www.education.purdue.edu/faculty-profiles/name/timothy-newby/