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= Thomas C Reeves = Thomas (Tom) Reeves, PhD is Professor Emeritus at the University of Georgia He is a prolific author of scholarly articles in the areas of Educational Technology and Educational Design Research. He has given presentation in over 30 countries and is still actively involved in research

Biography
Thomas Charles Reeves was born in Washington DC and was originally named Thomas Merkle. However, during the early years of his life he was brought up as Thomas Derman. Upon his adoption in 1965 his surname was again changed to Reeves.

Reeves is married to Dr Patricia Reeves Professor Emerita of social work at the University of Georgia. She also worked in public health. Thomas and his wife have collaborated and published many articles relating to online education in the areas of public health, social work and medicine. Although, retired they are still actively involved in educational research. Thomas and Trisha enjoy travelling and are fond of their Westie dogs, Zipper and Button. They reside in Athens, Georgia and have a son, Jamie, who works in public health as well. .

Having been drafted by the US Army in 1969, Reeves spent two years as a Chaplin's Assistant. There his duties included training soldiers to develop a good character using films. To facilitate this, Reeves attended a one-week course at the Audio-Visual School. The school used the Performance Improvement Model. This was Reeves’ first exposure to Instructional Design and Performance Improvement.

Education and Academic Career
As a result of his experience in the Army, Reeves embarked on a career in Education. In 1973, he attended the Georgia State University where he earned a Bachelor of Science in Elementary Education. Then in 1975, Reeves pursued a Master of Science in Instructional Technology at Syracuse University. A year later, he obtained a  master's degree in library media at the Georgia State University. Encouraged by his professor, Atkinson, he did his Ph. D. in Instructional Design, Development, & Evaluation at Syracuse University.

Through his professional career, Reeves has performed many roles in the field of education. Firstly, he was an Elementary School Teacher at DeKalb County Public Schools. Reeves spent 5 years at the Syracuse University initially as Instructor and Research Assistant and later as an Associate in Evaluation. He journeyed to Peru where he was a Fulbright Lecturer at the National Technical University. Reeves also worked in medical education at the University of South Carolina, where he was an Evaluation Specialist. Following this, Reeves became the Project Director of the University of Maryland's STARS project. During the period 1982 – 84 he was an Assistant Professor of Elementary Education at the University of Georgia. Upon completion post, Reeves became the Senior Instructional Scientist at MetaMedia Systems Inc. . Currently, Reeves is Professor Emeritus of Learning, Design, and Technology at the University of Georgia. A department he has worked in for over 39 years.

Apart from these roles, Reeves has served on the Foundation and Division Instructional Development Boards of the Association of Educational Communications and Technology. He was also a visiting Scholar of Open Universities Australia. In 2013, Reeves volunteered at the Centre for Online Learning Resources in India. For a period of three years, Reeves served on the U.S. Department of Health and Human Services panel for Interactive Communication and Health.

Research
One of the main areas in academia that Thomas Reeves explored was Design Based Research or Educational Design Based Research. He also looked at Educational Technology and Evaluation. . Reeves noted that educational technology research should adopt a Design Based Research approach to contribute more to the field. He focused on using “Instructional design systems, evaluation and research” to improve learning and performance of individuals. “Real world problems” should inform these focus areas. The problem must first be identified then appropriate learning principles, theory and technology can then be used to enhance "learning, performance, motivation and commitment” Figure 2 shows the Design Based Model (Reeves Thomas, 2006): For Design Based Research to effectively impact practice, longitudinal and comprehensive studies must be conducted.

Approaches to media and technology
Reeves proffered to schools of thought regarding media and technology and learning. Students learn "from” and "with” media and technology.

Learning “from” Media and Technology
This refers to the use of television, computers and “integrated learning systems” to provide instruction thereby acting a “tutor”. He proposed four steps to integrating the process of instruction and media and technology:


 * 1) 1.	Having students exposed to information “encoded in media” delivered via “technology.”
 * 2) Presuming that the messages are recognised and “encoded” by students,
 * 3) Eliciting a response from students to confirm receipt of messages,
 * 4) Providing critique on the quality of the response

Computer-based instruction (CIB) and television are the most popular forms of media. Television programmes which are designed specifically for instruction are most beneficial to student learning. Likewise, CIB reduces the amount of time taken by students to cover instructional objectives. However, Learning "from” technology is hindered by accessibility and the media's ability to motivate.

Learning “with” Media and Technology
Here cognitive tools and constructivist theories are applied to environments of learning. Cognitive tools such as "teleconferencing programmes, spreadsheets and databases” promote critical thinking . These tools are given to students who use them to analyse, access, interpret and organise material their understanding and later communicate it to others. Cognitive tools promote reflective thinking, creativity in expressing knowledge and challenges students learning .  Reeves suggests that the cognitive tools should be applied to tasks situated in a realistic context.

Web-based instruction
Reeves and his wife also proposed a model for 10 dimensions interactive learning on the web


 * 1) Pedagogical philosophy
 * 2) Learning theory
 * 3) Goal orientation
 * 4) Task orientation
 * 5) Source of motivation
 * 6) Teacher role
 * 7) Metacognitive support
 * 8) Collaborative learning
 * 9) Cultural sensitivity
 * 10) Structural flexibility

They purport that the fundamental importance of the web is its ability to deliver different “pedagogical dimensions" rather than its graphics and links to information.

Publications and Books
Reeves co-authored many books. The first being “Telematics in rural education with Ron Oliver  ''. In 2003, he collaborated with Hedberg to produce a book entitled “Interactive Learning Systems Evaluation” . Then, in 2010, Reeves together with Jan Herrington and Ron Oliver wrote “A Guide to Authentic e-Learning" . Two years later, Reeves and Susan McKenney wrote "Conducting Educational Design Research” . A second edition of this book was published in 2019 . In 2015, the book "MOOCs and open education around the world” was produced by Reeves, Bonk, Lee, & Reynolds  . This book was translated into Korean and Chinese .    His latest book "MOOCs and open education in the Global South: Challenges, successes, and opportunities "was written in 2020 with Zhang, Bonk & Reynolds .  ''

Additionally, Reeves has contributed chapters to many books. For instance, "Keep it real: The benefits of authentic tasks in contemporary learning environments” in Reiser & Dempsey's “Trends and issues in instructional design and technology” . Reeves also wrote “Donald P. Ely: My teacher, my mentor, and my friend” in Millers and Pena's book “Lessons in leadership in the field of educational technology .  Reeves along with Oh contributed the chapter “Comparing the goals and methodologies of learning scientists and educational technology researchers" in Lin & Spector's, “The sciences of learning and instructional design: Constructive articulation between communities”. Throughout his tenure Reeves has made several scholarly contributions. He has independent and with other academics published over 200 academic papers. His sixteen most cited articles are :


 * 1) Conducting educational design research. S McKenney, T Reeves. Routledge. (2018)
 * 2) 24. LEARNING WITH TECHNOLOGY: USING COMPUTERS AS COGNITIVE TOOLS. DH Jonassen, TC REEVES. (2000)
 * 3) Design research from a technology perspective. T Reeves. Educational design research, 64-78 (2006)
 * 4) Patterns of engagement in authentic online learning environments. J Herrington, R Oliver, TC Reeves. Australasian Journal of Educational Technology 19 (1), (2003)
 * 5) Design-based research and educational technology: Rethinking technology and the research agenda. T Amiel, TC Reeves. Journal of educational technology & society 11 (4), 29-40 (2008)
 * 6) A guide to authentic e-learning. J Herrington, TC Reeves, R Oliver. Routledge (2009)
 * 7) Authentic learning environments. J Herrington, TC Reeves, R Oliver. Handbook of research on educational communications and technology, 401-412 (2014)
 * 8) Meaningful interaction in web-based learning: A social constructivist interpretation. Y Woo, TC Reeves. The Internet and higher education 10 (1), 15-25 (2007)
 * 9) The reality of virtual schools: A review of the literature. MK Barbour, TC Reeves. Computers & Education 52 (2), 402-416 (2009)
 * 10) Design research: A socially responsible approach to instructional technology research in higher education. TC Reeves, J Herrington, R Oliver. Journal of computing in higher education 16, 96-115 (2005)
 * 11) Effective dimensions of interactive learning on the World Wide Web. TC Reeves, PM Reeves. Web-based instruction, 59-66 (1997)
 * 12) Interactive learning systems evaluation. TC Reeves, JG Hedberg Educational Technology (2003)
 * 13) Authentic activities and online learning. TC Reeves, J Herrington, R Oliver. HERDSA 2002 quality conversations (2002)
 * 14) Design-based research and doctoral students: Guidelines for preparing a dissertation proposal. J Herrington, S McKenney, T Reeves, R Oliver. EdMedia+ Innovate Learning, 4089-4097 (2007)
 * 15) Enhancing the worth of instructional technology research through “design experiments” and other development research strategies. TC Reeves International perspectives on instructional technology research for the 21st …, (2000)
 * 16) Generation differences and educational technology research. TC Reeves, E Oh. Handbook of research on educational communications and technology, 295-303, (2007)

Awards

 * 1) First Place Book Award, DDL, Association for Educational Communications and Technology, for MOOCs and Open Education Around the World (with Curt Bonk, Mimi Lee, and Tom Reynolds) (2016).
 * 2) David H. Jonassen Excellence in Research Award, Association for Educational Communications and Technology (2013).
 * 3) Outstanding Book Award, RTD, Association for Educational Communications and Technology, for Conducting Educational Design Research (co-authored with Susan E. McKenney) (2013).
 * 4) Lifetime Award from the International Association for Development of the Information Society (IADIS) (2013).
 * 5) Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Fellow (2010).

Conclusion
As Reeves career continues to unfold his work in the fields of Design Based Research and Educational technology continue to have a profound impact on the field of education. His continued mentorship will indelibly shape the future of learning.