Mobile, AL 36688-0002
M.A., Curricular and Instructional Systems, University of Minnesota – Twin Cities
Ph.D., Curricular and Instructional Systems, University of Minnesota – Twin Cities
My approach to learning is integrated, multi-theoretical, which employs concepts and principles of various learning theories in an eclectic, yet pragmatic, manner to develop appropriate teaching and learning environments using a learner-centered focus. J. Lindquist (1981) explained learner-centeredness best by stating “Placing the learner at the center of attention represents a recognition that subjects are taught to individuals”. (I keep his full quotation on a shelf in my office.)
My teaching also relates to my beliefs about instructional design (ID). ID includes stages of analysis, concurrent design/development, implementation, and evaluation of potential solutions to instructional and performance problems. ID involves a systems approach to identify appropriate ways to solve learning and performance issues within any organization. ID requires a variety of resources (i.e., people, media, and methods among other things). Solutions are in the form of products, policies, procedures, and processes; technological tools are applied when it is appropriate.
Gayle V. Davidson-Shivers is a professor in the Instructional Design and Development (IDD) program. Being the first in her program to teach an online course, she continues to design and teach online and on-campus courses. She currently teaches graduate courses on designing online instruction, psychology of learning, instructional models, and trends and issues of the IDT field. She has a master's and doctorate in Curricular and Instructional Systems from the University of Minnesota; her undergraduate degree in education is from Western Oregon University.
As part of her faculty work, she conducts research, presents, and publishes in the area of online learning, faculty development, instructional and learning strategies, and individual differences. Her current research focus is on gender and communication patterns in online discussions. In 2006, she co-authored a book, entitled Web-Based Learning: Design, Implementation, and Evaluation. She serves on review boards of several major journals. Some of her service work includes past president of the SIG-Instructional Technology of AERA, board member of the AECT Research and Theory Division, and faculty advisor to the IDD Student Group.She worked as an instructional systems specialist for a major lending institution and taught in the public schools of Oregon and Minnesota. She conducts workshops on learning styles, advising, teaching and learning, assessment tools, and online instruction, among other topics. She consults with business entities, governmental agencies, and educational institutions.
ISD 610 - Trends and Issues in IDD
ISD 612 - Alternate Instructional Models
ISD 611 - Macro Level Training and Performance Systems
ISD 620 - Research in Instructional Technology
ISD 641 - Performance Systems Technology
IDE 645 - Adv. Human Performance Improvement
IDE 799 - Research Dissertation
Directed Studies and Research at 500, 600, or 700 level