My area of research specialty is instructional design of secondary level online courses. This interest began with my dissertation completed in 2003 and followed with the development of several papers and presentations on the topics of:

Instructional Design in Online Education Instruments of instructional design of online courses Cross-school descriptions of secondary-level online courses Comparisons of design characteristics of online courses; Assessment elements of online courses A review of the literature relating to secondary online courses Varieties of learning styles designed into online courses (Video) A primer for online education Special Needs and Online Education Designing online courses for special needs students Social Studies Education Integrating technology into social studies classrooms 21st century social studies Integrating technology into social studies methods courses Technology in Pre-Service Education 21st century teaching Modeling 21st century skills in social studies methods courses Technology integration in general methods courses

Link to notes from: Computer Using Educators Annual Conference, 2006 Palm Springs, CA

This dissertation was defended at the University of Oregon in 2003. The dissertation committee consisted of Drs. Lynne Anderson-Inman (chair), Meredith (Mark) Gall, Roland Good, and Greg Bothun.

This paper, co-authored with Dr. Lynne Anderson-Inman, was presented at the American Educational Research Association's Annual Meeting in 2004.

Abstract: This study resulted in the development of an instrument for reviewing instructional design elements of high school online courses (http://center.university.edu/author/instrument.html). This paper includes a description of the methodology used for identifying the primary instructional design characteristics of the courses, and the method for creating the instrument including discussions of pilot testing, validity, and reliability. It also explains the structure of the instrument and lists some of its features and elements. Most important, this study confirms that an identifiable course design structure is developing in online education—a structure rooted in educational theory.

Link to paper
Link to presentation slides

This paper, co-authored with Dr. Lynne Anderson-Inman, was presented at the American Educational Research Association's Annual Meeting in 2004.

Abstract: This paper presents the results of a descriptive study of instructional design elements of high school online courses. The study rated 22 courses from 5 U.S. online high schools using an itemized analysis of over 150 features of courses. The result is a description of current practice within the study context. The paper highlights common and uncommon features of courses, similarities and differences between findings of this study and those of like studies, and areas that contradict theory.

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Abstract: This paper compares results of three descriptive studies of instructional design elements of online courses highlighting discrepancies and similarities between studies, and identifying potential reasons for the differences. Identified similarities suggest common patterns emerging in online course design. Patterns include high frequency usage of text-based content delivery, conventional assessment methodologies, and still graphics, some use of non-Web resources, threaded discussions, examples/non-examples, and student assignments, and infrequent use of audio, video, animation, games, and simulations. Differences appear to be primarily due to time between studies, educational level of sample courses, and differences in defining course constructs.

Link to paper

This paper was presented at the American Educational Research Association's Annual Meeting in 2004.

Abstract: This study describes assessment elements of secondary level online courses. The basis for the review is the assessment level of the “Instrument of Instructional Design Elements of U.S. High School Online Courses.” The study involved rating 183 assessments from 66 courses, representing 5 online high schools. Assessments occurred for 15 elements including 70 data points. Some of the elements address assessment type, taxonomic domain, and computer grading. Findings suggest students are provided frequent opportunities to engage in self-assessment, few online assessments are timed, the majority are graded by teachers, conventional assessment methods are popular, cognitive taxonomies are used with much higher frequency than other taxonomic types, and there is wide variation between cognitive taxonomic levels.

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Abstract: This study identifies major themes appearing within distance education literature relating to the online learning phenomenon. The focus is on secondary level online schools and courses delivered solely via the World Wide Web. It begins with a contextual overview of the field and follows with a detailed discussion of the primary themes appearing in contemporary literature. These themes include: course completion, communications and technology, best practices, populations of online teachers and students, advantages and disadvantages of online courses, equity of access, instructional design and measures of online courses, and the future. Concluding remarks suggest areas for new and extended research in the field.

Link to paper

This paper is co-authored with Dr. Mark Horney.

Abstract: This study establishes a theoretical basis for an extension of a previous typology of design elements of online courses to include elements specifically impacting students with disabilities. The prevalence of these special design elements is then examined from the results of a survey of existing online courses. It was found that these courses do generally include design elements necessary to meet the basic needs of students with disabilities, but that as more students with more sophisticated needs enroll in online courses, the design of these courses must further evolve. Specific design and research recommendations are made.

Link to paper
Link to presentation slides
Link to Table of Special Education Elements
Link to Frequencies of Special Education Elements

This presentation was delivered at the Computer Using Educators Annual Meeting in 2006.

Abstract: This presentation introduces the field of high school level online education. Foci include history of the field, school structures, populations of students and teachers involved in the delivery mechanism, examples of lessons, discussion of quality of contemporary courses, and common and uncommon practices in the field. The descriptions of courses stem from an intensive literature review and research study. The presentation serves as a primer — providing a practitioner-based overview of the field.

Link to presentation slides

This paper was presented at the American Educational Research Association's Annual Meeting in 2006.

Abstract:  This study describes learning style elements of secondary level online courses. The basis for the review is the “Instrument of Instructional Design Elements of U.S. High School Online Courses” which rated 22 courses, 66 lessons, and 183 assessments representing 5 online high schools. Ratings occurred for 23 data points. Elements address Gagné’s human capabilities, Dunn and Dunn’s learner modalities, levels of peer interaction, and Gardner’s multiple intelligences. Findings suggest contemporary designs focus on intellectual development, verbal recall, visual modalities, whole class communication systems, and linguistic and logical intelligences. They infrequently require students to develop cognitive strategies, participate in kinesthetic activities, participate in small groups, and engage in use of their musical intelligence.

Link to paper
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Link to video of presentation

This paper was presented at the National Council for the Social Studies Annual Meeting in 2006.

Abstract:  The session began with a lecture-based format to argue for the importance of technology integration into social studies methods courses and continued with a demonstration of instructional methodologies useful for teaching technology integration concepts that also model instructionally robust social studies content delivery. The demonstration included detailed instructions and examples of student work. The session ended with a brainstorming session where attendees proposed additional means of integrating technology into methods courses.

Link to social studies methods website
Link to presentation slides
Link to presentation audio (First Half and Second Half)
Link to example movies

This presentation was delivered at the Computer Using Educators Annual Meeting in 2007.

Abstract:  The Partnership for 21st Century Skills developed a framework that addresses six key elements: core subjects, learning skills, tools, context, content, and assessment. A key to attaining the goals set forth by this Partnership is experiential and authentic use of technological tools and concepts within a contemporary or futuristic context, all embedded within core curricular subjects. Of the core subjects, like with No Child Left Behind, students must master content in disciplines including civics, government, economics, history, and geography — all strands recognized by the National Council for the Social Studies.

This presentation used the lens of 21st Century Skills to identify means of integrating technology into social studies classrooms. Examples relating to technological concepts in the social studies curriculum include ethics (e.g., copyright issues, bio-engineering), role of technology in the past and for the future (e.g., how society changes as a result of the introduction of new technologies), and innovations (e.g., who and what factors contribute to technological innovation). Instructionally, the presentation led participants through the exploration of technological tools useful to understanding social studies content and using the tools to learn the content within authentic contexts. Given examples of instructional tools include social bookmarking for sharing inquiry research findings, blogging for cultural exchanges, and Google Earth for beginning understanding of geographic information systems.

Link to presentation slides
Link to presentation audio

Abstract:  This paper argues for the importance of integrating technologies into social studies classrooms and provides suggestions for methods of doing so. It begins by encouraging teachers to start small when adding projects to their instructional plans, get comfortable with technologies they plan to use in the classroom before using them as part of instruction, and set goals for trying new integration techniques once achieving mastery of a previous technique. The paper continues by including detailed examples of technology integration into social studies curriculum and instruction and concludes with a detailed table of possible integration techniques.

An associated presentation for this paper is: "A Whirlwind of Possibilities: Technology Integration for Social Studies Teachers." While many teachers recognize the importance of using technology for instructional purposes, they sometimes lack the knowledge of how to integrate those technologies. Furthermore, many educators would like to begin integrating technology, but are uncertain of steps needed to make their goals into realities. This session provides suggestions for educators of all technological levels and recommends taking a three-pronged approach to technology integration in the social studies classroom: 1) start with small challenges; 2) get comfortable using technologies independently before using them for instruction; and, 3) goal setting. With these tenets in place, the presentation will offer a multitude of skill-separated, technology-based suggestions.

Note: Training videos are available via iTunes. Subscribe to "Keeler Training Videos."

Link to paper
Link to table
Link to handout
Link to PowerPoint slides
Audio presentation (NCSS, San Diego, 12/1/2007)

Abstract:  The Partnership for the 21st Century, International Society for Technology Educators, authors like Thomas Friedman in The World is Flat, and common sense all suggest educators should identify and regularly utilize methods of integrating technological tools and concepts into classroom instruction. To prepare teachers for this integration, it is critical professors of education are aware of possible integration methods and regularly utilize those methodologies in their courses. One example of such integration is the course “Teaching Elementary School Social Studies” at the University of Nevada, Las Vegas. This course, is available for public access at http://coe.nevada.edu/ckeeler/SSM. Examples of means of introducing future teachers to and having them engage with technologies utilized in this model class appear in this flyer.

Link to flyer

Abstract:  This chapter, prepared for a text on methods of teaching social studies methods courses, describes one lesson from a social studies methods course. The lesson uses a webquest to teach about social studies resources available online. In addtion, it teaches stduents use of and the power of social bookmarking.

Link to paper

This paper was delivered at the National Educational Computing Conference Annual Meeting in 2007.

Abstract: Reporting on the results of an action research study, this manuscript provides examples of strategies used to integrate technology into a subject-specific methods course. The study used reflective teaching of a social studies methods course at a major Southwestern university in ten course sections over a four-semester period. In alignment with the research questions, the original course was designed using technology-rich curricular and instructional approaches. Throughout the study period, elements of those strategies altered to better meet the needs of pre-service teachers. The result is a description of technology productivity and instructional strategies applicable in a variety of subject-specific pre-service teacher education courses.

Link to paper