General Information
Instructional Design and Development (IDD)
Learning, Design, and Technology Program,
Department of Educational Psychology and Instructional Technology
IDD Faculty:
Lloyd Rieber, Ph.D.
Professor
Learning, Design, & Technology Program Coordinator
Instructional Design and Development Leader
Office: 603D Aderhold Hall
Phone: 706-542-3986
Email: lrieber@uga.edu
Dr. Rieber is a professor in the Department of Educational Psychology and Instructional Technology as well as the Program Coordinator for Learning, Design, and Technology/Instructional Design and Development at the University of Georgia. Dr. Rieber is one of the "founding faculty" of the LDT Studio, also called the Design Studio or simply "The Studio," which was created in 1998. The Studio is a unique constructivist application of graduate education that brings together multiple levels of student expertise, an array of resources, and external clients each semester to create professional multimedia products. The Studio is the heart of the Instructional Design and Development Curriculum.
With his many publications and research projects with computer-based microworlds, simulations, and games, he supports online learning environments and helps students with intellectual disabilities. Dr. Rieber is the founder and "moderator emeritus" of ITFORUM, an active international professional community. Dr. Rieber is widely known for his instructional innovations. His course designs have won numerous awards, including the AECT Outstanding Design and Development award.
Robert Maribe Branch, Ed.D.
Professor
Educational Psychology & Instructional Technology Department Head
Office: 630 Aderhold Hall
Phone: 706-542-4110
Email: rbranch@uga.edu
Dr. Rob Branch is Professor and Head of the Department of Educational Psychology and Instructional Technology at the University of Georgia. He earned an Associate of Science degree from New York City Technical College, a Bachelor of Science degree from Elizabeth City State University, and a Masters degree from Ball State University. Dr. Branch later went on to complete his Doctor of Education from Virginia Polytechnic Institute and State University, specializing in learning, design, and technology. Along with helping to co-write and co-edit various publications, Dr. Branch focuses on student-centered learning and consults regularly with governments, businesses, and other educational institutions on strategic planning. Known internationally for his outstanding leadership in instructional design and visual literacy, Dr. Branch is the author, most recently, of Instructional Design: The ADDIE Approach (2009), as well as the upcoming fifth edition of Survey of Instructional Development Models.
Michael Orey, Ed.D.
Associate Professor
Office: 603B Aderhold Hall
Phone: 706-542-4028
Email: mikeorey@uga.edu
Dr. Michael Orey is currently an associate professor of Educational Psychology at the University of Georgia. He received both the M.A.Ed. in 1987 and an Ed.D. in 1989 in Curriculum and Instruction from Virginia Polytechnic Institute and State University. Dr. Orey is an active international collaborator and one of the "founding faculty" of the LDT Studio curriculum. He has had funded projects related to intelligent tutoring with the U.S. Army Research Institute, project-based learning with at-risk middle school age children, and corporate development of online learning. He has also established grant-supported partnerships with two Brazilian universities and one Mexican university. His current research interest is focused on cognitive applications of technology, learning theory, motivation theory, instructional theory and multicultural perspectives on learning. Dr. Orey is the senior editor of the annual Educational Media and Technology Yearbook.
Ikseon Choi, Ph.D.
Associate Professor
Office: 609 Aderhold Hall
Phone: 706-583-0794
Email: ichoi@uga.edu
Dr. Ikseon "Ike" Choi currently serves as an Associate Professor in the Department of Educational Psychology and Instructional Technology. Dr. Choi is an award-winning researcher and international scholar. His research goal is to find ways of enhancing e-learning in order to facilitate real-world problem-solving abilities, which leads him to focus on case-based e-learning design and implementation models, online peer-questioning strategies and knowledge construction, and cognitive task analysis and knowledge representation methods. While collaborating with many professors from various colleges and departments at the University of Georgia and other institutions, he has implemented case-based e-learning environments in order to enhance college classroom instruction. The main themes of his recent and on-going publications are case-based e-learning design models for real-world problem solving and scaffolding peer-questioning for knowledge construction.
Gregory Clinton, Ph.D.
Lecturer
Office: 604F Aderhold Hall, 216 UGA Gwinnett Campus Building
Phone: 706-542-4110
Email: gclinton@uga.edu
Dr. Gregory Clinton received his Ph.D. in Instructional Technology from the University of Georgia and is a full-time faculty member in the Learning, Design, and Technology program. He conducted his dissertation research on the role of creativity in instructional design and development. Dr. Clinton brings a varied background to his teaching work. His bachelor's degree is in Music Composition (UGA, 1980) and his Master's degree is in Special Education (UGA, 1996). He has been doing instruction technology work since 1993, starting with program development for satellite teleconference workshops and for Georgia Public Television programs. He worked in staff development for teachers for seven years before returning to graduate school in 2002. Immediately prior to joining the LDT faculty, he served as the Instructional Multimedia Project Manager at UGA's Center for Teaching and Learning. He has taught in various capacities over the years, and has been working with undergraduate and graduate students since 2002, including courses in technology integration, basic instructional design, instructional models, information technology for school media specialists, educational research, and advanced instructional design and development. Dr. Clinton is also a jazz musician and can be seen and heard from time to time with other players in live performance as part of the local Athens/Gwinnett area music scene.
Chan Min Kim, Ph.D.
Assistant Professor
Room 605A Aderhold Hall
Phone: 706-542-3954
Email: chanmin@uga.edu
Chan Min Kim received her doctorate degree from Florida State University in Instructional Systems in December of 2007. Her primary research interests are in the intersection of cognitive and non-cognitive aspects of teaching and learning, especially as they interact with educational and communications technologies. Dr. Kim focuses on facilitating learners' emotion control, motivation and self-regulation. She is currently working on research to study ways to enhance the learning of students in college remedial mathematics online courses who have already experienced repeated failures during prior mathematics classes and lack pre-collegiate mathematics knowledge and skills.
Theodore "TJ" Kopcha, Ph.D.
Assistant Professor
Room 604 Aderhold Hall
Phone: 706-542-4110
Email: tjkopcha@uga.edu
Dr. Kopcha joined the LDT faculty as of January 2010. He received a Ph.D. in Educational Psychology from Arizona State University in 2005. Dr. Kopcha is an educational technologist specializing in the implementation of technology in today’s classrooms. Prior to working at the University of Georgia, he spent five years as a teacher of mathematics in Connecticut and three years at San Diego State University in the Department of Educational Technology. He has written several articles on topics such as learner control over elements of instruction and self-presentation bias in self-report data.
His current research focuses on the use of technology to support the elements of cognitive apprenticeship between student and master teachers. He is presently developing a technology-driven supervision process that supports the student teaching field experience and examining the impact of that process on the knowledge and performance of student teachers. This research is funded in part by the University Grant Program at SDSU.
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