CURRICULUM VITAE

David F. Feldon, Ph.D.

David F. Feldon, Ph.D. Tel: (803) 777-3103 (w)

Department of Educational Studies Tel: (803) 381-5056 (c)

127 Wardlaw College Fax: (803) 777-7741

University of South Carolina Email: feldon@gwm.sc.edu

Columbia, SC 29208 http://www.ed.sc.edu/feldon/

EDUCATION

· Ph.D., Educational Psychology (2004)
University of Southern California, Rossier School of Education

Inaccuracies in Expert Self-Report: Errors in the Description of Strategies for Designing Psychology Experiments

Richard E. Clark (Chair), Lee Shulman, John L. Horn, and David D. Marsh

· M.S. Ed., Instructional Technology (1999)
University of Southern California, Rossier School of Education

Evaluation of a Bottom-Up Technology Integration Approach Emphasizing Software for

Classroom Settings

Allen Munro (Chair)

· B.A., Cognitive Science; Minor in Philosophy (1997)
Johns Hopkins University

INSTITUTIONAL AFFILIATIONS

2005-present: Assistant Professor, Department of Educational Studies, College of Education, University of South Carolina

2004-2005: Postdoctoral Fellow, Graduate School of Education and Information Sciences, University of California at Los Angeles

2004-2005: Postdoctoral Research Associate, Rossier School of Education, University of Southern California

ADDITIONAL TRAINING

· Advanced Training Institute in Functional Magnetic Resonance Imaging, American Psychological Association (June, 2005)

PUBLICATIONS

• Yates, K. A., & Feldon, D. F. (under review). Towards a taxonomy of cognitive task analysis methods for instructional design: Interactions with cognition. Human Factors.

• Feldon, D. F. (under review). Do expert researchers tell it like it is? A microgenetic analysis of research strategies and self-report accuracy. Instructional Science.

• Feldon, D. F. (in press). Expertise. In E. Anderman & L. Anderman (Eds.), Psychology of Classroom Learning. Farmington Hills, MI: Cengage.

• Feldon, D. F., & Kafai, Y.B. (in press). Mixed methods for mixed reality: Overcoming methodological challenges to understand user activity in a massive multi-user virtual environment. Educational Technology Research and Development.

• Kafai, Y. B., Quintero, M., & Feldon, D. (in press). Life with Whypox: Tween’s explorations during a virtual epidemic. Games & Culture (Special Issue: The World of Whyville: Living, Playing, and Learning in a Tween Virtual World).

• Clark, R. E., Feldon, D., van Merriënboer, J. J. G., Yates, K., and Early, S. (2008). Cognitive task analysis. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.). Handbook of research on educational communications and technology (3^rd ed.) (pp. 577-593). New York: Routledge.

• Feldon, D. F. (2007). Cognitive load in the classroom: The double-edged sword of automaticity. Educational Psychologist, 42(3), 123-137.

• Feldon, D. F. (2007). Implications of research on expertise for curriculum and pedagogy. Educational Psychology Review, 19(2), 91-110.

• Feldon, D. F., & Yates, K. (2007). Increasing validity in the evaluation of new distance learning technologies. Computers in Human Behavior, 23, 2355-2366.

• Kafai, Y. B., Feldon, D. F., Fields, D. A., Giang, M., & Quintero, M. (2007). Life in the time of Whypox: A virtual epidemic as a community event. In C. Steinfield, B. Pentland, M. Ackerman, &. N Contractor (Eds.), Communities and Technologies 2007 (pp. 171-190). New York: Springer.

• Feldon, D. F., & Clark, R. E. (2006). Instructional implications of cognitive task analysis as a method for improving the accuracy of experts’ self-report. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments (pp. 109-116). Rotterdam, Netherlands: Sense Publishers.

• Feldon, D. F., & Gilmore, J. (2006). Patterns in children’s online behavior and scientific problem-solving: A large-N microgenetic study. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments (pp. 117-125). Rotterdam, Netherlands: Sense Publishers.

• Clark, R. E., Feldon, D. F., Howard, K., & Choi, S. (2006). Five critical issues for web-based instructional design research and practice. In H. F. O’Neil, Jr., & R. S. Perez (Eds.), Web-based learning: Theory, Research and Practice (pp. 343-370). Mahwah, NJ: Lawrence Erlbaum Associates.

• Clark, R. E., & Feldon, D. F. (2005). Five common but questionable principles of multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 97-115). New York: Cambridge University Press.

• Feldon, D. F. (2005). Dispelling a few myths about learning. UrbanEd, 1(4), 37-39.

• Feldon, D. F.  (2005).  Perspectives on learner-centeredness: A critical review of definitions and practice.  White Paper for the Western Association of Schools and Colleges.  Los Angeles, CA: University of Southern California Center for Learning. Available online at http://www.wascsenior.org/wasc/Session%20Materials/FeldonPerspectivesLearnerCentered.pdf.

• Feldon, D. F.  (2005).  The impact of class size in institutions of higher education.  White Paper for the University of Southern California.  Los Angeles, CA: University of Southern California Center for Learning.

• Hong, E., O’Neil, H. F. Jr., & Feldon, D. F. (2005). Gender effects on mathematics achievement: Mediating role of state and trait self regulation and test anxiety. In A. M. Gallagher & J. C. Kaufman, (Eds.). Gender differences in mathematics: An integrative psychological approach (pp. 264-293). New York: Cambridge University Press.

• Feldon, D. F. (2003). The benefits of an efficiency metric in the evaluation of task performance. In M. R. Simonson & M. Crawford (Eds.), 26^th Annual Proceedings: Selected Papers Presented at the 2003 National Convention of the Association for Educational Communications and Technology. Washington, DC: Association for Educational Communications and Technology.

CONFERENCE PRESENTATIONS

• Feldon, D. F. (2008). Automaticity in teaching and its implications for CTA-based training. Presented at the Annual Meeting of the American Education Research Association. New York, New York: March, 2008.

• Yates, K. A., & Feldon, D. F. (2008). Towards a taxonomy of cognitive task analysis methods for instructional design: Interactions with cognition. Presented at the Annual Meeting of the American Education Research Association. New York, New York: March, 2008.

• Yap, C., Johnson, R., & Feldon, D. F. (2008). Rater characteristics and performance scores. Presented at the Annual Meeting of the American Education Research Association. New York, New York: March, 2008.

• Feldon, D. F. (2007). Is there value in massive multiuser online environments? Presented at South Carolina EdTech Conference. Myrtle Beach, SC: October 25, 2007.

• Feldon, D. F. (2007). Designing technology labs as learning spaces. Presented at South Carolina EdTech Conference. Myrtle Beach, SC: October 25, 2007.

• Clark, R. E., Feldon, D. F., van Merriënboer, J., Yates, K., & Early, S. (2007). Cognitive task analysis for complex learning. Presented at the Biannual Meeting of the European Association for Research on Learning and Instruction. Budapest, Hungary: August, 2007.

• Feldon, D. F. (2007). Experimental design and analysis strategies: What experts do but fail to report. Presented at the Annual Meeting of the American Education Research Association. Chicago, Illinois: April, 2007.

• Feldon, D. F. (2007). Discussant paper: Supporting instruction with expertise. Presented at the Annual Meeting of the American Education Research Association. Chicago, Illinois: April, 2007.

• Feldon, D. F., Gustainis, J., & Timmerman, B. (2007). Do Advanced Placement courses in biology really prepare students for higher level biology courses in college? Presented at the South Carolina Educators for the Practical Use of Research 19^th Annual Conference. Columbia, South Carolina: February, 2007.

• Feldon, D. F. (2007). Mixed methods for mixed reality: Overcoming methodological challenges to understand user activity in a massive multi-user virtual environment. Presented at the Annual Meeting of the American Education Research Association. Chicago, Illinois: April, 2007.

• Feldon, D. F. (2007). Discussant paper: Technology research on multimedia learning: A session in honor of William Winn. Presented at the Annual Meeting of the American Education Research Association. Chicago, Illinois: April, 2007.

• Kafai, Y. B., Feldon, D. F., Fields, D., Giang, M., & Quintero, M. (2007). Where in the world is science in Whyville? Informal science in a multi-user virtual community. Interactive symposium presented at the Annual Meeting of the American Education Research Association. Chicago, Illinois: April, 2007.

• Yap, C., Lewis, A., & Feldon, D. F. (2007). Efficacy of a web-based training and monitoring procedure in scoring performance tasks. Presented at the Annual Meeting of the American Education Research Association. Chicago, Illinois: April, 2007.

• Kafai, Y. B., Feldon, D. F., Fields, D., Giang, M., & Quintero, M. (2007). Life in the times of Whypox—A virtual epidemic as a community event. Presented at the 3^rd International Conference on Communities and Technology. East Lansing, MI: June, 2007.

• Yap, C., Lewis, A., Halladay, K., & Feldon, D. F. (2007). Efficacy of training raters and monitoring remote scoring. Presented at the South Carolina Educators for the Practical Use of Research 19^th Annual Conference. Columbia, South Carolina: February, 2007.

• Feldon, D. F., & Gilmore, J. (2006). Patterns in children’s online behavior and scientific problem-solving: A large-N microgenetic study. Presented at Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer-based) learning environments [European Association for Research on Learning and Instruction SIG Instructional Design and SIG Learning and Instruction with Computers conference]. Leuven, Belgium: June, 2006.

• Feldon, D. F., & Clark, R. E. (2006). Instructional implications of cognitive task analysis as a method for improving the accuracy of experts’ self-report. Presented at Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer-based) learning environments [European Association for Research on Learning and Instruction SIG Instructional Design and SIG Learning and Instruction with Computers conference]. Leuven, Belgium: June, 2006.

• Feldon, D. F. (2006). Where should we draw the lines? Critiquing NCLB’s disaggregation of data by race and gender. Invited address presented at the Annual Meeting of the American Educational Research Association. San Francisco, CA: April, 2006.

• Feldon, D. F. (2006). If intelligence matters then we are doing something wrong: Empowering teachers by examining data in light of research on teaching and learning. Presented at the South Carolina Educators for the Practical Use of Research 18^th Annual Conference. Columbia, South Carolina: February, 2006.

• Feldon, D. F. (2006). Where should we draw the lines? Critiquing NCLB’s disaggregation of data by race and gender.