Tonia A. Dousay, Ph.D.

• 2016 Gold Paper Award, Educational Technology World Conference (ETWC), Bali, Indonesia
• 2016 Award for Advocacy, International Society for Technology in Education (ISTE)
• 2015 Presidential Award for Outstanding Service to AECT, Association for Educational Communications & Technology (AECT)
• 2015 Information Age Publishers (IAP) - Distance Education Best Practices Award, Association for Educational Communications & Technology (AECT)
• 2013 Multimedia Production Graduate Student Immersive Learning Award, Association for Educational Communications & Technology (AECT)
• 2013 Information Age Publishers (IAP) - Distance Education Best Practices Award, Association for Educational Communications & Technology (AECT)

Tonia is a Google Certified Innovator with 20 years of instructional design and eLearning project management experience. She began her educational journey in Career & Technical Education, earning a B.S. in Agricultural Science and M.S. in Agricultural Education, both from Texas A&M University. After a career in adult- and continuing education with the Texas A&M Engineering Extension Service, she completed her PhD in Learning, Design, and Technology at the University of Georgia.

Tonia focuses her teaching and research interests on:

• Instructional and multimedia design
• Situational interest of learners
• STEM/STEAM Teacher education
• Student-driven learning
• Design-based learning

Whether it's formal classrooms or nonformal learning spaces like makerspaces, traditional classrooms or online and hybrid learning environments, the focus is on how we empower learners of all ages to be interdisciplinary and take control of their own learning experiences.

• Technology Integration/Emerging Technologies
• Instructional and Multimedia Design
• Creativity & Collaboration
• Learner Engagement

• Doceo Center Open Education Roadshow
• STEM Action Center i-STEM strand [Integrating Sphero]

• Echo Project: Doceo Center for Innovation + Learning; integrating Artificial Intelligence devices into northern Idaho K12 classrooms
• Buggy Genetics: Collaboration with Central Michigan University; designing interactive biology lessons for middle grades to foster creativity with 3Doodler pens
• Online Harassment: Collaboration with Royal Roads University & Boise State University; investigating the phenomenon of sentiment and harassment experienced on social media by academic professionals
• Teacher Educator Technology Competencies (TETCs): Multi-institution collaboration; investigating the use, misconceptions, and relevance of TETCs by teacher educators

• Veletsianos, G., Kimmons, R., Larsen, R., Dousay, T. A., & Lowenthal, P. (2018). Public comment sentiment on educational videos: Understanding the effects of presenter gender, video format, threading, and moderation on YouTube TED talks. PLoS ONE, 1–21. https://doi.org/10.1371/journal.pone.0197331
• Dousay, T. A., & Janak, E. (2018). All things considered: Educational radio as the first MOOCs. TechTrends, 0(0), 00–00. http://doi.org/10.1007/s11528-018-0257-x
• Dousay, T. A., & Trujillo, N. P. (2018). An examination of gender and situational interest in multimedia learning environments. British Journal of Educational Technology, 0(0), 00–00. http://doi.org/10.1111/bjet.12610
• Dousay, T. A., LaVanchy, J., Kilty, T., & Stone, D. (2017). Confessions of novice designers and their instructor. International Journal of Designs for Learning, 8(2), 40–58. Retrieved from http://scholarworks.iu.edu/journals/index.php/ijdl/article/view/20962/29783
• Dousay, T. A. (2017). An evolving makerspace for teacher education. International Journal of Designs for Learning, 8(1), 69–81. Retrieved from https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/22672
• Dousay, T. A. (2017). Defining and differentiating the makerspace. Educational Technology, 57(2), 69–74.
• Dousay, T. A. (2017). Karma in comics: Discovering hidden superpowers through creating. In E. Janak & L. A. Sourdot (Eds.), Educating through popular culture: You're not cool just because you teach with comics. Lanham, MD: Lexington Books.
• Dousay, T. A. (2016). Effects of redundancy and modality on the situational interest of adult learners in multimedia learning. Educational Technology Research and Development, 64(6), 1251–1271. http://doi.org/10.1007/s11423-016-9456-3
• Dousay, T. A. (2016). My hope for the future of instructional technology: Response. In A. A. Carr-Chellman & G. Rowland (Eds.), Issues in technology, learning, and instructional design: Classic and contemporary dialogues (pp. 92–93). New York: Routledge Publishers.
• Shepherd, C. E., Bolliger, D. U., Dousay, T. A., & Persichitte, K. (2016). Preparing teachers for online instruction with a graduate certificate program. TechTrends, 60(1). http://doi.org/10.1007/s11528-015-0015-2
• Branch, R. M., & Dousay, T. A. (2015). Survey of instructional design models (5th ed.). Bloomington, IN: Association for Educational Communications & Technology.
• Miller, D. R., & Dousay, T. A. (2015). Implementing augmented reality in the classroom. Issues and Trends in Educational Technology, 3(2), 1–11.
• Shepherd, C. E., Dousay, T. A., Kvenild, C. Meredith, T. (2015). Fostering technology-rich service learning experiences between school librarians and teacher education programs. Knowledge Quest, 44(2), 44-52.