Ph.D. Curriculum and Instruction / Learning Technologies, University of Minnesota Dissertation title: Defining Active Learning in Online Courses Through Principles for Design
May 2007
M.S. Education / Curriculum and Applied Technology, Bemidji State University
May 2002
B.S. Elementary Education / Communication, Arts & Literature, Bemidji State University
APPOINTMENT
2024-
reDesignED
Chair
2019-2023
reDesignED LLC
Learning Scientist, Education Design Researcher
2021-2022
International Baccalaureate Organization
Head of Design for Programme Development
2012-2019
University of Minnesota
Director, Online & Educational Services, CCAPS
2009-2012
Hamline University
e-Learning Developer, Center for Teaching and Learning
2007
University of Minnesota
Instructional Designer, Human Rights Center, School of Law
2005-2008
Bemidji State University
Adjunct Professor, DLiTE Teacher Education
2004-2008
St. Croix Preparatory Academy
Classroom Teacher, Grade 1, Grade 6 math
2002-2004
Stonebridge Elementary
Classroom Teacher, Grades 2-3, 3-4
RESEARCH INTERESTS
My research interests focus on the intersection of learning design and learning outcomes, specifically on learning experiences that foster the skills for a changing world: learner agency, creativity, critical thinking, information literacy, cultural literacy, environmental literacy, empathy, ethics, emotional intelligence, problem solving, systems thinking, complexity thinking, etc.
PUBLICATIONS
Dissertation
Reilly, C. (2020). Defining active learning in online courses through principles for design (Doctoral dissertation, University of Minnesota).
Peer-Reviewed Journal Articles
Reilly, C., & Reeves, T. C. (2023). Tracking transdisciplinary skills in the design of online courses: A design-based research study. Computers & Education, 104867.
Reilly, C., & Reeves, T. C. (2022). Refining active learning design principles through design-based research. Active Learning in Higher Education, 14697874221096140.
Reilly, C. (2005) Digital Divide. The Encyclopedia of Distance Learning, Teaching, Technologies, and Applications.
Book Chapters
Reilly, C., & Reeves, T. C. (2024). Active learning by design: Applying evidence-based principles in the design of online learning. Handbook of Research in Online Learning, (pp.133-167). Brill Publishing.
Reilly, C., Reeves, T. C. (2024). Keep it real: The benefits of authentic tasks in contemporary learning environments. Trends and Issues in Instructional Design and Technology, (pp. 201-217). Routledge.
CONFERENCE PROCEEDINGS
Reilly, C. (2024). Culturally-responsive Teaching by Design: From principles to practice. In Proceedings of the MnLC Summit on Learning and Technology, St. Cloud, MN.
Reilly, C. (2024). Future-proofing Higher Education through Active Learning Course Design. In Proceedings of the MnLC Summit on Learning and Technology, St. Cloud, MN.
Reilly, C. (2022). Active Learning Online: From a Vague Concept to a Quantifiable Active Learning Score. In Proceedings of the Online Learning Consortium (OLC), Orlando, Fl.
Reilly, C. (2019). From Teaching Content to Fostering Competencies: Assessing Disciplinary Outcomes and Higher Order Skills. In Proceedings of the Association of Assessment of Learning in Higher Education (AALHE), Minneapolis, MN.
Reilly, C. (2019). Reviewing Online Courses for Active Learning Course Design. In Proceedings of the Association of Assessment of Learning in Higher Education (AALHE), Minneapolis, MN.
Reilly, C. (2017). Leading Learning to Higher Levels Through Authentic Task Design. In Proceedings of the Association for Educational Communications and Technology (AECT) Jacksonville, FL.
Hurley, S., McNamara, A., Petersen, C., Reilly, C., Salehi, N., Sherven, P. (2017). Creating Online Teaching Competencies and a Faculty Development Curriculum. In Proceedings of the MN eLearning Summit (MELS), Minneapolis, MN.
Reilly, C. (2016). Redefining Quality in eLearning through Authentic Course Design. In Proceedings of the Annual Conference of Distance Teaching and Learning (DT&L) Madison, WI.
Reilly, C. (2016). Teaching in the New Millennium: Teachers as Designers of Learning. In Proceedings of the MN eLearning Summit (MELS), Minneapolis, MN.
Reilly, C. (2016). Capture That Outcome: From Moodle to CampusLabs. In Proceedings of the MN eLearning Summit (MELS), Minneapolis, MN.
Reilly, C. (2016). Digital Storytelling. In Proceedings of the MN eLearning Summit (MELS), Minneapolis, MN.
Reilly, C. (2015). Designing for 21st Century Learning. In Proceedings of the Association for the Advancement of Computing in Education (AACE) ELearn World Conference, Kona, HI.
Reilly, C. (2014). Online Teaching as the Art of Hosting. In Proceedings of the Association for the Advancement of Computing in Education (AACE) ELearn World Conference on E-Learning, New Orleans, LA.
Reilly, C. (2014). Designing Collaboration into the Course Development Process. In Proceedings of the Annual Conference of Distance Teaching and Learning (DT&L) Madison, WI.
Reilly, C. (2014). Working in the Cloud: Using Google and Cloud-Based Technologies to Design, Develop, and Collaborate in Online Learning. In Proceedings of the MN e-Learning Summit (MELS), Minneapolis, MN.
Reilly, C. (2013). MOOCs Deconstructed: Variables that Affect MOOC Success Rates. In Proceedings of the Association for the Advancement of Computing in Education (AACE) ELearn World Conference on E-Learning, Las Vegas, NE.
Reilly, C. (2013). Five Minds for the 21st Century Workplace. In Proceedings of the Technological Leadership Institute (TLI), Technically Speaking: Leadership in Action Speaking Forums, Minneapolis, MN.
TEACHING
2014
University of Minnesota
CI 5301 – fully online
2005-2008
Bemidji State University
ED 4737 , ED 3100, ED 3201 -fully online
2002-2004
St. Croix Preparatory Academy
Grade 1, 6th Grade math – in classroom
2002-2004
Stonebridge Elementary
Grades 2-3, 3-4 – in classroom
SERVICE
2023-present
Computers & Education
Peer review of manuscripts
2022-present
Active Learning in Higher Education
Peer review of manuscripts
2016-present
Journal of Formative Design
Peer review of manuscripts
2016-present
International Advisory Council, UANL, Monterrey, Mexico
Advise on online program development and accreditation
PROFESSIONAL AFFILIATIONS
American Education Research Association (AERA)
Association for Education Communications and Technology (AECT)
Association for the Assessment of Learning in Higher Education (AALHE)
