Thomas (Tom) C. Reeves is Professor Emeritus of Learning, Design, and Technology in the Mary Frances Early College of Education at The University of Georgia. He was a Fulbright Lecturer in Peru and has given invited presentations and workshops in the USA and more than 30 other countries. He is the former editor of the Journal of Interactive Learning Research, and the author of more than 200 scholarly papers and books. His current research interests include educational design research, authentic online learning, and medical and public health education. His scholarly work has been cited over 31,500 times in the research literature placing him among the top two percent of most-cited scientists in the world according to a recent bibliographic analysis.
Tom’s awards include:
- The David H. Jonassen Excellence in Research Award, Association for Educational Communications and Technology (2013)
- Lifetime Award from the International Association for Development of the Information Society (IADIS) (2013)
- Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Fellow (2010)
- Association for the Advancement of Computers in Education Fellow (2003).
He currently lives in Rome, Georgia with his wife, Professor Emerita, Trisha Reeves.
OTESSA25 Keynote: Shifting our focus from technology to problems
What does this keynote say about the type of research we need?
Reeves calls for a fundamental reorientation of educational research toward use-inspired, impact-focused inquiry. He criticizes the traditional academic model that often values methodological rigor and theoretical sophistication over practical relevance and social usefulness. The kind of research we need, according to Reeves, should be deeply embedded in real educational settings, where problems are complex and context-specific. He advocates especially for design-based research (DBR) and design-based implementation research (DBIR)—approaches that combine iterative design, empirical inquiry, and close collaboration with practitioners. These forms of research prioritize utility, collaboration, iteration, and contextual sensitivity over generalizability for its own sake. Reeves stresses that researchers must move from the “publish or perish” mindset toward a “impact or perish” ethos, where success is measured by improvements in teaching and learning, not just by journal citations.
Why is it important?
This research paradigm shift is essential because persistent inequities and systemic failures in education cannot be solved through abstract theorizing alone. Reeves highlights the urgency of research that is socially responsible, ethically grounded, and pragmatically useful. Without research that directly informs educational practice and policy, schools risk continuing cycles of reform that lack evidence or relevance. Reeves points out that too much research is conducted in isolation from practice, leading to a disconnect between what educators need and what researchers produce. By embracing a more collaborative and practice-oriented model, researchers can generate findings that not only improve local conditions but also build knowledge that scales in meaningful ways. In short, this type of research has the power to transform education systems, address equity and justice, and foster innovation rooted in human needs.
What are the implications for education?
Reeves’ keynote has profound implications for how educational research is conducted, funded, and applied. For one, it encourages educational institutions and funding agencies to reframe their evaluation criteria to reward research impact and practitioner collaboration, not just theoretical contributions. Educators are seen not merely as research subjects but as co-creators of knowledge, whose lived experiences shape the questions, methods, and applications of the research process. Universities and teacher education programs should support faculty and students to engage in long-term partnerships with schools, co-design interventions, and iteratively test them in authentic environments. For policymakers, the implication is clear: invest in research that is designed with—and for—communities, not just from the top down. For educators, this shift promises access to practical, relevant tools and strategies grounded in evidence that fits their context. Ultimately, Reeves envisions a future where research is an engine for systemic change, helping education become more equitable, innovative, and learner-centered.
reDesignED applies these important takeaways to the fullest extent possible.
Key Takeaways from the Keynote:
- We need use-inspired research that addresses real-world educational challenges.
- Education design research is especially suited for bridging theory and practice.
- Collaboration with educators and communities is essential at every stage of the research process.
- Academic success should be redefined from “publish or perish” to “impact or perish.”
- Equity, ethics, and social responsibility must guide research priorities.
- Traditional metrics of scholarly success (e.g., citations) are insufficient for solving urgent educational problems.
- Research should lead to scalable, sustainable solutions developed and tested in context.
- Educators should be seen as partners in inquiry, not passive recipients of research.
- Institutional and funding policies must evolve to support impactful, co-designed, and field-based research.
- The ultimate goal is to transform education systems to better serve all learners, especially the most marginalized.