Concordia University

https://www.concordia.ca/content/concordia/en/research/learning-performance/faculty.html

Dr. Richard F. Schmid

Professor, Education

Office: S-FG 6329 
Faubourg Ste-Catherine Building,
1610 St. Catherine W.
Phone: (514) 848-2424 ext. 2001
Email: richard.schmid@concordia.ca
Website(s): Richard Schmid website

Dr. Schmid is an educational psychologist who conducts research in the following areas:

  • Applications of technologies to improve pedagogy and training in the workplace and schools, especially as applied to computer-supported collaborative learning and performance (funded by an SSHRC Strategics Grant).
  • Conducts systematic reviews on various aspects of how technology supports pedagogy.
  • Analysis of learning strategies and computer-mediated conferencing in in-class and distance education contexts. Learning strategies in educational and training environments, especially those related to complex, ill-defined domains of knowledge. Use of mental modeling techniques and neural nets in the analysis of learner behavior. Research program focuses on the use of concept mapping as a learning, representational, analytic and synthetic tool.
  • Projects requiring the assessment of both product development and implementation of technology-based support systems for NGOs.

Given that educational technology is an applied field, he is also active in internships and theses carried out in local, national and international communities. This work involves supervised projects in analysis, design, development, implementation and evaluation of learning and performance support environments in all levels of education, the private sector, not-for-profit organizations, NGOs, and government.

He was the Associate Director of the Centre for the Study of Learning and Performance (CSLP) Established in 1988 and based at Concordia University, the (CSLP) is a research centre consisting of over 50 principal members, research collaborators and/or associates, 16 support staff, and over 40 graduate students. The objectives of the CSLP are fourfold: to increase the theoretical and practical understanding of the factors that promote and hinder the learning and performance of complex skills; to provide training and support to educators and administrators; to provide the educational community with material and intellectual resources regarding new ideas in education; and to train students who have an interest in learning and performance and who are enrolled in graduate studies within the departments with which the centre and its members are affiliated.

He is a Certified Psychologist - State of Arizona

Educaton

BA St. John's University, August 1973
MA Arizona State University, December 1975
PhD Arizona State University, May 1977

Professional experience

2001 - present
Professor, Concordia University, Department of Education, Graduate Programs in Educational Technology. (full-time)

1981- 2001
Associate Professor, Concordia University, Department of Education, Graduate Programs in Educational Technology. (full-time)

1984-1985
Scholar in Residence, Educational Psychology and Educational Technology, Arizona State University.
1984
Visiting Research Faculty, University of Pennsylvania.

1978-1981
Assistant Professor, Concordia University, Department of Education, Graduate Programme in Educational Technology. (full-time)

1977-1978
Faculty Research Associate, Department of Educational Technology, Arizona State University. (half-time)
Instructional Psychologist, Courseware, Inc., San Diego. (half time)

Current projects

Systematic reviews, including a new project examining technology-supported pedagogy in science education (SSHRC Insight Grant).

Learning theory. An in-depth analysis of theories and theorists in the domain of psychology covering classical and modern connectionism, gestalt, humanist, developmental, cognitive science and constructivism.

Research design, statistics, measurement and evaluation. A variety of courses leading the researcher from basic systems analysis, problem identification, hypothesis development to complex statistical techniques. Research design includes the full range of methods and epistemologies (positivist to post-modern), quantitative and qualitative, all major descriptive and inferential statistics, post hoc analyses, measurement theory and development, evaluation of all quantifiable systems.

Human performance technology. Several courses covering the systems approach to human performance technology, instructional design and development, ranging from practical to theoretical considerations.

Courses taught

Learning theory. An in-depth analysis of theories and theorists in the domain of psychology covering classical and modern connectionism, gestalt, humanist, developmental, cognitive science and constructivism.

Research design, statistics, measurement and evaluation. A variety of courses leading the researcher from basic systems analysis, problem identification, hypothesis development to complex statistical techniques. Research design includes the full range of methods and epistemologies (positivist to post-modern), quantitative and qualitative, all major descriptive and inferential statistics, post hoc analyses, measurement theory and development, evaluation of all quantifiable systems.

Human performance technology. Several courses covering the systems approach to human performance technology, instructional design and development, ranging from practical to theoretical considerations.

Professional memberships

American Psychological Association
American Educational Research Association
National Consortium for Instruction and Cognition
International Society for Performance and Instruction - Montreal Chapter

Professional activities

Editorial Board, Canadian Journal of Learning and Technology - 2001-present.
Editorial Board, International Journal of Instructional Media - 2001-present.
Advisory Board, Adaptech Project, Dawson College, Montréal, Québec, 2000.
Editorial Reviewer, Canadian Journal of Educational Communication, 1985 - present; ETR&D, 2004 - present.


Research activities

  • Learning Toolkit; Early Reading Literacy
  • Disability and Special Needs
  • Alphie's Alley
  • IERI
  • PedTech
  • Team Alphie
  • e-Learning


Selected publications

Borokhovski, E., Bernard, R. M.,Tamim, R.M., & Schmid, R. S., & Sokolovskaya, A. (2016). Technologysupportedstudent interaction in higher education: A meta-analysis of designed versuscontextual treatments. Computers in Education, 96, 15-28. http://dx.doi.org/10.1016/j.compedu.2015.11.004


Borokhovski, E., Bernard, R. M., Tamim, R. M., &Schmid, R. F. (2016). Technology integration in postsecondary education:Asummary of findings of a series of meta-analytical research. PublishedProceedings of the 27th Annual ED-MEDIA Conference,  Montreal, QC.


Bernard,R. M., Borokhovski, E., Schmid,R. F., & Tamim, R. M. (2014). An explorationof bias in meta-analysis: The case of of technology integration research inhigher education. Journal of Computing in Higher Education, 26(3),183-209. http://dx.doi.org/10.1007/s12528-014-9084-z.


Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P.C.,Surkes, M. A., Wade, C. A., Woods, J. (2014). The effects of technology use inpostsecondary education: A meta-analysis of classroom applications. Computers& Education, 72, 271-291.

Schwartz, N.H. & Schmid, R.F. (2012). Using technology to fostermeaningful learning environment. In Michael J. Lawson and John R. Kirby(eds), The quality of learning: Dispositions, instruction, and mentalstructures. Cambridge University Press.

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid,R.F. (2011). What forty years of research says about the impact of technologyon learning: A second-order meta-analysis and validation study. Review ofEducational Research. 81(3), 4-28. doi:10.3102/0034654310393361

Bures, E. M., Abrami, P. C., & Schmid, R. F. (2010). Exploring whetherstudents' use of labelling depends upon the type of activity. InternationalJournal of Computer-Supported Collaborative Learning, 5(1), 103-116.

Borokhovski, E., Bernard, R.M., Schmid, R.F., Tamim, R.M., Abrami, P.C., Wade,A.C., & Surkes, M.A. (2009). The practice of meta-analysis and "Thegreat technology debate". [Scientific Bulletin of Belgorod StateUniversity: Social Science Series], 14(69), 106-122.

Schmid, R.F., Bernard, R.M., Borokhovski, E. Tamim, R. Abrami, P.C., Wade, C.A.Surkes, M.A. & Lowerison, G. (2009). Technology is effect on achievement inhigher education: a Stage I meta-analysis of classroom applications. Journalof Computing in Higher Education, 21, 95-109.

Tamim, R.M., Lowerison, G., Schmid, R.F., Bernard, R.M., Abrami, P.C., &Dehler, C. (2008). Assessing computer use and perceived course effectiveness inpost-secondary education in an American/Canadian context. Journal ofEducational Computing Research, 39(3), 221-234.

Schmid, R.F., Miodrag, N., & Di Francesco, N. (2008). A human-computerpartnership: The tutor/child/computer triangle promoting the acquisition ofearly literacy skills. Journal of Research on Technology in Education, 41(1).

Blasi, L., Fiore, S.M., Hedberg, J., & Schmid, R.F. (2008). The socialconsequences of design and development teams. In J. M. Spector, W.D.Merrill, J.Van Merrienboer, & M.P. Driscoll (eds.) Handbook of research oneducational communications and technology (3rd ed.). New York: Erlbaum.

O'Donnell, A.M., D'Amico, M., Schmid, R.F., Reeve, J., & Smith, J.K.(2008). Educational Psychology: Reflection for Action. Canadian edition.Mississauga, ON: John Wiley and Sons Canada.

Bures, E.M., Abrami, P.C. & Schmid, R. (2007). Supporting Online Dialogue throughStructured Features: Does Labelling Help? Journal of Interactive LearningResearch, 1-39.

Tovar, M., Gagnon, F. & Schmid, R.F. (1997). Development of a consultationprofile of interventions perceived as successful by human performancetechnology consultants. Performance Improvement Quarterly, 10(3), 67-83.

Daningburg, S. & Schmid, R.F. (1994). The effect of formative evaluationfactors on types and magnitude of learning. Canadian Journal of EducationalCommunication, 23, 3-18.

Schmid, R.F. & Telaro, G. (1990). Concept mapping as an instructionalstrategy for high school biology. Journal of Educational Research, 84,78-85.

Schmid, R.F. & Gerlach, V.S. (1990). Instructional design rules foralgorithmic subject matter. Performance Improvement Quarterly, 3, 2-15.

 

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