Alison Carr-Chellman serves as the Head of the Learning and Performance Systems Department and Professor of Instructional Systems at Penn State University. Her work centers on systems thinking, diffusion of innovations, stakeholder participation and radical school change.
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Dr. Carr-Chellman serves on the Advisory Board of The Boys' Initiative: The Commission to Establish a White House Council for Boys to Men, and has recently been interviewed by WNYC in New York City and WBUR in Boston on her recent TED talk and related research that advocates for the use of gaming to re-engage boys in elementary level education.
She was nominated by the National Science Teachers Association to the "Nifty Fifty" and will be presenting at their expo in April 2012 in Washington D.C. has several ongoing research projects including Bring Back the Boys and the Unheard Voices Project, in which she broadly explores what prisoners, homeless, working poor, and migrant workers have to say about school reform. Dr. Carr-Chellman's research team is also currently working on a Universal Design Test, which they hope will help to identify the ways in which various demographics may score on a test of design capabilities. Dr. Carr-Chellman's most recent research project involves a deeper understanding of minority ascension within the United States Marine Corps in the form of a qualitative needs assessment.
Ali is author of more than 100 articles, books, and proceeding papers. She graduated with a Ph.D. in Instructional Systems Technology from Indiana University, Bloomington.
Good instructional design is the key to great instruction. Instructional Design for Teachers focuses on the instructional design process specifically for k-12 teachers. This book introduces a new, common-sense model of instructional design (ID) to take K-12 teachers through the ID process...
Published July 29th 2010 by Routledge
Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more...
Published February 1st 2009 by Routledge
User Design offers a fresh perspective on how front-line learners (users) can participate in the design of learning environments. The author challenges the universal assumption that front-line users must be relegated to the role of offering input, and that the actual design activity of learning...
Published September 10th 2006 by Routledge
