Title

Associate Professor

Contact Information

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Office: 150-K MCKB
Department:
IPT

Brief Biography

Originally from Park City, Utah, I am the 5th of 10 children.

I served and LDS mission to Curitiba, Brazil from 1997-1999.

After returning from my mission, I pursued a bachelor\'s degree in Spanish, with a minor in TESOL.

Following a semester teaching adult literacy in rural Mexico, I married my sweetheart, Paulina Alejandra, a Chilean I met while studying at BYU.

I worked with BYU and the Provo School district creating instructional materials and soon pursued a degree in Instructional Technology at the University of Georgia.

Since 2007, I have been with the BYU IP&T faculty and have thoroughly enjoyed it and the students we get to work with.

As a faculty member, I have been able to pursue my interests in better understanding how people learn, the design and development of instructional materials, and teaching children how to program and to think like engineers.

I do this through helping children to create games, which encourages learning through a design, a pedagogical approach I have found to be effective in creating lasting memory, retention, and interest.

Teaching Interests

Instructional Design (IP&T 564, IP&T 664),

Instructional Product Development (IP&T 560; IP&T 760R; IP&T 515R, 002)

Educational Psychology (formerly IP&T 301)

Applied Creativity (IP&T 692R)

Research Interests

I have several different research interests that I have pursued throughout my career.



Current



  • Computational Thinking


    I am currently working on understanding and promoting computational thinking in K-8 education. This is founded in work I\'ve done with Convergent Cognition, a theory that examines how learning two complementary subjects leads to a stronger foundation of knowledge.

    Currently, I work with elementary school teachers to enable them to teach programming and engineering concepts to children.



  • Games in learning


    One of the ways we have encourage kids to learn to program is through the development of games.

    Learning by design is an effective pedagogy and we have found the context to be motivating for many students.

    As we have worked with games, my interest and work with learning games has increased to the point where I am now mentoring graduate students in the design and development of learning games and collaborating with colleagues on course gamification.



  • If you are interested in working with me on any of these projects, please contact me at peter_rich@byu.edu.

Awards

2015 Outstanding Journal Article

Research and Theory Division of the Association for Educational Communications and Technology

2015

MED Best Paper in Management Education Award

OBTS and the Journal of Management Education

2015

AECT Pacificorp Design & Development Competition

Design & Development Division of the Association for Educational Communications and Technology

2015

Pacificorp Design & Development Competition

Pacificorp

2014

Selected Publications

Emerging Research, Practice and Policy on Computational thinking (2017)

Authors: Rich, Peter J; Hodges, Charles

Publication Type: Book, Edited

Publisher: Springer

Editors: Peter J. Rich, Charles Hodges

Using Educational Technologies to Scaffold High School and College Students’ Skill & Will to Plan, Practice and Produce (2016)

Authors: Barrus, Angela; Chapman, Jared; Bodily, Robert; Rich, Peter

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: Nova

Editors: Lijia Lin, Robert Atkinson

Using educational technologies to scaffold high school and college students' skill and will to learn to learn better (2016)

Authors: Barrus, Angela; Chapman, Jared; Bodily, Robert; Rich, Peter

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: Nova Science Publisher

ISBN: 978-1-63485-738-3

URL: https://www.novapublishers.com/catalog/product_info.php?products_id=59265&osCsid=

Editors: Lijia Lin, Robert K. Atkinson

Criteria Language Teachers Use When Selecting CALL Technologies (2016)

Authors: McMurry, Ben; Rich, Peter J; Hartshorn, K.; Anderson, Neil J; Williams, David

Publication Type: Journal Article, Academic Journal

Publisher: www.jltl.org

Volume: 6

Issue: 1

Page Numbers: 49-65

URL: http://www.jltl.org/index.php/jltl/article/view/503

Abstract: click to view

It is important to identify the criteria that language teachers consider when selecting technologies. Software designers and developers, program administrators, and others need to be aware of adoption issues and practices for CALL technology. The focus of this case study was to look at six language instructors considered to be experts in their use of technology in the classroom and examine the criteria they use when selecting CALL resources or activities in the classroom. Interviews, recorded classroom observations, and analyses of teaching materials resulted in three themes: consideration of pedagogy, consideration of convenience, and consideration of authenticity. These are discussed in the context of language teaching, CALL materials development, and language program administration.

Innovating How We Teach Collaborative Design Through Studio-based Pedagogy (2015)

Authors: Rich, Peter J; West, Richard Edward; Warr, Melissa

Publication Type: Book, Chapter/ Section in Scholarly Book

Volume: 39

Page Numbers: 147-163

[Review of Connected Code: Why Children Need to Learn Programming, by Y. Kafai & Q. Burke] (2015)

Authors: Rich, Peter J; Jones, Brian

Publication Type: Book Review

Publisher: Teachers College Record

City: New York

Country: USA

Understanding the use of video analysis tools to facilitate reflection among pre-service teachers (2012)

Authors: Tripp, Tonya; Rich, Peter J

Publication Type: Journal Article, Academic Journal

Publisher: Elsevier

Country: Great Britian

Abstract: click to view

The purpose of this study was to gain an in depth understanding of how video influences the process of teacher change. Using a Spradley-based qualitative design, we examined the change process of teachers in videoclubs in 3 different environments: private, religious, and special education. Six-overarching themes emerged throughout the change process. Teachers reported that video encouraged change because it helped them: (a) focus their analysis, (b) see their teaching from a new perspective, (c) trust the feedback they received, (d) feel accountable to change their practice, (e) remember to implement changes, and (f) see their progress.

New technologies, new approaches to evaluating academic productivity (2012)

Authors: Rich, Peter J; West, Richard Edward

Publication Type: Journal Article, Professional or Trade Magazine Article

Publisher: Educational Technology Publications

Volume: 52

Issue: 6

Editors: Larry Lipsitz

How programming fits with technology education curriculum (2012)

Authors: Wright, Geoffrey Albert; Rich, Peter J; Leatham, Keith Rigby

Publication Type: Journal Article, Academic Journal

Publisher: ITEEA

City: Reston, VA

Country: USA

Volume: 71

Issue: 7

Page Numbers: 3-9

URL: www.iteea.org/Publications/ttt.htm

Editors: Katie de la Paz

Abstract: click to view

Programming is a fundamental component of modern society. Programming and its applications (e.g., Web and game development, online communications, networking and storage) inundate much of how people work and interact. Because of our reliance on programming in one or many of its applications, there is a need to teach students to be programming literate. Because the purpose of the International Technology Engineering and Education Association (ITEEA) is technological literacy, it follows that technology education teachers include programming literacy as one of the fundamental literacy domains they teach. In this article, we advocate that programming literacy be taught in school and demonstrate how it fits within the ITEEA Standards for Technological Literacy (STL): Content for the Study of Technology (2000) framework. In order to understand how teachers might incorporate programming literacy into their existing courses, we then provide a practical example of a current junior high teacher who has modified his Communications courses to incorporate programming literacy through the design of videogames.

Beyond Transcription: Technology, Change, and Refinement of Method (2011)

Authors: West, Richard Edward; Markle, D.; Rich, Peter J

Publication Type: Journal Article, Academic Journal

Country: Berlin

Volume: 12

Issue: 3

Page Numbers: Article 21

URL: http://www.qualitative-research.net/index.php/fqs/article/view/1564/3249

Editors: Katja Mruck

Abstract: click to view

Qualitative researchers have evolved their methods continually, often due to technological breakthroughs that have enabled them to collect, analyze or present data in novel ways or to obtain a stronger authenticity or reflection of participant perspectives. In examining historical situations that have led to methodological shifts, we assert that the qualitative research community is currently on the precipice of another such change, specifically in the transcription of audio and visual data. We advocate for the benefits afforded by emerging technologies to collect, analyze, and embed in research reports actual multimedia data, thus avoiding the loss of meaning and unavoidable interpretation bias inherent in transcription. Working with data in its original multimedia (audio or video) state, instead of a transcription, can allow for greater trustworthiness and accuracy, as well as thicker descriptions and more informative reporting. We discuss the challenges still present with this approach, along with suggestions for improving future methodologies.

Ten essential questions educators should ask when using video annotation tools (2011)

Authors: Rich, Peter J; Tripp, Tonya

Publication Type: Journal Article, Academic Journal

Publisher: Springer

Volume: 55

Issue: 6

Page Numbers: 16-24

Editors: Abbey Brown

Abstract: click to view

The increasing ease and ubiquity of video has resulted in a proliferation of video annotation tools used and designed for improving education. While similar, each tool has its relative strengths and weaknesses. Choosing the “right” tool can have an impact on the experience of teachers and the effectiveness of video as a means for improving teaching and learning. In this article, we present ten guiding questions for making an informed choice about which video annotation tool will best suit each individual situation.

Using online technologies to extend a classroom to learners at a distance (2010)

Authors: Hilton, John; Graham, Charles R; Rich, Peter J; Wiley, David Arnim

Publication Type: Journal Article, Academic Journal

Volume: 31

Issue: 1

Page Numbers: 77-92

Guerrilla video. A new protocol for producing classroom video. (2010)

Authors: Fadde, Peter; Rich, Peter J

Publication Type: Journal Article, Academic Journal

Volume: 50

Issue: 1

Page Numbers: 4-7

Scaffolded video self-analysis: Discrepancies between preservice teachers' perceived and actual instructional decisions (2009)

Authors: Rich, Peter J; Hannafin, M

Publication Type: Journal Article, Academic Journal

Volume: 2009

Issue: 21

Page Numbers: 128-145

Abstract: click to view

While video is commonly used to record ?expert? teachers, video editing and analysis tools have made it possible for preservice teachers to systematically document, assess, analyze and adapt their own teaching practices. This case study documents the experience of three preservice teachers as they used a Web-based video analysis tool to analyze and subsequently act on their instructional decisions. Findings highlight the ability to identify and address discrepancies between thought and action, resulting in marked differences in teaching practice.

Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection (2009)

Authors: Rich, Peter J; Hannafin, M

Publication Type: Journal Article, Academic Journal

Volume: 60

Issue: 1

Page Numbers: 52-67

Abstract: click to view

While video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment teacher self-reflection. Such tools make possible the documentation and support self-analysis using verifiable evidence as well as to examine changes in development over time. Video annotation tools offer the potential to support both the reflection and analysis of one?s own teaching with minimal video editing as well as the ability to associate captured video with related student and teaching evidence. In this paper, we compare and contrast emerging video annotation tools and describe their applications to support and potentially transform teacher reflection.