Heather Leary

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Title

Associate Professor

Department

IPT, EIME

Contact Information

Office: 150G MCKB

Phone: 801-422-2765

Email: heather.leary@byu.edu

Website: www.drheatherleary.com

Brief Biography

Dr. Leary is an Associate Professor of Instructional Psychology & Technology. Her research focuses on tackling complex educational challenges in K-12 and higher education. She works collaboratively with practioners in various disciplines (e.g., science, math, arts) and spaces (e.g., online environment, professional development) to iteratively design and implement potential solutions. She uses design-based research, research-practice partnerships, problem-based learning, and research synthesis to generate useable knowledge and alignment between the principles of learning and instructional practice.

She graduated from Utah State University in 2012 with her PhD in Instructional Technology and Learning Sciences. She was a post-doctoral researcher at the University of Colorado Boulder in the Institute of Cognitive Science and a Visiting Research Scientist at the University Corporation for Atmospheric Research from 2011-2015. She designed curricula for the online programs at BYU-Idaho from 2015-2016. She is an active member of the Association for Educational Communications and Technology (AECT), the American Educational Research Association (AERA), and International Society of the Learning Sciences (ISLS).

Teaching Interests

Undergraduate Courses:
IPT 371 - Integrating K–12 Educational Technology 1
IPT 372 - Integrating K–12 Educational Technology 2

Graduate courses:
EIME 720 - Design-Based Research
IPT515R - Problem-Based Learning
IPT515R - Accessibility
IPT 520 - Foundations of Instructional Technology
IPT 653 - Qualitative Research I
IPT 661 - Introduction to Evaluation
IPT 753 - Advanced Qualitative Research

Research Interests

Teacher Professional Learning
Technology Integration
Problem-Based Learning
Curriculum Adaptations
Student Success
STEM+Arts Education (STEAM)
21st Century Skills and Literacy
Problems of Practice
Design-Based Research
Research-Practice Partnerships
Meta-Analysis and Meta-Synthesis

Selected Publications

Social network analysis in rural schools: A literature review

Journal: Educational Research: Theory and Practice

Date: 2024

Technology-Mediated Lesson Study: A Step-by-Step Guide

Journal: International Journal for Lesson and Learning Studies

Date: 2023

Conducting Problem-Based Learning Meta-Analysis: Complexities, Implications, and Best Practices

Journal: Interdisciplinary Journal of Problem-Based Learning

Date: 2023

Decision-Based Learning for teaching arterial blood gas analysis

Journal: International Journal of Nursing Education Scholarship

Date: 2023

Research Methods for Design Knowledge: Clarifying Definitions, Characteristics, and Areas of Confusion

Journal: Educational Technology Research and Development

Date: 2023

Understanding Collaborative Design Practice Through Self-Study

Journal: Journal of Applied Instructional Design

Date: 2023

Understanding English Graduates’ Experiences Entering the Workforce

Journal: English in Education

Date: 2023

Online learning for first-generation and underrepresented minoritized students: A literature review using a model of student engagement

Journal: Online Learning Journal

Date: 2022

Pillars of Online Pedagogy: A Framework for Teaching in Online Learning Environments

Volume: 57

Issue: 3

Journal: Educational Psychologist

Date: 2022

Enhancing critical thinking skills through decision-based learning

Journal: Innovative Higher Education

Date: 2022

Characteristics of students who opted in to use boost mobile app as an educational support service

Volume: 9

Issue: 1

Journal: Journal of Teaching and Learning with Technology

Date: 2020

Professional development for online teaching: A literature review

Volume: 24

Issue: 4

Pages: 254-275

Journal: Online Learning

Date: 2020

Teaching and Learning Information Synthesis: An intervention and rubric based assessment

Volume: 9

Issue: 1

Pages: 60-82

Journal: Communications in Information Literacy

Mathematical tasks as boundary objects in design-based implementation research

Publisher: International Society of the Learning Sciences

Editors: J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, & L. D'Amico

City: Boulder, CO

Pages: 11271131

Journal: Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2

Tensions in a multi-tiered research-practice partnership

Publisher: International Society of the Learning Sciences

Editors: J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, & L. D'Amico

City: Boulder, CO

Pages: 11711175

Journal: Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2

A Meta-Analysis of Problem-Based Learning: Examination of Education Levels, Disciplines, Assessment Levels, Problem Types, Implementation Types, and Reasoning Strategies

Publisher: Purdue University Press

Editors: A. Walker, H. Leary, C.E. Hmelo-Silver, P.A. Ertmer

City: West Lafayette, IN

Country: United States of America

Journal: Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows

The Role of School District Science Coordinators in the District-Wide Appropriation of an Online Resource Discovery and Sharing Tool for Teachers

Volume: 23

Issue: 3

Pages: 309-323

Journal: Journal of Science Education and Technology

Characterizing and Predicting the Multi-faceted Nature of Quality in Educational Web Resources

Volume: 3

Issue: 3

Journal: Transactions on Interactive Intelligent Systems

Comparing Technology-Related Teacher Professional Development Designs: A multilevel study of teacher and student impacts

Volume: 60

Issue: 3

Pages: 421-444

Journal: Educational Technology Research and Development

Designing for problem-based learning: A comparative study of technology professional development

Volume: 5

Pages: 510-520

Journal: US-China Education Review B

Automating Open Educational Resource Assessments: A Machine Learning Generalization Study

Publisher: ACM

City: New York, NY

Journal: Joint Conference on Digital Libraries

Developing and Using a Review Rubric to Assess Learning Resource Quality in Education Digital Libraries

Publisher: InTech

Editors: Kuo Hung Huang

Pages: 181-196

Journal: Digital Libraries Methods and Applications

Re-Framing Information Literacy: Problem-Based Learning as Informed Learning

Volume: 33

Issue: 4

Pages: 261-268

Journal: Library & Information Science Research

A Study of Teachers' Use of Online Learning Resources to Design Classroom Activities

Volume: 13

Issue: 2

Pages: 117-134

Journal: New Review of Hypermedia and Multimedia

It’s more than just technology adoption: Understanding variations in teachers’ use of an online planning tool

Journal: TechTrends

Adopting an Online Curriculum Planning Tool: Facilitation for teachers’ thinking about constructive pedagogy and technology integration

Volume: 22

Issue: 44

Pages: 423-447

Journal: Journal of Technology and Teacher Education

Social Network Analysis of Educators in Rural Schools: A Literature Review

Journal: Educational Research: Theory and Practice

Organizing for Teacher Agency in Curricular Co-Design

Publisher: Routledge

Editors: Cole, M., Penuel, W. R., & O'Neill, K.

Journal: Cultural-Historical Activity Theory Approaches to Design-Based Research

Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends

Publisher: Edtechbooks

Issue: 2

Measuring learner-content interaction in digitally augmented learning experiences

Volume: 42

Issue: 3

Journal: Distance Education

Innovations in Instructional Design and Technology Programs A View from PIDT 2018

Volume: 64

Pages: 432-438

Journal: TechTrends

A newcomer's lens: A look at K-12 online and blended learning in the Journal of Online Learning Research

Volume: 5

Issue: 2

Pages: 123-144

Journal: Journal of Online Learning Research

Research trends in instructional design and technology journals

URL: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.1271

Volume: 50

Issue: 1

URL: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.1271

Pages: 64-79

Journal: British Journal of Educational Technology

Abstract

Self-Directed Learning in Problem-Based Learning: A Literature Review

Editors: Moallem, M., Hung, W., & Dabbagh, N.

Journal: The Wiley Handbook of Problem-Based Learning

Meta-analysis and meta-synthesis methodologies: Rigorously piecing together research

Volume: 62

Issue: 5

Pages: 525-534

Journal: TechTrends

Research-Practice Partnerships: Addressing K-12 Educational Problems Through Active Collaborations

Publisher: Springer

Editors: Robert Branch

Volume: 41

Journal: Educational Media and Technology Yearbook

Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis

Publisher: Purdue University Press

Editors: A. Walker, H. Leary, C.E. Hmelo-Silver, P.A. Ertmer

City: West Lafayette, IN

Journal: Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows

Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizational Technologies

Volume: 27

Issue: 1

Pages: 61-77

Journal: Journal of Science Teacher Education

Organizing for Teacher Agency in Curricular Co-Design

Volume: 25

Issue: 4

Pages: 531-564

Journal: Journal of the Learning Sciences

Teachers, Tasks, and Tensions: Lessons from a Research-Practice Partnership

Volume: 19

Issue: 1/2

Journal: Journal of Mathematics Teacher Education

Becoming an LIDT Professional

Publisher: EdTechBooks.org

A Pilot Meta-Analysis of Computer-Based Scaffolding in STEM Education

Volume: 18

Issue: 1

Pages: 183-197

Journal: Educational Technology and Society

Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows

Publisher: Purdue University Press

City: West Lafayette, IN

Expanding Approaches for Understanding Impact: Integrating Technology, Curriculum, and Open Educational Resources in Science Education

Volume: 63

Issue: 3

Pages: 355-380

Journal: Educational Technology Research and Development