Jeremy Riel, PhD
Visiting Assistant Professor
Educational Psychology
Pronouns: He/Him/His
Contact
Building & Room:
3343 ETMSW
Office Phone:
Email:
Related Sites:
About
Dr. Jeremy Riel is a technologist and learning design researcher. At UIC, Dr. Riel conducts an interdisciplinary research program with three tracks of inquiry: (1) investigating the role of new technologies for learning, (2) improving processes of learning experience design, and (3) the role of technology skills education to promote a technologically literate citizenry, agency, and the ability to affect positive change.
Dr. Riel's work investigates emerging and disruptive technologies and their effects on human behavior and learning, with an eye for how new technologies might be used to maximize the learning of digital literacy and critical reasoning skills for use in the tech-ubiquitous world. In this regard, Dr. Riel's recent work includes exploring generative artificial intelligence (genAI), machine learning, games and simulations, chat apps (e.g., Discord), online and distance learning, social media, and video streaming. Furthermore, Dr. Riel investigates the implementation of technology-enhanced learning interventions and how to support teachers and facilitators via professional development programs.
Dr. Riel also promotes technological and digital literacy at all ages across the disciplines. As a technology skills educator, his work emphasizes the important "T" part of STEM/STEAM as a mechanism for agency and social change in today's tech-ubiquitous society. People with a high degree of technology fluency, digital literacy, interest, and self-efficacy are empowered to navigate and make an impact in today's world where technologies and multiple information streams are integrated into virtually every action and decision in every aspect of life. Dr. Riel's projects aim to develop technology fluency and digital literacy in both schools and the active workforce, and particularly those from communities who are underrepresented in technology-based academics and careers.
Courses Taught
Dr. Riel teaches courses for the Instructional Design and Training (IDT) Minor (https://go.uic.edu/idt) and the Human Development and Learning BA programs in the Educational Psychology Department.
- EPSY 380 - Instructional Design and Training
- EPSY 430 - Interactive Online Instruction: Design and Development
- EPSY 440 - Engaging Multimedia Learning: Design and Development
- EPSY 450 - Assessment and Evaluation of Learning Outcomes and Educational Products
Selected Grants
CME Group Foundation, The Ready Child - A Public Awareness Campaign, Co-PI
National Science Foundation, Collaborative Research: Supporting Instructional Decision Making: The Potential of An Automatically Scored Three-dimensional Assessment System, Senior Investigator
Institute of Education Sciences, Refinement of GlobaleEd2 and Testing New Intervention Impact, Project Manager
Selected Publications
Riel, J., Lawless, K. A., & Oren, J. (2022). Comparisons of synchronous and asynchronous discussions in an online roleplaying simulation to teach middle school written argumentation skills. Online Learning Journal, 26(4), 1-26. http://dx.doi.org/10.24059/olj.v26i4.3468.
Riel, J., & Lawless, K. A. (2022). Developing written argumentation skills with an educational simulation game (ESG): The design and implementation of the GlobalEd ESG. In P. Sullivan, B. Sullivan, & J. Lantz (Eds.), Cases on Innovative and Successful Uses of Digital Resources for Online Learning. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-9004-1.ch007.
Riel, J. (2021). Essential features and critical issues with educational chatbots: Toward personalized learning via digital agents. In M. Khosrow-Pour (Ed.), Handbook of Research on Modern Educational Technologies, Applications, and Management. 246-262. Hershey, PA: IGI Global. http://doi.org/10.4018/978-1-7998-3476-2.ch015.
Riel, J., & Lawless, K. A. (2021). Enhancing student affect from multi-classroom simulation games via teacher professional development: Supporting game implementation with the ROPD model. International Journal of Gaming and Computer-Mediated Simulations. 13(1), 34-54. http://doi.org/10.4018/IJGCMS.20210101.oa3.
Riel, J., Lawless, K. A., & Brown, S. W. (2018). Timing matters: Approaches for measuring and visualizing behaviours of timing and spacing of work in self-paced online teacher professional development courses. Journal of Learning Analytics. 5(1), 25-40. https://doi.org/10.18608/jla.2018.51.3
Riel, J., Lawless, K. A., & Brown, S. W. (2017). Defining and designing responsive online professional development (ROPD): A framework to support curriculum implementation. In Kidd, T. & Morris, L. R. (Eds.), Encyclopedia of Instructional Systems and Technology. 104-115. Hershey, PA: IGI Global. http://doi.org/10.4018/978-1-5225-2399-4.ch010.
Education
Ph.D. - University of Illinois Chicago
M.A. - Georgetown University
B.A. - University of Oregon
A.A. - Lane Community College
Professional Memberships
American Educational Research Association (AERA), Division C
Society for Technology and Teacher Education (SITE)
International Technology and Engineering Educators Association (ITEEA)
Online Learning Consortium (OLC)