Dr. Roy B. Clariana

Division Head & Associate Professor

Penn State University

Office phone: 610-648-3253

E-mail: RClariana@psu.edu

Web page: http://www.personal.psu.edu/rbc4/

 

Education

Ed. D.	1986-1990	University of Memphis, Curriculum and Instruction with an emphasis in Instructional Design and Technology
M.S. Ed.	1977- 1979	University of Central Arkansas, Biology Education
B.S.	1973-1975	University of Central Arkansas, Biology

 

Employment Experiences

·        Penn State University (1997- present) – Associate Professor of Instructional Systems (promotion and tenure in 2003) and Education Division Head (since spring 2007), Great Valley School of Graduate Professional Studies. As Head of the Education Division, I lead faculty in the oversight of our four graduate programs in Curriculum and Instruction, Educational Leadership, Instructional Systems, and Special Education serving about 550 students. Before becoming Head, I coordinated the Leadership in Technology Integration masters program for four years (serving 120 masters degree students) and I initiated and implemented the 4-course post-baccalaureate certificate “Technology and Constructivism Hand in Hand” (TEACHH) in a local school district for three years.

·        University of Oulu, Finland (2005) – Visiting Professor, Educational Technology Research Unit in the Department of Educational Sciences and Teacher Education. link

·        Jostens Learning Corporation, San Diego, CA (1993-1997) – Lead Product Developer, Field Director (UK), Curriculum and Instruction Specialist, Education Consultant. Among many roles and projects, I directed the development of an award-winning web-based curriculum alignment system called VITAL Tools intelligent search tool and lesson planner. As the lead product developer, I managed all aspects of this $3.8m project, including establishing design specifications, teacher and district requirements, managing the APTEX, Inc. sub-contractor, selection of materials to be included in the final search engine database (including 42 state standards, 10 text book series, and national standards in science, math, and the social studies), quality-assurance testing, field trials in 3 schools across the US, training materials development, and coordination of training of salesmen and education consultants (about 250 individuals). Previously, as the Field Director in the United Kingdom, I managed the implementation of a 15-month long technology integration and software evaluation project in 10 schools in the United Kingdom under the auspices of the British Educational Communications and Technology Agency (Becta). The traditional schools involved included: Park Junior in Kettering Cedars School in Leiceister, Montagu High School, Leasowes High School in Dudley, Blantyre High School, Blantyre. The nontraditional schools (Open School) included: Merrydale and Beachaump in Leiceister, Dartford Hospital School in Dartford, Manamede Tutorial Centre in Plymouth, and Lewisham Tuition Centre in Lewisham. I also did a lot of other stuff for this company.

·        WICAT Systems, Inc., Orem, UT (1991-1993) – Education Consultant in the Rocky Mountain Region; I worked in numerous schools and school districts in the dual role of professional development trainer and principal investigator establishing and implementing school-wide School Learning Improvement Plans (LIPs). Working closely with schools’ curriculum staff and lead teachers, I helped set student achievement goals, developed year-long action plans, conducted professional development workshops for teachers, and then assisted in collecting, analyzing, and reporting ongoing classroom-based measures of achievement and process, and also pretest and posttest targeted high-stakes measures (usually standardized tests or state-wide tests). I developed and implemented LIPs in the following schools: Skyview High School in the Mapleton School District 1, Thornton, Colorado; Henderson Elementary, North Elementary, Northeast Elementary, South Elementary, Southeast Elementary, and Brighton Alternative High School in the Brighton School District 27J, Brighton, Colorado; Alsup Elementary and Kemp Elementary in the Adams County School District 14, Commerce City, Colorado; James H. Risley Middle School in the Pueblo School District 60, Pueblo, Colorado; Pine Valley Elementary at the Air Force Academy, Colorado Springs, Colorado; Sergeant Elementary in the Sargent School District, Monte Vista, Colorado; Delta Montrose Vocational Center, Delta, Colorado; Park Elementary in the Durango School District 9-R, Durango, Colorado; Book Cliff Elementary, Castledale Elementary, Cleveland Elementary, Cottonwood Elementary, Ferron Elementary, and Huntington Elementary in the Emory School District, multiple towns, Utah; and Park Elementary and Pineview Elementary in Casper Wyoming. And in Denver Public Schools, Amesse Elementary School, Barnum Elementary School, Barrett Elementary, Bryant Webster Elementary, Castro Elementary, Cory Elementary, Eagleton Elementary, Ebert Elementary, Harrington Elementary, Mitchell Elementary, Munroe Elementary, Remington Elementary, Steele Elementary, Valdez Elementary, and Valverde Elementary.

·        EG&G Inc., Prime Contractor for the Department of Energy Rocky Flats Nuclear Weapons Facility, Golden, CO (1990-1991) – Manager of Training and Qualification in the Quality Assurance Division (with 850 employees); I was responsible for all aspects of initial and continuing qualification requirements for all personnel in every job classification in the Division. I initiated, developed, and implemented the Quality Assurance Division’s qualification processes and documented the procedures. In this high-risk environment, qualification is an annual rigorous process that involves ongoing professional development and job-specific retraining, and includes certification tests and field performance tests. Earlier, as the Training Analysis Manager, I was responsible for the plant-wide testing of fundamental knowledge related to nuclear resumption. I managed teams of employees and consultants who conducted job and task analysis to specify fundamental knowledge, and then developed and validated qualification tests of fundamental knowledge for 12 critical resumption job categories impacting about 1,000 employees across numerous Divisions, both union and nonunion, and then implemented the testing, analysis, and reporting of the test results to plant upper management and to the Department of Energy.

·        U.S. Peace Corps, Asia region (1988) – Executive Program Assistant in Katmandu, Nepal; I conducted job and task analysis interviews (Nepali government representatives and field personnel) to design a teachers-as-teacher-trainer job classification. (online report)

·        St. Anne School, Memphis, TN (1986-1990) – Technology Coordinator; I supported all classes, K-8^th grade, with computer learning in both the computer lab and in classrooms.

·        Memphis State University, Memphis, TN (1985-1990) – Graduate Research Assistant; I taught the course technology for teachers almost every semester, and I also taught an elementary and a secondary science methods course. I also conducted experimental research in the campus Reading Center, and developed curricular materials for middle school environmental science for the Center for Energy and Environmental Education (TVA: A world of resources, ED 360152)

·        US Peace Corps, Africa region (1982-1985) – I was the Training Director in Malawi (online link), an Assistant Training Director in Kenya, and a Technical Trainer for Science Education, Village Polytechnique, and Water Systems in Kenya.

·        US Peace Corps, Kenya (1979-1982) – I was the High School Biology Department Chair at Iten High School, teaching biology and math, and I was also the basketball coach and choir master. Both the basketball team and the choir made it to the national finals in Nairobi.

·        Marvell High School, Marvell Arkansas (1976-1977) – Math teacher

 

Professional Activities

• Editorial Review Board (Development Section), Educational Technology Research and Development (ETR&D), 2007-2012; and Consulting Editor, 2001-2006.
• Editorial Review Board (Research Section), Educational Technology Research and Development (ETR&D), 1999-2006.
• Editorial Review Board, British Journal of Educational Technology (BJET), 2000-2005.
• External reviewer, Journal of Information Systems Education (JISE), 2001.
• Member: AACE, AECT, AERA, APA, ASCD, and ISTE

 

Awards

·        Fulbright Teaching and Research Award, Oulu, Finland, January-June, 2005.

·        Research Reviewer Award, Educational Technology Research and Development, 1999.

·        Software Excellence Award from Technology and Learning magazine for VITAL Tools web-based software, 1998.

·        Graduate Student Research Forum, Memphis State University, first place, 1990.

·        Constance Dorothea-Winemann Scholarship for Outstanding Doctoral Students in Instructional Design, 1990.

·        Take Pride in America, Federal/Education Division, Curriculum developer for Tennessee Valley Authority's Environmental Curriculum "TVA: A World of Resources", 1988. (online link)

Doctoral Advisor and Dissertation Chair

Gustavo Prestera – Context effects of color on recall: border color as a lesson and posttest cue for factual and conceptual information presented in computer-based instruction, 2003. link

John C. Rubisch – Enhancing social perspective taking in delinquent adolescents through cognitive flexibility in a hypermedia program, 2004. link

 

Book Chapters

Clariana, R.B. & Strobel, J. (2007). Modeling technologies. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology, 3rd ed. (pp. 997-1046). Mahwah, NJ: Erlbaum.

Shoop, G.H., Nordstrom, P., & Clariana, R.B. (2007). Model-facilitated learning environments: The pedagogy of the design. In Robert Zheng and Sharmila Pixy Ferris (Ed.), Understanding online instructional modeling: theories and practices (pp. 11-34). Hershey, PA: IGI Global.

Laru, J., Jarvela, S., & Clariana, R. B. (2006). Augmenting students’ collaborative inquiry learning on the nature trail with mobile tools. In Enkenberg, Kentz & Hatakka (Eds.), Emerging practices in educational technology (pp. 93-114). Joensuu, Finland: University Press.

 

Peer-Reviewed Journal Articles

Clariana, R.B., & Taricani, E. M. (n.d.). The consequences of increasing the number of terms used to score open-ended concept maps. International Journal of Instructional Media, 37 (2), in press. link

Clariana, R.B. (n.d.). Ubiquitous wireless laptops in upper elementary mathematics. Journal of Computers in Mathematics and Science Teaching, in press. link

Clariana, R.B., & Wallace, P. E. (n.d.). A comparison of pair-wise, list-wise, and clustering approaches for eliciting structural knowledge. International Journal of Instructional Media, 36 (3), in press. link

Clariana, R.B., & Koul, R. (2008). The effects of learner prior knowledge when creating concept maps from a text passage. International Journal of Instructional Media, 35 (2), 229-236. link

Clariana, R. B., & Wallace, P. E. (2007). A computer-based approach for deriving and measuring individual and team knowledge structure from essay questions. Journal of Educational Computing Research, 37 (3), 209-225. 

Clariana, R. B., & Marker, A. (2007). Generating topic headings during reading of screen-based text facilitates learning of structural knowledge and impairs learning of lower-level knowledge. Journal of Educational Computing Research, 37 (2), 173-191.

Clariana, R. B. & Koul, R. (2006). The effects of different forms of feedback on fuzzy and verbatim memory of science principles. British Journal of Educational Psychology, 76 (2), 259-270.

Clariana, R.B., Koul, R., & Salehi, R. (2006). The criterion-related validity of a computer-based approach for scoring concept maps. International Journal of Instructional Media, 33 (3), 317-325.

Poindexter, M. T., & Clariana, R.B. (2006). The influence of relational and proposition-specific processing on structural knowledge and traditional learning outcomes. International Journal of Instructional Media, 33 (2), 177-184.

Taricani, E. M. & Clariana, R. B. (2006). A technique for automatically scoring open-ended concept maps. Educational Technology Research and Development, 54, 61-78.

Koul, R., Clariana, R. B., & Salehi, R. (2005). Comparing several human and computer-based methods for scoring concept maps and essays. Journal of Educational Computing Research, 32 (3), 261-273.

Clariana, R. B. & Koul, R. (2005). Multiple-try feedback and higher-order learning outcomes. International Journal of Instructional Media, 32 (3), 239-245.

Prestera, G.E., Clariana, R.B., & Peck, A.C. (2005). Memory-context effects of color in computer-based instruction: Does color-coding make screen text more memorable? Journal of Educational Multimedia and Hypermedia, 14 (4), 415-436.

Wallace, P. E., & Clariana, R. B. (2005). Perception versus reality—determining business students’ computer literacy skills and need for instruction in information concepts and technology. Journal of Information Technology Education, 4, 141-152.

Wallace, P. E., & Clariana, R. B. (2005). Test mode familiarity and performance - gender and race comparisons of test scores among computer-literate students in advanced information systems courses.  Journal of Information Systems Education, 16 (2), 177-182.

Wallace, P. E., & Clariana, R. B. (2005). Gender differences in computer-administered versus paper-based tests. International Journal of Instructional Media, 32 (2), 175-183.

Clariana, R. B. (2004). An interaction of screen color and lesson task in CAL. British Journal of Educational Technology, 35 (1), 35-43.

Clariana, R. B. (2004). The instructional effects of matching or mismatching lesson and posttest screen color. International Journal of Instructional Media, 31 (4), 393-400.

Clariana, R. B. (2003). The effectiveness of constructed-response and multiple-choice study tasks in computer aided learning. Journal of Educational Computing Research, 28 (4), 397-408.

Clariana, R. B., & Wallace, P. E. (2002). Paper-based versus computer-based assessment: Key factors associated with the test mode effect. British Journal of Educational Technology, 33 (5), 595-604.

Clariana, R. B., & Lee, D. (2001). Recognition and recall study tasks with feedback. Educational Technology Research and Development, 49 (3), 23-35.

Wallace, P. E., & Clariana, R. B. (2000). Achievement predictors for a computer-applications module delivered online. Journal of Information Systems Education, 11, (1/2), 13-18.

Clariana, R. B. (2000). Colloquia: Change in instruction-related web sites in an 18-month period. British Journal of Educational Technology, 31 (3), 251-253.

Clariana, R. B., Wagner, D., & Murphy, L. R. (2000). Applying a connectionist description of feedback timing. Educational Technology Research and Development, 48, 5-11.

Marcinkiewicz, H. R., & Clariana, R, B. (1997). The performance effects of headings within multiple-choice tests. British Journal of Educational Psychology, 67, 113-119.

Clariana, R. B. (1997). Pace in computer-assisted learning. British Journal of Educational Technology, 28 (2), 135-138.

Clariana, R. B. (1997). Considering learning style in computer-assisted learning. British Journal of Educational Technology, 28 (1), 66-68.

Clariana, R. B. (1996). Differential achievement gains for mathematics computation, concepts and application with an Integrated Learning System. Journal of Computers in Mathematics and Science Teaching, 15 (3), 21-26.

Clariana, R. B. (1994). The Effects of an Integrated Learning System on Third Graders' Mathematics and Reading Achievement. Journal of Computer-Based Instruction, 21 (1), 12-17.

Clariana, R. B. & Schultz, C. W. (1993). Gender by content achievement differences in computer-based instruction. Journal of Computers in Mathematics and Science Teaching, 12 (3/4), 277-288.

Clariana, R. B. (1993). The motivational effect of advisement on attendance and achievement in computer-based instruction. Journal of Computer-Based Instruction, 20 (2), 47-51.

Clariana, R. B. (1993). A review of multiple-try feedback in traditional and computer-based instruction. Journal of Computer-Based Instruction, 20 (3), 67-74.

Clariana, R. B. & Bond, C. L. (1993). Using readability formulas to establish the grade level difficulty of software. Journal of Computing in Childhood Education, 4 (3), 255-261.

Clariana, R. B. (1993). The effects of item organization and feedback density using computer-assisted multiple-choice questions as instruction. Journal of Computer-Based Instruction, 20 (1), 26-31.

Clariana, R. B. (1992). Prescriptions in reading computer-assisted instruction: Reading versus writing. Journal of Computer-Based Instruction, 19 (2), 58-63.

Clariana, R. B. (1992). The effects of public reports of progress on rate of lesson completion in computer-based instruction. Journal of Computing in Childhood Education, 3 (2), 127-136.

Clariana, R. B. (1991). A computer administered cloze placement test and a standardized reading test. Journal of Computers in Mathematics and Science Teaching, 10 (3), 107-112.

Clariana, R. B. (1991). pH and rate of enzymatic reactions. American Biology Teacher, 53 (6), 119-121.

Clariana, R. B., Ross, S. L., & Morrison, G. R. (1991). The effects of different feedback strategies using computer-assisted multiple-choice questions as instruction. Educational Technology Research and Development, 39 (2), 5-17.

Clariana, R. B. (1990). Gender and ability differences in galvanic skin response during pair and individual computer-assisted mathematics instruction. Journal of Computing in Childhood Education, 2 (1), 69-82.

Clariana, R. B. (1990). A comparison of answer until correct feedback and knowledge of correct response feedback under two conditions of contextualization. Journal of Computer-Based Instruction, 17 (4), 125-129.

Clariana, R. B. (1990). Rate of activity completion by achievement, gender, and report in computer-based instruction. Journal of Computing in Childhood Education, 1 (3), 81-90.

Clariana, R. B. (1989). Galvanic skin response biosensor. Journal of Computers in Mathematics and Science Teaching, 8 (3), 44-45.

Bond, C. L., & Clariana, R. B. (1989). Prescriptions in reading computer-assisted instruction: A study considering the effects of three instructional combinations with for reviewing either computer-adaptive or controlled placement on reading achievement. Journal of Computing in Childhood Education, 1 (1), 59-72.

Clariana, R. B. (1989). Computer simulations of science laboratory experiences. Journal of Computers in Mathematics and Science Teaching, 8 (2), 14-19.

 

Grant Review and Evaluation Projects

External evaluator for the Iowa and Maine ongoing state-wide technology research grants under Evaluating State Educational Technology Programs (ESETP), U.S. Department of Education, Washington, DC, October 2003 to December 2007. http://www.public.iastate.edu/~nscentral/news/2007/may/PERL.shtml

 

Reviewer, Evaluating State Educational Technology Programs (ESETP), U.S. Department of Education, Washington, DC, 2003. (see: http://www.ed.gov/programs/evaltech/index.html)

 

Chair of the panel reviewing proposals for the Small Business Innovation Research (OERI SBIR), U.S. Office of Educational Research and Improvement Program, 2002.

 

External Reviewer for Harcourt College Publishers – Second round of formative evaluation of their product, the Virtual Biology Laboratory on the Web by Beneski and Waber, 2002. See: http://darwin.wcupa.edu/beneski/index.html.

 

Extramural Funding (grants)

Peck, K. L., Terenzini, P. T., Wijekumar, K. J., Clariana, R. B., Van Horn, B. L., Prins, E. S. (2006). U.S. Department of Education $1,220,000 Mid-Atlantic Collaborative for Applied Research in Education (M-Care) Tasks 1–5; 3/23/06–12/31/06 (Clariana 3%; see: http://www.ed.psu.edu/news/pubs0506.asp)

 

Reports of Funded Projects

Clariana, R.B. (2008). Meaningful time on task: Practical guidelines for implementing CompassLearning software. Downloaded January 4, 2008 from http://meaningful-time-on-task.wikispaces.com/ (CompassLearning LLC contract #20890).

Clariana, R.B. (2007). Principles of engagement in next generation instructional software design. Downloaded February 1, 2007 from http://nextgenerationsoftware.wikispaces.com/ (CompassLearning LLC contract #20874).

Clariana, R. B. (2003). Establishing an automatic method of scoring concept maps of science content. An experimental investigation that examined the criterion-related validity of my ALA-Mapper software tool (PSU SRS grant-sponsored research - $7,150)

Clariana, R. B. (2001). The effects of test expectation on recognition posttest performance. An experimental investigation comparing test expectation in a computer mediated lesson (PSU SRS grant-sponsored research - $5,700)

Clariana, R. B. (2000). Feedback in computer-assisted learning. NETg University of Limerick Lecture Series. See http://www.ul.ie/techcomm/NETgLectureSeries.htm

Clariana, R. B. (1999). Recognition and Recall Study Tasks with Feedback. An experimental investigation comparing several methods of feedback in a computer mediated lesson (PSU SRS grant-sponsored research - $5,280)

Clariana, R. B. (1998). Extending the knowledge base on headings. An experimental investigation examining the effects of learner-generated headings in a computer mediated lesson (PSU research development grant - $1,480)

Clariana, R. B. (1997). Do writing and dictating draw from the same internal knowledge base? An experimental investigation of the efficacy of speech-to-text software in instruction. (PSU research development grant - $830)

Clariana, R. B. (1992). Integrated learning systems and standardized test improvement. An invited presentation at the World Institute for Computer-Assisted Teaching (WICAT) User's Conference, Sandy, UT. (ERIC Document Reproduction Service: ED 349 943)

Clariana, R. B. (1988). Peace Corps Nepal Pre-service Technical Training Manual: Science and Mathematics Teacher Training. Washington, DC: Publication of the United States Peace Corps Information Collection and Exchange (ICE) and also available from ERIC Document Reproduction Service: ED300276. I conducted job and task analyses in Nepal for a new math and science teacher-as-trainer job classification and then developed appropriate curriculum and assessment materials for pre-service training for this job classification.

Clariana, R. B. (1986). TVA: A World of Resources, Ann Lyons (Ed.). Chattanooga, TN: Tennessee Valley Authority Press (and also available from the ERIC Document Reproduction Service: ED284722 (reprinted in 1989 as ED 360152). I was project director and the lead curriculum developer for this 600-page middle-school environmental education sourcebook that was funded by the Tennessee Valley Authority. In 1988, this curriculum sourcebook was awarded 1^st place in the “Take Pride in America”, Federal/Education Division,

Clariana, R. B. (1984). Peace Corps Malawi 1984 Final Training Report. Washington, DC: Publication of the United States Peace Corps Information Collection and Exchange (ICE) and also available from ERIC Document Reproduction Service: ED285968. I was the training director for this 3-month pre-service training in Malawi.

Clariana, R. B. (1984). Teaching biology in Kenya: A practical manual. Nairobi, Kenya: Peace Corps Publication. Peace Corps Kenya contracted me to write this biology laboratory manual to provide appropriate technology solutions for rural biology teachers that addressed the national “O” level biology curriculum requirements.

 

Peer Reviewed Proceedings

Clariana, R.B., & Koul, R.  (2004). A computer-based approach for translating text into concept map-like representations. In A.J.Canas, J.D.Novak, and F.M.Gonzales, Eds., Concept maps: theory, methodology, technology, vol. 2, in the Proceedings of the First International Conference on Concept Mapping, Pamplona, Spain, Sep 14-17, pp.131-134.  See http://cmc.ihmc.us/papers/cmc2004-045.pdf.

Prestera, G.E., & Clariana, R.B. (2003). When do headings improve learning? A synthesis of verbal signals research. Proceedings: Selected Research and Development Papers Presented at the 2003 National Convention of the Association for Educational Communications and Technology, 1, 356-364.

Clariana, R. B. (2000).  A connectionist model of instructional feedback effects.  Twenty-third Annual Proceedings of Selected Research Papers from the Annual Convention of the Association for Educational Communications and Technology, 23, 23-26.

Marcinkiewicz, H. R., & Clariana, R, B. (1997). Text Design: The Influence of Headings on Multiple-Choice Tests. Nineteenth Annual Proceedings of Selected Research Presentations of the Association for Educational Communications and Technology, 19, 205-208.

Cook, C. & Clariana, R. B. (1994). Kids get the good stuff: A progress report on Jostens Learning Corporation's networked interactive multimedia mathematics product. Proceedings of the 35th International Association for the Development of Computer-Based Instructional Systems Conference, 35, 2-3.

Clariana, R. B., Ross, S. L., & Morrison, G. R. (1992). The effects of different feedback strategies using computer-assisted multiple-choice questions as instruction. Fourteenth Annual Proceedings of Selected Research Presentations of the Association for Educational Communications and Technology, 14, 154-174.

Clariana, R. B. (1992). The effects of different forms of computer-mediated feedback on lesson completion time. Fourteenth Annual Proceedings of Selected Research Presentations of the Association for Educational Communications and Technology, 14, 148-153.

Clariana, R. B. (1991). Prescriptions in reading computer-assisted instruction: Reading versus writing. Proceedings of the 33rd International Association for the Development of Computer-Based Instructional Systems Conference, 33, 148-154.

 

Peer-reviewed Conference Presentations (those not published in Proceedings)

Clariana, R. B. (2006). A demo of free essay scoring software. A presentation at the 5^th Annual Wyoming Math and Science Teachers Conference in Casper, WY, January 13-14, 2006.  PowerPoint presentation at link to PPT file

Clariana, R. B. (2006). Free software that scores biology field reports and essays. T3 International Conference sponsored by Texas Instruments. Denver, CO, February 24-25.

Laru, J., Järvelä, S, & Clariana, R. (2005). Scaffolding collaborative inquire learning in the nature with mobile tools based on peer-to-peer grid technologies. A paper to be presented at Interlearn 2005 Multidisciplinary Approaches to Learning. December 1-2, 2005, Helsinki, Finland.

Laru, J., Järvelä, S., & Clariana, R. (2005). Augmenting students’ collaborative inquiry learning in the nature trail with mobile tools. A paper presented at LETTET’05 Conference - Learning technology and telematics in Education and training 2005. August 3-5, 2005, Savonlinna, Finland.

Clariana, R. B. (2005). How to use free ALA-Reader software to score science essays. A workshop presented at the Technology in Education Conference 2005 at Copper Mountain, CO, June 20-22, 2005.  PowerPoint presentation at http://www.protoapp.com/tie/tie2005/sessions/detail.cfm?sessionID=124.

Koul, R., & Clariana, R. B. (2004). Some relationships between concept maps and written summaries. Online presentation of the 36^th Annual International Visual Literacy Association (IVLA) Conference in Plainesburg, South Africa, October, 2004.

Clariana, R.B., & Koul, R.  (2004). A computer-based approach for translating text into concept map-like representations. Paper presented at the meeting of CMC-2004, Pamplona, Spain. September, 2004.

Taricani, E. M., & Clariana, R. B.  (2003). Semantic map automated assessment techniques. Paper presented at the meeting of Association for Educational Communications and Technology (AECT), Anaheim, CA, October, 2003.

Prestera, G.A., & Clariana, R.B.  (2003). Using signaling devices to promote learning from text. Paper presented at the meeting of Association for Educational Communications and Technology (AECT), Anaheim, CA, October, 2003.

Harvey, D.M., & Clariana, R.B. (2003). Measuring conceptual understanding and change: A visual-spatial approach using concept mapping. Presented at the International Visual Literacy Association (IVLA) Conference, Newport, RI, October 1-5, 2003.

Clariana, R. B. & Poindexter, M. T.  (2003). The influence of relational and proposition-specific processing on structural knowledge. Paper presented at the Annual Meeting of American Educational Research Association (AERA), San Diego, CA, April, 2003. 

Clariana, R. B. (2003). An automatic approach for marking concept maps. An invited presentation at the College of Education, University of Northern Colorado, Greeley, CO on April 3, 2003.

Clariana, R. B. (2003). An automatic approach for marking concept maps. A poster presented at the Annual Conference of the International Society for Technology in Education (ISTE) in Albuquerque, NM on March 26, 2003.

Clariana, R. B. (2003). An automatic approach for marking concept maps. An invited presentation at the College of Education, University of Colorado-Denver, Denver, CO on March 12, 2003.

Clariana, R. B. (2003). An automatic approach for marking concept maps. An invited presentation at the College of Education, University of Missouri. Columbia, MO on March 5, 2003.

Clariana, R. B. (2002). Semantic Map Assessment Project Overview. An invited presentation at the Mid-Continent Research for Education and Learning (McREL) in Aurora, CO on December 18, 2002.

Clariana, R. B. (2002). Screen design: the effects of background color on posttest performance. A poster presented at the Annual Meeting of the Association for educational Communications and Technology (AECT) in Atlanta, GA on November 15, 2002

Clariana, R. B. (2002). CAL design: The effectiveness of constructed-response and multiple-choice study tasks. Presented at ED-MEDIA 2002, the annual international meeting of the Association for the Advancement of Computing in Education (AACE) in Denver, CO, June 28, 2002.

Clariana, R. B. (2002). Does feedback on error impact the association weight of contiguously active traces? Poster session at the 6th International Conference on Cognitive and Neural Systems, Boston College, MA, June 1, 2002.

Clariana, R. B. (2001). Online versus paper-and-pencil test performance: A test mode effect. Presented at the Annual Conference of the Association for Educational Communications and Technology, Atlanta, GA, November 8, 2001.

Clariana, R.B. & Wallace, P. E. (2001). Learner characteristics that negatively impact online versus paper-and-pencil test performance. Presented at the annual international meeting of ED-MEDIA 2001, Tampere, Finland, June 28, 2001.

Clariana, R. B., & Moller, L. (2000). Distance learning profile instrument: Predicting online success. Presented at the Annual Conference of the Association for Educational Communications and Technology, Denver, CO, October 25 – 28, 2000.

Clariana, R. B. (2000). A connectionist model of instructional feedback effects. Presented at the Annual Conference of the Association for Educational Communications and Technology, Denver, CO, October 25 – 28, 2000.

Clariana, R. B. (2000). A delta rule description of the effects of feedback in computer-based instruction. Presented at the Fourth International Conference on Cognitive and Neural Systems, Boston, MA, May, 2000.

Harvey, D.M., Jonassen, D.H., & Clariana, R. (2000). Cognitive Flexibility Hypertext and the Role of the Learning Task. Presented at the ED-MEDIA 2000 World Conference on Educational Multimedia, Hypermedia, and Telecommunications, Montreal, Canada, July, 2000.

Harvey, D. M., Clariana, R. B., & Jonassen, D. H. (2000). Exploring the role of task in learning with cognitive flexibility hypertexts. Presented at the annual meeting of the Association for Educational Communications and Technology (AECT), Long Beach, CA, February, 2000.

Clariana, R. B. (1999). Differential memory effects for immediate and delayed feedback in computer-assisted learning. Presented at the annual meeting of the Association for Educational Communications and Technology (AECT), Houston, TX, February, 1999.

Clariana, R. B. (1999). Feedback selection for print-based and computer-based instruction. Presented at the annual meeting of the American Educational Research Association (AERA) in Montreal, Canada, April, 1999.

Clariana, R. B. (1998). Smarter Tools, Better Teachers: Applying Neural Network Technology to Curriculum Alignment. Presented at the 9th International Conference of the Society for Information Technology and Teacher Education, Washington, DC, March, 1998. (ERIC Document Reproduction Service: ED349943)

Clariana, R. B. (1998). Curriculum Alignment via the Internet. Presented at TECHSPO'98, the Third Annual New Jersey Association of School Administrators Technology Conference, Long Branch, NJ, January, 1998.

Clariana, R. B. (1994). Multiple-try feedback and prior knowledge levels. Presented at the 35th International Association for the Development of Computer-Based Instructional Systems Conference, Nashville, TN, February, 1994.

Clariana, R. B. (1992). Media research with a galvanic skin response biosensor: Some kids work up a sweat! Presented at the annual meeting of the Association for Educational Communications and Technology (AECT), Washington, DC, February, 1992. (as ERIC Document Reproduction Service: ED381141)

Clariana, R. B., & Smith, L. J. (1989). Progress reports improve students' course completion rate and achievement in mathematics computer-assisted instruction. Presented at the annual meeting of the Mid-South Educational Research Association, Little Rock, AR, November, 1989. (ERIC Document Reproduction Service: ED317170)

Clariana, R. B., & Smith, L. J. (1989). Comparative effects of ability and feedback form in computer-assisted instruction. Presented at the annual meeting of the Mid-South Educational Research Association, Little Rock, AR, November, 1989. (ERIC Document Reproduction Service: ED313387)

Clariana, R. B., & Schultz, C. W. (1988). St. Anne Consensus School: The second year. Presented at the annual meeting of the Mid-South Educational Research Association, Louisville, KY, November, 1988. (ERIC Document Reproduction Service: ED301442)

Clariana, R. B., & Smith, L. J. (1988). Learning style shifts in computer-assisted instruction. Presented at the annual meeting of the International Association for Computers in Education (IACE, New Orleans, LA, April, 1988. (ERIC Document Reproduction Service: ED295796)

O'Dell, J.K., Clariana, R.B., Morrison, G.M., & Ross, S.M. (1987). The implications of the effect of text density levels in the design of classroom computer-based instruction. Presented at the annual meeting of the Mid-South Educational Research Association, Mobile, AL, December, 1987.