Judith Lewandowski is an Instructor of Learning Design and Technology at Purdue University. Dr. Lewandowski earned all three of her degrees from Purdue University and has worked in the field of education / instructional design for over 20 years. Her professional roles have included: K-12 educator, outreach coordinator, professional development specialist, and instructional design consultant. Dr. Lewandowski's areas of interest relate to the practical application of learning design principles including: the promotion of student engagement, the infusion of motivation theory, cultivating service learning projects, and innovative approaches to professional development.
Ph.D., Curriculum & Instruction: Learning Design and Technology, Purdue University.
West Lafayette, IN, 2002.
M.S. Curriculum & Instruction: Educational Technology, Purdue University.
West Lafayette, IN, 1999.
B.A. Education, Purdue University.
West Lafayette, IN, 1996.
Richardson, J.C. & Kozan, K. (2017). Digging deep into Communities of Inquiry at Purdue. Educational Media and Technology Yearbook, Volume 40. doi: 10.1007/978-3-319-45001-8_6
Richardson, J.C., Maeda, Y., Lv, J. & Caskurlu, S. (2017). A meta-analysis of social presence in relation to students’ satisfaction and learning. Computers and Human Behavior, 71, 402-417. http://dx.doi.org/10.1016/j.chb.2017.02.001
Watson, S., Watson, B., Janakiraman, S., & Richardson, J.C. (2017). A team of instructors’ use of Social Presence, Teaching Presence and Attitudinal Dissonance: An Animal Behaviour and Welfare MOOC. International Review of Research in Open and Distance Learning, 18(2), 69-90. Available online at: http://www.irrodl.org/index.php/irrodl/article/view/2663/4087
Richardson, J.C. & Lowenthal, P. (2017). Instructor social presence: Learners’ needs and a neglected component of the Communities of Inquiry framework. Social Presence in online learning: Multiple perspectives, theories, and practices. Sterling, VA; Stylus Publishing.
Swan, K. & Richardson, J.C. (2017). Learning about the Community of Inquiry (CoI) framework. Social Presence in online learning: Multiple perspectives, theories, and practices. Sterling, VA; Stylus Publishing.
Olesova, L., & Richardson, J. (2017) The effectiveness of feedback in asynchronous online courses for non-native speakers of English. In M. Carrier, R. Damerow, & K. Bailey (Eds), Digital language learning and teaching: Research, theory and practice. New York, NY; Routledge, Taylor & Francis.
Instructor, Learning Design & Technology
Tenured Faculty, Indiana University South Bend
Instructional Design Consultant
K-12 Educator (Licensed Indiana)
External Program Evaluator