The Open University of Israel
Dr. Paul Gorsky

Dr. Paul Gorsky

Department of Education and Psychology  

Updated: October, 2014

 

Contact Info

Office + 972-9-7781339
Fax + 972-9-7780626
E-mail [email protected]
Address Dr. Paul Gorsky
Open University of Israel
POB 808
Ra'anana, 43137
Israel
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Education

1970 B.A. Mathematics and Philosophy, University of Pennsylvania, Philadelphia, Pa.
1972 M.Ed. Curriculum and Instruction, Duke University, Durham, N.C.
1989 D.Sc. Science Education, Technion, Israel Institute of Technology, Haifa.

     Thesis Dissertation: Restructuring students' concepts of force: A study of a computer-aided, dissonance-based instructional strategy;
     Thesis supervisor: Prof. Menachem Finegold.

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Professional Career


1990 - 
CEO (1990-2002); Chair, Board of Directors (2002-2011); CEO (2011-), Science and Reasoning 2000, Bat Hefer, Israel.

     This Not-for-Profit Organization offers after-school, hands-on programs in science, technology and mathematics for gifted and “science oriented” youth throughout Israel.     

2010-2011
Subject Matter Expert / Instructional Designer, Pangea Tools Ltd., Herzliya, Israel.

     Design of interactive digital science and math lessons (grades 1-8) for schools throughout the USA (in affiliation with Houghton, Mifflin & Harcourt).

2002-2011
Research Associate, Open University of Israel, Ra'anana, Israel.

     Research into the integration and use of web-based information technologies in diverse instructional systems.

1990-1992
Consultant, Ministry of Education, Tel Aviv, Israel.

     Evaluation of science and math courseware for use in schools.

1982-1990
CEO, Bits of Knowledge, Kfar Saba, Israel.

     Design of training programs for industrial and military clients using then state-of-the-art multimedia technologies.
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Teaching Positions

2006 - Course Coordinator, Master's degree program, Open University of Israel, Ra'anana, Israel.

    -  "Integrating communications media in various disciplines"
2006-2009 Instructor, Master's degree program, Open University of Israel, Ra'anana, Israel.

    -  "Principles of design and analysis of computer-based learning environments"

    -  "Theories of learning and instruction"

    -  "Technology and learning"
1987-1990 Instructor, Technion, Israel Institute of Technology, Haifa, Israel.

    -  "Integrating learning technologies in physics education"
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Supervision of Higher Degrees

2008-2009 Mirela Widder, M.A., Educational Technology, Open University of Israel.

     Thesis Dissertation: Using computed simulation to overcome visual obstacles in 3D geometry teaching.
2013 - Liat Blatman-Lampert, M.A., Educational Technology, Open University of Israel.

     Thesis Dissertation: Toward an intelligent tutoring system: Developing a tool to measure students' conceptual and procedural knowledge in fractions.
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Other Professional Activities

2010 - Consultant, Ministry of Education, Jerusalem, Israel. (Evaluation of educational research proposals).
2010 -

Editorial Review Board, International Journal of Cyber Behavior, Psychology and Learning.
2004 Expert Consultant, European Commission, Brussels, Belgium (Evaluation of science education projects).
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Publications

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Professional Books

1. Gorsky, P. & Nitzani-Hendel R. (2002). Simple Demonstrations in Physics. Israel: Science & Reasoning 2000. (Hebrew).

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Chapters in Professional Books

1. Gorsky, P. & Caspi, A. (2010). Learning science at a distance: Instructional dialogues and resources. In D. Kennepohl & L. Shaw,  (Eds.), Accessible Elements:
     Teaching Science Online and  at a Distance. Athabasca, Canada: Athabasca University Press.
2. Gorsky, P., Caspi, A. & Chajut, E. (2008). Instructional dialogue: Toward a unified theory of instructional design in the cognitive domain. In R. Zheng and S.
     Pixy-Ferris, (Eds.), Online Instructional Modeling: Theories and Practice. Hershey, PA: Idea Group, Inc.

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Articles in Refereed Journals

1. Widder, M. & Gorsky, P. (2013). How students solve problems in spatial geometry while using a software application for visualizing 3D geometric objects, Journal of
     Computers in Mathematics and Science Teaching, 32(1), 557-588.
2. Gorsky, P., Caspi, A. & Blau, I. (2012). A comparison of non-mandatory online dialogic behavior in two higher education blended environments, Journal of
     Asynchronous Learning Networks. 16(4), 55-69.
3. Gorsky, P., Caspi, A., Blau, I., Vine, Y. & Billet, A. (2012). Toward a Community of Inquiry population parameter: The impact of unit (sentence vs. message) on the
     results of quantitative content analysis, International Review of Research on Distance Learning 12(7), 17-37. Available online at: http://www.irrodl.org
4. Gorsky, P., Caspi, Antonovsky, A., Blau, I. & Mansur, A. (2010). The relationship between academic discipline and dialogic behavior in Open University course
     forums. International Review of Research on  Distance Learning. 11(2), 49-72. Available online at: http://www.irrodl.org

5. Meisher-Tal, H. & Gorsky, P. (2010). Wikis: What students do and don't do when writing collaboratively. Open Learning: The Journal of Open and Distance
     Learning. 25(1), 25-35.
6.

Gorsky, P. & Blau, I. (2009). Effective online teaching: A tale of two instructors. International Review of  Research on Distance Learning. 10(3), 1-27.
7. Tuvi-Arad, I. & Gorsky, P. (2007). Web based learning of molecular symmetry. Chemical Education:  Research and Practice. 8(1), 61-72.
8. Gorsky, P., Caspi, A. & Smidt, S. (2007). Use of instructional dialogue by university students in a difficult distance education physics course. Journal of Distance
     Education. 22(1), 1-12.
9. Caspi, A. & Gorsky, P. (2006). Open university students’ use of dialogue. Studies in Higher Education. 31(6), 735-752.
10. Caspi, A. & Gorsky, P. (2006). Online deception: Prevalence, motivation and emotions. Cyberpsychology and Behavior. 9(1), 54-59.
11. Gorsky, P., Caspi, A. & Trumper, R. (2006). Campus-based university students’ use of dialogue. Studies in Higher Education. 31(1), 71-87.
12. Caspi, A. & Gorsky, P. (2005). Instructional media choice: Factors affecting the preferences of distance education coordinators. Journal of Educational Multimedia
     and Hypermedia. 14(2), 169-198.
13. Caspi, A., Gorsky, P. & Privman, M. (2005). Using digital video in a History course taught at a distance. Instructional Science. 33(1), 31-47.
14. Gorsky, P. & Caspi, A. (2005). A critical analysis of transactional distance theory. Quarterly Review of Distance Education. 6(1), 1-11. Available online at Harvard
     Univ: http://www.harvard.edu
15. Gorsky, P. & Caspi, A. (2005). Dialogue: A theoretical framework for distance education instructional systems. British Journal of Educational  Technology.  36(2),
     137-144. Available online at: https://www.openu.ac.il
16. Gorsky, P., Caspi, A. & Trumper, R. (2004). Dialogue in a distance education physics course. Open Learning: The Journal of Open and Distance Learning. 19(3),
     265-277.
17. Gorsky, P., Caspi, A. & Tuvi-Arad I. (2004). Use of instructional dialogue by university students in a distance education chemistry course. Journal of Distance
     Education. 19(1), 1-19.
18. Caspi, A., Gorsky P. & Chajut, E. (2003). The influence of group size on non-mandatory asynchronous instructional discussion groups. The Internet and Higher
     Education, 6(3), 227-240.
19. Trumper, R. & Gorsky, P. (1997). A survey of biology students’ conceptions of force in pre-service training for high school teachers. Research in Science and
     Technological  Education, 15(2), 133-147.
20. Trumper, R. & Gorsky, P. (1996). A cross-college age study about physics students’ conceptions about force in pre-service training for high school teachers.
     Physics Education, 31(4), 227-236.
21. Gorsky, P. & Finegold, M. (1994). The role of anomaly and of cognitive dissonance in restructuring students' concepts of force. Instructional Science, 22(2), 75-90.
22. Trumper, R. & Gorsky, P. (1993). Learning about energy: The influence of alternative frameworks, cognitive levels, and closed mindedness. Journal of Research in
     Science Teaching, 30(7), 637-648.
23. Gorsky, P. & Finegold, M. (1992). Using computer simulations to restructure students' conceptions of force. Journal of Computers in Mathematics and Science
     Teaching, 11(2), 163-178.
24. Finegold, M. &  Gorsky, P. (1991). Students' concepts of force as applied to related physical systems: A search for consistency. International Journal of Science
     Education, 13(1), 97-113.
25. Finegold, M. & Gorsky, P. (1988). Learning about forces: Simulating the outcomes of pupils'  misconceptions. Instructional Science, 17(3), 251-261.
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Presentations at Refereed Conferences and Articles in Conference Proceedings

1. Gorsky, P. (2011). Hidden structures in asynchronous course forums: Toward a Golden Ratio population parameter. International Conference on Computer
     Supported Collaborative Learning. Hong Kong: The University of Hong Kong and the International Society of the Learning Sciences.
2. Gorsky, P., Caspi, A., Blau, I. & David, Y. (2011). Toward a population parameter for "Communities of Inquiry" in higher education, asynchronous course forums. In
     Eshet-Alkalai, Y., Caspi, A., Eden, S., Geri, N., & Yair, Y. (Eds.), Proceedings of Chais Conference on Instructional Technologies Research: Learning in the
     Technological Era (pp. 28-30). Open University of Israel. 
3.
Wider, M. & Gorsky, P. (2010). Using computed simulation to overcome visual obstacles with 3D dynamic geometry software. In Eshet-Alkalai, Y., Caspi, A.,
     Eden, S., Geri, N., & Yair, Y. (Eds.), Proceedings of Chais Conference on Instructional Technologies Research: Learning in the Technological Era (pp. 81-93).
     Open University of Israel.
4. Dubi, T. & Gorsky, P. (2010). Developing reasoning skills about personal finance by means of the Webkinz game. In Eshet-Alkalai, Y., Caspi, A., Eden, S.,
     Geri, N., & Yair, Y. (Eds.), Proceedings of Chais Conference on Instructional Technologies Research: Learning in the Technological Era (pp. 57-65).  Open
     University of Israel.
5. Gorsky, P. & Caspi, A. (2009). Theory of instructional dialogue: Toward a new paradigm for distance education. 25th Annual Conference on Distance Teaching &
     Learning, August 4-7, Madison, Wisconsin, USA.
6. Rozen, E., Cassidy, K. & Gorsky, P. (2009). Classroom Blogs and Parental Involvement. In Eshet-Alkalai, Y., Caspi, A., Eden, S., Geri, N., & Yair, Y. (Eds.),
     Proceedings of Chais Conference on Instructional Technologies Research: Learning in the Technological Era (pp. 204-206). Open University of Israel.
7. Abu Ahmed, L., Antonovsky, A. & Gorsky, P. (2009). High school geometry: The effectiveness of traditional vs. computer-aided learning environments. In
     Eshet-Alkalai, Y., Caspi, A., Eden, S., Geri, N., & Yair, Y. (Eds.), Proceedings of Chais Conference on Instructional Technologies Research: Learning in the
     Technological Era (pp. 173-174). Open University of Israel.
8. Levenberg, A. & Gorsky, P. (2008). The effect of feedback on students' willingness to participate in educational blogs. In Eshet, Y., Caspi, A., & Yair, Y. (Eds.),
     Proceedings of Chais Conference on Instructional Technologies Research: Learning in the Technological Era (pp. 242). Open University of Israel.
9. Dalal, S. & Gorsky, P. (2008). The use of websites in Israeli elementary schools. In Eshet, Y., Caspi, A., & Yair, Y. (Eds.), Proceedings of Chais Conference on 
     Instructional Technologies Research: Learning in the Technological Era (pp. 231). Open University of Israel.
10. Levin, T. & Gorsky, P. (2008). Using a shared spreadsheet for encouraging meaningful mathematical discussion and for promoting collaborative knowledge
     construction in a community of learners. In Eshet, Y., Caspi, A., & Yair, Y. (Eds.), Proceedings of Chais Conference on Instructional Technologies Research:
     Learning in the Technological Era (pp. 239). Open University of Israel.
11. Gorsky, P., Caspi, A. & Smidt, S. (2007). Students' utilization of instructional resources in a difficult distance education physics course. In Eshet, Y., Caspi, A., & 
     Yair, Y. (Eds.), Proceedings of Chais Conference on Instructional Technologies Research: Learning in the Technological Era (pp. 71-77). Open University of
     Israel.
12. Gorsky, P., Caspi, A. & Chajut, E. (2006). Dialogic behavior: Students' utilization of instructional resources. In K. Fernstrom & K. Tsolakidis (Eds.), Proceedings of
     ICICTE: International Conference on Information Communication Technology in Education (pp. 176-180). Abbotsford, BC, Canada: UCFV Press.
13. Gorsky, P. & Caspi, A. (2006). Dialogic behavior:  Students' utilization of instructional resources. In Y. Eshet, A. Caspi, and Y. Yair, (Eds.), Learning in the
     Technological Era (pp. 49-54). Open University of Israel.
14. Gorsky, P., Caspi, A., Trumper R., Tuvi-Arad I. & Nitzani-Hendel, R. (2005). Learning physics and chemistry: Distance and campus-based university students'
     dialogic behavior. ESERA: European Science Education Research Association. Barcelona, Spain.
15. Gorsky, P., Caspi, A., Tuvi-Arad, I. & Trumper, R. (2005). Students’ utilization of instructional resources in different educational environments. Meital Conference,
     Ben Gurion University, Be’er Sheva, Israel.
16. Tuvi-Arad, I. & Gorsky, P. (2004). Web based learning of molecular symmetry. E-learn 2004 - World conference on e-learning in corporate, government, health care,
     and higher education, Wash., DC.
17. Gorsky, P., Caspi, A. & Tuvi-Arad, I. (2004). Use of instructional dialogue by university students in a distance education chemistry course. In P. Kommers & G.
     Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 3568-3574). Chesapeake, VA:
     AACE.
18. Gorsky, P., Caspi, A. & Trumper R. (2004).  Use of instructional dialogue by university students in a distance education physics course. GIREP: International
     Research Group on Physics Teaching, Ostrava, Czech Republic.
19. Caspi, A., Chajut, E. & Gorsky, P. (2003). A study of asynchronous discussion groups in distance learning courses at the Open University of Israel.EARLI:
     European Association of Research in Learning and Instruction, Padova, Italy.
20. Gorsky, P., Trumper, R. & Nitzani-Hendel R. (2003). Informal science education in Israel: Reasons for participation and impact on attitudes. ESERA: European
     Science Education Research Association, Noordwijkerhout, Holland.
21. Gorsky, P. & Trumper, R. (2002). Informal science education in Israel: Teaching elementary school children qualitative physics concepts.GIREP: International
     Research Group on Physics Teaching, Lund, Sweeden.
22. Gorsky, P. & Schwartz, A. (1993). Computerized control systems for elementary school aged children. Science Education in Developing Countries: From Theory to
     Practice, Jerusalem.
23. Gorsky, P. & Finegold, M. (1993). Using computer simulations to restructure students' concepts of force. Science Education in Developing Countries: From Theory
     to Practice, Jerusalem.
24. Gorsky, P. & Finegold, M. (1992). Using computer simulations to restructure students' concepts of force. European Conference on Educational Research,
     Enschede, The Netherlands.
25. Gorsky, P. & Finegold, M. (1990). Using computer simulations to restructure students' concepts of force. International Conference on Science Education, Limerick,
     Ireland.
26. Gorsky, P. & Finegold, M. (1989). Using computer simulations to restructure students' concepts of force. Australian Conference on Science Education, Perth,
     Australia.
27. Gorsky, P. & Finegold, M. (1989). Learning about static equilibrium: Simulating the outcomes of pupils' misconceptions. Second International Jerusalem Convention
     on Education: Science and Mathematics Education, Jerusalem.
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Reports and Workshops

1. Gorsky, P., Caspi, A. & Chajut, E. (2007). Toward a unified theory of instruction in the cognitive domain. An audio-conference presentation, Centre for Distance
     Education Research (CIDER), Athabasca University, Canada.
2. Gorsky, P., Caspi, A. & Chajut, E. (2006). Dialogue: Toward a unified theoretical framework for instruction in the cognitive domain and a practical research agenda.
     ICICTE: International Conference on Information Communication Technology in Education. Rhodes, Greece.
3.

Gorsky, P. & Caspi, A. (2005). Dialogue: Toward a unified theoretical framework for instruction in the cognitive domain. Dept. of Education in Technology and 

     Science, Technion. Haifa, Israel.
4. Gorsky, P. & Nitzani-Hendel R. (2004). Simple demonstrations in physics. Junior High School Science and Technology Teachers Convention, Weizmann Institute of
     Science. Rehovot, Israel.
5. Gorsky, P. (2002). Learning technologies in distance education. Dept. of Education in Technology and Science. Technion. Haifa, Israel.
6. Gorsky, P. (1997). Simple demonstrations in physics. High School Physics Teachers Convention, Ministry of Education, Kibbutz Shefaim, Israel.
7. Gorsky, P. (1992). Students' misconceptions about physics concepts. Ministry of Education, Weizmann Institute of Science. Rehovot, Israel.
8. Gorsky, P. (1991). Computers in the high school physics curriculum. Workshop for new-immigrant physicists from the former Soviet Union. Tel Aviv University, Tel
     Aviv, Israel.
9. Gorsky, P. & Finegold, M. Using computer simulations to restructure students' concepts of force.

     a. Dept. of Education in Technology and Science, Technion, Haifa, Israel, 1989.
     b. Dept. of Physics, Bar Ilan University, Ramat Gan, Israel. 1990.
     c. Dept. of Science Education, Weizmann Institute of Science, Rehovot, Israel, 1990.
     d. Dept. of Science Education, University of Pretoria, Pretoria, S.A., 1991.
     e. Dept. of Education, Tel Aviv University, Tel Aviv, Israel, 1992.
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Software Programs

1. Gorsky, P. & Finegold, M. (1992). Forces in physical systems: Newton's second law, Ministry of Education.
2. Gorsky, P. & Finegold, M. (1991). Forces in physical systems: Newton's first law, Ministry of Education.
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Course Design and Development

1.

Open University of Israel: Master's Degree course 14017 "Integrating communications media in various disciplines"

           

-  Chapter 1: Knowledge and academic disciplines

-  Chapter 2: Integrating communications media in various disciplines

-  Chapter 3: Educational technology: The future is now
2.

Science and Reasoning 2000: Hands-on science and technology courses for gifted and “science oriented” youth:

           

-  First Steps in Science          (1st grade)

-  Explore and Discover            (2nd - 3rd grade)

-  Wonders of the Universe       (4th - 6th grade)

-  Introduction to Robotics        (5th - 6th grade)

-  Mathematical Reasoning 1    (3rd - 4th grade)

-  Mathematical Reasoning 2    (5th - 6th grade)

-  Computer Applications 1       (2nd - 4th grade)

-  Computer Applications 2       (3rd  - 5th grade)

-  Designing Web Sites            (4th - 6th grade)

-  Programming in C#               (5th - 6th grade)

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Research and Development ($339,600)

2011
 Open Univ. of Israel: Toward a population parameter in higher education, asynchronous course forums. $2,800
2008
 Open Univ. of Israel: University students' dialogic behavior: A search for causality. $25,000
2007 Open Univ. of Israel: The relationship between students' strategic and tactical approaches to study. $2,800
2000
 Ministry of Science: Internet science projects for elementary school children. $10,000
1999 Ministry of Science: Build mobile science exhibits for elementary schools.  $10,000
1998 Jewish Agency: Science for gifted children in outlying regions.  $48,000
1997 Ministry of Science: Build a science exhibition for kindergarten children. $20,000
1995 Ministry of Environmental Quality: Workshops on environmental quality for junior high schools. $7,000
1995 Ministry of Science: Implement science enrichment programs for underprivileged children. $47,000
1994 Ministry of Science: Develop exhibits on chaos theory and fractal geometry. $60,000
1992 Joint Distribution Committee: Science program for Ethiopian, new immigrant children. $20,000
1992 Ministry of Education, Department of Gifted Children: Curriculum for gifted children grades 4-6. $17,000
1992 International Sephardi Education Fund: Young scientists program - Physics and mathematics. $42,000
1990 International Sephardi Education Fund: Computer control systems for underprivileged students.  $25,000
1988 Technion: Factors influencing the acquisition of force related concepts among high school students. $3,000
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