Rob Foshay is Principal of the Foshay Group, and consults on e-Learning strategy, education technology research and product strategy. He mentors Ph.D. students in the Education Technology programs of Walden University and University of North Texas. He is also a Senior Practice Leader for The Hale Institute.
Rob served for seven years as Director of Research for the Education Technology Group of Texas Instruments, where he contributed to product strategy and managed TI’s extensive education research portfolio on effectiveness of their products and services in math and science (STEM) education. For 15 years he was the chief instructional architect of the PLATO Learning System. He also managed PLATO’s program of independent research on effectiveness. His background also encompasses K-12 teaching, school district technology coordination, university teaching (campus-based and online), and curriculum and training development in a wide range of fields including medical education, aviation, management consulting, field service engineering, and end user software training.
His research interests surround teaching and assessment of ill-structured problem-solving in training and in the STEM fields of education, instructional simulation and games, personalized instruction and formative assessment, and performance-based assessment.
He has contributed over 70 major research journal articles and book chapters on a wide range of topics in e-learning, Instructional Design, Learning Science, technology and education, and Human Performance Technology. He recently co-edited a volume on Instructional Design of the Handbook of Improving Performance in the Workplace, and previously co-authored a textbook on instructional strategies, both published by Wiley.
His doctorate is in Instructional Systems Technology from Indiana University. He and his wife, partner and best friend Miriam live in Dallas, TX. His side interests include baroque music and ham radio.

Back in the 1960's, nerds like me didn't have a chance socially. Imagine my astonishment when I realized, along about the end of my first semester, that there were enough people like me to fill a whole college! I still view Oberlin as my social and intellectual home, especially since I found my best partner, friend and wife there, and our oldest daughter chose Oberlin as well.
We were part of the first co-ed dorm at Oberlin, and one of the first in the country. It functioned something like an extended family, and taught us both a life lesson about the importance of a chosen family. We still have one
I am as proud now as I was then of Oberlin's tradition of social and political activism. Even during the turbulent period surrounding our graduation, culminating with its trip to Washington and the Mozart Requiem performance in National Cathedral, I am as proud now as I was then of how Oberlin came together and lived its principles. Even today, when considering a current issue of social and political change, I ask myself, "what did my professors teach me about this?" and "How are they discussing this issue at Oberlin now?"