Publications
2021
Code, J, Zap, N, Ralph, R
Academic success online: Mediating the effects of personality and self-efficacy in online learning Journal Article Forthcoming
In: International Journal on E-Learning, Forthcoming.
BibTeX | Tags: educational technology, learning design, mediation, online learning, personality, quantitative, self-efficacy, survey research
@article{Code2021b,
title = {Academic success online: Mediating the effects of personality and self-efficacy in online learning},
author = {J Code and N Zap and R Ralph},
year = {2021},
date = {2021-11-01},
urldate = {2021-05-01},
journal = {International Journal on E-Learning},
keywords = {educational technology, learning design, mediation, online learning, personality, quantitative, self-efficacy, survey research},
pubstate = {forthcoming},
tppubtype = {article}
}
Code, J, Ralph, R, Forde, K
A disorienting dilemma: Pandemic transformed pedagogy in technology education Journal Article Forthcoming
In: Teaching and Teacher Education, Forthcoming.
Abstract | BibTeX | Tags: disorienting dilemma, equity and access, pandemic pedagogy, secondary education, technology education, thematic analysis
@article{Code0000,
title = {A disorienting dilemma: Pandemic transformed pedagogy in technology education},
author = {J Code and R Ralph and K Forde},
year = {2021},
date = {2021-09-02},
journal = {Teaching and Teacher Education},
abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and, ultimately, to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students. },
keywords = {disorienting dilemma, equity and access, pandemic pedagogy, secondary education, technology education, thematic analysis},
pubstate = {forthcoming},
tppubtype = {article}
}
The way individuals interpret and reinterpret their experience is central to meaning-making and, ultimately, to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.
Code, J, Forde, K, Petrina, S, Ralph, R, Zhao, J
Designerly ways, means, and ends: From STEM to STEAM to STEAMD Proceeding
STEM2021 International Conference Vancouver, Canada, 2021.
Abstract | BibTeX | Tags: STEAM, STEM, technology education
@proceedings{Code2021,
title = {Designerly ways, means, and ends: From STEM to STEAM to STEAMD},
author = {J Code and K Forde and S Petrina and R Ralph and J Zhao},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-09-01},
urldate = {2021-09-01},
address = {Vancouver, Canada},
institution = {University of British Columbia},
organization = {STEM2021 International Conference},
abstract = {In this symposium, five panelists provide conceptual and empirical direction for exploring designerly ways, means, and ends in STEM educational research. STEM and STEAM are inadequate without recognition of the uniqueness of design. The first paper explores methodological innovations with point-of-view wearable cameras and a group of pre-schoolers. The paper addresses how and why children share, or may be reluctant to do so, as they design with digital technologies, from their point of view. The second paper explores preservice teachers’ design of the digital self or professional image. Preservice teachers in this research inform researchers’ understandings of design considerations and concerns that young professionals process as they curate their image through social media. The third paper explores instructional designers’ experiences in a 3D virtual world design for the acquisition of cultural competence. Their insights challenge STEM education researchers to account for cultural nuances in design research. The fourth paper explores evidence-centred game design through a focus on Falling Skies!, which presents students with the problem of a mass mortality event. Drawing on a framework of inquiry-based learning and agency, the game challenges students to investigate why this happened. The fifth and final paper argues for an explicit role for design in STEM, perhaps as STEAMD. The paper draws from Cross’s argument that design is unique in its ways of knowing.},
keywords = {STEAM, STEM, technology education},
pubstate = {published},
tppubtype = {proceedings}
}
In this symposium, five panelists provide conceptual and empirical direction for exploring designerly ways, means, and ends in STEM educational research. STEM and STEAM are inadequate without recognition of the uniqueness of design. The first paper explores methodological innovations with point-of-view wearable cameras and a group of pre-schoolers. The paper addresses how and why children share, or may be reluctant to do so, as they design with digital technologies, from their point of view. The second paper explores preservice teachers’ design of the digital self or professional image. Preservice teachers in this research inform researchers’ understandings of design considerations and concerns that young professionals process as they curate their image through social media. The third paper explores instructional designers’ experiences in a 3D virtual world design for the acquisition of cultural competence. Their insights challenge STEM education researchers to account for cultural nuances in design research. The fourth paper explores evidence-centred game design through a focus on Falling Skies!, which presents students with the problem of a mass mortality event. Drawing on a framework of inquiry-based learning and agency, the game challenges students to investigate why this happened. The fifth and final paper argues for an explicit role for design in STEM, perhaps as STEAMD. The paper draws from Cross’s argument that design is unique in its ways of knowing.
Code, J, Forde, K, Ralph, R, Zap, N
Assessment for learning in immersive and virtual environments: Evidence-centered game design in STEM Proceeding
STEM2021 International Conference Vancouver, Canada, 2021.
Abstract | BibTeX | Tags: assessment, Evidence-centred game design (EDgD), feedback, immersive learning, learner agency, science inquiry
@proceedings{Code2021c,
title = {Assessment for learning in immersive and virtual environments: Evidence-centered game design in STEM},
author = {J Code and K Forde and R Ralph and N Zap},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-09-01},
urldate = {2021-09-01},
address = {Vancouver, Canada},
institution = {University of British Columbia},
organization = {STEM2021 International Conference},
abstract = {Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. This paper reports on the development of an authentic performance assessment in science, technology, engineering and mathematics (STEM), Falling Skies!, built around an ecological, inquiry-based problem – where students are presented with the issue of a mass mortality event and are challenged to investigate why this happened. Assessment for Learning in Immersive Virtual Environments (ALIVE; alivelab.ca) is a research program that examines how 3D immersive virtual environments (3DIVEs), as assessments for learning, is designed to enable students to regulate their science inquiry abilities in real-time. Specifically, this project explores the use of 3DIVEs to provide feedback through the formative assessment of inquiry reasoning in the context of middle school life science. Ultimately, the ALIVE project aims to contribute empirical evidence of how students conduct complex logic, assisting them to become better self-regulated learners, thus providing a sense of personal agency, efficacy, and opportunity necessary to participate in STEM careers.},
keywords = {assessment, Evidence-centred game design (EDgD), feedback, immersive learning, learner agency, science inquiry},
pubstate = {published},
tppubtype = {proceedings}
}
Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. This paper reports on the development of an authentic performance assessment in science, technology, engineering and mathematics (STEM), Falling Skies!, built around an ecological, inquiry-based problem – where students are presented with the issue of a mass mortality event and are challenged to investigate why this happened. Assessment for Learning in Immersive Virtual Environments (ALIVE; alivelab.ca) is a research program that examines how 3D immersive virtual environments (3DIVEs), as assessments for learning, is designed to enable students to regulate their science inquiry abilities in real-time. Specifically, this project explores the use of 3DIVEs to provide feedback through the formative assessment of inquiry reasoning in the context of middle school life science. Ultimately, the ALIVE project aims to contribute empirical evidence of how students conduct complex logic, assisting them to become better self-regulated learners, thus providing a sense of personal agency, efficacy, and opportunity necessary to participate in STEM careers.
2020
Code, J
Representations of agency emergence in learning analytics Journal Article Forthcoming
In: International Journal of Information and Learning Technology, Forthcoming.
BibTeX | Tags: learner agency, learning analytics, learning design, systematic review
@article{Code2020d,
title = {Representations of agency emergence in learning analytics},
author = {J Code},
year = {2020},
date = {2020-07-26},
journal = {International Journal of Information and Learning Technology},
keywords = {learner agency, learning analytics, learning design, systematic review},
pubstate = {forthcoming},
tppubtype = {article}
}
Code, J, Ralph, R, Forde, K
Pandemic designs for the future: Perspectives of technology education teachers during COVID-19 Journal Article
In: Information and Learning Sciences, 121 (5/6), pp. 419-431, 2020.
Abstract | BibTeX | Tags: 21st century learning, educational technology, learning design, mixed methods, qualitative, self-efficacy, teacher education | Links:
@article{code2020pandemic,
title = {Pandemic designs for the future: Perspectives of technology education teachers during COVID-19},
author = {J Code and R Ralph and K Forde},
url = {https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0112/full/pdf?title=pandemic-designs-for-the-future-perspectives-of-technology-education-teachers-during-covid-19},
doi = {10.1108/ILS-04-2020-0112},
year = {2020},
date = {2020-07-08},
journal = {Information and Learning Sciences},
volume = {121},
number = {5/6},
pages = {419-431},
publisher = {Emerald Publishing Limited},
abstract = {Purpose
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.},
keywords = {21st century learning, educational technology, learning design, mixed methods, qualitative, self-efficacy, teacher education},
pubstate = {published},
tppubtype = {article}
}
Purpose
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.
Code, J
Agency for learning: Intention, motivation, self-efficacy and self-regulation Journal Article
In: Frontiers in Education, 5 , pp. 19, 2020.
Abstract | BibTeX | Tags: AFLQ, forethought, intention, learner agency, learning design, motivation, quantitative, self-efficacy, self-regulation, survey research | Links:
@article{code2020agency,
title = {Agency for learning: Intention, motivation, self-efficacy and self-regulation},
author = {J Code},
doi = {10.3389/feduc.2020.00019},
year = {2020},
date = {2020-02-26},
booktitle = {Frontiers in Education},
journal = {Frontiers in Education},
volume = {5},
pages = {19},
organization = {Frontiers},
abstract = {Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners’ effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. The results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.},
keywords = {AFLQ, forethought, intention, learner agency, learning design, motivation, quantitative, self-efficacy, self-regulation, survey research},
pubstate = {published},
tppubtype = {article}
}
Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners’ effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. The results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.
Ralph, R, Pennefather, P, Code, J, Petrina, S
Too many apps to choose from: Using rubrics to select mobile apps for preschool Book Chapter
In: Papadakis, S, Kalogiannakis, M (Ed.): Mobile Learning Applications in Early Childhood Education, Chapter 2, pp. 20–38, Information Science Reference/IGI Global, 2020.
Abstract | BibTeX | Tags: 21st century learning, educational technology, learning design, mobile devices, preschool, qualitative, tablet technology | Links:
@inbook{ralph2020too,
title = {Too many apps to choose from: Using rubrics to select mobile apps for preschool},
author = {R Ralph and P Pennefather and J Code and S Petrina},
editor = {S Papadakis and M Kalogiannakis},
doi = {10.4018/978-1-7998-1486-3.ch002},
year = {2020},
date = {2020-01-01},
booktitle = {Mobile Learning Applications in Early Childhood Education},
pages = {20--38},
publisher = {Information Science Reference/IGI Global},
chapter = {2},
abstract = {Substantive research investigates the effects and impacts of tablets, in particular iPads, on children’s education, but few papers discuss support for teachers in deciding which iPad applications can be integrated into the classroom. Even fewer articles are directed towards application developers. This chapter explores two standards for choosing apps for children—the four-pillar model of Hirsh-Pasek et al. (2015) and the rubric for the evaluations of educational apps for preschool children (REVEAC) by Papadakis, Kalogiannakis, and Zaranis (2017). This chapter draws from two standards for choosing iPad applications for young children in the classroom and through analysis of two applications will propose the REVEAC for educators and developers while also suggesting specific features that developers could consider when targeting children under 5 years old in educational contexts. (PsycINFO Database Record (c) 2020 APA, all rights reserved)},
keywords = {21st century learning, educational technology, learning design, mobile devices, preschool, qualitative, tablet technology},
pubstate = {published},
tppubtype = {inbook}
}
Substantive research investigates the effects and impacts of tablets, in particular iPads, on children’s education, but few papers discuss support for teachers in deciding which iPad applications can be integrated into the classroom. Even fewer articles are directed towards application developers. This chapter explores two standards for choosing apps for children—the four-pillar model of Hirsh-Pasek et al. (2015) and the rubric for the evaluations of educational apps for preschool children (REVEAC) by Papadakis, Kalogiannakis, and Zaranis (2017). This chapter draws from two standards for choosing iPad applications for young children in the classroom and through analysis of two applications will propose the REVEAC for educators and developers while also suggesting specific features that developers could consider when targeting children under 5 years old in educational contexts. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
2019
Code, J
Unbundled learning with heart failure Conference
Heart Failure Society of America Annual Meeting Philadelphia, PA, 2019.
Abstract | BibTeX | Tags: autoethnography, learner agency, social media
@conference{Code2019g,
title = {Unbundled learning with heart failure},
author = {J Code},
editor = {R Starling and S Zieroth},
year = {2019},
date = {2019-10-20},
address = {Philadelphia, PA},
organization = {Heart Failure Society of America Annual Meeting},
abstract = {Code, J. (2019, September). Unbundled learning with heart failure. In R. Starling and S. Zieroth (Chairs), Barriers to implementation of new therapies. Invited panel at the Heart Failure Society of America Annual Meeting, Philadelphia, PA, USA.},
keywords = {autoethnography, learner agency, social media},
pubstate = {published},
tppubtype = {conference}
}
Code, J. (2019, September). Unbundled learning with heart failure. In R. Starling and S. Zieroth (Chairs), Barriers to implementation of new therapies. Invited panel at the Heart Failure Society of America Annual Meeting, Philadelphia, PA, USA.
Code, J, Zap, N
A preliminary exploration of the effects of personality and self-efficacy for online learning in higher education Proceeding
AACE edmedia + innovate learning, Amsterdam, Netherlands, 2019.
BibTeX | Tags: higher education, learning design, mediation, mixed methods, online learning, personality, self-efficacy, survey research, teacher education
@proceedings{Code2019b,
title = {A preliminary exploration of the effects of personality and self-efficacy for online learning in higher education},
author = {J Code and N Zap},
editor = {T Bastiaens},
year = {2019},
date = {2019-08-31},
publisher = {edmedia + innovate learning},
address = {Amsterdam, Netherlands},
organization = {AACE},
keywords = {higher education, learning design, mediation, mixed methods, online learning, personality, self-efficacy, survey research, teacher education},
pubstate = {published},
tppubtype = {proceedings}
}
Code, J
Design and Validation of the Agency for Learning Questionnaire Across Multiple Contexts Presentation
06.04.2019, (Canadian Society for the Study of Education Annual Meeting, Vancouver, Canada).
Abstract | BibTeX | Tags: AFLQ, assessment, IRT
@misc{Code2019i,
title = {Design and Validation of the Agency for Learning Questionnaire Across Multiple Contexts},
author = {J Code},
year = {2019},
date = {2019-04-06},
abstract = {Code, J. (2019, June). Design and Validation of the Agency for Learning Questionnaire Across Multiple Contexts. Presentation at the Canadian Society for the Study of Education Annual Meeting, Vancouver, Canada.},
note = {Canadian Society for the Study of Education Annual Meeting, Vancouver, Canada},
keywords = {AFLQ, assessment, IRT},
pubstate = {published},
tppubtype = {presentation}
}
Code, J. (2019, June). Design and Validation of the Agency for Learning Questionnaire Across Multiple Contexts. Presentation at the Canadian Society for the Study of Education Annual Meeting, Vancouver, Canada.
Ralph, R, Code, J, Petrina, S
Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads Journal Article
In: International Journal of Early Years Education, 2019.
Abstract | BibTeX | Tags: 21st century learning, educational technology, iPads, learning design, preschool, qualitative | Links:
@article{Jillianne_Code64288027,
title = {Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads},
author = {R Ralph and J Code and S Petrina},
doi = {10.1080/09669760.2019.1685468},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Early Years Education},
abstract = {Theory of Mind (ToM) is an individual’s ability to understand the cognitive states of others, including their desires, beliefs, and knowledge. ToM describes how children, by the age of four, understand how others may be thinking or feeling. It is the ability to understand the thinking or viewpoints of their peers. This paper will describe ToM levels with preschool-aged children (n = 5). The current research used a storybook task battery to measure children’s ToM, as well as developed observational measures, focused on three domains from the task battery. Results of this exploratory study indicate that three of the children had a high level of ToM while the other two were low, as they were not of age. Results also indicate that ToM was observed but challenging to measure as it is primarily an internal process. Future studies can use these suggested tools in conjunction to get a better understanding of ToM with groups preschool-aged children.},
keywords = {21st century learning, educational technology, iPads, learning design, preschool, qualitative},
pubstate = {published},
tppubtype = {article}
}
Theory of Mind (ToM) is an individual’s ability to understand the cognitive states of others, including their desires, beliefs, and knowledge. ToM describes how children, by the age of four, understand how others may be thinking or feeling. It is the ability to understand the thinking or viewpoints of their peers. This paper will describe ToM levels with preschool-aged children (n = 5). The current research used a storybook task battery to measure children’s ToM, as well as developed observational measures, focused on three domains from the task battery. Results of this exploratory study indicate that three of the children had a high level of ToM while the other two were low, as they were not of age. Results also indicate that ToM was observed but challenging to measure as it is primarily an internal process. Future studies can use these suggested tools in conjunction to get a better understanding of ToM with groups preschool-aged children.
2017
Code, J, Zap, N
Assessment in immersive virtual environments: Cases for learning, of learning, and as learning Journal Article
In: Journal of Interactive Learning Research, 28 (3), pp. 235-248, 2017.
BibTeX | Tags: 21st century learning, educational technology, immersive environments, learning design, qualitative
@article{Code2017,
title = {Assessment in immersive virtual environments: Cases for learning, of learning, and as learning},
author = {J Code and N Zap},
year = {2017},
date = {2017-01-01},
journal = {Journal of Interactive Learning Research},
volume = {28},
number = {3},
pages = {235-248},
keywords = {21st century learning, educational technology, immersive environments, learning design, qualitative},
pubstate = {published},
tppubtype = {article}
}
2016
Code, J, Hatzipanagos, S
Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency Proceeding
AACE World Conference on Educational Media and Technology, Vancouver, BC, 2016.
BibTeX | Tags: educational technology, gamification, higher education, learning design, mixed methods, OER, online learning, qualitative
@proceedings{Code2016b,
title = {Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency},
author = {J Code and S Hatzipanagos},
editor = {C Fulford and G Veletsianos},
year = {2016},
date = {2016-07-31},
publisher = {World Conference on Educational Media and Technology},
address = {Vancouver, BC},
organization = {AACE},
keywords = {educational technology, gamification, higher education, learning design, mixed methods, OER, online learning, qualitative},
pubstate = {published},
tppubtype = {proceedings}
}
Code, J, Zap, N
Virtual and augmented reality as cognitive tools for learning Proceeding
AACE World Conference on Educational Media and Technology, Vancouver, BC, 2016, (Zap, N. & Code, J. (2016). Virtual and augmented reality as cognitive tools for learning. In C. Fulford & G. Veletsianos et al. (Eds.), Proceeding of the world conference on educational multimedia, hypermedia and telecommunications (pp. 1317–1324). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). (SA)).
BibTeX | Tags: 21st century learning, cognitive tools, educational technology, immersive environments, systematic review
@proceedings{Code2016c,
title = {Virtual and augmented reality as cognitive tools for learning},
author = {J Code and N Zap},
editor = {C Fulford and G Veletsianos},
year = {2016},
date = {2016-07-31},
publisher = {World Conference on Educational Media and Technology},
address = {Vancouver, BC},
organization = {AACE},
note = {Zap, N. & Code, J. (2016). Virtual and augmented reality as cognitive tools for learning. In C. Fulford & G. Veletsianos et al. (Eds.), Proceeding of the world conference on educational multimedia, hypermedia and telecommunications (pp. 1317–1324). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). (SA)},
keywords = {21st century learning, cognitive tools, educational technology, immersive environments, systematic review},
pubstate = {published},
tppubtype = {proceedings}
}
Hatzipanagos, S, Code, J
Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency Journal Article
In: Journal of Educational Multimedia and Hypermedia, 25 (2), pp. 127-142, 2016.
BibTeX | Tags: 21st century learning, action research, educational technology, gamification, learning design, online learning, teacher education
@article{Code2016,
title = {Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency},
author = {S Hatzipanagos and J Code},
year = {2016},
date = {2016-01-01},
journal = {Journal of Educational Multimedia and Hypermedia},
volume = {25},
number = {2},
pages = {127-142},
keywords = {21st century learning, action research, educational technology, gamification, learning design, online learning, teacher education},
pubstate = {published},
tppubtype = {article}
}