2022
Code, J, Forde, K, Moylan, R, Ralph, R
Teachers’ sense of efficacy during a time of crisis Journal Article Forthcoming
In: Manuscript under review, Forthcoming.
Abstract | BibTeX | Tags: Media & Technology in Education, Pandemic Transformed Pedagogy, Teacher Education, Technology Education | Links:
@article{Code2022,
title = {Teachers' sense of efficacy during a time of crisis},
author = {J Code and K Forde and R Moylan and R Ralph},
doi = {https://doi.org/10.35542/osf.io/tdg75},
year = {2022},
date = {2022-07-12},
urldate = {2022-07-12},
journal = {Manuscript under review},
abstract = {Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) pre/post a forced switch to emergency remote teaching (ERT). In study 1, the effect of the switch to ERT had a significantly negative effect on TE teachers (N = 42; d = 1.77). In study 2, TE TCs (N = 16) were similarly affected (d = 1.16). Results of a two-way mixed ANOVA demonstrate that ERT had a greater negative impact on TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research demonstrates that experienced teachers were at a greater loss due to the pandemic than TCs. },
keywords = {Media & Technology in Education, Pandemic Transformed Pedagogy, Teacher Education, Technology Education},
pubstate = {forthcoming},
tppubtype = {article}
}
Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) pre/post a forced switch to emergency remote teaching (ERT). In study 1, the effect of the switch to ERT had a significantly negative effect on TE teachers (N = 42; d = 1.77). In study 2, TE TCs (N = 16) were similarly affected (d = 1.16). Results of a two-way mixed ANOVA demonstrate that ERT had a greater negative impact on TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research demonstrates that experienced teachers were at a greater loss due to the pandemic than TCs.
Code, J, Ralph, R, Forde, K
A disorienting dilemma: Teaching and learning in technology education during a time of crisis Journal Article
In: Canadian Journal of Science, Mathematics and Technology Education, vol. 22, pp. 170–189, 2022.
Abstract | BibTeX | Tags: Pandemic Transformed Pedagogy | Links:
@article{Code0000,
title = {A disorienting dilemma: Teaching and learning in technology education during a time of crisis},
author = {J Code and R Ralph and K Forde},
doi = {https://doi.org/10.1007/s42330-022-00191-9},
year = {2022},
date = {2022-02-25},
urldate = {2022-02-25},
journal = {Canadian Journal of Science, Mathematics and Technology Education},
volume = {22},
pages = {170–189},
abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and 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.
Titre :
Un dilemme déstabilisant : Enseigner et apprendre dans la formation en technologie en
période de crise
Résumé :
La manière dont les individus interprètent et renouvellent le sens de leur expérience est fondamentale au processus de recherche de significations et cela a des incidences sur l’enseignement et l’apprentissage. Ancrée dans la théorie de l’apprentissage transformationnel de Mezirow, cette étude vise à déterminer si l’enseignement à distance en tant que mesure d’urgence liée à la pandémie a causé un « dilemme déstabilisant » pour les formateurs en technologie. Les enseignants ont négocié des résultats d’apprentissage situés entre certains aspects physiques du « faire et mettre en pratique » et ont adopté une approche créative dans la résolution de problèmes par réflexion conceptuelle, ce qui a donné lieu à une pédagogie transformée par la pandémie. L’analyse thématique a démontré que le « faire et mettre en pratique » a été grandement éprouvé par la diminution dans les communications, la baisse de motivation des étudiants ainsi que de leur engagement. Toutefois, le plus inquiétant pour les enseignants, c’est la disparité grandissante en ce qui a trait aux questions d’équité et d’accès qui touchent leurs étudiants les plus vulnérables et les plus à risque. L’on connait bien peu de choses sur les conséquences d’une façon d’être qui est chaotique sur les apprenants et les enseignants évoluant dans des conditions qui favorisent la peur et le traumatisme. Bien que nous ne puissions pas prédire en quoi consistera la « nouvelle normalité » dans les écoles ni quels seront les effets à long terme de l’enseignement à distance comme mesure d’urgence, notre étude montre que le dilemme déstabilisant que la COVID-19 nous apporte continuera de façonner la pédagogie transformée par la pandémie pour les formateurs en technologie.},
keywords = {Pandemic Transformed Pedagogy},
pubstate = {published},
tppubtype = {article}
}
The way individuals interpret and reinterpret their experience is central to meaning-making and 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.
Titre :
Un dilemme déstabilisant : Enseigner et apprendre dans la formation en technologie en
période de crise
Résumé :
La manière dont les individus interprètent et renouvellent le sens de leur expérience est fondamentale au processus de recherche de significations et cela a des incidences sur l’enseignement et l’apprentissage. Ancrée dans la théorie de l’apprentissage transformationnel de Mezirow, cette étude vise à déterminer si l’enseignement à distance en tant que mesure d’urgence liée à la pandémie a causé un « dilemme déstabilisant » pour les formateurs en technologie. Les enseignants ont négocié des résultats d’apprentissage situés entre certains aspects physiques du « faire et mettre en pratique » et ont adopté une approche créative dans la résolution de problèmes par réflexion conceptuelle, ce qui a donné lieu à une pédagogie transformée par la pandémie. L’analyse thématique a démontré que le « faire et mettre en pratique » a été grandement éprouvé par la diminution dans les communications, la baisse de motivation des étudiants ainsi que de leur engagement. Toutefois, le plus inquiétant pour les enseignants, c’est la disparité grandissante en ce qui a trait aux questions d’équité et d’accès qui touchent leurs étudiants les plus vulnérables et les plus à risque. L’on connait bien peu de choses sur les conséquences d’une façon d’être qui est chaotique sur les apprenants et les enseignants évoluant dans des conditions qui favorisent la peur et le traumatisme. Bien que nous ne puissions pas prédire en quoi consistera la « nouvelle normalité » dans les écoles ni quels seront les effets à long terme de l’enseignement à distance comme mesure d’urgence, notre étude montre que le dilemme déstabilisant que la COVID-19 nous apporte continuera de façonner la pédagogie transformée par la pandémie pour les formateurs en technologie.
Titre :
Un dilemme déstabilisant : Enseigner et apprendre dans la formation en technologie en
période de crise
Résumé :
La manière dont les individus interprètent et renouvellent le sens de leur expérience est fondamentale au processus de recherche de significations et cela a des incidences sur l’enseignement et l’apprentissage. Ancrée dans la théorie de l’apprentissage transformationnel de Mezirow, cette étude vise à déterminer si l’enseignement à distance en tant que mesure d’urgence liée à la pandémie a causé un « dilemme déstabilisant » pour les formateurs en technologie. Les enseignants ont négocié des résultats d’apprentissage situés entre certains aspects physiques du « faire et mettre en pratique » et ont adopté une approche créative dans la résolution de problèmes par réflexion conceptuelle, ce qui a donné lieu à une pédagogie transformée par la pandémie. L’analyse thématique a démontré que le « faire et mettre en pratique » a été grandement éprouvé par la diminution dans les communications, la baisse de motivation des étudiants ainsi que de leur engagement. Toutefois, le plus inquiétant pour les enseignants, c’est la disparité grandissante en ce qui a trait aux questions d’équité et d’accès qui touchent leurs étudiants les plus vulnérables et les plus à risque. L’on connait bien peu de choses sur les conséquences d’une façon d’être qui est chaotique sur les apprenants et les enseignants évoluant dans des conditions qui favorisent la peur et le traumatisme. Bien que nous ne puissions pas prédire en quoi consistera la « nouvelle normalité » dans les écoles ni quels seront les effets à long terme de l’enseignement à distance comme mesure d’urgence, notre étude montre que le dilemme déstabilisant que la COVID-19 nous apporte continuera de façonner la pédagogie transformée par la pandémie pour les formateurs en technologie.
2021
Code, J, Zap, N, Ralph, R
Academic success online: Mediating the effects of personality and self-efficacy in online learning Journal Article
In: International Journal on E-Learning, vol. 20, iss. 4, pp. 377-410, 2021.
BibTeX | Tags: Agency for Learning, Media & Technology in Education | Links:
@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},
url = {Preprint available at: https://doi.org/10.21203/rs.3.rs-901632/v1},
doi = {https://www.learntechlib.org/p/212813/},
year = {2021},
date = {2021-11-01},
urldate = {2021-11-01},
journal = {International Journal on E-Learning},
volume = {20},
issue = {4},
pages = {377-410},
keywords = {Agency for Learning, Media & Technology in Education},
pubstate = {published},
tppubtype = {article}
}
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: ALIVE Investigator, Falling Skies!
@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 = {ALIVE Investigator, Falling Skies!},
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: ALIVE Investigator
@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 = {ALIVE Investigator},
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, Ralph, R, Forde, K
Pandemic designs for the future: Perspectives of technology education teachers during COVID-19 Journal Article
In: Information and Learning Sciences, vol. 121, no. 5/6, pp. 419-431, 2020.
Abstract | BibTeX | Tags: Pandemic Transformed Pedagogy | 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},
urldate = {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 = {Pandemic Transformed Pedagogy},
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, vol. 5, pp. 19, 2020.
Abstract | BibTeX | Tags: Agency for Learning | 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},
urldate = {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 = {Agency for Learning},
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: Media & Technology in Education | 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},
urldate = {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 = {Media & Technology in Education},
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: Unbundled Learning
@conference{Code2019g,
title = {Unbundled learning with heart failure},
author = {J Code},
editor = {R Starling and S Zieroth},
year = {2019},
date = {2019-10-20},
urldate = {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 = {Unbundled Learning},
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: Agency for Learning
@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},
urldate = {2019-08-31},
publisher = {edmedia + innovate learning},
address = {Amsterdam, Netherlands},
organization = {AACE},
keywords = {Agency for Learning},
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: Agency for Learning
@misc{Code2019i,
title = {Design and Validation of the Agency for Learning Questionnaire Across Multiple Contexts},
author = {J Code},
year = {2019},
date = {2019-04-06},
urldate = {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 = {Agency for Learning},
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: Media & Technology in Education | 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},
urldate = {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 = {Media & Technology in Education},
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, vol. 28, no. 3, pp. 235-248, 2017.
BibTeX | Tags: ALIVE Investigator, Falling Skies!
@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},
urldate = {2017-01-01},
journal = {Journal of Interactive Learning Research},
volume = {28},
number = {3},
pages = {235-248},
keywords = {ALIVE Investigator, Falling Skies!},
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: Agency for Learning, Media & Technology in Education
@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},
urldate = {2016-07-31},
publisher = {World Conference on Educational Media and Technology},
address = {Vancouver, BC},
organization = {AACE},
keywords = {Agency for Learning, Media & Technology in Education},
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: ALIVE Investigator, Falling Skies!
@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},
urldate = {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 = {ALIVE Investigator, Falling Skies!},
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, vol. 25, no. 2, pp. 127-142, 2016.
BibTeX | Tags: Agency for Learning, Media & Technology in 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},
urldate = {2016-01-01},
journal = {Journal of Educational Multimedia and Hypermedia},
volume = {25},
number = {2},
pages = {127-142},
keywords = {Agency for Learning, Media & Technology in Education},
pubstate = {published},
tppubtype = {article}
}