PUBLICATIONS

@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}

}

@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 = {Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, Falling Skies!, formative assessment, learner agency},

pubstate = {published},

tppubtype = {proceedings}

}