publication record.

@article{Forde2020,
title = {Tech ed during COVID-19: Safety, engagement, and access},
author = {K Forde and R Ralph and J Code},
url = {https://jillianne.ca/2020-teachernewsmag-teched-during-covid-19/},
year = {2020},
date = {2020-09-21},
journal = {Teacher Magazine},
volume = {Sept / Oct},
keywords = {teacher education, technology education},
pubstate = {published},
tppubtype = {article}
}

@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}
}

@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},
doi = {10.1108/ILS-04-2020-0112},
year = {2020},
date = {2020-07-08},
journal = {Information and Learning Sciences},
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.},
note = {Advanced online publication.},
keywords = {21st century learning, educational technology, learning design, mixed methods, qualitative, self-efficacy, teacher education},
pubstate = {forthcoming},
tppubtype = {article}
}

@article{Code2020c,
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 = {2020},
date = {2020-03-12},
journal = {International Journal on E-Learning},
keywords = {educational technology, learning design, mediation, online learning, quantitative, self-efficacy, survey research},
pubstate = {forthcoming},
tppubtype = {article}
}

@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}
}

@article{eliya2019social,
title = {Social media in heart failure: A mixed methods systematic review},
author = {Y Eliya and D Pellegrini and A B Gevaert and J Code and H G C Van Spall},
doi = {10.2174/1573403X15666191210143657},
year = {2020},
date = {2020-01-01},
journal = {Current Cardiology Reviews},
abstract = {Background: Among social media (SoMe) platforms, Twitter and YouTube have gained popularity, facilitating communication between cardiovascular professionals and patients.

Objective: This mixed method systematic review aimed to assess the source profile and content of Twitter and YouTube posts about heart failure (HF).

Methods: We searched PubMed, Embase and Medline using the terms "cardiology," "social media," and "heart failure." We included full-text manuscripts published between January 1, 1999 and April 14, 2019. We searched Twitter and YouTube for posts using the hashtags "#heartfailure", "#HF", "#CHF" on May 15, 2019 and July 6, 2019. We performed a descriptive analysis of the data.

Results: Three publications met inclusion criteria, providing 677 tweets for source profile analysis; institutions (54.8%), health professionals (26.6%), and patients (19.4%) were the most common sources profiles. The publications provided 1194 tweets for content analysis: 83.3% were on education of professionals; 33.7% on patient empowerment; and 22.3% on research promotion. Our search of Twitter and YouTube generated 2,252 tweets and >400 videos, of which we analyzed 260 tweets and 260 videos. Sources included institutions (53.5% Twitter, 64.2% YouTube), health professionals (42.3%, 28.5%), and patients (4.2%, 7.3%). Content included education of professionals (39.2% Twitter, 62.3% YouTube), patient empowerment (20.4%, 21.9%), research promotion (28.8%, 13.1%), advocacy of professionals (5.8%, 2.7%), and research collaboration (5.8%, 0%).

Conclusions: Twitter and YouTube are platforms for knowledge translation in HF, with contributions from institutions, health professionals, and less commonly, patients. Both focus largely on education of professionals and less commonly, on patient empowerment. Twitter includes more research promotion, research collaboration, and professional advocacy than YouTube.

Keywords: Cardiology; Heart Failure; Social Media; Twitter; YouTube.},
note = {published online ahead of print, 2019 Dec 10},
keywords = {heart failure, mixed methods, social media, systematic review},
pubstate = {forthcoming},
tppubtype = {article}
}

@article{pellegrini2020social,
title = {Social media in heart failure: A mixed methods systematic review},
author = {D Pellegrini and Y Eliya and A B Gevaert and J Code and H G C Van Spall},
doi = {10.1016/S0735-1097(20)34163-2},
year = {2020},
date = {2020-01-01},
journal = {Journal of the American College of Cardiology},
volume = {75},
number = {11 Supplement 1},
pages = {3536},
publisher = {Journal of the American College of Cardiology},
abstract = {Background
Among social media (SoMe) platforms, Twitter and YouTube have gained popularity, facilitating communication between cardiovascular professionals and patients. This mixed methods systematic review aimed to assess the source profile and content of Twitter and YouTube posts about heart failure (HF).

Methods
We searched PubMed, Embase, and Medline using the terms “cardiology”, “social media”, and “heart failure”. We included full-text manuscripts published between January 1, 1999 and April 14, 2019. We searched Twitter and YouTube posts using the hashtags “#heartfailure”, “#HF”, or “#CHF” on May 15, 2019 and July 6, 2019. We performed a descriptive analysis of the data.

Results
Three publications met inclusion criteria, providing 677 tweets for source profile analysis; institutions (54.8%), health professionals (26.6%), and patients (19.4%) were the most common source profiles. The publications provided 1,194 tweets for content analysis: 83.3% were on education of professionals; 33.7% on patient empowerment; and 22.3% on research promotion. Our search of Twitter and YouTube generated 2,252 tweets and over 400 videos, of which we analyzed 260 tweets and 260 videos. Sources included institutions (53.5% Twitter, 64.2% YouTube), health professionals (42.3%, 28.5%), and patients (4.2%, 7.3%). Content included education of professionals (39.2% Twitter, 62.3% YouTube), patient empowerment (20.4%, 21.9%), research promotion (28.8%, 13.1%), advocacy of professionals (5.8%, 2.7%), and research collaboration (5.8%, 0%).

Conclusion
Twitter and YouTube are platforms for knowledge translation in HF, with contributions from institutions, health professionals, and less commonly, patients. Both focus largely on education of professionals and less commonly, on patient empowerment. Twitter includes more content on research promotion, research collaboration, and professional advocacy than YouTube.

Footnotes
Poster Contributions

Posters Hall_Hall A

Saturday, March 28, 2020, 12:30 p.m.-1:15 p.m.

Session Title: Spotlight on Special Topics: Education and Training 2

Abstract Category: 42. Spotlight on Special Topics: Education and Training

Presentation Number: 1174-278},
keywords = {heart failure, mixed methods, social media, systematic review},
pubstate = {published},
tppubtype = {article}
}

@article{roston2020heart,
title = {Heart failure in the young: The patient perspective and lived-experience},
author = {T M Roston and M Bains and J Code and S A Virani},
doi = {10.22374/cjgim.v15iSP1.418},
year = {2020},
date = {2020-01-01},
journal = {Canadian Journal of General Internal Medicine},
volume = {15},
number = {SP1},
pages = {36--39},
abstract = {Heart failure (HF) is an often-debilitating syndrome that carries a lifelong burden of increased morbidity and mortality. While most affected individuals are elderly with ischemic heart disease, there are subsets of younger individuals who will develop HF. In this group, non-ischemic causes of cardiomyopathy are more common, optimal therapies are less clear, and the personal and societal impact is often greater. The lived-experience of younger patients highlights several unmet needs not addressed by large HF trials that influence survival, personal and financial wellness and return to activities of daily living. In Canada, there is an increasing focus on the patient perspective, especially amongst young individuals, when devising guidelines, policies and promoting advocacy in HF. This article describes the lived-experience of HF through the case example of a young patient, summarizes the clinical challenges in this age-group, and discusses opportunities to elevate the patient experience of care as a performance indicator.},
keywords = {autoethnography, heart failure, lived experience},
pubstate = {published},
tppubtype = {article}
}

@article{Code_2019,
title = {The heart failure state of mind: An informal survey of Canadians with lived experience and the importance of considering cognitive impairment},
author = {J Code and M Bains and S A Virani},
doi = {10.1016/j.cjca.2019.03.019},
year = {2019},
date = {2019-07-01},
journal = {Canadian Journal of Cardiology},
volume = {35},
number = {7},
pages = {941.e7},
publisher = {Elsevier BV},
keywords = {heart failure, lived experience, mental health, quantitative, survey research},
pubstate = {published},
tppubtype = {article}
}