publication record.

@article{code2025entangled,

title = {The entangled learner: Critical agency for the postdigital era},

author = {J Code},

doi = {10.1007/s42438-025-00544-1},

year  = {2025},

date = {2025-01-01},

urldate = {2025-01-01},

journal = {Postdigital Science and Education},

pages = {1\textendash23},

publisher = {Springer},

abstract = {The Postdigital Learner Agency (PL\={A}) framework redefines learner agency to navigate the complexities of education in the postdigital era\textemdashwhere hybrid learning environments and algorithmically mediated systems shape educational experiences. Grounded in Social Cognitive Theory, Sociocultural Perspectives, and Postdigital Philosophy, PL\={A} extends traditional notions of agency by incorporating relational, spatial, collective, and shared dimensions. This paper explores four key questions: How must agency be redefined for hybrid realities? What theoretical foundations support PL\={A}? How does it foster equity and resilience? How do sociotechnical systems influence agency? The paper then examines PL\={A}’s theoretical foundations and its application across K\textendash12, higher education, and lifelong learning contexts. It demonstrates how PL\={A} fosters autonomy, adaptability, and algorithmic resilience, ensuring learners are prepared to engage with complex educational and professional landscapes. By addressing systemic inequities and advocating for inclusive policies, PL\={A} offers a transformative vision of education\textemdashempowering learners to act with confidence, ethical awareness, and agency in postdigital environments.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{moylan2025teaching,

title = {Teaching and AI in the postdigital age: Learning from teachers’ perspectives},

author = {R Moylan and J Code and H O'Brien},

doi = {10.1007/s42438-025-00544-1},

year  = {2025},

date = {2025-01-01},

urldate = {2025-01-01},

journal = {Teaching and Teacher Education},

volume = {153},

pages = {104851},

publisher = {Elsevier},

abstract = {This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creating policy and ongoing teacher education opportunities that recognize teachers’ capacities for professional judgement while also providing support would encourage thoughtful and creative uses of AI, and avoid pressuring teachers to thoughtlessly rush forward with AI implementation.},

keywords = {Agency for Learning, AI in Education, learner agency, postdigital},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Qualitative analysis of patient treatment preferences and decisional needs for heart failure medications},

author = {R Turgeon and S Fernando and M Bains and J Code and N Hawkins and S Koshman and L Straatman and M Toma and B MacDonald and M Snow},

doi = {https://doi.org/10.1016/S0735-1097(24)02399-4},

year  = {2024},

date = {2024-04-10},

urldate = {2024-04-10},

journal = {Journal of the American College of Cardiology},

volume = {83},

issue = {13},

pages = {S2},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Code2024,

title = {At the heart of resilience: Empowering women’s agency in navigating cardiovascular disease},

author = {J Code},

doi = {https://doi.org/10.1016/j.cjco.2023.12.013},

year  = {2024},

date = {2024-02-01},

urldate = {2024-02-01},

journal = {CJCOpen},

volume = {6},

issue = {2},

pages = {473-484},

abstract = {Cardiovascular disease (CVD) is the leading cause of death among women globally, emphasizing the need for a healthcare approach that empowers women through agency. This review focuses on the critical role of women’s agency in navigating CVD, integrating insights from various fields, including medicine, education, psychology, and sociology. It highlights the shift towards patient-centred care, where women are recognized as key decision-makers, a crucial change given the historical underemphasis on women’s health issues in medical practice. The diagnosis of CVD in women often involves emotional and psychological challenges. Unexpected diagnoses significantly disrupt perceived well-being, and prolonged diagnostic processes lead to professional skepticism and neglect of symptoms, resulting in delayed or inaccurate diagnoses and strained healthcare relationships. Effective management of CVD necessitates continuous self-management and a holistic approach to care, particularly for those with trauma who are at increased risk of cardiac incidents. Empowerment for women with CVD involves promoting self-confidence, autonomy, and active patient participation in healthcare. Implementing comprehensive care models is crucial for improving chronic CVD management, highlighting the need for healthcare systems that prioritize patient agency and empowerment. From the perspective of a woman with lived experience, this article examines the impact of CVD on women’s agency throughout the diagnostic journey. By highlighting women’s agency rather than particular behavioural changes, this review offers a comprehensive analysis that can shape policy, stimulate new research, and foster a more equitable, efficient, and empathetic healthcare system for women with CVD.},

keywords = {heart disease, heart failure, Heart Transplant, literature review, patient agency, Patient Experience, women's health},

pubstate = {published},

tppubtype = {article}

}

@article{Moylan2023,

title = {Algorithmic futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens},

author = {R Moylan and J Code},

doi = {10.1080/13540602.2023.2263732},

year  = {2024},

date = {2024-01-01},

urldate = {2024-01-01},

journal = {Teachers and Teaching},

pages = {19},

abstract = {Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy \textendash awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems \textendash is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematised review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analysed, there is a need for further explicit integration. Just as the DigComp framework for citizens has been updated to recognise the vital importance of understanding algorithmic systems' impact, so should PDC frameworks be revised. Recommendations are provided for incorporating understandings of algorithmic governance and bias and ensuring digital Bildung development in PDC frameworks. Implications for teacher education programs are also discussed.},

keywords = {algorithm literacy, document analysis, professional digital competencies, teacher education},

pubstate = {published},

tppubtype = {article}

}

@article{Code2023,

title = {Teachers' sense of efficacy during a time of crisis},

author = {J Code and R Moylan and K Forde and R Ralph},

doi = {https://doi.org/10.1007/s42330-023-00291-0 },

year  = {2024},

date = {2024-01-01},

urldate = {2024-01-01},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

volume = {23},

pages = {538\textendash558},

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) during a forced switch to emergency remote teaching (ERT). In Phase 1, the switch to ERT had a significantly negative effect on TE teachers (N = 42; r = -.60). In Phase 2, TE TCs (N = 16) were similarly affected (r = -.53). Results of a two-way mixed ANOVA in Phase 3 suggest that ERT had a greater negative impact on practicing 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 suggests 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 = {published},

tppubtype = {article}

}

@article{Mamataz2024,

title = {Factors affecting healthcare provider referral to heart function clinics: A mixed-method study},

author = {T Mamataz and D Lee and K Turk-Adawi and AM Hajaj and J Code and SL Grace},

doi = {https://doi.org/10.1097/jcn.0000000000001029},

year  = {2024},

date = {2024-01-01},

urldate = {2024-01-01},

journal = {The Journal of Cardiovascular Nursing},

volume = {39},

issue = {1},

pages = {18-30},

abstract = {Background 

Heart failure (HF) care providers are gatekeepers for patients to appropriately access lifesaving HF clinics.



Objective 

The aim of this study was to investigate referring providers' perceptions regarding referral to HF clinics, including the impact of provider specialty and the coronavirus disease pandemic.



Methods 

An exploratory, sequential design was used in this mixed-methods study. For the qualitative stage, semistructured interviews were performed with a purposive sample of HF providers eligible to refer (ie, nurse practitioners, cardiologists, internists, primary care and emergency medicine physicians) in Ontario. Interviews were conducted via Microsoft Teams. Transcripts were analyzed concurrently by 2 researchers independently using NVivo, using a deductive-thematic approach. Then, a cross-sectional survey of similar providers across Canada was undertaken via REDCap (Research Electronic Data Capture), using an adapted version of the Provider Attitudes toward Cardiac Rehabilitation and Referral scale.



Results 

Saturation was achieved upon interviewing 7 providers. Four themes arose: knowledge about clinics and their characteristics, providers' clinical expertise, communication and relationship with their patients, and clinic referral process and care continuity. Seventy-three providers completed the survey. The major negative factors affecting referral were skepticism regarding clinic benefit (4.1 ± 0.9/5), a bad patient experience and believing they are better equipped to manage the patient (both 3.9). Cardiologists more strongly endorsed clarity of referral criteria, referral as normative and within-practice referral supports as supporting appropriate referral versus other professionals (Ps \< .02), among other differences. One-third (n = 13) reported the pandemic impacted their referral practices (eg, limits to in-person care, patient concerns).



Conclusion 

Although there are some legitimate barriers to appropriate clinic referral, greater provider education and support could facilitate optimal patient access.},

keywords = {heart disease, heart failure, Heart Transplant, mixed methods},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Challenges and opportunities for increasing patient involvement in heart failure self-care programs and self-care in the post-hospital discharge period},

author = {J Butler and M Petrie and M Bains and T Bawtinheimer and J Code and T Levitch and E Malvolti and P Monteleone and P Stevens and J Vafeiadou and C Lam },

doi = {https://doi.org/10.1186/s40900-023-00412-x},

year  = {2023},

date = {2023-04-01},

urldate = {2023-04-01},

journal = {Research Involvement and Engagement},

volume = {9},

issue = {23},

pages = {1-11},

abstract = {Background

People living with heart failure (HF) are particularly vulnerable after hospital discharge. An alliance between patient authors, clinicians, industry, and co-developers of HF programs can represent an effective way to address the unique concerns and obstacles people living with HF face during this period. The aim of this narrative review article is to discuss challenges and opportunities of this approach, with the goal of improving participation and clinical outcomes of people living with HF.



Methods

This article was co-authored by people living with HF, heart transplant recipients, patient advocacy representatives, cardiologists with expertise in HF care, and industry representatives specializing in patient engagement and cardiovascular medicine, and reviews opportunities and challenges for people living with HF in the post\textendashhospital discharge period to be more integrally involved in their care. A literature search was conducted, and the authors collaborated through two virtual roundtables and via email to develop the content for this review article.



Results

Numerous transitional-care programs exist to ease the transition from the hospital to the home and to provide needed education and support for people living with HF, to avoid rehospitalizations and other adverse outcomes. However, many programs have limitations and do not integrally involve patients in the design and co-development of the intervention. There are thus opportunities for improvement. This can enable patients to better care for themselves with less of the worry and fear that typically accompany the transition from the hospital. We discuss the importance of including people living with HF in the development of such programs and offer suggestions for strategies that can help achieve these goals. An underlying theme of the literature reviewed is that education and engagement of people living with HF after hospitalization are critical. However, while clinical trial evidence on existing approaches to transitions in HF care indicates numerous benefits, such approaches also have limitations.



Conclusion

Numerous challenges continue to affect people living with HF in the post\textendashhospital discharge period. Strategies that involve patients are needed, and should be encouraged, to optimally address these challenges.},

keywords = {heart failure, self-care, self-efficacy, self-regulation},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Participating in the peer review process: The Journal of Cardiac Failure construct},

author = {E Joyce and CK Mcillvennan and JH Esquivel and AJ Sauer, and ... and J Code and et al (2023). . , 29(2), 181\textendash192. },

doi = {https://doi.org/10.1016/j.cardfail.2022.11.007},

year  = {2023},

date = {2023-02-01},

urldate = {2023-02-01},

journal = {Journal of Cardiac Failure},

volume = {29},

issue = {2},

pages = {181-192},

abstract = {Cardiovascular medicine, and the field of heart failure (HF) in particular, abounds with rapid advances in diagnostics, therapeutics, and implementation, requiring a comprehensive yet efficient pathway to relay these findings to the HF community. To this effect, peer review serves as a cornerstone of academic publishing\textemdashto support meaningful scientific inquiry, rigor, and dissemination. The importance of peer review has been particularly highlighted by the coronavirus disease 2019 pandemic as the scientific community has witnessed more online publications including “pre-peer review” drafts and the retraction of high-profile articles owing to inaccurate data.},

keywords = {heart disease, heart failure, Heart Transplant, peer reivew, research methods},

pubstate = {published},

tppubtype = {article}

}

@article{Ralph2023,

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  = {2023},

date = {2023-01-01},

urldate = {2023-01-01},

journal = {International Journal of Early Years Education},

volume = {31},

issue = {1},

pages = {251-268},

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}

}