publication record.

@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 = {2021-07-01},

urldate = {2021-07-01},

address = {Vancouver, BC},

institution = {University of British Columbia},

organization = {STEM in Education 2021 },

keywords = {Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry},

pubstate = {published},

tppubtype = {proceedings}

}

@proceedings{Code2021c,

title = {Assessment for learning in immersive and virtual environments \textendash Evidence centred 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 = {2021-07-01},

urldate = {2021-07-01},

address = {Vancouver, BC},

organization = {STEM in Education 2021 },

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 \textendash 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 game-based 3D immersive virtual environments (3DIVEs), as assessments for learning, aren 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 = {Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry},

pubstate = {published},

tppubtype = {proceedings}

}

@proceedings{RID:0528171654622-674,

title = {Visualizing learning analytics: Designing a roadmap for success},

author = {H Alabi and J Code and V Irvine},

editor = {J Herrington and A Couros and V Irvine},

year  = {2013},

date = {2013-01-01},

pages = {951-959},

publisher = {World Conference on Educational Media and Technology},

address = {Victoria, BC},

keywords = {learning analytics, mixed methods, MOOC},

pubstate = {published},

tppubtype = {proceedings}

}

@proceedings{Code2006b,

title = {The learning kit project: Advancing research on learning as learners learn in everyday settings},

author = {P H Winne and S Adesope and J Code and C L Z Gress and M Jordanov and V Kumar and T Leacock and K MacAllister and J C Nesbit and J Shakya and M Zhou and R Azevedo and A F Hadwin and S P Lajoie and N E Perry and L Beaudoin and B Shi},

year  = {2006},

date = {2006-01-01},

journal = {Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006},

volume = {2006},

pages = {975-979},

keywords = {assessment, educational technology, learning analytics, self-regulation, viewpoint},

pubstate = {published},

tppubtype = {proceedings}

}