publication record.

@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{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{RID:0528171654622-672,
title = {Re-aligning higher education for the 21st century learner through multi-access learning},
author = {V Irvine and J Code and L Richards},
year = {2013},
date = {2013-01-01},
journal = {Journal of Online Learning and Teaching},
volume = {9},
number = {2},
pages = {172-186},
keywords = {21st century learning, higher education, learner agency, learning design, online learning, systematic review},
pubstate = {published},
tppubtype = {article}
}