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Daniel Hickey Research Collection

Daniel Hickey Research Collection

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Title: Commentary: Situative Approaches to Online Engagement, Assessment, and Equity Author: Hickey, Daniel Date: 2022-08
Title: Advancing sustainable educational ecosystems with open digital credentials and badges Author: Hickey, Daniel; Buchem, Ilona Date: 2021
Title: Reimagining online grading, assessment, and testing using situated cognition Author: Hickey, Daniel; Harris, Tripp Date: 2021-05-01
Title: Recognizing competencies vs. completion vs. participation: Ideal roles for web-enabled digital badges Author: Hickey, Daniel; Chartrand, Grant Date: 2020
Title: A situative response to the conundrum of formative assessment Author: Hickey, Daniel Date: 2015
Title: Expansive Framing as Pragmatic Theory for Online and Hybrid Instructional Design Author: Hickey, Daniel; Chartrand, Grant; Andrews, Christopher Date: 2020
Title: Formative and Summative Analyses of Disciplinary Engagement and Learning in Big Open Online Course Author: Hickey, Daniel; Quick, Joshua; Shen, Xinyi Date: 2015
Title: Open Digital Badges and Reward Structures Author: Hickey, Daniel T.; Schenke, Katerina Date: 2019-02
Title: Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course Author: Hickey, Daniel T.; Uttamchandani, Suraj L. Date: 2017
Title: Fostering e-learning discourse among professional networking groups Author: Bishop, Stephen C.; Hickey, Daniel T. Date: 2012-02
Title: “Reading in Context” for networked engagement with course readings Author: Hickey, Daniel T. Date: 2012-02
Title: Anchored Instruction and Situated Cognition Revisited Author: The Cognition and Technology Group Date: 1993-03
Title: The Relationship Between Situated Cognition and Anchored Instruction: A Response to Tripp Author: Moore, Joyce L.; Lin, Xiaodong; Schwartz, Daniel L.; Petrosino, Anthony; Hickey, Daniel T.; Campbell, Olin; Hmelo, Cindy; The Cognition and Technology Group Date: 1994-10
Title: Instructional Design and Development of Learning Communities: An Invitation to a Dialogue Author: Lin, Xiaodong; Bransford, John D.; Hmelo, Cindy E.; Kantor, Ronald J.; Hickey, Daniel T.; Secules, Teresa; Petrosino, Anthony J.; Goldman, Susan R.; The Cognition and Technology Group Date: 1995-10
Title: Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation Author: Hickey, Daniel T. Date: 2003-03
Title: Promoting Argumentative Discourse: A Design-Based Implementation and Refinement of an Astronomy Multimedia Curriculum, Assessment Model, and Learning Environment Author: Taasoobshirazi, Gita; Hickey, Daniel T. Date: 2005
Title: Using Collaborative Writing Tools for Literary Analysis: Twitter, Fan Fiction and The Crucible in the Secondary English Classroom Author: McWilliams, Jenna; Hickey, Daniel T.; Hines, Mary Beth; Conner, Jennifer M.; Bishop, Stephen C. Date: 2011
Title: Collaborative design as a form of professional development Author: Voogt, Joke; Laferrière, Therese; Breuleux, Alain; Itow, Rebecca C.; Hickey, Daniel T.; McKenney, Susan Date: 2015-03
Title: Wikifolios and Participatory Assessment for Engagement, Understanding, and Achievement in Online Courses Author: Hickey, Daniel T.; Rehak, Andrea M. Date: 2013-11
Title: A Framework for Interactivity in Competency-Based Courses Author: Hickey, Daniel T. Date: 2015-08

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