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  Title: Reimagining online grading, assessment, and testing using situated cognition  Author: Hickey, Daniel; Harris, Tripp Date: 2021-05-01
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  Title: Recognizing competencies vs. completion vs. participation: Ideal roles for web-enabled digital badges  Author: Hickey, Daniel; Chartrand, Grant Date: 2020
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  Title: A situative response to the conundrum of formative assessment  Author: Hickey, Daniel Date: 2015
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  Title: Expansive Framing as Pragmatic Theory for Online and Hybrid Instructional Design  Author: Hickey, Daniel; Chartrand, Grant; Andrews, Christopher Date: 2020
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  Title: Formative and Summative Analyses of Disciplinary Engagement and Learning in Big Open Online Course  Author: Hickey, Daniel; Quick, Joshua; Shen, Xinyi Date: 2015
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  Title: Open Digital Badges and Reward Structures  Author: Hickey, Daniel T.; Schenke, Katerina Date: 2019-02
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  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
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  Title: Fostering e-learning discourse among professional networking groups  Author: Bishop, Stephen C.; Hickey, Daniel T. Date: 2012-02
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  Title: “Reading in Context” for networked engagement with course readings  Author: Hickey, Daniel T. Date: 2012-02
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  Title: Anchored Instruction and Situated Cognition Revisited  Author: The Cognition and Technology Group Date: 1993-03
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  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
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  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
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  Title: Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation  Author: Hickey, Daniel T. Date: 2003-03
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  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
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  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
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  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
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  Title: Wikifolios and Participatory Assessment for Engagement, Understanding, and Achievement in Online Courses  Author: Hickey, Daniel T.; Rehak, Andrea M. Date: 2013-11
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  Title: A Framework for Interactivity in Competency-Based Courses  Author: Hickey, Daniel T. Date: 2015-08
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  Title: Endorsement 2.0: Taking Open Badges and E-Credentials to the Next Level  Author: Hickey, Daniel T.; Otto, Nate Date: 2017-02
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  Title: Digital Badges and Ethics: The Uses of Individual Learning Data in Social Contexts  Author: Willis, James E.; Quick, Joshua; Hickey, Daniel T. Date: 2013-06

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