You are invited to annotate any of the publications listed here using the web tool Hypothes.is by clicking on the PDF or Slides link under each publication.

*indicates peer review

Publications

*Chen, Y., Andrews, C. D., Hmelo-Silver, C. E., D'Angelo, C. (In Press). Coding schemes as lenses on collaborative learning. Information and Learning Sciences.

*Andrews, C. D., Chartrand, G. T., & Hickey, D. T. (2019). Expansively framing social annotations for generative collaborative learning in online courses. In K. Lund, G. Niccolai, E. Lavoué, C. E. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019 (pp. 33–40). Lyon, France: International Society of the Learning Sciences.

Hickey, D. T., Andrews, C. D. (2018). Motivating engaged participation and generative learning in online learning contexts. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited (Vol. 2, pp. 353-377). Charlotte, NC: Information Age Publishing.

Invited Presentations

Be ALL IN - First Slide

Andrews, C. D. (2019). Be ALL IN! Holding accountability tests accountable. Keynote presented at the Indiana Department of Education Assessment Literacy Conference, Indianapolis/Muncie, IN (Nov. 14-15, 2019).

Andrews, C. D. (2019). Don't put the cart before the horse: Decision-driven data collection in formative assessment practices. Invited session presented at the Indiana Department of Education Assessment Literacy Conference, Indianapolis/Muncie, IN (Nov. 14-15, 2019).

Presentations

Quick, J. D., Andrews, C. D., & Maksl, A. (Upcoming). Students’ Use of e-Text Annotations for Learning. Paper to be presented at the American Educational Research Association (AERA) Annual Meeting, San Francisco, CA (April 17-21, 2020).

Morrone, S., Zhu, M., Andrews, C. D., Basdogan, M. (Upcoming). The design of an immersive informal learning space for STEM education. Paper to be presented at the ELI Annual Meeting, Bellevue, WA (March 2-4, 2020).

Hickey, D. T., Andrews, C. D., & Chartrand, G. T. (2019). A step-by-step approach to social online learning and automated assessment. Paper presented at the Indiana University Online Conference, Indianapolis, IN (October 30, 2019).

*Chartrand, G. T., & Andrews, C. D. (2019). Framing and engaging: Situative tools for generative online learning. Paper presented at the Association for Educational Communications & Technology (AECT) International Convention, Las Vegas, NV (Oct. 21-25, 2019).


*Andrews, C. D., Rutkowski, D., Rutkowski, L., & Canbolat, Y. (2019). Creating sustainable and scalable approaches for enhancing educators’ assessment literacy: Assessment literacy leaders in Indiana (ALL IN). Paper presented at the National Council on Measurement in Education (NCME) Special Conference on Classroom Assessment, Boulder, CO (Sept. 18-19, 2019).

*Hickey, D. T., Andrews, C. D., & Chartrand, G. T. (2019). Digital badges for capturing, recognizing, endorsing, and motivating broad forms of collaborative learning. In K. Lund, G. Niccolai, E. Lavoué, C. E. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019 (pp. 656–659). Lyon, France: International Society of the Learning Sciences.

*Hickey, D. T., Andrews, C. D., Chartrand, G. T., & Itow, R. (2019, June). Expansive framing for equitable PDE in online CSCL contexts. In B. Cheng (Chair), Theorizing and measuring collective productive disciplinary engagement. Symposium conducted at the Computer-Supported Collaborative Learning Conference, Lyon, France (June 17-21, 2019).

*Andrews, C. D. (2018, Oct. 12). Aligning student discourse with expansive framing in online teacher education. Paper presented at the Learning Sciences Graduate Student Conference, Nashville, TN.

*Paulsen, J., & Andrews, C. D. (2018, Oct. 9). Reflections on positioning diagnostic classification modeling in classroom assessment. Paper presented at the NCME Special Conference on Classroom Assessment, Lawrence, KS.

*Hickey, D. T., Andrews, C. D., Robinson, J., Feng, Y., & Fiorini, S. (2018, Apr. 12). Analyzing the effectiveness of a developmental courses, an artificially intelligent tutor and supplemental instruction for a gateway Chemistry course. Poster presented at the Learning Analytics Summit, Bloomington, IN.

*Andrews, C. D. (2018, March 2). Open web annotation to foster intercontextuality for undergraduate pre-service teachers. Presentation at the Instructional Systems Technology Conference, Bloomington, IN.

Under Review

*Hickey, D. T., Chartrand, G. T., & Andrews, C. D. (Under Review). Expansive framing as pragmatic theory for online and hybrid instructional design.

Thesis (M.A.)

Andrews, C. D. (2016). Student self-assessment: Teachers' definitions, reasons, and beliefs (Masters thesis). Retrieved from https://scholarsarchive.byu.edu/etd/.