Table of Contents

Daniel T. Hickey

At Indiana University

About

I use design-based research methods and situative theories of cognition to improve instruction. I focus on participatory approaches to assessment and motivation, and work in e-learning, videogaming, and new media contexts. In 2011, I am mostly focusing on a comprehensive model called Designing for Participation (DFP). DFP is a design-based model for directly fostering participation that also leads to enduring understanding and increased achievement. I also teach graduate courses in the Learning Sciences program.

Talk at AERA11

Links

PhD students

  • Jenna McWilliams

Daniel T. Hickey's publications

Barab et al., 2007Barab, S., Zuiker, S., Warren, S., Hickey, D. T., Ingram-Goble, A., Kwon, E. J., Kouper, I., & Herring, S. C. (2007). Situationally embodied curriculum: Relating formalisms and contexts. Science Education, 91(5), 750--782. Barab, S., Zuiker, S., Warren, S., Hickey, D. T., Ingram-Goble, A., Kwon, E. J., Kouper, I., & Herring, S. C. (2007). Situationally embodied curriculum: Relating formalisms and contexts. Science Education, 91(5), 750–782.
Anderson et al., 2007Anderson, K. T., Zuiker, S. J., Taasoobshirazi, G., & Hickey, D. T. (2007). Classroom Discourse as a Tool to Enhance Formative Assessment and Practise in Science. International Journal of Science Education, 29(14), 1721--1744. Anderson, K. T., Zuiker, S. J., Taasoobshirazi, G., & Hickey, D. T. (2007). Classroom Discourse as a Tool to Enhance Formative Assessment and Practise in Science. International Journal of Science Education, 29(14), 1721–1744.
Hickey et al., 2008Hickey, D. T., Barab, S. A., Ingram-Goble, A., & Zuiker, S. J. (2008). First things first: design principles for worthwhile educational videogames. In Proceedings of the 8th international conference on International conference for the learning sciences-Volume 1 (350--357). Hickey, D. T., Barab, S. A., Ingram-Goble, A., & Zuiker, S. J. (2008). First things first: design principles for worthwhile educational videogames. In Proceedings of the 8th international conference on International conference for the learning sciences-Volume 1 (350–357).
Cross et al., 2008Cross, D., Taasoobshirazi, G., Hendricks, S., & Hickey, D. T. (2008). Argumentation: A strategy for improving achievement and revealing scientific identities. International Journal of Science Education, 30(6), 837--861. Cross, D., Taasoobshirazi, G., Hendricks, S., & Hickey, D. T. (2008). Argumentation: A strategy for improving achievement and revealing scientific identities. International Journal of Science Education, 30(6), 837–861.
Hickey, Kwon & Filsecker, 2009Hickey, D. T., Kwon, E. J., & Filsecker, M. (2009). Designing Assessments, Assessing Designs, and Motivating Engagement in Immersive Educational Videogames. Hickey, D. T., Kwon, E. J., & Filsecker, M. (2009). Designing Assessments, Assessing Designs, and Motivating Engagement in Immersive Educational Videogames.
Hickey, Ingram-Goble & Jameson, 2009Hickey, D. T., Ingram-Goble, A. A., & Jameson, E. M. (2009). Designing assessments and assessing designs in virtual educational environments. Journal of Science Education and Technology, 18(2), 187--208. Hickey, D. T., Ingram-Goble, A. A., & Jameson, E. M. (2009). Designing assessments and assessing designs in virtual educational environments. Journal of Science Education and Technology, 18(2), 187–208.
McWilliams et al., 2011McWilliams, J., Hickey, D. T., Hines, M. B., Conner, J. M., & Bishop, S. C. (2011). Using Collaborative Writing Tools for Literary Analysis: Twitter, Fan Fiction and The Crucible in the Secondary English Classroom. Journal of Media Literacy Education, 2(3). McWilliams, J., Hickey, D. T., Hines, M. B., Conner, J. M., & Bishop, S. C. (2011). Using Collaborative Writing Tools for Literary Analysis: Twitter, Fan Fiction and The Crucible in the Secondary English Classroom. Journal of Media Literacy Education, 2(3).