Trajectories of Student Engagement with Social Justice-Informed Design Work
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-37697-9_22
Reference21 articles.
1. Boling, E., & Gray, C. M. (2015). Designerly tools, sketching, and instructional designers and the guarantors of design. In B. Hokanson, G. Clinton, & M. W. Tracey (Eds.), The design of learning experience: Creating the future of educational technology (pp. 109–126). Springer International Publishing. https://doi.org/10.1007/978-3-319-16504-2_8
2. Bradshaw, A. C. (2018). Reconsidering the instructional design and technology timeline through a lens of social justice. TechTrends: For Leaders in Education & Training, 62(4), 336–344. https://doi.org/10.1007/s11528-018-0269-6
3. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
4. Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing: JRN, 13(1), 68–75. https://doi.org/10.1177/1744987107081254
5. Brulé, E. (2020, April 22). Thematic analysis in HCI. Design and Society. Retrieved from https://sociodesign.hypotheses.org/555
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