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2021To Top

Morgana, Valentina and Kukulska-Hulme, Agnes eds. (2021). Mobile Assisted Language Learning Across Educational Contexts. Routledge Focus on Applied Linguistics. Routledge.

Aristeidou, Maria; Herodotou, Christothea; Ballard, Heidi L.; Young, Alison N.; Miller, Annie E.; Higgins, Lila and Johnson, Rebecca F. (2021). Exploring the participation of young citizen scientists in scientific research: The case of iNaturalist. PLoS ONE, 16(1), article no. e0245682.

Charitonos, Koula (2021). Opening spaces of learning: a sociomaterial investigation of object-based approaches with migrant youth in and beyond the heritage language classroom. In: Anderson, James; Lytra, V.; Macleroy, Vicky and Ros I Sole, C. eds. Decentring Language Education. New Perspectives on Language and Education. Bristol: Multilingual Matters, (In press).

Charitonos, Koula and Littlejohn, Allison (2021). Professional Learning in healthcare settings in resource-limited environments: What are the tensions for professionals’ knowing and learning about antimicrobial resistance? Studies in Continuing Education (In Press).

Fransman, Jude; Hall, Budd; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate and Tandon, Rajesh (2021). Beyond partnerships: embracing complexity to understand and improve research collaboration for global development. Canadian Journal of Development Studies / Revue canadienne d'études du développement (Early Access).

Higham, Jeff and Richardson, John T. E. (2021). Corrigendum to “The use of Latin-square designs in educational and psychological research” [Educational Research Review 24 (2018) 84–97]. Educational Research Review, 32, article no. 100378.

Kaatrakoski, Heli; Littlejohn, Allison and Charitonos, Koula (2021). Antimicrobial resistance challenging professional learning in three LMICs. Journal of Workplace Learning (In Press).

Kukulska-Hulme, Agnes; Bossu, Carina; Coughlan, Tim; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Herodotou, Christothea; Rienties, Bart; Sargent, Julia; Scanlon, Eileen; Tang, Jinlan; Wang, Qi; Whitelock, Denise and Zhang, Shuai (2021). Innovating Pedagogy 2021: Open University Innovation Report 9. The Open University, Milton Keynes.

Read, Timothy; Kukulska-Hulme, Agnes and Bárcena, Elena (2021). Supporting listening comprehension by social network-based interaction in mobile assisted language learning. Porta Linguarum. International Journal of Foreign Language Teaching and Learning(35) pp. 295–309.

Rets, Irina; Coughlan, Tim; Stickler, Ursula and Astruc, Lluïsa (2021). Accessibility of Open Educational Resources: how well are they suited for English learners? Open Learning: The Journal of Open and Distance Learning (Early Access).

Sargent, Julia and Casey, Ashley (2021). Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology. Sport, Education and Society, 26(1) pp. 45–57.

Sargent, Julia and Lynch, Shrehan (2021). 'None of my other teachers know my face/emotions/thoughts': Digital technology and democratic assessment practices in higher education physical education. Technology, Pedagogy and Education (In press).

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2021). The contribution of dispositional learning analytics to precision education. Journal of Educational Technology and Society (In Press).

Viberg, Olga; Wasson, Barbara and Kukulska-Hulme, Agnes (2021). Developing a Framework for Mobile Assisted Language Learning through Learning Analytics for Self-Regulated Learning. In: Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK21), Society for Learning Analytics Research (SoLAR).

2020To Top

Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. (2020). Mixed Methods Approaches to Social Network Analysis. London: Routledge (In Press).

Alrashidi, Huda; Joy, Mike; Ullmann, Thomas and Almujally, Nouf (2020). Validating the Reflective Writing Framework (RWF) for Assessing Reflective Writing in Computer Science Education Through Manual Annotation. In: Intelligent Tutoring Systems (Kumar, Vivekanandan and Troussas, Christos eds.), Lecture Notes in Computer Science, Springer International Publishing, Cham, pp. 323–326.

Alrashidi, Huda; Joy, Mike; Ullmann, Thomas and Almujally, Nouf (2020). Educators' Validation on a Reflective Writing Framework (RWF) for Assessing Reflective Writing in Computer Science Education. In: Intelligent Tutoring Systems (Kumar, Vivekanandan and Troussas, Christos eds.), Lecture Notes in Computer Science, Springer International Publishing, Cham, pp. 316–322.

Alrashidi, Huda; Ullmann, Thomas; Ghounaim, Samiah and Joy, Mike (2020). A Framework for Assessing Reflective Writing Produced Within the Context of Computer Science Education. In: Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20, 24/03/2020, Frankfurt, Germany.

Alrashidi, Huda; Ullmann, Thomas and Joy, Mike (2020). An empirical evaluation of a Reflective Writing Framework (RWF) for Reflective Writing in Computer Science Education. In: IEEE Frontiers in Education Conference (FIE), 21-24 Oct 2020, Uppsala, Sweden.

Aristeidou, Maria and Herodotou, Christothea (2020). Online Citizen Science: A Systematic Review of Effects on Learning and Scientific Literacy. Citizen Science: Theory and Practice, 5(1) pp. 1–12.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2020). Learning outcomes in online citizen science communities designed for inquiry. International Journal of Science Education, Part B: Communication and Public Engagement, 10(4) pp. 277–294.

Atenas, Javiera; Havemann, Leo; Neumann, Jan and Stefanelli, Cristina (2020). Open Education Policies: Guidelines for co-creation. London: Open Education Policy Lab.

Atenas, Javiera; Havemann, Leo and Timmermann, Cristian (2020). Critical literacies for a datafied society: academic development and curriculum design in higher education. Research in Learning Technology, 28, article no. 2468.

Baker, Sally; Jack, Victoria; Moser-Mercer, Barbara; Charitonos, Koula and Fox, Alison (2020). Ethics-in-practice in fragile contexts: The value of the CERD ethical appraisal framework. BERA.

Beavers, Sian M. (2020). The Informal Learning of History with Digital Games. PhD thesis The Open University.

Beavers, Sian M. (2020). The Representation of Women in 'Ryse: Son of Rome'. In: Rollinger, Christian ed. Classical Antiquity in Video Games: Playing with the Ancient World. Imagines. London: Bloomsbury.

Berendt, Betina; Littlejohn, Allison and Blakemore, Mike (2020). AI in Education: learner choice and fundamental rights. Learning, Media and Technology (Early access).

Berry, Leon; Rienties, Bart; Littlejohn, Allison and Sastry, Venkat (2020). A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior. Military Psychology (Early Access).

Bossu, Carina and Heck, Tamara (2020). [Editorial] Special Issue: Engaging with Open Science in Learning and Teaching. Education for Information, 36(3) pp. 211–225.

Boyd, Lesley (2020). Using learning networks to drive module improvements in the Open University: a personal and professional journey. The Open University.

Bruckermann, T; Lorke, J; Rafolt, S; Scheuch, M; Aristeidou, Maria; Ballard, H; Bardy-Durchhalter, M; Carli, E; Herodotou, Christothea; Kelemen-Finan, J; Robinson, L; Swanson, R; Winter, S and Kapelari, S (2020). Learning Opportunities and Outcomes in Citizen Science: A Heuristic Model for Design and Evaluation. In: Electronic Proceedings of the ESERA 2019 Conference. The Beauty and Pleasure of Understanding: Engaging With Contemporary Challenges Through Science Education (Levrini, O and Tasquier, G eds.), University of Bologna, pp. 889–898.

Charitonos, Koula; Albuerne-Rodriguez, Carolina; Witthaus, Gabi and Bossu, Carina (2020). Advancing Social Justice for Asylum Seekers and Refugees in the UK: an Open Education approach to strengthening capacity through Refugee Action’s Frontline Immigration Advice Project. Journal of Interactive Media in Education(1), article no. 11.

Chaudhari, Vasudha; Murphy, Vicky and Littlejohn, Allison (2020). The Educational Intelligent Economy – Lifelong Learning – A vision for the future. In: Jules, Tavis D. and Salajan, Florin D. eds. The Educational Intelligent Economy: Artificial Intelligence, Machine Learning and the Internet of Things in Education. International Perspectives on Education and Society (In Press), 38. Emerald, pp. 109–126.

Chua, Shi-Min (2020). Starting a conversation in an online discussion: How do I write to get a reply from others? The Open University.

Clough, Gill and Adams, Anne (2020). Evidence Cafes: Overcoming conflicting motivations and timings. Research for All, 4(2) pp. 145–149.

Cogliati, Simone; Sherlock, Sarah; Halton, Alison; Ebinghaus, Alena; Kelley, Simon; Jolley, David and Barry, Tiffany (2020). Expanding the toolbox for dating basaltic lava sequences: 40Ar–39Ar dating of silicic volcanic glass from interbeds. Journal of the Geological Society (Early access).

Coughlan, Tim (2020). The use of open data as a material for learning. Educational Technology Research and Development, 68(1) pp. 383–411.

Coughlan, Tim; Lister, Kate and Lucassen, Mathijs (2020). Development and evaluation of the Our Journey platform through the ‘Linked Journeys’ project. Jisc.

Cross, Simon; Adinolfi, Lina; Charania, Amina; Ramchand, Mythili; Wolfenden, Freda; Sen, Sohini; Paltiwale, Sumegh; Balli, Omkar and Chatterjee, Ananya (2020). Digital Badges for Teacher Professional Development in India: Interim Project Report. The Open University & Tata Institute of Social Sciences.

Dawadi, Saraswati (2020). High-Stakes Test Impact on Student Motivation to Learn. High-Stakes Test Impact on Student Motivation to Learn, 5(2) pp. 59–71.

de Jong, Peter; Pickering, James; Swinerton, Bronwen; Hendriks, Renée; Goshtasbpour, Fereshte and Reinders, Marlies (2020). Twelve tips for integrating massive open online course content into classroom teaching. Medical Teacher, 42(4) pp. 393–397.

de Waard, Inge and Kukulska-Hulme, Agnes (2020). A conceptual framework for learners self-directing their learning in MOOCs: components, enablers and inhibitors. In: Yu, Shengquan; Ally, Mohamed and Tsinakos, Avgoustos eds. Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. Singapore: Springer, pp. 377–397.

Douglas, Heather E.; Rubin, Mark; Seevak, Jill; Southgate, Erica; Macqueen, Suzanne and Richardson, John T. E. (2020). Older women, deeper learning: Age and gender interact to predict learning approach and academic achievement at university. Frontiers in Education: Educational Psychology, 5, article no. 158.

Ebner, Martin; Schön, Sandra; Atenas, Javiera; Havemann, Leo; Nascimbeni, Fabio and Neumann, Jan L (2020). Ressourcen und Werkzeuge für die Entwicklung einer OER-Policy an Hochschulen.
[Resources and tools for developing an OER policy in institutions of higher education]. Technische Universität Graz, Graz, Austria.

Edwards, Chris and Gaved, Mark (2020). Understanding student experience: a pathways model. In: L@S '20: Proceedings of the Seventh ACM Conference on Learning @ Scale, 12-14 Aug 2020, Virtual event, USA, pp. 265–268.

Edwards, Chris and Gaved, Mark (2020). The student study experience – analysing student study choices. In: 29th EDEN (European Distance Education Network) Annual Conference 2020 - Human and Artificial Intelligence for the Society of the Future, 21-24 Jun 2020, Politehnica University, Timisoara, Romania.

Farrow, Robert; Iniesto, Francisco; Weller, Martin and Pitt, Rebecca (2020). GO-GN Research Methods Handbook. Milton Keynes: Global OER Gradate Network.

Farrow, Robert; Pitt, Rebecca and Weller, Martin (2020). Open Textbooks as an innovation route for open science pedagogy. Education for Information, 36(3) pp. 227–245.

Ferguson, Rebecca; Childs, Mark; Okada, Alexandra; Sheehy, Kieron; Tatlow-Golden, Mimi and Peachey, Anna (2020). Creating a Framework of fun and Learning: Using Balloons to Build Consensus. In: 14th European Conference on Games Based Learning - ECGBL 2020, 23-25 Sep 2020, Brighton (held virtually due to COVID).

FitzGerald, Elizabeth (2020). The promises and pitfalls of personalised eLearning. In: Proceedings of The 11th International Conference on eLearning (eLearning-2020), 24-25 Sep 2020, Belgrade, Serbia, Belgrade Metropolitan University.

Fominykh, Mikhail; Wild, Fridolin; Klamma, Ralf; Billinghurst, Mark; Costiner, Lisandra S.; Karsakov, Andrey; Mangina, Eleni; Molka-Danielsen, Judith; Pollock, Ian; Preda, Marius and Smolic, Aljosa (2020). Model Augmented Reality Curriculum. In: ITiCSE-WGR '20: Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, ACM.

Fox, Alison; Charitonos, Koula; Baker, Sally; Moser-Mercer, Barbara and Jack, Victoria (2020). Ethics-in-practice in fragile contexts: research in education for displaced persons, refugees and asylum seekers. British Educational Research Journal (Early access).

Gaved, Mark; Hanson, Rachel and Stutchbury, Kris (2020). Mobile offline networked learning for teacher Continuing Professional Development in Zambia. In: Proceedings of mLearn2020: the 19th World Conference on Mobile, Blended and Seamless Learning.

Goshtasbpour, Fereshte; Swinerton, Bronwen and Morris, Neil Peter (2020). Look who’s talking: Exploring instructors’ contributions to Massive Open Online Courses. British Journal of Educational Technology, 51(1) pp. 228–244.

Gregson, Jon; Pitt, Rebecca and Seal, Timothy (2020). TIDE Digital Strategy Report. Transformation by Innovation in Distance Education (TIDE), Milton Keynes.

Greyling, Linda; Huntley, Belinda; Reedy, Katharine and Rogaten, Jekaterina (2020). Improving distance learning mathematics modules in South Africa: a learning design perspective. South African Journal of Higher Education, 34(3) pp. 89–111.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Player conceptualizations of creativity in digital entertainment games. Convergence: The International Journal of Research into New Media Technologies, 26(5-6) pp. 1226–1247.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Expressivity of Creativity and Creative Design Considerations in Digital Games. Computers in Human Behavior, 105, article no. 106206.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Using Reflexive Photography to Investigate Design Affordances for Creativity in Digital Entertainment Games. International Journal of Human-Computer Interaction (Early Access).

Hauck, Mirjam; Müller-Hartmann, Andreas; Rienties, Bart and Rogaten, Jekaterina (2020). Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(SI) pp. 5–35.

Havemann, Leo (2020). Open in the Evening: Openings and Closures in an Ecology of Practices. In: Conrad, Dianne and Prinsloo, Paul eds. Open(ing) Education: Theory and Practice. Leiden, Netherlands: Brill Sense, pp. 329–344.

Hempel-Jorgensen, Amelia; Swann, Joan; Plowright-Pepper, Linda; Cremin, Teresa; Safford, Kimberly; Mittelmeier, Jenna and Canning, Natalie (2020). Evaluation of Hackney Learning Trust's Reading Programmes. The Open University, Milton Keynes.

Herodotou, Christothea; Aristeidou, Maria; Miller, Grant; Ballard, Heidi and Robinson, Lucy (2020). What Do We Know about Young Volunteers? An Exploratory Study of Participation in Zooniverse. Citizen Science: Theory and Practice, 5(1), article no. 2.

Herodotou, Christothea; Boroowa, Avinash; Hlosta, Martin and Rienties, Bart (2020). What do distance learning students seek from student analytics? In: International Conference on Learning Sciences, 19-23 Jun 2020, Nashville, TN, USA.

Herodotou, Christothea and Gillespie, Anna (2020). Explore: Marking and Feedback (Phase 1) (Final report). Open University.

Herodotou, Christothea; Naydenova, Galina; Boroowa, Avinash; Gilmour, Alison and Rienties, Bart (2020). How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? Journal of Learning Analytics, 7(2) pp. 72–83.

Herodotou, Christothea; Papathoma, Tina; Aristeidou, Maria; Miller, Grant; Ghadiri, Maryam; Lorke, Julia and Ballard, Heidi (2020). What do young volunteers learn from participation in online crowdsourced citizen science? Environmental science learning through Zooniverse. In: ECSA conference 2020, 7-10 Sep 2020, Trieste, Italy.

Herodotou, Christothea; Papathoma, Tina; Davies, Gareth; Gaved, Mark and Scanlon, Eileen (2020). Interdisciplinary research in technology-enhanced learning: Strategies for effective working. In: International Conference of the Learning Sciences (ICLS 2020), 19-23 Jun 2020, Nashville, TN, USA.

Herodotou, Christothea; Rienties, Bart; Hlosta, Martin; Boroowa, Avinash; Mangafa, Chrysoula and Zdrahal, Zdenek (2020). The scalable implementation of predictive learning analytics at a distance learning university: Insights from a longitudinal case study. Internet and Higher Education, 45, article no. 100725.

Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen (2020). Can technology empower the public to think scientifically? The case of nQuire. In: International Conference of the Learning Sciences (ICLS 2020), 19-23 Jun 2020, Nashville, TN, USA.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers and Education, 143, article no. 103675.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Tutors’ understanding of students’ emotional experiences in assessed, online, collaborative activities. In: CALRG Annual Conference 2020, 15-17 Jun 2020, Milton Keynes, UK.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). The impact of emotions on student participation in an assessed, online, collaborative activity. In: European Distance and E-Learning Network (EDEN) Proceedings, European Distance and E-Learning Network, pp. 143–152.

Hilliard, Jake; Wong, Patrick; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Using real time student feedback as an emotion awareness and regulation tool in an assessed, online, collaborative project. In: The 9th eSTEeM Annual Conference, 29-30 Apr 2020, Milton Keynes, England.

Hlosta, Martin; Papathoma, Tina and Herodotou, Christothea (2020). Explaining Errors in Predictions of At-Risk Students in Distance Learning Education. In: Artificial Intelligence in Education, Lecture Notes in Computer Science (LNCS), Springer, pp. 119–123.

Hlosta, Martin; Zdrahal, Zdenek; Bayer, Vaclav and Herodotou, Christothea (2020). Why Predictions of At-Risk Students Are Not 100% Accurate? Showing Patterns in False Positive and False Negative Predictions. In: Proceedings of the 10th International Conference on Learning Analytics and Knowledge (LAK20), 23-27 Mar 2020, Frankfurt am Main, Germany.

Iniesto, Francisco (2020). [Book Review] Open education: from OERs to MOOCs, edited by Mohamed Jemni and Mohamed Koutheair Khribi, Springer, 2016. Open Learning: The Journal of Open, Distance and e-Learning (Early Access).

Iniesto, Francisco (2020). An Investigation Into The Accessibility Of Massive Open Online Courses (MOOCs). PhD thesis The Open University.

Iniesto, Francisco; Coughlan, Tim; Lister, Kate and Holmes, Wayne (2020). Designing an Assistant for the Disclosure and Management of Information about Needs and Support: the ADMINS project. In: 22nd International ACM SIGACCESS Conference on Computers and Accessibility, 26-28 Oct 2020, Athens, Greece (Online).

Ismail, Nashwa; Harris, Alma; Jones, Michelle; Evans, Ceryn and Knight, Cathryn (2020). An International Review of Incentives into Teacher Education: Implications for Policy and Practice. In: 33rd International Congress for School Effectiveness and Improvement, 6-10 Jan 2020, Marrakesh, Morocco, (In Press).

Jesionkowska, Joanna; Wild, Fridolin and Deval, Yann (2020). Active Learning Augmented Reality for STEAM Education—A Case Study. Education Sciences, 10(8), article no. 198.

Korir, Maureen; Mittelmeier, Jenna and Rienties, Bart (2020). Is Mixed Methods Social Network Analysis Ethical? In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed Methods Approaches to Social Network Analysis. Routledge (In Press).

Koseoglu, Suzan; Bozkurt, Aras and Havemann, Leo (2020). Critical Questions for Open Educational Practices. Distance Education, 41(2) pp. 153–155.

Koseoglu, Suzan; Bozkurt, Aras and Havemann, Leo (2020). Critical Questions for Open Educational Practices. Distance Education, 41(2) pp. 153–155.

Koseoglu, Suzan; Bozkurt, Aras and Havemann, Leo (2020). Critical questions for open educational practices - Distance Education 41 (2) 2020 (Special Issue) - ODLAA launch webinar. In: ODLAA webinar, 16 Jun 2020, online.

Kukulska-Hulme, Agnes (2020). Mobile and Personal Learning for Newcomers to a City. Electronic Journal of Foreign Language Teaching, 17(1) pp. 93–103.

Kukulska-Hulme, Agnes; Beirne, Elaine; Conole, Gráinne; Costello, Eamon; Coughlan, Tim; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Herodotou, Christothea; Holmes, Wayne; Mac Lochlainn, Conchur; Nic Giolla Mhichíl, Mairéad; Rienties, Bart; Sargent, Julia; Scanlon, Eileen; Sharples, Mike and Whitelock, Denise (2020). Innovating Pedagogy 2020: Open University Innovation Report 8. The Open University, Milton Keynes.

Kukulska-Hulme, Agnes and Lee, Helen (2020). Mobile Collaboration for Language Learning and Cultural Learning. In: Dressman, Mark and Sadler, Randall William eds. The Handbook of Informal Language Learning. Blackwell Handbooks in Linguistics. Chichester: Wiley Blackwell, pp. 169–180.

Kukulska-Hulme, Agnes and Lee, Helen (2020). Intelligent assistants in language learning: an analysis of features and limitations. In: CALL for Widening Participation: Short Papers from EUROCALL 2020 (Frederiksen, Karen-Margrete; Larsen, Sanne; Bradley, Linda and Thouësny, Sylvie eds.), Research-publishing.net, pp. 172–176.

Lister, Kate; Coughlan, Tim; Iniesto, Francisco; Freear, Nick and Devine, Peter (2020). Accessible Conversational User Interfaces: Considerations for design. In: W4A '20: Proceedings of the 17th International Web for All Conference, article no. 5.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Disability’ or ‘Additional study needs’? Identifying students’ language preferences in disability-related communications. European Journal of Special Needs Education, 35(5) pp. 620–635.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Learning Needs, Barriers, Differences and Study Requirements: How Students Identify as ‘disabled’ in Higher Education. Widening Participation and Lifelong Learning, 22(1) pp. 95–111.

Lynch, Shrehan and Sargent, Julia (2020). Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education. Physical Education and Sport Pedagogy, 25(6) pp. 629–642.

Masneri, Stefano; Dominguez, Ana; Wild, Fridolin; Pronk, Jeroen; Heintz, Matthias; Tiede, Jennifer; Nistor, Adina; Chiazzese, Giuseppe and Mangina, Eleni (2020). Work-in-progress—ARETE - An Interactive Educational System using Augmented Reality. In: 2020 6th International Conference of the Immersive Learning Research Network (iLRN), IEEE, pp. 283–286.

Mcfaul, Hugh and FitzGerald, Elizabeth (2020). A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education. British Journal of Educational Technology, 51(2) pp. 572–589.

McFaul, Hugh; FitzGerald, Elizabeth; Ryan, Francine and Byrne, David (2020). A mobile app for public legal education: a case study of co-designing with students. Research in Learning Technology, 28

Mittelmeier, Jenna; Rienties, Bart; Gunter, Ashley and Raghuram, Parvati (2020). Conceptualizing Internationalization at a Distance: A "Third Category" of University Internationalization. Journal of Studies in International Education (Early Access).

Murphy, Vicky Louise (2020). Learning From Incidents And Implementing Action: Exploring Expectations And Contradictions In The Energy Sector. PhD thesis The Open University.

Murphy, Victoria; Littlejohn, Allison and Rienties, Bart C. (2020). Social network analysis and activity theory: A symbiotic relationship. In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed methods social network analysis: Theories and methodologies in learning and education. London, United Kingdom: Routledge, pp. 113–125.

Neumann, Michelle and Herodotou, Christothea (2020). Evaluating YouTube videos for young children. Education and Information Technologies (Early Access).

Neumann, Michelle M. and Herodotou, Christothea (2020). Young Children and YouTube: A Global Phenomenon. Childhood Education, 96(4) pp. 72–77.

Nguyen, Quan (2020). Unravelling the Temporal Process of Learning Design and Student Engagement in Distance Education using Learning Analytics. PhD thesis The Open University.

Nguyen, Quan; Rienties, Bart and Richardson, John T. E. (2020). Learning analytics to uncover inequality in behavioural engagement and academic attainment in a distance learning setting. Assessment & Evaluation in Higher Education, 45(4) pp. 594–606.

Nguyen, Quan; Rienties, Bart and Whitelock, Denise (2020). A mixed-method study into how instructors design for learning in online and distance education. Journal of Learning Analytics (In press).

Pammer-Schindler, Viktoria; Wild, Fridolin; Fominykh, Mikhail; Ley, Tobias; Perifanou, Maria; Soule, Maria Victoria; Hernández-Leo, Davinia; Kalz, Marco; Klamma, Ralf; Pedro, Luís; Santos, Carlos; Glahn, Christian; Economides, Anastasios A.; Parmaxi, Antigoni; Prasolova-Førland, Ekaterina; Gillet, Denis and Maillet, Katherine (2020). Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe. Frontiers in Education, 5, article no. 150.

Papathoma, Tina; Ferguson, Rebecca; Iniesto, Francisco; Rets, Irina; Vogiatzis, Dimitrios and Murphy, Victoria (2020). Guidance on how Learning at Scale can be made more accessible. In: Proceedings of the Seventh ACM Conference on Learning@ Scale, Aug 12-14, Georgia Tech, Atlanta, GA, pp. 289–292.

Perryman, Leigh-Anne (2020). TEL MOOC Long Term Impact Evaluation Study. Commonwealth of Learning.

Pitt, Rebecca; Jordan, Katy; de los Arcos, Beatriz; Farrow, Robert and Weller, Martin (2020). Supporting open educational practices through open textbooks. Distance Education (Early access).

Pulker, Hélène and Kukulska-Hulme, Agnes (2020). Openness re-examined: teachers' practices with open educational resources in online language teaching. Distance Education, 41(2) pp. 216–229.

Rets, Irina; Rienties, Bart and Lewis, Timothy (2020). Transforming pre-service teacher education through Virtual Exchange: a mixed-method analysis of perceived TPACK development. Interactive Learning Environments (Early Access).

Rets, Irina and Rogaten, Jekaterina (2020). To simplify or not? Facilitating English L2 users’ comprehension and processing of Open Educational Resources in English using text simplification. Journal of Computer Assisted Learning (Early Access).

Richardson, John T. E.; Mittelmeier, Jenna and Rienties, Bart (2020). The role of gender, social class and ethnicity in participation and academic attainment in UK higher education: an update. Oxford Review of Education, 46(3) pp. 346–362.

Rienties, Bart (2020). Powers and Limitations of MMSNA: Experiences from the Field of Education. In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed Methods Approaches to Social Network Analysis: Theories and Methodologies in Learning and Education. Routledge (In Press).

Rienties, Bart; Køhler Simonsen, Henrik and Herodotou, Christothea (2020). Defining the boundaries between Artificial Intelligence in Education, Computer-Supported Collaborative Learning, Educational Data Mining, and Learning Analytics: a need for coherence. Frontiers in Education (Early access).

Rienties, Bart; Lewis, Timothy; O'Dowd, Robert; Rets, Irina and Rogaten, Jekaterina (2020). The Impact of Virtual Exchange on TPACK and Foreign Language Acquisition: Reviewing a Large-Scale Implementation Across 23 Virtual Exchanges. Computer Assisted Language Learning (Early access).

Rodrigo, Covadonga; Iniesto, Francisco and García-Serrano, Ana (2020). Reflections on Instructional Design Guidelines from the MOOCification of Distance Education: A Case Study of a Course on Design for All. In: Mendoza-González, Ricardo; Huizilopoztli, Luna-García and Alfredo, Mendoza-González eds. UXD and UCD Approaches for Accessible Education. Advances in Educational Technologies and Instructional Design. Hershey PA, USA: IGI Global, pp. 21–37.

Rogaten, Jekaterina; Clow, Doug; Edwards, Chris; Gaved, Mark and Rienties, Bart (2020). Are Assessment Practices Well Aligned Over Time? A Big Data Exploration. In: Bearman, M; Dawson, P; Ajjawi, R.; Tai, J. and Boud, D. eds. Re-imagining University Assessment in a Digital World. The Enabling Power of Assessment, 7. Cham: Springer, pp. 147–164.

Rogaten, Jekaterina and Rienties, Bart (2020). A critical review of learning gains on its methods and approaches. In: Hughes, Christina and Tight, Malcolm eds. International Perspectives on Higher Education Research. Emerald, (In Press).

Sanzgiri, Janesh (2020). MOOCs for Development? A Study of Indian Learners and their Experiences in Massive Open Online Courses. PhD thesis The Open University.

Sargent, Julia (2020). [Book Review] Debates in physical education. Curriculum Studies in Health and Physical Education, 11(3) pp. 282–284.

Sargent, Julia and Casey, Ashley (2020). Flipped Learning, Pedagogy and Digital Technology: Establishing Consistent Practice to Optimise Lesson Time. European Physical Education Review, 26(1) pp. 70–84.

Sargent, Julia and Casey, Ashley (2020). Using digital technologies to enhance your teaching of physical education. In: Capel, Susan; Cliff, Joanne and Lawrence, Julia eds. A practical guide to teaching physical education in the secondary school, Volume 3rd ed. London: Routledge (In Press).

Scanlon, Eileen; Herodotou, Christothea; Sharples, Mike and McLeod, Kevin (2020). nQuire: citizens acting as scientists in massive open online learning. In: L@S '20: Proceedings of the Seventh ACM Conference on Learning @ Scale, 12-14 Aug 2020, Virtual event, USA, ACM, pp. 257–260.

Scanlon, Eileen and Papathoma, Tina (2020). Citizen science as interdisciplinary working. In: Networked Learning Conference, 2020, 18-20 May 2020, Kolding, Denmark.

Seale, Jane; Coughlan, Tim; Colwell, Chetz; Heiman, Tali; Kaspi-Tsahor, Dana and Olenik-Shemesh, Dorit (2020). "Dreaming in colour’: disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies". Education and Information Technologies (Early access).

Tempelaar, D.; Rienties, Bart and Nguyen, Quan (2020). Individual differences in the preference for worked examples: lessons from an application of dispositional learning analytics. Applied Cognitive Psychology (Early access).

Tempelaar, Dirk; Nguyen, Quan and Rienties, Bart (2020). Learning Analytics and the Measurement of Learning Engagement. In: Ifenthaler, Dirk and Gibson, David eds. Adoption of Data Analytics in Higher Education Learning and Teaching. Advances in Analytics for Learning and Teaching. Cham: Springer, pp. 159–176.

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2020). Subjective data, objective data and the role of bias in predictive modelling: Lessons from a dispositional learning analytics application. PLoS ONE, 15(6), article no. e0233977.

Tempelaar, Dirk T.; Rienties, Bart and Nguyen, Quan (2020). Feedback Preferences of Students Learning in a Blended Environment: Worked Examples, Tutored and Untutored Problem-Solving. In: Computer Supported Education. CSEDU 2019. Communications in Computer and Information Science, vol 1220 (Lane, H. C.; Zvacek, S. and Uhomoibhi, J. eds.), pp. 51–70.

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2019To Top

Farrow, Robert ed. (2019). Massive Open Online Courses for Business Learning: Key research, best practices and pathways to innovation. Pressbooks.

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Ballard, Heidi; Herodotou, Christothea; Lorke, Julia; Aristeidou, Maria; Robinson, Lucy; Johnson, Rebecca; Young, Alison; Higgins, Lila; Jennewein, Jessie; Miller, Annie; Pratt-Taweh, Sasha; Sanghera, Harpreet; Miller, Grant and Pauly, Greg (2019). Characterizing Youth Participation in Natural History Museum-led Citizen Science: Online and in the Field. In: Citizen Science Association, 13-17 Mar 2019, Raleigh, North Carolina.

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Bektik, Duygu (2019). Issues and challenges for implementing writing analytics at higher education. In: Ifenthaler, Dirk; Mah, Dana-Kristin and Yau, Jane Yin-Kim eds. Utilizing Learning Analytics to Support Study Success. Springer International Publishing, pp. 143–155.

Boyd, Lesley (2019). Using Technology-Enabled Learning Networks to Drive Module Improvements in the UK Open University. Journal of Interactive Media in Education, 2019(1), article no. 16.

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Charitonos, Koula; Littlejohn, Allison and Seal, Timothy (2019). Emerging directions in research on laboratory capacity strengthening for drug resistant infections in low-and-middle-income countries. In: EARLI 2019, 12-16 Aug 2019, Aachen, Germany.

Charitonos, Koula; Witthaus, Gabi; Kukulska-Hulme, Agnes and Anastopoulou, Stamatina (2019). Evaluation of the Frontline Immigration Advice Project. The Open University, Milton Keynes.

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Cross, Simon; Sharples, Mike; Healing, Graham and Ellis, Jim (2019). Distance Learners’ Use of Handheld Technologies: Mobile Learning Activity, Changing Study Habits, and the ‘Place’ of Anywhere Learning. International Review of Research in Open and Distributed Learning, 20(2) pp. 224–241.

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Edwards, Chris; Whitelock, Denise; Brouns, Francis; Rodríguez, M. Elena; Okada, Alexandra; Baneres, David and Holmes, Wayne (2019). An embedded approach to plagiarism detection using the TeSLA e-authentication system. In: TEA 2018 Technology Enhanced Assessment Conference, 10-11 Dec 2018, Amsterdam, the Netherlands.

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Farrow, Robert (2019). Bringing Learning to Life: Evaluation of Everyday Skills in maths and English. In: Open Education 2019, 30 Oct 2019-1 Nov 2019, Phoenix, AZ.

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Ferguson, Rebecca (2019). Ethical Challenges for Learning Analytics. Journal of Learning Analytics, 6(3) pp. 25–30.

Ferguson, Rebecca (2019). Pedagogical Innovations for Technology-Enabled Learning. The Commonwealth of Learning, Burnaby, BC, Canada.

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Ferguson, Rebecca; Clow, Doug; Griffiths, Dai and Brasher, Andrew (2019). Moving Forward with Learning Analytics: Expert Views. Journal of Learning Analytics, 6(3) pp. 43–59.

Ferguson, Rebecca; Coughlan, Tim; Egelandsdal, Kjetil; Gaved, Mark; Herodotou, Christothea; Hillaire, Garron; Jones, Derek; Jowers, Iestyn; Kukulska-Hulme, Agnes; McAndrew, Patrick; Misiejuk, Kamila; Ness, Ingun Johanna; Rienties, Bart; Scanlon, Eileen; Sharples, Mike; Wasson, Barbara; Weller, Martin and Whitelock, Denise (2019). Innovating Pedagogy 2019: Open University Innovation Report 7. The Open University, Milton Keynes.

Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. (2019). Educational visions: The lessons from 40 years of innovation. London: Ubiquity Press.

FitzGerald, Elizabeth; Adams, Anne; Bektik, Duygu; Bossu, Carina; Clough, Gill; Ismail, Nashwa and Sargent, Julia (2019). Tools and Technologies for Advancing Professional Development. In: CALRG Annual Conference 2019, 17-18 Jun 2019, The Open University, Milton Keynes.

Fransman, Jude (2019). Engaging with research for real impact: The state of research in the INGO sector and ways forward for better practice. Bond, London.

Fransman, Jude and Newman, Kate (2019). Rethinking Research Partnerships: Evidence and the politics of participation in research partnerships for international development. Journal of International Development, 31(7) pp. 523–544.

Fransman, Jude; Newman, Kate and Bharadwaj, Sowmyaa (2019). Rethinking Research Impact through Principles for Fair and Equitable Partnerships. IDS Bulletin, 50(1) pp. 21–42.

Froehlich, Dominik; Rehm, Martin and Rienties, Bart (2019). Reviewing mixed methods approaches using Social Network Analysis for learning and education. In: Peña-Ayala, A. ed. Educational Networking: A Novel Discipline for Improved Learning Based on Social Networks. Lecture Notes in Social Networks. Heidelberg: Springer, (In Press).

Fullagar, Simone; Petris, Sandra; Sargent, Julia; Allen, Stephanie; Aktar, Muhsina and Ozakinci, Gozde (2019). Action research with parkrun UK volunteer organisers to develop inclusive strategies. Health Promotion International (Early Access).

Gaved, Mark; Calderón Lüning, Elizabeth; Unteidig, Andreas; Davies, Gareth and Stevens, James (2019). Power, roles and adding value: reflecting on the challenges of bridging across research and action on an international community networking project. In: Proceedings of the 17th CIRN Conference 2019, Monash University, Prato, Italy.

Gibson, E. K.; Tindle, A. G.; Schwenzer, S. P.; Kelley, S. P.; Anand, M.; Morgan, G. H. and Pillinger, J. M. (2019). Apollo Virtual Microscope Collection: Lunar Minaeralogy and Petrology of Apollo Rocks. In: 50th Lunar and Planetary Science Conference, 18-22 Mar 2019, The Woodlands, Houston, Texas, USA.

Gregson, Jon; Pitt, Rebecca and Seal, Timothy (2019). Developing a Digital Strategy for Distance Education in Myanmar. In: Pan Commonwealth Forum 9 (PCF9), 9-12 Sep 2019, Edinburgh, Scotland, Commonwealth of Learning.

Harris, Alma; Jones, Michelle; Ismail, Nashwa and Nguyen, Dong (2019). Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017). School Leadership & Management, 39(3-4) pp. 255–277.

Havemann, Leo; Charles, Elizabeth; Sherman, Sarah; Rodgers, Scott and Barros, Joana (2019). A multitude of modes: considering ‘blended learning’ in context. In: CDE RIDE conference 2019, 15 Mar 2019, London.

Havemann, Leo; Neumann, Jan and Atenas, Javiera (2019). Fostering policy making in Open Education: The OER policy registry. In: ALT Online Winter Conference 2019, 11-12 Dec 2019, Online.

Heliot, YingFei; Mittelmeier, Jenna and Rienties, Bart (2019). Developing learning relationships in intercultural and multi-disciplinary environments: A mixed method investigation of management students’ experiences. Studies in Higher Education (Early Access).

Herodotou, Christothea; Hlosta, Martin; Boroowa, Avinash; Rienties, Bart; Zdrahal, Zdenek and Mangafa, Chrysoula (2019). Empowering online teachers through predictive learning analytics. British Journal of Educational Technology, 50(6) pp. 3064–3079.

Herodotou, Christothea; Muirhead, Dave K.; Aristeidou, Maria; Hole, Malcolm J.; Kelley, Simon; Scanlon, Eileen and Duffy, Marcus (2019). Blended and online learning: A comparative study of virtual microscopy in Higher Education. Interactive Learning Environments (Early Access).

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Herodotou, Christothea; Rienties, Bart; Verdin, Barry and Boroowa, Avinash (2019). Predictive learning analytics ‘at scale’: Guidelines to successful implementation in Higher Education based on the case of the Open University UK. Journal of Learning Analytics, 6(1) pp. 85–95.

Herodotou, Christothea; Scanlon, Eileen and Whitelock, Denise (2019). STEM Learning: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational Visions: Lessons from 40 years of innovation. London: Ubiquity Press, pp. 139–150.

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Iniesto, Francisco (2019). [Book review] Innovando la docencia desde la formación del profesorado. Propuestas y realidades. Ed. by Carlos Monge López and Patricia Gómez Hernández. Innovación Educativa(29) pp. 199–200.

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Iniesto, Francisco (2019). Understanding the design of MOOCs for ESL learners: language as an enabler or barrier to learning. In: International Conference: MOOCs, language learning and mobility, 25-26 Oct 2019, Milton Keynes.

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Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke (2019). Networked Professional Learning: An Introduction. In: Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke eds. Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Research in Networked Learning. Springer, pp. 1–11.

Lorke, Julia; Ballard, Heidi L.; Aristeidou, Maria; Herodotou, Christothea; Ghadiri, Maryam; Swanson, Rebecca D. and Robinson, Lucy D. (2019). “Don’t step on the volcanoes!” – Developing Environmental Science Agency through participation in Museum-Led Citizen Science Projects. In: The beauty and pleasure of understanding: engaging with contemporary challenges through science education (Proceeding of ESERA 2019), 26-30 Aug 2019, Bologna, Italy.

Madge, Clare; Breines, Markus Roos; Dalu, Mwazvita Tapiwa Beatrice; Gunter, Ashley; Mittelmeier, Jenna; Prinsloo, Paul and Raghuram, Parvati (2019). WhatsApp use among African international distance education (IDE) students: transferring, translating and transforming educational experiences. Learning, Media and Technology, 44(3) pp. 267–282.

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Mittelmeier, Jenna; Rienties, Bart; Rogaten, Jekaterina; Gunter, Ashley and Raghuram, Parvati (2019). Internationalisation at a Distance and at Home: Academic and social adjustment in a South African distance learning context. International Journal of Intercultural Relations, 72 pp. 1–12.

Mittelmeier, Jenna; Rogaten, Jekaterina; Sachikonye, Mwazvita; Gunter, Ashley; Prinsloo, Paul and Rienties, Bart (2019). Understanding the adjustment of first-year distance education students in South Africa: Factors that impact students’ experiences. The International Review of Research in Open and Distributed Learning, 20(3)

Mohan, Giles; Taylor, Faye and Charitonos, Koula (2019). Online, Blended and Distance Learning for Education in Fragile Contexts. In: PanCommonwealth Forum PCF9, 9-12 Sep 2019, Edinburgh.

Murphy, Victoria L.; Littlejohn, Allison; Rienties, Bart and King, Stuart (2019). Reflecting on incidents: Barriers and tactics. Petroleum Review pp. 30–31.

Öbeg, Lena-Maria; Nyströ, Christina Amcoff; Littlejohn, Allison and Vrieling-Teunter, Emmy (2019). Communities of Inquiry in crisis management exercises. In: Littlejohn, Allison; Jaidmark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke eds. Networked Professional Learning Emerging and Equitable Discourses for Professional Development. Research in Networked Learning. Springer, pp. 55–68.

Okada, Alexandra; Noguera, Ingrid; Aleksieva, Lyubka; Rozeva, Anna; Kocdar, Serpil; Brouns, Francis; Whitelock, Denise and Guerrero-Roldán, Ana-Elena (2019). Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology, 50(6) pp. 3264–3282.

Okada, Alexandra and Whitelock, Denise (2019). Academic Integrity through e-authentication and authorship verification for e-assessment: impact study. In: 7th International Assessment in Higher Education Conference, 2 Jul 2019, Manchester UK.

Okada, Alexandra and Whitelock, Denise (2019). An Evaluation Methodology Applied to Trust-Based Adapted Systems for e-Assessment: Connecting Responsible Research and Innovation with a Human-Centred Design Approach. In: Besora, David; Guerrero Roldán, Ana Elena and Rodríguez González, M. Elena eds. Engineering Data-Driven Adaptive Trust-based e-Assessment System: Challenges and Infrastructure Solutions. Lecture Notes on Data Engineering and Communications Technologies, 34. Springer, pp. 239–265.

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Orr, Dominic; Weller, Martin and Farrow, Rob (2019). How is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model. Journal of Interactive Media in Education, 2019(1) pp. 1–12.

Orr, Dominic; Weller, Martin and Farrow, Robert (2019). How is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model. Journal of Interactive Media in Education, 2019(1) pp. 1–12.

Papathoma, Tina (2019). MOOC Educators: Who They Are And How They Learn. PhD thesis The Open University.

Papathoma, Tina (2019). How Digital Learning Processes Meet The Ever Changing Needs Of The Policing Profession? Enablers And Barriers In Its Application. In: BAM2019: British Academy of Management Conference Proceedings, 3-5 Sep 2019, Birmingham, UK.

Pearson, Victoria; Lister, Katharine and Coughlan, Tim (2019). Accessibility Coordinators: A model for embedded, sustainable change towards inclusive higher education. In: Proceedings of the 12th annual International Conference of Education, Research and Innovation (ICERI 2019), IATED pp. 3127–3136.

Perryman, Leigh-Anne (2019). Open with care: Socially-responsible, culturally-responsive and equitable open pedagogy for a diverse world. In: Creative Commons Global Summit 2019, 9-11 May 2019, Lisbon, Portugal.

Pike, Anne and Hopkins, Susan (2019). Transformative Learning: Positive Identity Through Prison-Based Higher Education in England and Wales. International Journal of Bias, Identity and Diversity in Education, 4(1) pp. 48–65.

Pike, Anne and Mcfarlane, Ruth (2019). From prisoner to student. In: Earle, Rod and Mehigan, James eds. Degrees of Freedom: The Open University in Prison. UK: Policy Press, (In Press).

Pitt, Rebecca; Farrow, Robert; Jordan, Katy; de los Arcos, Beatriz; Weller, Martin; Kernohan, D and Rolfe, V (2019). The UK Open Textbooks Report. Open Education Research Hub.

Pozzi, Francesca; Manganello, Flavio; Passarelli, Marcello; Persico, Donatella; Brasher, Andrew; Holmes, Wayne; Whitelock, Denise and Sangrà, Albert (2019). Ranking Meets Distance Education: Defining Relevant Criteria and Indicators for Online Universities. International Review of Research in Open and Distributed Learning, 20(5) pp. 42–63.

Priestnall, Gary; FitzGerald, Elizabeth; Meek, Sam; Sharples, Mike and Polmear, Gemma (2019). Augmenting the landscape scene: students as participatory evaluators of mobile geospatial technologies. Journal of Geography in Higher Education, 43(2) pp. 131–154.

Raffaghelli, Juliana Elisa; Atenas, Javiera and Havemann, Leo (2019). Data Activism as scholarly pursuit: nurturing open connections and collaboration against the domination of datafication in higher education. In: OE Global Conference 2019, 26-28 Nov 2019, Milan.

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Richardson, John T. E. (2019). Who introduced Western mathematicians to Latin squares? British Journal for the History of Mathematics, 34(2) pp. 95–103.

Rienties, Bart and Jones, Ann (2019). Evidence -Based Learning: Futures. Using learning design and learning analytics to empower teachers to meet students’ diverse needs. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational Visions: The lessons from 40 years of innovation. London: Ubiquity Press, pp. 109–125.

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Rienties, Bart; Tempelaar, Dirk; Nguyen, Quan and Littlejohn, Allison (2019). Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Computers in Human Behavior, 100 pp. 345–357.

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Sharples, Mike (2019). Practical Pedagogy: 40 New Ways to Teach and Learn. Abingdon: Routledge.

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Slof, Bert; Mittelmeier, Jenna and Rienties, Bart (2019). Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands. Innovations in Education and Teaching International (In Press).

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Adams, Anne; Clough, Gill and FitzGerald, Elizabeth (2018). Police Knowledge Exchange: Summary Report. The Open University, UK.

Adams, Anne; Clough, Gill and FitzGerald, Elizabeth (2018). Police Knowledge Exchange: Full Report 2018. The Open University, UK.

Alain, George; Coughlan, Tim; Adams, Anne and Yanacopulos, Helen (2018). A Process for Co-Designing Educational Technology Systems for Refugee Children. In: British HCI 2018, 4-6 Jul 2018, Belfast, Northern Ireland, UK.

Alain, George; Coughlan, Tim; Adams, Anne and Yanacopulos, Helen (2018). Qualitative Data Analysis Challenges in Co-Designing Educational Technology Systems for Refugee Children. In: British HCI 2018, Workshop Title: Qualitative Data Research in HCI, 3 Jul 2018, Belfast.

Apostol, Ileana; Antoniadis, Panayotis and Gaved, Mark (2018). D3.13 MAZI as an experiment in interdisciplinarity: the outcome of a self-reflection exercise (version 3). The MAZI Consortium.

Aristeidou, Maria and Herodotou, Christothea (2018). Tomorrow’s World nQuire: young people’s requirements for engaging with inquiry-led, civic engagement technologies. In: Proceedings of 17th World Conference on Mobile and Contextual Learning (mLearn 2018) (Parsons, D; Power, R; Palalas, A; Hambrock, H and MacCallum, K eds.), LearnTechLib, pp. 51–53.

Baume, David and Scanlon, Eileen (2018). What the research says about how and why learning happens. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: what the research says. London: UCL IOE Publishing.

Baume, David and Scanlon, Eileen (2018). A contemporary digital capabilities framework. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: what the research says. London: UCL IOE Publishing.

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Bossu, Carina; Brown, Natalie and Warren, Vanessa (2018). Career Progression and Development of Professional Staff in Higher Education. In: Bossu, Carina and Brown, Natalie eds. Professional and Support Staff in Higher Education. University Development and Administration. Singapore: Springer, Singapore, pp. 347–356.

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Bossu, Carina and Stagg, Adrian (2018). The potential role of Open Educational Practice Policy in transforming Australian Higher Education. Open Praxis, 10(2) pp. 145–157.

Brown, Natalie; Bossu, Carina and Denman, Brian (2018). Responding to a Changing Higher Education Sector: The Role of Professional and Support Staff. In: Bossu, Carina and Brown, Natalie eds. Professional and Support Staff in Higher Education. University Development and Administration. Singapore: Springer, Singapore, pp. 129–138.

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Charitonos, Koula; Anastopoulou, Stamatina; Kukulska-Hulme, Agnes and Albuerne, Carolina (2018). Evaluating the Frontline Immigration Advice Project. In: CALRG 2018 Conference Proceedings, The Open University, Milton Keynes p. 24.

Charitonos, Koula and Littlejohn, Allison (2018). Learning in uncertain situations: an examination of tensions within a large-scale transformation programme in a HE institution. In: 9th International conference of the EARLI SIG 14 Learning and Professional Development: Interaction, learning and professional development, 12-14 Sep 2018, University of Geneva, Switzerland.

Charitonos, Koula; Littlejohn, Allison; Seal, Timothy and Kaatrakoski, Heli (2018). Ways of Working and Learning in AMR surveillance systems in LMICs: Findings from the scoping phase. The Open University.

Chaudhari, Vasudha and Littlejohn, Allison (2018). Conducting Quantitative Ethnography in the Finance Sector. CISI Review, 2018, Q1, Chartered Institute for Securities and Investments.

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Davies, Gareth; Gaved, Mark; Charitonos, Koula; McAndrew, Patrick; Jones, Ann and Scanlon, Eileen (2018). Comparative evaluation of the MAZI pilots (version 3). The MAZI Consortium.

Davies, Gareth; Gaved, Mark; McAndrew, Patrick; Jones, Ann; Scanlon, Eileen; Hausel, Katalin and Apostol, Ileana (2018). D3.9 Comparative evaluation of the MAZI pilots (version 2). European Commission.

de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2018). Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository. European Journal of Open, Distance and e-Learning, 20(1) pp. 126–137.

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du Boulay, Ben; Poulovasillis, Alexandra; Holmes, Wayne and Mavrikis, Manolis (2018). Artificial Intelligence And Big Data Technologies To Close The Achievement Gap. In: Luckin, Rose ed. Enhancing Learning and Teaching with Technology. London: UCL Institute of Education Press, pp. 256–285.

Edwards, C.; Whitelock, D.; Okada, A. and Holmes, W. (2018). Trust in online authentication tools for online assessment in both formal and informal contexts. In: ICERI2018 Proceedings (Gómez Chova, L.; López Martínez, A. and Candel Torres, I. eds.), 12-14 Nov 2018, Seville, Spain, IATED Academy, pp. 3754–3762.

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Ellis, Elizabeth; Gallagher, Alice and Peasgood, Alice (2018). A Survey of the Learning Behaviour of Open University students. The Open University.

Farley, Helen and Pike, Anne (2018). Research on the Inside: Overcoming Obstacles to Completing a Postgraduate Degree in Prison. In: Padró, Fernando F.; Erwee, Ronel; Harmes, Meredith; Harmes, Marcus and Danaher, Patrick Alan eds. Postgraduate Education in Higher Education. University Development and Administration. Singapore: Springer, pp. 1–24.

Farrow, Robert (2018). MOOC and the workplace: key support elements in digital lifelong learning. In: International Entrepreneurship as the Bridge between International Economics and International Business: Conference Proceedings of the 9th ENTRE Conference – 5th AIB-CEE Chapter Annual Conference, International Entrepreneurship | Przedsiębiorczość Międzynarodowa, Cracow University of Economics, Kraków, pp. 139–150.

Ferguson, Rebecca; Herodotou, Christothea; Coughlan, Tim; Scanlon, Eileen and Sharples, Mike (2018). MOOC development: priority areas. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: What the Research Says. London: UCL IOE Press.

FitzGerald, Elizabeth; Jones, Ann; Kucirkova, Natalia and Scanlon, Eileen (2018). A literature synthesis of personalised technology-enhanced learning: what works and why. Research in Learning Technology, 26, article no. 2095.

FitzGerald, Elizabeth; Kucirkova, Natalia; Jones, Ann; Cross, Simon; Ferguson, Rebecca; Herodotou, Christothea; Hillaire, Garron and Scanlon, Eileen (2018). Dimensions of personalisation in technology-enhanced learning: a framework and implications for design. British Journal of Educational Technology, 49(1) pp. 165–181.

Foster, Stephen (2018). To What Extent do the Different Styles of Immediate Formative Feedback Provided By OpenEssayist Help Students when Drafting Essays? MRes thesis The Open University.

Fransman, Jude (2018). Charting a course to an emerging field of ‘research engagement studies’: A conceptual metasynthesis. Research for All, 2(2) pp. 185–229.

Fransman, Jude (2018). (Re)assembling Community: The Ontological Politics of Academic and Community-based Research in/on/with/by a Migrant Community in London. Sociological Methods and Research, 47(3) pp. 549–573.

Fransman, Jude; Hall, Budd; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate and Tandon, Rajesh (2018). Promoting fair and equitable research partnerships to respond to global challenges. Rethinking Research Collaborative.

Gaved, Mark; Peasgood, Alice and Kukulska-Hulme, Agnes (2018). Learning when out and about. In: Luckin, Rose ed. Enhancing Learning and Teaching with Technology: What the research says. London: UCL Institute of Education Press, pp. 76–80.

Gaved, Mark; Stevens, James and Davies, Gareth (2018). MAZI deliverable report D2.6 Design, progress and evaluation of the Deptford Creeknet pilot (version 3). The MAZI Consortium.

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Guest, William; Wild, Fridolin; Vovk, Alla; Lefrere, Paul; Klemke, Roland; Fominykh, Mikhail and Kuula, Timo (2018). A Technology Acceptance Model for Augmented Reality and Wearable Technologies. Journal of Universal Computer Science, 24(2) pp. 192–219.

Harris, Alma; Jones, Michelle; Ismail, Nashwa; Adams, Donnie and Sumintono, Bambang (2018). Leading Turnaround and Improvement in Low-Performing Schools in Malaysia and Indonesia. In: Coby, Meyers and Marlene, Darwin eds. International Perspectives on Leading Low-Performing Schools. Contemporary Perspectives on School Turnaround and Reform. Information Age Publishing, 267 -287.

Havemann, Leo (2018). Open to all? We need to be more critical - and more connected. Association for Learning Technology, Chesterton.

Havemann, Leo; Charles, Elizabeth; Sherman, Sarah; Rodgers, Scott and Barros, Joana (2018). From under the radar to under review: digital learning in a 'face-to-face university'. In: ALT-C 2018: 25th Annual Conference, 11-13 Sep 2018, Manchester. (Unpublished)

Havemann, Leo and Marsh, J. Dawn (2018). On the map: towards a multidimensional understanding of Open Educational Practices. In: OER18: Open to All - 9th annual conference for Open Education research, practice and policy, 18-19 Apr 2018, Bristol, UK, Association for Learning Technology.

Herman, Clem and Kirkup, Gill (2018). Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning. In: Aneja, Anu ed. Gender and Distance Education: Indian and International Contexts. Routledge India, pp. 10–29.

Herodotou, Christothea (2018). Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds. British Journal of Educational Technology, 49(1) pp. 6–16.

Herodotou, Christothea (2018). Empowering citizens to participate in scientific endeavours: Tools and approaches from the Citizen Inquiry group. In: European Citizen Science Association (ECSA) Conference, 3-5 Jun 2018, Geneva, Switzerland.

Herodotou, Christothea (2018). Young children and tablets: A systematic review of effects on learning and development. Journal of Computer Assisted Learning, 34(1) pp. 1–9.

Herodotou, Christothea (2018). Young children learning with mobile devices: Research on design and implementation. In: AERA Annual Conference 2018, 13-17 Apr 2018, New York.

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Herodotou, Christothea; Aristeidou, M.; Scanlon, E. and Kelley, S. (2018). Best Practice in Teaching with the Virtual Microscope: A Comparative Study of Blended and Online Learning. In: 7th eSTEeM Annual Conference, 25-26 Apr 2018, The Open University, Milton Keynes, UK.

Herodotou, Christothea; Aristeidou, Maria; Sharples, Mike and Scanlon, Eileen (2018). Designing citizen science tools for learning: lessons learnt from the iterative development of nQuire. Research and Practice in Technology Enhanced Learning, 13(4)

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2015To Top

Atenas, Javiera and Havemann, Leo eds. (2015). Open data as open educational resources: case studies of emerging practice. London, UK: Open Knowledge - Open Education Working Group.

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