Open Research Online
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2018

Clough, Gill (2018). Geocaching: Inquiry Learning with a Sense of Adventure. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Routledge.

Jordan, Katy (2018). Validity, reliability and the case for participant-centred research: Reflections on a multi-platform social media study. International Journal of Human-Computer Interaction (In Press).

2017

Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. (2017). Citizen Inquiry: Synthesising Science and Inquiry Learning. Abingdon: Routledge.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2017). Profiles of engagement in online communities of citizen science participation. Computers in Human Behavior, 74 pp. 246–256.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2017). Science learning in online communities of scientific investigations: evidence and suggestions. In: American Educational Research Association Annual Conference 2017, 27 Apr - 01 May 2017, San Antonio, Texas, USA.

Austin, Nick; Hampel, Regine and Kukulska-Hulme, Agnes (2017). Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting. System, 64 pp. 87–103.

Balme, M. R.; Curtis-Rouse, M. C.; Banham, S.; Barnes, D.; Barnes, R.; Bauer, A.; Bedford, C.; Bridges, J.; Butcher, F. E. G.; Caballo, P.; Caldwell, A.; Coates, A.; Cousins, C.; Davis, J.; Dequaire, J.; Edwards, P.; Fawdon, P.; Furuya, K.; Gadd, M.; Get, P.; Griffiths, A.; Grindrod, P. M.; Gunn, M.; Gupta, S.; Hansen, R.; Harris, J. K.; Holt, J.; Huber, B.; Huntly, C.; Hutchinson, I.; Jackson, L.; Kay, S.; Kybert, S.; Lerman, H. N.; McHugh, M.; McMahon, W.; Muller, J.-P.; Paar, G.; Preston, L. J.; Schwenzer, S.; Stabbins, R.; Tao, Y.; Traxler, C; Turner, S.; Tyler, L.; Venn, S.; Walker, H.; Wright, J. and Yeomans, B. (2017). UK Space Agency “Mars Utah Rover Field Investigation 2016” (MURFI 2016): overview of mission, aims and progress. In: 48th Lunar and Planetary Science Conference, 20-24 March 2017, Houston.

Berendt, Bettina; Littlejohn, Allison; Kern, Philippe; Mitros, Piotr; Shacklock, Xanthe and Blakemore, Michael (2017). Big data for monitoring educational systems. Publications Office of the European Union, Luxembourg.

Butcher, John (2017). Editorial 'Where are we now?'. Widening Participation and Lifelong Learning, 19(2) pp. 1–5.

Butcher, John; McPherson, Elaine; Shelton, Isobel; Clarke, Anactoria; Hills, Laura and Hughes, Jonathan (2017). Unfit for purpose? Rethinking the language of assessment for Widening Participation students. Widening Participation and Lifelong Learning, 19(2) pp. 27–46.

Charitonos, Koula (2017). Cultural Citizen Inquiry: Making space for the ‘everyday’ in language teaching and learning. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: A fusion of citizen science and inquiry learning. London : Taylor & Francis, (In press).

Charitonos, Koula and Kukulska-Hulme, Agnes (2017). Community-based interventions for language learning among refugees and migrants. In: Refugees & HCI Workshop: The Role of HCI in Responding to the Refugee Crisis, Communities & Technologies 2017, 26-30 June 2017, Troyes, France.

Clough, Gill; Adams, Anne and Halford, Eric (2017). Evidence Cafés and Practitioner Cafés supported by online resources: A route to innovative training in practice based approaches. In: European Police Science and Research Bulletin: Contributions to the 2016 CEPOL European Police Research and Science Conference. Budapest, Hungary (Ferreira, Eduardo; Neyroud, Peter and Vera, Antonio eds.)(3) (In Press).

Clough, Gill and Halford, Eric (2017). Evidence Cafes and Practitioner Cafes: Translating research into Police Practice. In: CEPOL 2016, 5 - 7 October, 2016, Budapest, Hungary.

Clow, Doug; Ferguson, Rebecca; Kitto, Kirsty; Cho, Yong-Sang; Sharkey, Mike and Aguerrebere, Cecilia (2017). Beyond failure: the 2nd LAK Failathon. In: LAK '17 Proceedings of the Seventh International Learning Analytics & Knowledge Conference, ACM International Conference Proceeding Series, ACM, New York, USA, pp. 504–505.

Clow, Doug; Ferguson, Rebecca; Kitto, Kirsty; Cho, Yong-Sang; Sharkey, Mike and Aguerrebere, Cecilia (2017). Beyond Failure: The 2nd LAK Failathon Poster. In: LAK '17 Proceedings of the Seventh International Learning Analytics & Knowledge Conference, ACM International Conference Proceeding Series, ACM, New York, USA, pp. 540–541.

Coughlan, Tim; Ullmann, Thomas Daniel and Lister, Kate (2017). Understanding Accessibility as a Process through the Analysis of Feedback from Disabled Students. In: W4A'17 International Web for All Conference, ACM, New York, USA, (In press).

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2017). Storytelling and story-acting: co-construction in action. Journal of Early Childhood research (Forthcoming).

Cross, Simon and Whitelock, Denise (2017). Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course. Interactive Learning Environments, 25(4) pp. 439–451.

Curtis, Vickie; Holliman, Richard; Jones, Ann and Scanlon, Eileen (2017). Online citizen science: participation, motivation, and opportunities for informal learning. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Abingdon: Routledge, pp. 7–24.

Davies, G. and Gaved, M. (2017). Seeking togetherness: moving toward a comparative evaluation framework in an interdisciplinary DIY networking project. In: Proceedings of the 8th International Conference on Communities and Technologies (C&T '17), Association for Computing Machinery, pp. 96–99.

Davies, Gareth; Gaved, Mark; Adams, Anne; Antoniadis, Panayotis; Apostol, Ileana; Lüning, Elizabeth Calderon; Hausel, Katalin; Helgason, Ingi; Klaus, Philipp; Smyth, Michael; Stevens, James and Unteidig, Andreas (2017). D3.8 Comparative evaluation of the MAZI pilots (version 1). The MAZI consortium.

de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2017). 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.

de Waard, Inge (2017). Self-Directed Learning of Experienced Adult Online Learners Enrolled in FutureLearn MOOCs. PhD thesis The Open University.

Duval, Erik; Sharples, Mike and Sutherland, Rosamund (2017). Research Themes in Technology Enhanced Learning. In: Duval, Erik; Sharples, Mike and Sutherland, Rosamund eds. Technology Enhanced Learning: Research Themes. Springer International Publishing, pp. 1–10.

Duval, Erik; Sharples, Mike and Sutherland, Rosamund eds. (2017). Technology Enhanced Learning: Research Themes. Springer International Publishing.

Ellis, Elizabeth; Gallagher, Alice and Peasgood, Alice (2017). Study behaviours in an increasingly digital world: Learning habits, top tips and 'study hacks' questionnaire survey. The Open University.

Evans, Elizabeth; Coughlan, Tim and Coughlan, Vicky (2017). Building digital estates: Multiscreening, technology management and ephemeral television. Critical Studies in Television: The International Journal of Television Studies, 12(2) pp. 191–205.

Farrow, Robert (2017). Open education and critical pedagogy. Learning, Media and Technology, 42 pp. 130–146.

Ferguson, Rebecca and Clow, Doug (2017). Where is the evidence? A call to action for learning analytics. In: LAK '17 Proceedings of the Seventh International Learning Analytics & Knowledge Conference, ACM International Conference Proceeding Series, ACM, New York, USA, pp. 56–65.

Ferguson, Rebecca and Clow, Doug (2017). Learning Analytics: Avoiding Failure. Educause Review Online, 31.07.2017

Ferguson, Rebecca; Coughlan, Tim; Herodotou, Christothea and Scanlon, Eileen (2017). MOOCs: What the research of FutureLearn’s UK partners tells us. Institute of Educational Technology, The Open University, Milton Keynes.

FitzGerald, Elizabeth; Kucirkova, Natalia; Jones, Ann; Cross, Simon; Ferguson, Rebecca; Herodotou, Christothea; Hillaire, Garron and Scanlon, Eileen (2017). Dimensions of personalisation in technology-enhanced learning: a framework and implications for design. British Journal of Educational Technology (In press).

Fowle, Wendy and Butcher, John (2017). Do you have to be mobile to be socially mobile? Adult learners miss out again! In: Broadhead, S.; Hill, M.; Hudson, A.; McGlynn, C.; McKendry, S.; Raven, N.; Sims, D. and Ward, T. eds. Widening Participation in the Context of Economic and Social Change. Forum for Access and Continuing Education (FACE), pp. 153–162.

Fransman, Jude (2017). (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 (Early Access).

Fransman, Jude and Newman, Kate (2017). Producing Evidence for International Development in Brexit Britain: Conference Report. Rethinking Research Partnerships.

Gaved, Mark and Peasgood, Alice (2017). Fitting in Versus Learning: A Challenge for Migrants Learning Languages Using Smartphones. Journal of Interactive Media in Education, 2017(1), article no. 1.

Gilmour, Alison; MacLeod, Lucy; Naydenova, Galina; Boroowa, Avinash; Ward, Rebecca and Herodotou, Christothea (2017). Predictive modelling and student retention: A collaborative enhancement project. In: 3rd International Enhancement in Higher Education Conference, 6 - 8 June 2017, Glasgow, UK.

Grawemeyer, Beate; Mavrikis, Manolis; Holmes, Wayne; Gutiérrez-Santos, Sergio; Wiedmann, Michael and Rummel, Nikol (2017). Affective learning: improving engagement and enhancing learning with affect-aware feedback. User Modeling and User-Adapted Interaction, 27(1) pp. 119–158.

Hart, Jennefer; Iacovides, Ioanna; Adams, Anne; Oliveira, Manuel and Magroudi, Maria (2017). Understanding Engagement within the Context of a Safety Critical Game. In: The ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (CHIPLAY 2017), October 15-18 2017, Amsterdam, Netherlands.

Hernández-Nanclares, Núria; García-Muñiz, Ana and Rienties, Bart (2017). Making the most of “external” group members in blended and online environments. Interactive Learning Environments, 25(4) pp. 467–481.

Herodotou, Christothea (2017). Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds. British Journal of Educational Technology (Early view).

Herodotou, Christothea (2017). Do children learn from playing Angry Birds? A comparative study of 4 and 5 years old. In: CALRG Annual Conference 2017, 14-16 Jun 2017, The Open University, Milton Keynes, UK.

Herodotou, Christothea; Aristeidou, Maria; Kelley, Simon and Scanlon, Eileen (2017). Students' engagement with practical science online: Pedagogical implications of the use of virtual microscope in distance learning. In: EARLI 2017, 29th August - 2nd Sept 2017.

Herodotou, Christothea; Gilmour, Alison; Boroowa, Avinash; Rienties, Bart; Zdrahal, Zdenek and Hlosta, Martin (2017). Predictive modelling for addressing students’ attrition in Higher Education: The case of OU Analyse. In: CALRG Annual Conference 2017, 14-16 Jun 2017, The Open University, Milton Keynes, UK.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2017). Implementing Randomised Control Trials in Open and Distance Learning: A Feasibility Study. Open Learning: The Journal of Open, Distance and e-learning, 32(2) pp. 147–162.

Herodotou, Christothea; Rienties, Bart; Boroowa, Avinash; Zdrahal, Zdenek; Hlosta, Martin and Naydenova, Galina (2017). Implementing predictive learning analytics on a large scale: the teacher's perspective. In: Proceedings of the Seventh International Learning Analytics & Knowledge Conference, ACM, NY, 267-271 .

Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen (2017). Introducing citizen inquiry. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Routledge.

Hillaire, Garron; Iniesto, Francisco and Rienties, Bart (2017). Toward Emotionally Accessible Massive Open Online Courses (MOOCs). In: 14th AAATE Congress 2017, 13-14th September 2017, Sheffield.

Holliman, Richard; Davies, Gareth; Pearson, Victoria; Collins, Trevor; Sheridan, Simon; Brown, Helen; Hallam, Jenny and Russell, Mark (2017). Planning for engaged research: a collaborative ‘Labcast’. In: Kucirkova, Natalia and Quinlan, Oliver eds. The Digitally Agile Researcher. London: Open University Press, 88-106 (Forthcoming).

Hood, Nina and Littlejohn, Allison (2017). Knowledge typologies for professional learning: educators’ (re)generation of knowledge when learning open educational practice. Educational Technology Research and Development (Early Access).

Iniesto, Francisco (2017). [Book review] User-centered design strategies for massive open online courses (MOOCs). Open Learning: The Journal of Open, Distance and e-learning, 32(2) pp. 188–190.

Iniesto, Francisco (2017). Accessibility in MOOCs: The current state and next steps. In: JURE 2017. Eduaction in the light of multiple perspectives: towards intertwining personalised and collaborative learning, 27-28 August, 2017, Tampere, Finland.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2017). What are the expectations of disabled learners when participating in a MOOC? In: L@S 2017: Fourth (2017) ACM Conference on Learning @ Scale Proceedings, 20-21 Apr 2017, Cambridge, MA, USA.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2017). Auditing the accessibility of Massive Open Online Courses (MOOCs). In: 14th AAATE Congress 2017, 13-14th September 2017, Sheffield.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2017). How can MOOCs be more accessible? In: OER17: The Politics of Open, 5 & 6 April 2017, London.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2017). What do MOOC providers think about accessibility? In: EARLI 2017: Education in the crossroads of economy and politics – Role of research in the advancement of public good, 29th August - 2nd Sept 2017, Tampere, Finland.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2017). An investigation into the perspectives of providers and learners on MOOC accessibility. In: TEEM'17: international conference technological ecosystems for enhancing multiculurality, 18-20 October 2017, Cadiz, Spain.

Jolley, D. W.; Daly, R. J.; Ebinghaus, A.; Kemp, D. B.; Gilmour, I.; Mac Niocaill, C. and Kelley, S. P. (2017). Centennial to decadal vegetation community changes linked to orbital and solar forcing during the Dan-C2 hyperthermal event. Journal of the Geological Society (Early view).

Jones, Ann; Kukulska-Hulme, Agnes and Brasher, Andrew (2017). Editorial Special Collection on Migrants, Education and Technologies. Journal of Interactive Media in Education., 1(5) pp. 1–3.

Jones, Ann; Scanlon, Eileen and Charitonos, Koula (2017). Learning across contexts: what the research says. In: Luckin, Rose ed. What the research says. UCL Press (In Press).

Jones, Anna; Lygo-Baker, Simon; Markless, Sharon; Rienties, Bart and Di Napoli, Roberto (2017). Conceptualizing impact in academic development: finding a way through. Higher Education Research & Development, 36(1) pp. 116–128.

Jordan, Katy (2017). Understanding the structure and role of academics' ego-networks on social networking sites. PhD thesis The Open University.

Jordan, Katy (2017). From crowdsourcing data to network building: Reflections on conducting research in the open. Research for All (In press).

Jordan, Katy (2017). Examining the UK Higher Education sector through the network of institutional accounts on Twitter. First Monday, 22(5)

Jowers, Iestyn; Gaved, Mark; Dallison, Delphine; Elliott-Cirigottis, Gary; Rochead, Alan and Craig, Mark (2017). A case study in online formal/informal learning: was it collaborative or cooperative learning? Design and Technology Education: an International Journal, 22(1)

Kaatrakoski, Heli; Littlejohn, Allison and Hood, Nina (2017). Learning challenges in higher education: an analysis of contradictions within Open Educational Practice. Higher Education, 74(4) pp. 599–615.

Kaatrakoski, Heli; Littlejohn, Allison and Hood, Nina (2017). Rethinking professional learning in higher education: a study on how the use of Open Educational Resources triggers the adoption of Open Educational Practice. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education (In Press).

Knight, Simon; Rienties, Bart; Littleton, Karen; Mitsu, Matthew; Tempelaar, Dirk and Shah, Chirag (2017). The relationship of (perceived) epistemic cognition to interaction with resources on the internet. Computers in Human Behavior, 73 pp. 507–518.

Knight, Simon; Rienties, Bart; Littleton, Karen; Tempelaar, Dirk; Mitsui, Matthew and Shirag, Chirag (2017). The Orchestration of a Collaborative Information Seeking Learning Task. Information Retrieval Journal (Early Access).

Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael and Ullmann, Thomas (2017). Special Issue on: Awareness and Reflection in Technology Enhanced Learning. Vol.9, (2-3). Inderscience.

Kukulska-Hulme, Agnes; Gaved, Mark; Jones, Ann; Norris, Lucy and Peasgood, Alice (2017). Mobile language learning experiences for migrants beyond the classroom. In: The Linguistic Integration of Adult Migrants / L’intégration linguistique des migrants adultes: Some lessons from research / Les enseignements de la recherche (Beacco, Jean-Claude; Krumm, Hans-Jürgen; Little, David and Thalgott, Philia eds.), De Gruyter Mouton, Berlin, pp. 219–224.

Kukulska-Hulme, Agnes; Lee, Helen and Norris, Lucy (2017). Mobile Learning Revolution: Implications for Language Pedagogy. In: Chapelle, Carol A. and Sauro, Shannon eds. The Handbook of Technology and Second Language Teaching and Learning. Oxford: Wiley & Sons, pp. 217–233.

Kukulska-Hulme, Agnes and Viberg, Olga (2017). Mobile collaborative language learning: State of the art. British Journal of Educational Technology (Early view).

Law, Patrina and Perryman, Leigh-Anne (2017). How OpenLearn supports a business model for OER. Distance Education, 38(1) pp. 5–22.

Li, Nai; Marsh, Vicky; Rienties, Bart and Whitelock, Denise (2017). Online learning experiences of new versus continuing learners: a large scale replication study. Assessment & Evaluation in Higher Education, 42(4) pp. 657–672.

Littlejohn, Allison (2017). Learning and Work: Professional Learning Analytics. In: Lang, Charles; Siemens, George; Wise, Alyssa and Gasevic, Dragan eds. Handbook of Learning Analytics. Society for Learning Analytics Research, pp. 269–277.

Littlejohn, Allison and Hood, Nina (2017). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48(2) pp. 499–510.

Littlejohn, Allison; Margaryan, Anoush; Vojt, Gabriele and Lukic, Dane (2017). Learning from Incidents Questionnaire (LFIQ): The validation of an instrument designed to measure the quality of learning from incidents in organisations. Safety Science, 99(A) pp. 80–93.

Luckin, Rose; Baines, Ed; Cukurova, Mutlu; Holmes, Wayne and Mann, Michael (2017). Solved! Making the case for collaborative problem-solving. Nesta.

Margaryan, Anoush; Littlejohn, Allison and Stanton, Neville A. (2017). Research and development agenda for Learning from Incidents. Safety Science, 99(A) pp. 5–13.

Mercer, Ralph (2017). Learning Identity Framework: Learning Identity through Self-Awareness. MRes thesis The Open University.

Milligan, Colin and Littlejohn, Allison (2017). Why Study on a MOOC? The Motives of Students and Professionals. The International Review of Research in Open and Distance Learning, 18(2), article no. 4117.

Mittelmeier, Jenna; Rienties, Bart; Tempelaar, Dirk and Whitelock, Denise (2017). Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships. Higher Education (Early Access).

Muirhead, David K.; Herodotou, Christothea; Aristeidou, Maria; Hole, M. J.; Kelley, Simon; Scanlon, Eileen and Duffy, M. (2017). A Comparative Study of Blended and Online Learning using the Virtual Microscope for Earth Sciences. In: Horizons in STEM Higher Education Conference: Making Connections and Sharing Pedagogy, 39 June - 30 June 2017, Heriot-Watt University, UK.

Nguyen, Quan (2017). Unravelling the dynamics of learning design within and between disciplines in higher education using learning analytics. In: Learning Analytics and Knowledge (LAK) doctoral consortium, LAK 17.

Nguyen, Quan; Rienties, Bart and Toetenel, Lisette (2017). Unravelling the dynamics of instructional practice: a longitudinal study on learning design and VLE activities. In: Proceedings of the Seventh International Learning Analytics & Knowledge Conference, LAK 17, ACM, New York, NY, USA, pp. 168–177.

Nguyen, Quan; Rienties, Bart and Toetenel, Lisette (2017). Mixing and Matching Learning Design and Learning Analytics. In: Learning and Collaboration Technologies: Technology in Education - 4th International Conference, LCT 2017 Held as Part of HCI International 2017 Vancouver, BC, Canada, July 9–14, 2017 Proceedings, Part II (Zaphiris, Panayiotis and Ioannou, Andri eds.), Springer, pp. 302–316.

Nguyen, Quan; Rienties, Bart; Toetenel, Lisette; Ferguson, Rebecca and Whitelock, Denise (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior (Early Access).

Nurse, Richard; Baker, Kirsty and Gambles, Anne (2017). Library resources, student success and the distance-learning university. Information and Learning Science (In Press).

Office for Fair Access (2017). Understanding the impact of outreach on access to higher education for disadvantaged adult learners. Office for Fair Access.

Pérez Cavana, Maria Luisa and Edwards, Chris (2017). Fostering student-centred pedagogy through the language learning support dimensions (LLSD). In: Krings, Hans P and Kühn, Bärbel eds. Inhalt und Vielfalt - Neue Herausforderungen für das Sprachenlernen und -lehren an Hochschulen. Fremdsprachen in Lehre und Forschung. Bochum, Gernabt: AKS Verlag, pp. 149–161.

Perrotta, Carlo and Whitelock, Denise (2017). Assessment for learning. In: Duval, Eric; Sharples, Mike and Sutherland, Rosamund eds. Technology Enhanced Learning: Research Themes. Cham: Springer, pp. 127–135.

Price, Linda; Svensson, Ingrid; Borell, Jonas and Richardson, John T. E. (2017). The Role of Gender in Students' Ratings of Teaching Quality in Computer Science and Environmental Engineering. IEEE Transactions on Education pp. 1–7.

Ramírez-Vega, Alexa; Iniesto, Francisco and Rodrigo, Covadonga (2017). Raising awareness of the accessibility challenges in mathematics MOOCs. In: International Conference Technological Ecosystems for Enhancing Multiculturality (TEEM'17), 18-20 October 2017, Cádiz, Spain, ACM.

Read, Timothy; Barcena, Elena; Traxler, John and Kukulska-Hulme, Agnes (2017). Toward a Mobile Open and Social Language Learning Paradigm. In: EDEN 2017 Book of Abstracts, European Distance and E-Learning Network, Hungary, p. 12.

Rehm, Martin; Rienties, Bart and Littlejohn, Allison (2017). Does a Formal Wiki Event contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning. Interactive Learning Environments (In Press).

Reynolds, Martin; Shah, Rupesh and van Ameijde, Jitse (2017). Framing systems thinking in practice competencies: report on systems thinking in practice competencies workshop 10 June 2017. The Open University.

Richardson, John T. E. (2017). Academic attainment in students with autism spectrum disorders in distance education. Open Learning: The Journal of Open and Distance Learning, 32(1) pp. 81–91.

Richardson, John T. E. (2017). Student Learning in Higher Education: a Commentary. Educational Psychology Review, 29(2) pp. 353–362.

Richardson, John T. E. and Kirkwood, Adrian (2017). Informal learning in the workplace: Approaches to learning and perceptions of the context. In: Huisman, Jeroen and Tight, Malcolm eds. Theory and Method in Higher Education Research, Volume 3. International Perspectives in Higher Education Research. London: Emerald Publishing, pp. 249–268.

Rienties, Bart; Cross, Simon; Marsh, Vicky and Ullmann, Thomas (2017). Making sense of learner and learning Big Data: reviewing 5 years of Data Wrangling at the Open University UK. Open Learning: The Journal of Open, Distance and e-learning (In Press).

Rienties, Bart; Lewis, Timothy; Mcfarlane, Ruth; Nguyen, Quan and Toetenel, Lisette (2017). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Journal of Computer Assisted Learning (In Press).

Rienties, Bart; Nguyen, Quan; Holmes, Wayne and Reedy, Katharine (2017). A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK. Interaction Design and Architecture(s) (In Press).

Rienties, Bart; Rogaten, Jekaterina; Nguyen, Quan; Edwards, Chris; Gaved, Mark; Holt, Deborah; Herodotou, Christothea; Clow, Doug; Cross, Simon; Coughlan, Tim; Jones, Jan and Ullmann, Thomas (2017). Scholarly Insight Spring 2017: A Data Wrangler Perspective. Open University UK.

Schwenzer, S. P.; Bart, G.; Bridges, J. C.; Crowther, S. A.; Filiberto, J.; Gilmour, J. D.; Herrmann, S.; Hicks, L. J.; Kelley, S. P.; Miller, M. A.; Ott, U.; Steer, E. D.; Swindle, T. D. and Treiman, A. H. (2017). Fractionated noble gases in Martian meteorite ALH84001 – an indicator for water-rock interaction, or a sample of ancient atmosphere? In: Fourth Conference on Early Mars: Geologic, Hydrologic, and Climatic Evolution and the Implications for Life, 2-6 October 2017, Flagstaff, AZ, USA.

Sharples, Mike; Aristeidou, Maria; Villasclaras-Fernández, Eloy; Herodotou, Christothea and Scanlon, Eileen (2017). The Sense-it App: A Smartphone Toolkit for Citizen Inquiry Learning. International Journal of Mobile and Blended Learning, 9(2) pp. 16–38.

Sharples, Mike and Spikol, Daniel (2017). Mobile learning. In: Duval, Erik; Sharples, Mike and Sutherland, Rosamund eds. Technology Enhanced Learning: Research Themes. Springer International Publishing, pp. 89–96.

Sutcliffe, Alistair and Hart, Jennefer (2017). Analysing the Role of Interactivity in User Experience. International Journal of Human-Computer Interaction, 33(3) pp. 229–240.

Tempelaar, Dirk; Rienties, Bart; Mittelmeier, Jenna and Nguyen, Quan (2017). Student profiling in a dispositional learning analytics application using formative assessment. Computers in Human Behavior (Accepted Manuscript).

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2017). Adding dispositions to create pedagogy-based Learning Analytics. Zeitschrift für Hochschulentwicklung, 12(1) pp. 15–35.

Tempelaar, Dirk T.; Rienties, Bart and Nguyen, Quan (2017). Towards actionable learning analytics using dispositions. IEEE Transactions on Learning Technologies, 10(1) pp. 6–16.

Ullmann, Thomas Daniel (2017). Reflective Writing Analytics - Empirically Determined Keywords of Written Reflection. In: LAK '17 Proceedings of the Seventh International Learning Analytics & Knowledge Conference, ACM International Conference Proceeding Series, ACM, New York, USA, pp. 163–167.

Vasalou, Asimina; Khaled, Rilla; Holmes, Wayne and Gooch, Daniel (2017). Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers & Education, 114 pp. 175–192.

Visani Scozzi, Monica; Iacovides, Ioanna and Linehan, Conor (2017). A Mixed Method Approach for Evaluating and Improving the Design of Learning in Puzzle Games. In: The ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (CHIPLAY 2017), Oct 15-18 2017, ACM.

Weller, Martin (2017). The development of new disciplines in Education – the Open Education example. In: dos Santos Ferreira, Giselle Martins; da Silva Rosado, Luiz Alexandre and de Sá Carvalho, Jaciara eds. Education and Technology: critical approaches. Rio de Janeiro: Universidade Estácio de Sá, pp. 464–486.

Weller, Martin; de los Arcos, Beatriz; Farrow, Robert; Pitt, Rebecca and McAndrew, Patrick (2017). What Can OER Do for Me? Evaluating the Claims for OER. In: Jhangiani, R. S. and Biswas-Diener, R. eds. Open: The Philosophy and Practices that are Revolutionizing Education and Science. London, UK : Ubiquity Press, pp. 67–78.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2017). What does a "good" essay look like? Rainbow diagrams representing essay quality. In: International Technology Enhanced Assessment Conference (TEA 2017), 5th - 6th October 2017, Barcelona, Spain.

Whitelock, D., Twiner, A., Richardson, J. T. E., Field, D., & Pulman, S. (2017). What types of essay feedback influence implementation: Structure alone or structure and content? In D. Joosten-ten Brinke & M. Laanpere (Eds.), Technology Enhanced Assessment (TEA 2016). (Communications in Computer and Information Science, vol. 653, pp. 181–196). Cham: Springer.

Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya and Safford, Kimberly (2017). Moving towards more participatory practice with Open Educational Resources: TESS-India Academic Review. The Open University, Milton Keynes.

Wolfenden, Freda; Cross, Simon and Henry, Fiona (2017). MOOC adaptation and translation to improve equity in participation. Journal of Learning for Development - JL4D, 4(2)

Wolfenden, Freda; Henry, Fiona and Cross, Simon (2017). Extending the MOOC footprint: supporting capacity building in India. In: Pan-Commonwealth Forum 8, 2016 Conference proceedings, Commonwealth of Learning and Open University of Malaysia, Vancouver, Canada.

Zhang, Kate and Rienties, Bart (2017). Unpacking differences in psychological contracts of organisational expatriates and self-initiated expatriates: a mixed method study. Journal of Global Mobility (In Press).

2016

Ferguson, Rebecca; Hoel, Tore; Scheffel, Maren and Drachsler, Hendrik eds. (2016). Journal of learning analytics Vol 3, No 1: Special section on ethics and privacy in learning analytics. Sydney, Australia: UTS ePress.

Ferguson, Rebecca; Sharkey, Mike and Mirriahi, Negin eds. (2016). Practitioner Track Proceedings of the 6th International Learning Analytics & Knowledge Conference (LAK16). Edinburgh, UK: Society for Learning Analytics Research (SoLAR).

Haythornthwaite, Caroline; Andrews, Richard; Fransman, Jude and Meyers, Eric M. eds. (2016). The SAGE Handbook of E-learning Research (Second Edition). London: Sage.

Jindal-Snape, Divya and Rienties, Bart eds. (2016). Multi-dimensional transitions of international students to higher education. New Perspectives on Learning and Instruction. London: Routledge.

Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael and Ullmann, Thomas eds. (2016). Proceedings of the 6th Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning. CEUR Workshop Proceedings, 1736 . CEUR.

Lillis, Theresa; Harrington, Kathy; Lea, Mary and Mitchell, Sally eds. (2016). Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse/Parlor Press.

Moneta, Giovanni B. and Rogaten, Jekaterina eds. (2016). Psychology of Creativity: Cognitive, Emotional, and Social Process. Hauppauge, New York: Nova Science Pub Inc.

Traxler, John and Kukulska-Hulme, Agnes eds. (2016). Mobile Learning: The Next Generation. London: Routledge.

Aristeidou, Maria (2016). Citizen Inquiry: Engaging Citizens in Online Communities of Scientific Inquiries. PhD thesis Institute of Educational Technology.

Baker, Sally and Cremin, Teresa (2016). Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom. In: Cremin, Teresa and Locke, Terry eds. Writer identity and the teaching and learning of writing. London and New York : Routledge, (In Press).

Beavers, Sian; Brasher, Andrew; Buckler, Alison and Iniesto, Francisco (2016). Book Reviews. Journal of Interactive Media in Education, 1 p. 16.

Beavers, Sian and FitzGerald, Elizabeth (2016). Perceptions, Perspectives and Practices: A Study of the Players of Historical Games. In: DiGRA/FDG '16, 1-6 August 2016, Dundee.

Blandford, Ann; Furniss, Dominic; Lyons, Imogen; Chumbley, Gill; Iacovides, Ioanna; Wei, Li; Cox, Anna; Mayer, Astrid; Schnock, Kumiko; Bates, David Westfall; Dykes, Patricia C; Bell, Helen and Dean Franklin, Bryony (2016). Exploring the Current Landscape of Intravenous Infusion Practices and Errors (ECLIPSE): protocol for a mixed-methods observational study. BMJ Open, 6(3), article no. 009777.

Bozkurt, Aras; Keskin, Nilgün and de Waard, Inge (2016). Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8(3) pp. 203–221.

Brasher, Andrew; Weller, Martin and McAndrew, Patrick (2016). How to design for persistence and retention in MOOCs? In: MOOCs in Europe (Jansen, Darco and Konings, Lizzie eds.), EADTU, pp. 179–187.

Brusilovsky, Peter and Sharples, Mike (2016). EIC Editorial. IEEE Transactions on Learning Technologies, 9(4) p. 300.

Buckingham Shum, Simon; Knight, Simon; McNamara, Danielle; Allen, Laura; Bektik, Duygu and Crossley, Scott (2016). Critical perspectives on writing analytics. In: LAK '16 Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, ACM, New York, pp. 481–483.

Butcher, John (2016). Editorial. Widening Participation and Lifelong Learning, 18(2) pp. 1–6.

Cannell, Pete (2016). Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age. Widening Participation and Lifelong Learning, 18(1) pp. 61–73.

Chakrabarty, Anup Kumar; Richardson, John T. E. and Sen, Malay Kumar (2016). Validating the Course Experience Questionnaire in West Bengal higher secondary education. Studies in Educational Evaluation, 50 pp. 71–78.

Charitonos, Koula; Charalampidi, Marina and Scanlon, Eileen (2016). Using object-based activities and an online inquiry platform to support learners’ engagement with their heritage language and culture. In: CALL communities and culture – short papers from EUROCALL 2016 (Papadima-Sophocleous, Salomi; Bradley, Linda and Thouësny, Sylvie eds.), Research-publishing.net, Dublin, Ireland, pp. 87–93.

Charitonos, Koula; Morini, Luca; Arnab, Sylvester; Cervi-Wilson , Tiziana and Brick, Billy (2016). Urban explorations for language learning: a gamified approach to teaching Italian in a university context. In: CALL communities and culture – short papers from EUROCALL 2016 (Papadima-Sophocleous, Salomi ; Bradley, Linda and Thouësny, Sylvie eds.), Research-publishing.net, Dublin , pp. 94–99.

Cheng, Xusen; Yin, Guopeng; Azadegan, Aida and Kolfschoten, Gwendolyn (2016). Trust Evolution in Hybrid Team Collaboration: A Longitudinal Case Study. Group Decision and Negotiation, 25(2) pp. 267–288.

Chua, Shi Min; Rickard Liow, Susan J. and Yeong, Stephanie H. M. (2016). Using Spelling to Screen Bilingual Kindergarteners At Risk for Reading Difficulties. Journal of Learning Disabilities, 49(3) pp. 227–239.

Clow, Doug; Ferguson, Rebecca; Macfadyen, Leah; Prinsloo, Paul and Slade, Sharon (2016). LAK Failathon. In: LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, ACM, New York pp. 509–511.

Collins, Trevor; Davies, Sarah and Gaved, Mark (2016). Enabling remote activity: widening participation in field study courses. In: Kennepohl, Dietmar ed. Teaching Science Online: Practical Guidance for Effective Instruction and Lab Work. Sterling, VA, USA: Stylus Publishing, pp. 183–195.

Cooper, Martyn; Ferguson, Rebecca and Wolff, Annika (2016). What Can Analytics Contribute to Accessibility in e-Learning Systems and to Disabled Students’ Learning? In: LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, ICPS: ACM International Conference Proceeding Series, pp. 99–103.

Coughlan, Tim; Rodriguez-Ascaso, Alejandro; Iniesto, Francisco and Jelfs, Anne (2016). OLA! A Scenario-Based Approach to Enhance Open Learning Through Accessibility. In: Computers Helping People with Special Needs: Proceedings of the 15th ICCHP conference, Lecture Notes in Computer Science, Springer, pp. 445–452.

Coughlan, Tony and Perryman, Leigh-Anne (2016). 50,000 Facebook views from a $30 investment: CYP-Media’s use of open practices to increase access to learning in the children and young people’s sector. In: Open Education Global Conference 2016, 11-13 April 2016, Krakow, Poland.

Cox, Anna L.; Gould, Sandy J.J.; Cecchinato, Marta E.; Iacovides, Ioanna and Renfree, Ian (2016). Design Frictions for Mindful Interactions: The Case for Microboundaries. In: CHI'16 Extended Abstracts on Human Factors in Computing Systems - CHI EA '16, ACM, pp. 1389–1397.

Cross, Simon; Sharples, Mike and Healing, Graham (2016). Learning with mobile devices: the changing place and space of distance learners' study. In: EDULEARN16: Proceedings of the 8th International Conference on Education and New Learning.

Cross, Simon; Whitelock, Denise and Mittelmeier, Jenna (2016). Does the Quality and Quantity of Exam Revision Impact on Student Satisfaction and Performance in the Exam Itself?: Perspectives from Undergraduate Distance Learners. In: EDULEARN16 Proceedings, IATED Academy, pp. 5052–5061.

Cruz, Sara; Lencastre, José Alberto; Coutinho, Clara; Clough, Gill and Adams, Anne (2016). Threshold Concepts Vs. Tricky Topics - Exploring the Causes of Student's Misunderstandings with the Problem Distiller Tool. In: Proceedings of CSEDU 2016, 8th International Conference on Computer Supported Education (Uhomoibhi, James; Costagliola, Gennaro; Zvacek, Susan and McLaren, Bruce M. eds.), SCITEPRESS – Science and Technology Publications, Rome, 1 pp. 205–215.

Daniel, Elizabeth; Hartnett, Elizabeth and Meadows, Maureen (2016). Don’t throw rocks from the side-lines: A sociomaterial exploration of organizational blogs as boundary objects. Information Technology & People (In press).

Davies, Gareth; Stevens, James; Gaved, Mark; Clayton, Paul and Adams, Anne (2016). MAZI Deliverable Report D2.4: Design, progress and evaluation of the Deptford CreekNet pilot (version 1). MAZI Consortium, Volos, Greece.

de los Arcos, Beatriz; Farrow, Robert; Pitt, Rebecca; Weller, Martin and McAndrew, Patrick (2016). Adapting the Curriculum: How K-12 Teachers Perceive the Role of Open Educational Resources. Journal of Online Learning Research, 2(1) pp. 23–40.

Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24(1) pp. 10–24.

Dorey, Jamie (2016). When Public Relations and Particle Physics Collide: An Ethnographically Informed Account of Life in the CERN Communications Group. PhD thesis The Open University.

Drachsler, Hendrik; Hoel, Tore; Cooper, Adam; Kismihók, Gábor; Berg, Alan; Scheffel, Maren; Chen, Weiqin and Ferguson, Rebecca (2016). Ethical and Privacy Issues in the Design of Learning Analytics Applications. In: LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, ACM, New York, pp. 492–493.

Falconer, Isobel; Littlejohn, Allison; McGill, Lou and Beetham, Helen (2016). Motives and tensions in the release of open educational resources: The UKOER program. Australasian Journal of Educational Technology, 32(4) pp. 92–105.

Farley, Helen and Pike, Anne (2016). Engaging prisoners in education: Reducing risk and recidivism. Advancing Corrections: Journal of the International Corrections and Prisons Association, 1 pp. 65–73.

Farley, Helen; Pike, Anne; Demiray, Ugur and Tanglang, Nebath (2016). Delivering digital higher education into prisons: the cases of four universities in Australia, UK, Turkey and Nigeria. The Chinese Journal of Distance Education (498)

Farrow, Rob; Perryman, Leigh-Anne; de los Arcos, Beatriz; Weller, Martin and Pitt, Rebecca (2016). OER Hub Researcher Pack. Milton Keynes, UK: OER Hub.

Farrow, Robert (2016). A Framework for the Ethics of Open Education. Open Praxis, 8(2) pp. 93–109.

Farrow, Robert (2016). Constellations of Openness. In: Deimann, Markus and Michael, Peters eds. The Philosophy of Open Learning: Peer Learning and the Intellectual Commons (New ed). Global Studies in Education. New York: Peter Lang.

Ferguson, Rebecca (2016). Learning at Scale: Using an Evidence Hub To Make Sense of What We Know. In: L@S '16 Proceedings of the Third (2016) ACM Conference on Learning @ Scale, ACM, New York.

Ferguson, Rebecca (2016). 增强学习的可能性与挑战 [Possibilities and challenges of augmented learning]. Distance Education in China, 6 pp. 5–13.

Ferguson, Rebecca; Brasher, Andrew; Clow, Doug; Cooper, Adam; Hillaire, Garron; Mittelmeier, Jenna; Rienties, Bart; Ullmann, Thomas and Vuorikari, Riina (2016). Research Evidence on the Use of Learning Analytics: Implications for Education Policy. Joint Research Centre, Seville, Spain.

Ferguson, Rebecca; Brasher, Andrew; Clow, Doug; Griffiths, Dai and Drachsler, Hendrik (2016). Learning Analytics: Visions of the Future. In: 6th International Learning Analytics and Knowledge (LAK) Conference, 25-29 April 2016, Edinburgh, Scotland.

Ferguson, Rebecca and Clow, Doug (2016). Learning Analytics Community Exchange: Evidence Hub. In: 6th International Learning Analytics and Knowledge (LAK) Conference, 25-29 April, 2016, Edinburgh, Scotland.

Ferguson, Rebecca; Coughlan, Tim and Herodotou, Christothea (2016). MOOCS: What The Open University research tells us. Institute of Educational Technology, The Open University, Milton Keynes.

Ferguson, Rebecca; Hoel, Tore; Scheffel, Maren and Drachsler, Hendrik (2016). Guest Editorial: Ethics and Privacy in Learning Analytics. Journal of Learning Analytics, 3(1) pp. 5–15.

Ferguson, Rebecca; Scanlon, Eileen and Harris, Lisa (2016). Developing a strategic approach to MOOCs. Journal of Interactive Media in Education, 2016(1), article no. 21.

Furniss, Dominic; Iacovides, Ioanna; Lyons, Imogen; Blandford, Ann and Franklin, Bryony Dean (2016). Patient and public involvement in patient safety research: a workshop to review patient information, minimise psychological risk and inform research. Research Involvement and Engagement, 2, article no. 19.

Gaved, Mark; Dallison, Delphine; Jowers, Iestyn; Elliott-Cirigottis, Gary; Craig, Mark and Rochead, Alan (2016). RE:FORM - Reimagining Education for the Future Of Redistributed Manufacturing. In: Papadimitriou, Irini; Prescott, Andrew and Rogers, Jon eds. Engineering the Future: as part of the V&A Digital Design Weekend 2016. United Kingdom: Uniform Communications Limited, pp. 49–53.

Gaved, Mark; Jowers, Iestyn; Dallison, Delphine; Elliott-Cirigottis, Gary; Rochead, Alan and Craig, Mark (2016). Online distributed prototyping through a university-makerspace collaboration. In: FabLearn Europe 2016, 19-20 June 2016, Preston, Lancashire, UK.

Goodfellow, Robin and Lea, Mary (2016). Literacy and the digital university. In: Haythornthwaite, Caroline; Andrews, Richard; Fransman, Jude and Kazmer, Michelle eds. The SAGE Handbook of E-learning Research (2nd ed). London: Sage Publications, pp. 423–442.

Grand, Ann; Holliman, Richard; Collins, Trevor and Adams, Anne (2016). "We muddle our way through”: shared and distributed expertise in digital engagement with research. Journal of Science Communication, 15(4) pp. 1–23.

Hartnett, Elizabeth and Adams, Anne (2016). JuxtaLearn DELIVERABLE Report D3.5 Service scenario documentation. The Open University.

Herman, Clem and Kirkup, Gill (2016). Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning. Gender and Education (Early Access).

Herodotou, Christothea (2016). Are mobile games good for preschoolers? Angry Birds and science learning in a group of 5-years old. In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Association for the Advancement of Computing in Education (AACE), Chesapeake, VA, pp. 679–687.

Herodotou, Christothea (2016). Touchscreen mobile games and science learning: Do preschoolers benefit from their use? In: BERA conference 2016, 13-15 Sept 2016, Leeds, UK.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2016). A randomised control study about the effects of different assessment registration encouragements. In: 8th Biennial conference of EARLI Sig 1: Assessment & Evaluation, 24-26 August 2016, Munich, Germany.

Hillaire, Garron; Rappolt-Schlichtmann, Gabrielle and Ducharme, Kim (2016). Prototyping Visual Learning Analytics Guided by an Educational Theory Informed Goal. Journal of Learning Analytics, 3(3) pp. 115–142.

Hills, Laura and Hughes, Jonathan (2016). Assessment worlds colliding? Negotiating between discourses of assessment on an online open course. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 108–115.

Hills, Laura and Meakin, Deborah (2016). Developing frameworks to promote scholarship as a means of supporting teaching quality and effectiveness: a case study from within and across institutions. In: First Research and Scholarship in College Higher Education Conference (Lea, John ed.), Association of Colleges, London pp. 15–21.

Holmes, W.; Mavrikis, M.; Rummel, N.; Grawemeyer, B.; Wiedmann, M. and Loibl, K. (2016). A Talk on the Wild Side: The Direct and Indirect Impact of Speech Recognition on Learning Gains. In: EARLI 2016: SIG 6 (Instructional Design) and SIG 7 (Learning and Instruction with Computers), August 24-26 2016, University of Burgundy, Dijon, France.

Hood, Nina and Littlejohn, Allison (2016). Quality in MOOCs: Surveying the Terrain. Commonwealth of Learning.

Howard-Jones, Paul and Holmes, Wayne (2016). Neuroscience Research and Classroom Practice. In: Horvath, Jared Cooney; Lodge, Jason M. and Hattie, John eds. From the Laboratory to the Classroom: Translating Science of Learning for Teachers. Abingdon: Routledge, pp. 253–278.

Hudson, Lorraine; Kortuem, Gerd; Wolff, Annika and Law, Patrina (2016). Smart Cities MOOC: Teaching citizens how to co-create smart cities. In: 4th International Conference on ICT for Sustainability (ICT4S), 29 August - 1 September 2016, Amsterdam, The Netherlands.

Iacovides, Ioanna; Blandford, Ann; Cox, Anna and Back, Jonathan (2016). How external and internal resources influence user action: the case of infusion devices. Cognition, Technology & Work, 18(4) pp. 793–805.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2016). The current state of accessibility of MOOCs: What are the next steps? In: Open Education Global Conference 2016, 12-14 April 2016, Krakow, Poland.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2016). Accessibility of MOOCs: Understanding the Provider Perspective. Journal of Interactive Media in Education, 2016(1), article no. 20.

Iniesto, Francisco and Rodrigo, Covadonga (2016). Can user recommendations be useful for improving MOOCs accessibility? A project for inclusive design and profitable feedback. In: Open Education Global Conference 2016, 11-13 April 2016, Krakow, Poland.

Iniesto, Francisco and Rodrigo, Covadonga (2016). Strategies for improving the level of accessibility in the design of MOOC-based learning services. In: International Symposium on Computers in Education (SIIE), 14-16 Sep 2016, Salamanca, Spain.

Iniesto, Francisco and Rodrigo, Covadonga (2016). A preliminary study for developing accessible MOOC Services. Journal of Accessibility and Design for All, 6(2) pp. 126–150.

Jennett, Charlene; Iacovides, Ioanna; Cox, Anna; Vikhanova, Anastasia ; Weigold, Emily; Mostaghimi, Layla ; Jones, Geraint ; Jenkins, James ; Gallacher, Sarah and Rogers, Yvonne (2016). Squeezy Green Balls: Promoting Environmental Awareness through Playful Interactions. In: Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '16, 16-19 Oct 2016, Austin, Texas, USA.

Jennett, Charlene; Kloetzer, L.; Himmelstein, J.; Vaugoux, A.; Iacovides, I. and Cox, A. L. (2016). Learning in Game Jams: A Case Study of the GLASS Summer School. In: Playful Learning 2016, 13-15 July 2016, Manchester, UK.

Jennett, Charlene; Kloetzer, Laure; Schneider, Daniel; Iacovides, Ioanna; Cox, Anna; Gold, Margaret; Fuchs, Brian; Eveleigh, Alexandra; Methieu, Kathleen; Ajani, Zoya and Talsi, Yasmin (2016). Motivations, learning and creativity in online citizen science. Journal of Science Communication, 15(3), article no. A05.

Jhangiani, Rajiv; Pitt, Rebecca; Hendricks, Christina; Key, Jessie and Lalonde, Clint (2016). Exploring Faculty Use of Open Educational Resources at British Columbia Post-Secondary Institutions. BCcampus, Victoria, British Columbia.

Jindal-Snape, Divya and Rienties, Bart (2016). Understanding multiple and multi-dimensional transitions of international higher education students: Setting the scene. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. London: Routledge.

Johan, Novie and Rienties, Bart (2016). Cultivating learning and social interaction in an international classroom through small group work; a quasi-experimental study. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. London: Routledge, pp. 221–239.

Jordan, Katy (2016). Digital scholarship and the social networking site: How academics conceptualise their networks on academic social networking sites and Twitter. In: Selected Papers in Internet Research, Association of Internet Researchers.

Jordan, Katy (2016). Academics’ online connections: Characterising the structure of personal networks on academic social networking sites and Twitter. In: Proceedings of the 10th International Conference on Networked Learning 2016 (Cranmer, S.; Dohn, N.B.; de Laat, M.; Ryberg, T. and Sime, J.A. eds.), pp. 414–421.

Jowers, Iestyn; Gaved, Mark; Elliott-Cirigottis, Gary; Dallison, Delphine; Rochead, Alan and Craig, Mark (2016). Communication is not collaboration: observations from a case study in collaborative learning. In: Proceedings of DRS 2016, Design Research Society 50th Anniversary Conference (Lloyd, Peter and Bohemia, Erik eds.), Brighton, UK, pp. 609–624.

Knight, Simon; Allen, Laura; Littleton, Karen; Rienties, Bart and Tempelaar, Dirk (2016). Writing Analytics for Epistemic Features of Student Writing. In: Transforming Learning, Empowering Learners: Conference Proceedings Volume 1 (Looi, Chee-Kit; Polman, Joseph; Cress, Ulrike and Reimann, Peter eds.), International Society of the Learning Sciences, Singapore, pp. 194–201.

Könings, Karen D.; Popa, Daniela; Gerken, Maike; Giesbers, Bas; Rienties, Bart C.; van der Vleuten, Cees P.M. and van Merriënboer, Jeroen J.G. (2016). Improving supervision for students at a distance: videoconferencing for group meetings. Innovations in Education and Teaching International , 53(4) pp. 388–399.

Kukulska-Hulme, Agnes (2016). Personalization of language learning through mobile technologies. Cambridge University Press, Cambridge, UK.

Kukulska-Hulme, Agnes (2016). Mobile Assistance in Language Learning: A critical appraisal. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press Co., Ltd., pp. 138–160.

Kukulska-Hulme, Agnes and Sharples, Mike (2016). Waypoints along learning journeys in a mobile world. In: Ng, Wan and Cumming, Therese M. eds. Sustaining Mobile Learning: Theory, Research and Practice. Routledge Research in Higher Education. Abingdon and New York: Routledge, pp. 43–56.

Law, Patrina (2016). The Identified Informal Learner: Recognizing Assessed Learning in the Open. In: Bliss, TJ and Blessinger, Patrick eds. Open Education: International Perspectives in Higher Education. Open Book Publishers, pp. 137–158.

Law, Patrina and Jelfs, Anne (2016). Ten years of open practice: a reflection on the impact of OpenLearn. Open Praxis, 8(2) pp. 143–149.

Lawson, Glyn; Brown, Michael; Floyde, Anne; Coughlan, Tim; Baurley, Sharon; Elliot, Meretta; Koppe, Therese and Tsai, Allen (2016). Enhancing the Design Process with Drama-Related Methods. The Design Journal, 19(4) pp. 605–623.

Lay, Stephanie; Brace, Nicola; Pike, Graham and Pollick, Frank (2016). Circling Around the Uncanny Valley: Design Principles for Research Into the Relation Between Human Likeness and Eeriness. i-Perception, 7(6) pp. 1–11.

Li, Nai; Marsh, Vicky and Rienties, Bart (2016). Modeling and managing learner satisfaction: use of learner feedback to enhance blended and online learning experience. Decision Sciences Journal of Innovative Education, 14(2) pp. 216–242.

Littlejohn, Allison; Hood, Nina; Milligan, Colin and Mustain, Paige (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29 pp. 40–48.

Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia and Margaryan, Anoush (2016). Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning. Vocations and Learning: Studies in Vocational and Professional Education, 9(2) pp. 207–226.

Luckin, Rose; Holmes, Wayne; Griffiths, Mark and Forcier, Laurie B. (2016). Intelligence Unleashed: An argument for AI in Education. Pearson Education, London.

Malzahn, Nils; Hartnett, Elizabeth; Llinás, Pablo and Hoppe, H. Ulrich (2016). A smart environment supporting the creation of juxtaposed videos for learning. In: Li, Yanyan ; Chang, Maiga ; Kravcik, Milos ; Popescu, Elvira ; Huang, Ronghuai ; Kinshuk and Chen, Nian-Shing eds. State-of-the-Art and Future Directions of Smart Learning. Lecture Notes in Educational Technology. Singapore: Springer Singapore, pp. 461–470.

Margoudi, Maria; Hart, Jennefer; Adams, Anne and Oliveira, Manuel (2016). Exploring Emotion Representation to Support Dialogue in Police Training on Child Interviewing. In: Serious Games JCSG 2016, Lecture Notes in Computer Science 9894, Springer, pp. 73–86.

Mekler, Elisa; Rank, Stefan; Steinemann, Sharon and Iacovides, Ioanna (2016). Designing for Emotional Complexity in Games: The Interplay of Positive and Negative Affect. In: Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '16, 16-19 Oct 2016, Austin, Texas, USA.

Mikroyannidis, Alexander; Okada, Alexandra; Correa, Andre and Scott, Peter (2016). Inquiry-Based Learning on the Cloud. In: Chao, Lee ed. Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes. Hershey PA, USA: Information Science Reference, pp. 291–310.

Milligan, Colin and Littlejohn, Allison (2016). How health professionals regulate their learning in massive open online courses. The Internet and Higher Education, 31 pp. 113–121.

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Minocha, Shailey; Banks, Duncan; Holland, Caroline; Palmer, Jane; McNulty, Catherine and Peasgood, Alice (2016). Role of wearable activity-tracking technologies in the well-being and quality of life of people aged 55 and over. In: Haptics for Education workshop at STEM Futures – Lifelong Learning in the Digital Age, 5th eSTEeM Annual Conference 2016, 14-15 April 2016, The Open University, UK.

Mittelmeier, Jenna; Héliot, YingFei; Rienties, Bart and Whitelock, Denise (2016). Using Social Network Analysis to predict online contributions: The impact of network diversity in cross-cultural collaboration. In: WebSci '16 Proceedings of the 8th ACM Conference on Web Science, ACM, New York, pp. 269–273.

Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2016). Learning analytics to understand cultural impacts on technology enhanced learning. In: 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016), 28-30 October 2016, Mannheim, Germany.

Morini , Luca; Charitonos, Koula; Arnab, Sylvester; Cervi-Wilson, Tiziana; Brick, Billy; Bellamy-Wood, Tyrone and Van Leeuwen, Gaetan (2016). ImparApp: designing and piloting a game-based approach for language learning. In: 10th European Conference on Games Based Learning, 6-7 October 2016 , Paisley, Scotland , Academic Conferences and Publishing International Limited.

Muñoz Civantos, Angeles; Brown, Michael; Coughlan, Tim; Ainsworth, Shaaron and Lorenz, Katharina (2016). Using mobile media creation to structure museum interpretation with professional vision. Personal and Ubiquitous Computing, 20(1) pp. 23–36.

Mwanza-Simwami, Daisy (2016). Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings. International Journal of Mobile and Blended Learning (IJMBL), 8(1) pp. 34–50.

Mystakidis, Stylianos and Herodotou, Christothea (2016). OpenQuest: Designing a Motivational Framework for MOOCs Instruction. In: MOOCs in Europe, European Commission, Maastricht, pp. 141–145.

Nguyen, Quan; Tempelaar, Dirk; Rienties, Bart and Giesbers, Bas (2016). What learning analytics based prediction models tell us about feedback preferences of students. The Quarterly Review of Distance Education, 17(3) pp. 13–33.

Papathoma, Tina; Ferguson, Rebecca; Littlejohn, Allison and Coe, Angela (2016). Making the Production of Learning at Scale more Open and Flexible. In: L@S '16: Proceedings of the Third ACM Conference on Learning @ Scale, ACM, pp. 273–276.

Perryman, Leigh-Anne and de los Arcos, Beatriz (2016). Women’s empowerment through openness: OER, OEP and the Sustainable Development Goals. Open Praxis, 8(2) pp. 163–180.

Perryman, Leigh-Anne and Seal, Timothy (2016). Open Educational Practices and Attitudes to Openness across India: Reporting the Findings of the Open Education Research Hub Pan-India Survey. Journal of Interactive Media in Education, 2016(1), article no. 15.

Pitt, Rebecca; de los Arcos, Beatriz; Farrow, Rob and Weller, Martin (2016). Open Research. Milton Keynes, UK: OER Hub.

Price, Linda; Kirkwood, Adrian and Richardson, John T. E. (2016). Mind the gap: the chasm between research and practice in teaching and learning with technology. In: Case, Jennifer M. and Huisman, Jeroen eds. Researching Higher Education: International perspectives on theory, policy and practice. Society for Research into Higher Education (SRHE) Series. London: Routledge, pp. 227–245.

Ras, Eric; Whitelock, Denise and Kalz, Marco (2016). The Promise and Potential of E-Assessment for Learning. In: Reimann, Peter; Bull, Susan; Kickmeier-Rust, Michael D.; Vatrapu, Ravi and Wasson, Barbara eds. Measuring and Visualising Learning in the Information-Rich Classroom. London: Routledge, pp. 21–40.

Read, Timothy; Bárcena, Elena and Kukulska-Hulme, Agnes (2016). Mobile and Massive Language Learning. In: Martín-Monje, Elena; Elorza, Izaskun and García Riaza, Blanca eds. Technology-Enhanced Language Learning for Specialized Domains: Practical applications and mobility. Abingdon: Routledge, pp. 151–161.

Read, Timothy; Bárcena, Elena and Kukulska-Hulme, Agnes (2016). Exploring the application of a conceptual framework in a social MALL app. In: Pareja-Lora, Antonio; Calle-Martínez, Cristina and Rodríguez-Arancón, Pilar eds. New perspectives on teaching and working with languages in the digital era. Research-Publishing.net, pp. 223–232.

Richardson, John T. E. (2016). Face-to-Face Versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates in Students with Disabilities. Journal of Postsecondary Education and Disability, 29(1) pp. 83–90.

Richardson, John T. E. and Sun, Haoda (2016). Approaches to studying among international students from China. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional Transitions of International Students to Higher Education. New Perspectives on Learning and Instruction. London: Routledge, pp. 106–122.

Rienties, Bart; Boroowa, Avinash; Cross, Simon; Kubiak, Chris; Mayles, Kevin and Murphy, Sam (2016). Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK. Journal of Interactive Media in Education(1), article no. 2.

Rienties, Bart; Cross, Simon and Zdrahal, Zdenek (2016). Implementing a Learning Analytics Intervention and Evaluation Framework: what works? In: Kei Daniel, Ben and Butson, Russell eds. Big Data and Learning Analytics in Higher Education: Current Theory and Practice. Heidelberg: Springer.

Rienties, Bart; Edwards, Chris; Gaved, Mark; Marsh, Vicky; Herodotou, Christothea; Clow, Doug; Cross, Simon; Coughlan, Tim; Jones, Jan and Ullmann, Thomas (2016). Scholarly insight 2016: a Data wrangler perspective. Open University UK.

Rienties, Bart; Giesbers, Bas; Lygo-Baker, Simon; Ma, Hoi Wah Serena and Rees, Roger (2016). Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective. Interactive Learning Environments, 24(3) pp. 539–552.

Rienties, Bart and Héliot, YingFei (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education (Early Access).

Rienties, Bart and Jindal-Snape, Divya (2016). Multiple and multi-dimensional transitions of international students to higher education: A way forward. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional transitions of international students to higher education. New Perspectives on Learning and Instruction. London: Routledge, pp. 259–283.

Rienties, Bart and Jindal-Snape, Divya (2016). A Social Network perspective on ABC of international and host-national students. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional transitions of international students to higher education. New Perspectives on Learning and Instruction. London: Routledge.

Rienties, Bart and Toetenel, Lisette (2016). The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters. In: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK '16, pp. 339–343.

Rienties, Bart and Toetenel, Lisette (2016). The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across 151 modules. Computers in Human Behavior, 60 pp. 333–341.

Rodrigo, Covadonga; García-Serrano, Ana; Delgado, José Luis and Iniesto, Francisco (2016). Challenges while MOOCifying a HE eLearning course on Universal Accessibility. In: Proceedings of the XVII International Conference on Human Computer Interaction (INTERACCIÓN 2016), 14-16 Sep 2016, Salamanca, Spain.

Rogaten, Jekaterina and Moneta, Giovanni B (2016). Creativity in Higher Education: The use of Creative Cognition in Studying. In: Moneta, Giovanni B and Rogaten, Jekaterina eds. Psychology of Creativity: Cognitive, Emotional, and Social Processes. Hauppauge, New York: Nova Science Pub Inc, pp. 3–20.

Rogaten, Jekaterina and Moneta, Giovanni B. (2016). Academic excellence: the dynamic relationship between approaches to studying and learning gain. In: 8th European Conference of Positive Psychology, 28 June -1 July 2016, Angers, France.

Rogaten, Jekaterina and Moneta, Giovanni B. (2016). Positive and Negative Structures and Processes Underlying Academic Performance: A Chained Mediation Model. Journal of Happiness Studies (Early Access).

Rogaten, Jekaterina; Rienties, Bart; Whitelock, Denise; Cross, Simon and Littlejohn, Allison (2016). A multi-level longitudinal analysis of 80,000 online learners: Affective-Behaviour-Cognition models of learning gains. In: Emerging Methodologies in Educational Research: Book of Abstracts, Maastricht University, Maastricht, p. 25.

Rogaten, Jekaterina; Rienties, Bart; Whitelock, Denise; Cross, Simon; Littlejohn, Allison; Sharpe, Rhona; Lygo-Baker, Simon; Scott, Ian; Warburton, Stephen and Kinchin, Ian (2016). Multilevel modelling of learning gains: The impact of module particulars on students’ learning in Higher Education. In: SRHE International Annual Research Conference 2016, 7-9 December 2016, Celtic Manor Resort, Newport, South Wales, United Kingdom .

Rogaten, Jekaterina; Whitelock, Denise and Rienties, Bart (2016). Assessing learning gains. In: Technology Enhanced Assessment Conference 2016, 5-6 Oct 2016, Tallinn, Estonia.

Roschelle, Jeremy; Yarnall, Louise; Sharples, Mike and McAndrew, Patrick (2016). Future Research Directions for Innovating Pedagogy. In: Verbert, Katrien; Sharples, Mike and Klobučar, Tomaž eds. Adaptive and Adaptable Learning. Lecture Notes in Computer Science (9891). Cham: Springer, pp. 648–651.

Scanlon, Eileen and Taylor, Josie (2016). Is technology enhanced learning an interdisciplinary activity? In: Proceedings of the 10th International Conference on Networked Learning 2016 (Cranmer, S.; Dohn, N. B.; de Laat, M.; Ryberg, T. and Sime, J. A. eds.), pp. 129–133.

Schnädelbach, Holger; Sun, Xu; Kefalidou, Genovefa; Coughlan, Tim; Meese, Rupert; Norris, James and Mcauley, Derek (2016). Creativity Greenhouse: At-a-distance collaboration and competition over research funding. International Journal of Human-Computer Studies, 87 pp. 1–19.

Shah, Mahsood; Nair, Sid and Richardson, John (2016). Measuring and Enhancing the Student Experience. Chandos Publishing (Elsevier).

Shah, Mahsood and Richardson, John T. E. (2016). Is the enhancement of student experience a strategic priority in Australian universities? Higher Education Research and Development, 35(2) pp. 352–364.

Sharples, M.; Adams, A.; Alozie, N.; Ferguson, R.; FitzGerald, E.; Gaved, M.; McAndrew, P.; Means, B.; Remold, J.; Rienties, B.; Roschelle, J.; Vogt, K.; Whitelock, D. and Yarnall, L. (2016). 创新教学报告2015 —探索教学、学习与评价的新形式 [Innovating Pedagogy 2015]. 开放学习研究 [Open Learning] (2016.1) pp. 1–18.

Sharples, Mike; de Roock, Roberto; Ferguson, Rebecca; Gaved, Mark; Herodotou, Christothea; Koh, Elizabeth; Kukulska-Hulme, Agnes; Looi, Chee-Kit; McAndrew, Patrick; Rienties, Bart; Weller, Martin and Wong, Lung Hsiang (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. The Open University.

Sharples, Mike and Domingue, John (2016). The Blockchain and Kudos: A Distributed System for Educational Record, Reputation and Reward. In: Verbert, K.; Sharples, M. and Klobučar, T. eds. Adaptive and Adaptable Learning: Proceedings of 11th European Conference on Technology Enhanced Learning (EC-TEL 2015), Lyon, France, 13 - 16 September 2016. Lecture Notes in Computer Science. Switzerland: Springer, pp. 490–496.

Shishah, Wesam and FitzGerald, Elizabeth (2016). Incorporating Cultural Factors into the Design of Technology to Support Teamwork in Higher Education. In: Proceedings of the 8th International Conference on Computer Supported Education (Uhomoibhi, James; Costagliola, Gennaro; Zvacek, Susan and McLaren, Bruce M. eds.), Rome, pp. 55–66.

Skokic, Vlatka; Rienties, Bart and Lockwood, Andrew (2016). Transnational tourism education and student approaches to learning: is there a mismatch? Journal of Teaching in Travel & Tourism, 16(4) pp. 273–295.

Sun, Haoda and Richardson, John T. E. (2016). Students’ perceptions of the academic environment and approaches to studying in British postgraduate business education. Assessment & Evaluation in Higher Education, 41(3) pp. 384–399.

Toetenel, Lisette and Rienties, Bart (2016). Learning Design – creative design to visualise learning activities. Open Learning: The Journal of Open, Distance and e-learning, 31(3) pp. 233–244.

Toetenel, Lisette and Rienties, Bart (2016). Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology, 47(5) pp. 981–992.

Traxler, John and Kukulska-Hulme, Agnes (2016). Conclusion: Contextual Challenges for the Next Generation. In: Traxler, John and Kukulska-Hulme, Agnes eds. Mobile Learning: The Next Generation. London: Routledge, pp. 208–226.

Traxler, John and Kukulska-Hulme, Agnes (2016). Introduction to the Next Generation of Mobile Learning. In: Traxler, John and Kukulska-Hulme, Agnes eds. Mobile Learning: The Next Generation. London: Routledge, pp. 1–10.

Ullah, Raza; Richardson, John T. E.; Malik, Rehan Ahmad and Farooq, Sajid (2016). Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan. Studies in Educational Evaluation, 50 pp. 62–70.

Unteidig, Andreas; Dominguez-Cobreros, Blanca; Calderon-Lünig, Elizabeth; Heilgemeir, Anna; Clausen, Marco and Davies, Gareth (2016). D2.1 Design, progress and evaluation of the Prinzessinnengarten pilot (version 1). The MAZI Consortium.

Weller, Martin (2016). Different Aspects of the Emerging OER Discipline. Revista Educacao e Cultura Contemporanea, 13(31)

Weller, Martin (2016). The Open Flip – a digital economic model for education. Journal of Learning for Development - JL4D, 3(2) pp. 26–34.

Weller, Martin; de los Arcos, Beatriz; Farrow, Rob; Pitt, Rebecca and McAndrew, Patrick (2016). Identifying Categories of Open Educational Resource Users. In: Blessinger, Patrick and Bliss, TJ eds. Open Education: International Perspectives in Higher Education. Open Book Publishers, pp. 73–92.

Whitelock, Denise and Rienties, Bart (2016). #Design4Learning: Designing for the Future of Higher Education. Journal of Interactive Media in Education, 2016(1) pp. 1–3.

Yue Zhang, Kate and Rienties, Bart (2016). Cultural and Academic Adjustment of International Students in China: A Social Network Perspective. In: Jindal-Snape, Divya and Rienties, Bart eds. Multi-dimensional transitions of international students to higher education. New Perspectives on Learning and Instruction. London: Routledge, pp. 123–139.

2015

Stiles, Alan (2015). Incorporating IRUS-UK statistics into an EPrints repository. In: OR2015:10th International Conference on Open Repositories, June 8-11, 2015, Indianapolis, Indiana, USA.

Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael and Ullmann, Thomas Daniel eds. (2015). Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning. Aachen, Germany: CEUR Workshop Proceedings.

Adams, Anne and Clough, Gill (2015). The e-assessment burger: supporting the before and after in e-assessment systems. Interaction Design and Architecture(s)(25) pp. 39–57.

Adams, Anne; Hartnett, Elizabeth and Clough, Gill (2015). Turn it on its head! Juxtaposed Learning. Creative Education (In press).

Antoniadis, Panayotis; Apostol, Ileana; Gaved, Mark; Smyth, Michael and Unteidig, Andreas (2015). DIY networking as a facilitator for interdisciplinary research on the hybrid city. In: Proceedings of Hybrid City 2015: Data to the People, University Research Institute of Applied Communication (URIAC), University of Athens, Athens, Greece, pp. 65–72.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2015). Weather-it: evolution of an online community for citizen inquiry. In: Proceedings of the 15th International Conference on Knowledge Technologies and Data-driven Business, i-Know 2015, ACM, article no. 13.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2015). Weather-it missions: a social network analysis perspective of an online citizen inquiry community. In: Conole, G.; Klobučar, T.; Rensing, C.; Konert, J. and Lavoué, E. eds. Design for Teaching and Learning in a Networked World, Proceedings of 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18. Lecture Notes in Computer Science. Springer, pp. 3–16.

Bárcena, Elena; Read, Timothy; Underwood, Joshua; Obari , Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora , Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván, Noa; Ávila-Cabrera , José; Ibañez, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita , Jorge; Rodríguez, Pilar; Castrillo , María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark and Kukulska-Hulme, Agnes (2015). State of the art of language learning design using mobile technology: sample apps and some critical reflection. In: Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (Helm, Francesca; Bradley, Linda; Guarda, Marta and Thouësny, Sylvie eds.), Research-publishing.net, Dublin, pp. 36–43.

Baron, Nick; Carletti, Laura; Muñoz Civantos, Angeles; Coughlan, Tim; Allen, Robert; Lach, Pamella; Davies, Catherine; Tyler-Jones, Richard and Ferran, Bronac (2015). Spatial Humanities Moving Beyond the Dot on a Map. In: Proceedings of the Digital Research in the Humanities and Arts Conference, DRHA2014 (Maragiannis, Anastasios ed.), pp. 111–116.

Biggs, Chris; Dowson, Nicola and Stiles, Alan (2015). Now we are 13. Open Research Online becomes a teenager! In: OR2015:10th International Conference on Open Repositories, June 8-11, 2015, Indianapolis, Indiana, USA.

Birk, Max V.; Iacovides, Ioanna; Johnson, Daniel and Mandryk, Regan L. (2015). The False Dichotomy between Positive and Negative Affect in Game Play. In: Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '15, ACM, ACM, New York, USA, pp. 799–804.

Brasher, Andrew and Cross, Simon (2015). Reflections on developing a tool for creating visual representations of learning designs: towards a visual language for learning designs. In: Maina, Marcelo; Craft, Brock and Mor, Yishay eds. The Art and Science of Learning Design. Technology Enhanced Learning (9). Rotterdam: Sense Publishers, pp. 169–180.

Butcher, John (2015). Financial risk and inflexibility: part-time HE in decline. Widening Participation and Lifelong Learning, 17(4) pp. 89–104.

Caird, Sally; Lane, Andy; Swithenby, Ed; Roy, Robin and Potter, Stephen (2015). Design of higher education teaching models and carbon impacts. International Journal of Sustainability in Higher Education, 16(1) pp. 96–111.

Caird, Sally; Swithenby, Edward and Lane, Andrew (2015). The SusTEACH Methodology: Assessment of the environmental impacts of Higher Education Teaching Models and development of an Environmental Appraisal toolkit. The Open University.

Cannell, Pete; Macintyre, Ronald and Hewitt, Lindsay (2015). Widening access and OER: developing new practice. Widening Participation and Lifelong Learning, 17(1) pp. 64–72.

Carbone, Daniele; Zuccarello, Luciano; Messina, Alfio; Scollo, Simona and Rymer, Hazel (2015). Balancing bulk gas accumulation and gas output before and during lava fountaining episodes at Mt. Etna. Scientific Reports, 5 pp. 1–11.

Charitonos, Koula (2015). An investigation into the use of a microblogging technology in school trips to museums. PhD thesis The Open University.

Charitonos, Koula and Charalampidi, Marina (2015). Designs for Heritage Language Learning: A Photography project in the UK Supplementary Education. In: Brown, Tom H. and van der Merwe, Herman J. eds. The Mobile Learning Voyage - From Small Ripples to Massive Open Waters: 14th World Conference, mLearn 2015, Venice, Italy, October 17-24, 2015, Proceedings. Communications in Computer and Information Science (560). Cham: Springer, pp. 198–216.

Coughlan, Tim (2015). Using Open Data as a Material for Introductory Programming Assignments. In: Atenas, Javiera and Havemann, Leo eds. Open Data as Open Educational Resources: Case studies of emerging practice. London: Open Knowledge: Open Education Working Group, pp. 38–48.

Coughlan, Tim; Carletti, Laura; Giannachi, Gabriella; Benford, Steve; McAuley, Derek; Price, Dominic; Locatelli, Cristina; Sinker, Rebecca and Stack, John (2015). ArtMaps: interpreting the spatial footprints of artworks. In: Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI), ACM Press.

Coughlan, Tony and Perryman, Leigh-Anne (2015). Learning from the innovative open practices of three international health projects outside academia. In: Open Education Global Conference 2015, 22-24 April, 2015, Banff, Alberta, Canada.

Coughlan, Tony and Perryman, Leigh-Anne (2015). Are student-led Facebook groups open educational practices? In: OER15, 14-15 April 2015, Cardiff.

Coughlan, Tony and Perryman, Leigh-Anne (2015). Learning from the innovative open practices of three international health projects: IACAPAP, VCPH and Physiopedia. Open Praxis, 7(2) pp. 173–189.

Coughlan, Tony and Perryman, Leigh-Anne (2015). A murky business: navigating the ethics of educational research in Facebook groups. European Journal of Open, Distance and e-Learning pp. 146–169.

Cross, Simon; Sharples, Mike and Healing, Graham (2015). E-Pedagogy of Handheld Devices 2013 Survey: Patterns of student use for learning. The Open University, UK.

Curtis, Vickie (2015). Online citizen science projects: an exploration of motivation, contribution and participation. PhD thesis The Open University.

Curtis, Vickie (2015). Motivation to Participate in an Online Citizen Science Game: A Study of Foldit. Science Communication, 37(6) pp. 723–746.

de los Arcos, Beatriz; Farrow, Robert; Pitt, Rebecca; Perryman, Leigh-Anne; Weller, Martin and McAndrew, Patrick (2015). OER Research Hub Data 2013-2015: Informal Learners. Open Education Research Hub.

de los Arcos, Beatriz; Farrow, Robert; Pitt, Rebecca; Perryman, Leigh-Anne; Weller, Martin and McAndrew, Patrick (2015). OER Research Hub Data 2013-2015: Formal Learners. Open Education Research Hub.

de los Arcos, Beatriz; Farrow, Robert; Pitt, Rebecca; Perryman, Leigh-Anne; Weller, Martin and McAndrew, Patrick (2015). OER Research Hub Data 2013-2015: Educators. Open Education Research Hub.

de Waard, Inge (2015). Tech Dandy, and the Art of Leisure Learning. In: Hopkins, David ed. The Really Useful #EdTechBook. Warwick: David Hopkins, pp. 187–197.

de Waard, Inge; Kukulska-Hulme, Agnes and Sharples, Mike (2015). Self-Directed Learning in Trial FutureLearn courses. In: Proceedings Papers, EMOOCS, pp. 234–243.

de Waard, Inge; Kukulska-Hulme, Agnes and Sharples, Mike (2015). Investigating Self-Directed Learning Dimensions: Adapting the Bouchard Framework. In: Design for Teaching and Learning in a Networked World (Conole, Gráinne; Klobučar, Tomaž; Rensing, Christoph; Konert, Johannes and Lavoué, Élise eds.), Springer, pp. 395–400.

Demouy, Valérie; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2015). Exploring trends, motivations and behaviours in the use of mobile devices for language learning in a higher education distance learning setting. In: Eurocall 2015, 26-29 August 2015, Padua, Italy.

Devine, Peter (2015). Blockchain learning: can crypto-currency methods be appropriated to enhance online learning? In: ALT Online Winter Conference 2015, 7th-10th December 2015.

Drachsler, Hendrik; Cooper, Adam; Hoel, Tore; Ferguson, Rebecca; Berg, Alan; Scheffel, Maren; Kismihók, Gábor; Manderveld, Jocelyn and Chen, Weiqin (2015). Ethical and privacy issues in the application of learning analytics. In: 5th International Learning Analytics & Knowledge Conference (LAK15): Scaling Up: Big Data to Big Impact, 16-20 March 2015, Poughkeepsie, NY, USA.

Edwards, Chris (2015). Learning Outcomes at the Open University. IET, The Open University, Milton Keynes.

Evans, Joanna; Brown, Michael; Coughlan, Tim; Lawson, Glyn and Craven, Michael P. (2015). A systematic review of dementia focused assistive technology. In: Human-Computer Interaction: Interaction Technologies (Kurosu, Masaaki ed.), Lecture Notes in Computer Science, Springer, pp. 406–417.

Farrow, Robert; de los Arcos, Beatriz; Pitt, Rebecca and Weller, Martin (2015). Who are the Open Learners? A Comparative Study Profiling non-Formal Users of Open Educational Resources. EURODL (European Journal of Open, Distance and E-Learning), 18(2) pp. 50–74.

Farrow, Robert; Pitt, Rebecca; de los Arcos, Beatriz; Perryman, Leigh-Anne; Weller, Martin and McAndrew, Patrick (2015). Impact of OER use on teaching and learning: data from OER Research Hub (2013–2014). British Journal of Educational Technology, 46(5) pp. 972–976.

Fenton-O'Creevy, Mark; Adam, Marc; Clough, Gill; Conole, Grainne; Gaved, Mark; Lins, Jeffrey Todd; Lindley, Craig; Peffer, Gilbert; Scanlon, Eileen and Smidts, Ale (2015). A game based approach to improve traders' decision-making. In: The International Gamification for Business Conference 2015: Strategic Industrial Applications of Games and Gamification, 21-22 September 2015, Innovation Birmingham, Faraday Wharf, Innovation Birmingham Campus, Holt Street, Birmingham Science Park Aston, Birmingham, B7 4BB.

Ferguson, Rebecca and Clow, Doug (2015). Examining engagement: analysing learner subpopulations in massive open online courses (MOOCs). In: 5th International Learning Analytics and Knowledge Conference (LAK15), 16–20 March 2015, Poughkeepsie, NY, USA, ACM.

Ferguson, Rebecca and Clow, Doug (2015). Consistent Commitment: Patterns of Engagement across Time in Massive Open Online Courses (MOOCs). Journal of Learning Analytics, 2(3) pp. 55–80.

Ferguson, Rebecca; Clow, Doug; Beale, Russell; Cooper, Alison J; Morris, Neil; Bayne, Siân and Woodgate, Amy (2015). Moving through MOOCS: pedagogy, learning design and patterns of engagement. In: Design for Teaching and Learning in a Networked World (Klobucar, Tomaž and Conole, Grainne eds.), Lecture Notes in Computer Science, Springer International Publishing Switzerland, pp. 70–84.

Ferguson, Rebecca; Cooper, Adam; Drachsler, Hendrik; Kismihók, Gábor; Boyer, Anne; Tammets, Kairit and Martínez Monés, Alejandra (2015). Learning analytics: European perspectives. In: 5th International Learning Analytics & Knowledge Conference (LAK15), 16-20 March 2015, Poughkeepsie, NY, USA , ACM.

Ferguson, Rebecca; Faulkner, Dorothy; Whitelock, Denise and Sheehy, Kieron (2015). Pre-teens' informal learning with ICT and Web 2.0. Technology, Pedagogy and Education, 24(2) pp. 247–265.

Ferguson, Rebecca; Macfadyen, Leah P.; Clow, Doug; Tynan, Belinda; Alexander, Shirley and Dawson, Shane (2015). Setting learning analytics in context: overcoming the barriers to large-scale adoption. Journal of Learning Analytics, 1(3) pp. 120–144.

Ferguson, Rebecca; Sharples, Mike and Beale, Russell (2015). MOOCs 2030：大规模开放学习的未来展望. Journal of Beijing Open University(6) pp. 19–24.

Ferguson, Rebecca; Sharples, Mike and Beale, Russell (2015). MOOCs 2030: a future for massive open online learning. In: Bonk, Curtis J.; Lee, Mimi M.; Reeves, Thomas C. and Reynolds, Thomas H. eds. MOOCs and Open Education around the World. Abingdon: Routledge, pp. 315–326.

FitzGerald, Elizabeth and Adams, Anne (2015). Revolutionary and evolutionary technology design processes in location-based interactions. International Journal of Mobile Human Computer Interaction, 7(1) pp. 59–78.

Gaved, Mark; Greenwood, Richard and Peasgood, Alice (2015). Using and appropriating the smart city for community and capacity building amongst migrant language learners. In: Proceedings of the Work-In-Progress Track of the 7th International Conference on Communities and Technologies (Avram, Gabriela; De Cindio, Fiorella and Pipek, Volkmar eds.), IISI - International Institute for Socio-Informatics, pp. 63–72.

Gaved, Mark and Peasgood, Alice (2015). Location-based language learning for migrants in a smart city. In: Proceedings of the 15th International Conference on Technology, Policy and Innovation.

Grand, Ann; Davies, Gareth; Holliman, Richard and Adams, Anne (2015). Mapping Public Engagement with Research in a UK University. PLoS ONE, 10(4) pp. 1–19.

Herodotou, Christothea; Kambouri, Maria and Winters, Niall (2015). What characteristics of the gamers' profile should be taken into account in player-centred game design? In: Workshop Proceedings of the 11th International Conference on Intelligent Environments, Ambient Intelligence and Smart Environments , IOS Press, pp. 289–297.

Herodotou, Christothea and Mystakidis, Stylianos (2015). Addressing the Retention Gap in MOOCs: Towards a Motivational Framework for MOOCs Instructional Design. In: 16th Biennial EARLI Conference for Research on Learning and Instruction, 25-29 August 2015, Limassol, Cyprus.

Herodotou, Christothea; Winters, Niall and Kambouri, Maria (2015). An Iterative, Multidisciplinary Approach to Studying Digital Play Motivation: The Model of Game Motivation. Games and Culture, 10(3) pp. 249–268.

Holliman, Richard; Adams, Anne; Blackman, Tim; Collins, Trevor; Davies, Gareth; Dibb, Sally; Grand, Ann; Holti, Richard; McKerlie, Fiona; Mahony, Nick and Wissenburg, Astrid eds. (2015). An Open Research University. Milton Keynes: The Open University.

Holliman, Richard and Curtis, Vickie (2015). Online media. In: Gunstone, Richard ed. Encyclopedia of Science Education. Springer Netherlands.

Holliman, Richard and Davies, Gareth (2015). Moving beyond the seductive siren of reach: planning for the social and economic impacts emerging from school-university engagement with research. Journal of Science Communication, 14(03), article no. C06.

Hood, Nina; Littlejohn, Allison and Milligan, Colin (2015). Context counts: How learners' contexts influence learning in a MOOC. Computers & Education, 91 pp. 83–91.

Iacovides, Ioanna; Blandford, Ann; Cox, Anna; Franklin, Bryony Dean; Lee, Paul and Vincent, Chris J. (2015). Infusion device standardisation and dose error reduction software. British Journal of Healthcare Management, 21(2) pp. 68–76.

Iacovides, Ioanna and Cox, Anna (2015). Case studies: understanding players and the contexts in which they play. Workshop on Crossing Domains: Diverse Perspectives on Players. In: Workshop on Crossing Domains: Diverse Perspectives on Players, CHI 2015, 18-23 April 2015, Seoul, Korea.

Iacovides, Ioanna; Cox, Anna; Kennedy, Richard; Cairns, Paul and Jennett, Charlene (2015). Removing the HUD: The Impact of Non-Diegetic Game Elements and Expertise on Player Involvement. In: Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '15, ACM, pp. 13–22.

Iacovides, Ioanna and Cox, Anna L. (2015). Moving Beyond Fun: Evaluating Serious Experience in Digital Games. In: CHI '15: Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, ACM, New York, USA, pp. 2245–2254.

Iacovides, Ioanna; Cox, Anna L.; McAndrew, Patrick; Aczel, James and Scanlon, Eileen (2015). Game-Play Breakdowns and Breakthroughs: Exploring the Relationship Between Action, Understanding, and Involvement. Human–Computer Interaction, 30(3-4) pp. 202–231.

Iniesto, Francisco and Rodrigo, Covadonga (2015). Accessible user profile modeling for academic services based on MOOCs. In: Proceedings of the XVI International Conference on Human Computer Interaction (INTERACCIÓN 2015) (Ponsa, Pere and Guasch, Daniel eds.), ACM New York, New York, USA, article no. 55.

Jones, Ann (2015). Social media for informal minority language learning: exploring Welsh learners’ practices. Journal of Interactive Media in Education, 2015 (1), article no. 7.

Jones, Ann (2015). Mobile Informal Language Learning: Exploring Welsh Learners’ Practices. eLearning Papers (45), article no. 6.

Jordan, Katherine (2015). Exploring the ResearchGate score as an academic metric: reflections and implications for practice. In: Quantifying and Analysing Scholarly Communication on the Web (ASCW'15), 30 June 2015, Oxford.

Jordan, Katherine (2015). What do academics ask their online networks? An analysis of questions posed via Academia.edu. In: WebSci '15, ACM.

Jordan, Katy (2015). Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning, 16(3) pp. 341–358.

Kirkwood, Adrian and Price, Linda (2015). Achieving Improved Quality and Validity: Reframing Research and Evaluation of Learning Technologies. European Journal of Open, Distance and e-Learning 102-115.

Kukulska-Hulme, Agnes (2015). Language as a bridge connecting formal and informal language learning through mobile devices. In: Wong, Lung-Hsiang; Milrad, Marcelo and Specht, Marcus eds. Seamless Learning in the Age of Mobile Connectivity. Singapore: Springer, pp. 281–294.

Kukulska-Hulme, Agnes; Gaved, Mark; Paletta, Lucas; Scanlon, Eileen; Jones, Ann and Brasher, Andrew (2015). Mobile Incidental Learning to Support the Inclusion of Recent Immigrants. Ubiquitous Learning: an international journal, 7(2) pp. 9–21.

Kukulska-Hulme, Agnes; Norris, Lucy and Donohue, Jim (2015). Mobile pedagogy for English language teaching: a guide for teachers. British Council 2015, London.

Law, Patrina (2015). Recognising Informal Elearning with Digital Badging: Evidence for a Sustainable Business Model. Open Praxis, 7(4) pp. 299–310.

Law, Patrina (2015). Digital badging at The Open University: recognition for informal learning. Open Learning: The Journal of Open, Distance and e-Learning, 30(3) pp. 221–234.

Law, Patrina and Perryman, Leigh-Anne (2015). Internal Responses to Informal Learning Data: Testing a Rapid Commissioning Approach. European Journal of Open, Distance and e-Learning pp. 76–84.

Law, Patrina; Perryman, Leigh-Anne and Law, Andrew (2015). Badging and employability at The Open University. European Journal of Open, Distance and e-Learning, Best of EDEN 2013-2014, article no. 704.

Littlejohn, Allison and McGill, Lou (2015). Ecologies of Open Resources and Pedagogies of Abundance. In: Gros, Begoña; Kinshuk and Maina, Marcelo eds. The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies. Lecture Notes in Educational Technology. Berlin: Springer, pp. 115–130.

Littlejohn, Allison and Milligan, Colin (2015). Designing MOOCs for professional learners: Tools and patterns to encourage self-regulated learning. eLearning Papers, 42, article no. 4.

Liu, Haiming and Hartnett, Elizabeth (2015). Exploring the Design of a Social Learning Platform for Supporting Users’ E-Teaching Skill Development. In: Proceedings of 2015 SAI Intelligent Systems Conference (IntelliSys), IEEE, pp. 976–977.

Margaryan, Anoush; Bianco, Manuela and Littlejohn, Allison (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80 pp. 77–83.

Mears, Wendy and Clough, Helen (2015). Online library accessibility support: a case study within the Open University Library. Open Learning: The Journal of Open, Distance and e-learning, 30(1) pp. 73–85.

Mittelmeier, Jenna; Heliot, Yingfei; Rienties, Bart and Whitelock, Denise (2015). The role culture and personality play in an authentic online group learning experience. In: Proceedings of the 22nd EDINEB Conference: Critically Questioning Educational Innovation in Economics and Business: Human Interaction in a Virtualising World (Daly, P.; Reid, K.; Buckley, P. and Reeve, S. eds.), EDiNEB Association, pp. 139–149.

Mor, Yishay; Ferguson, Rebecca and Wasson, Barbara (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: a call for action. British Journal of Educational Technology, 46(2) pp. 221–229.

Mor, Yishay; Ferguson, Rebecca and Wasson, Barbara (2015). British Journal of Educational Technology, Vol. 46, Issue 2. Special Issue: Teacher-led Inquiry and Learning Design. Wiley.

Papathoma, Tina; Blake, Canan; Clow, Doug and Scanlon, Eileen (2015). Investigating Learners’ Views of Assessment Types in Massive Open Online Courses (MOOCs). In: Design for Teaching and Learning in a Networked World, Springer, pp. 617–621.

Parent, M.-A., Liddo, A. D., Ullmann, T. D., & Klein, M. (2015). Project Testbed: Argument Mapping and Deliberation Analytics (Deliverable No. D4.2b). Retrieved from:http://catalyst-fp7.eu/wp-content/uploads/2015/11/CATALYST_D4.3.pdf

Perryman, Leigh-Anne and Lesperance, John (2015). Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth. In: Open Education Global Conference 2015, 22-24 April, 2015, Banff, Alberta, Canada.

Perryman, Leigh-Anne and Seal, Timothy (2015). Open educational practices and attitudes to openness across India: reporting the findings of the OER Research Hub pan-India survey. In: OER15, 14-15 April 2015, Cardiff.

Persico, Donatella; Milligan, Colin and Littlejohn, Allison (2015). The Interplay Between Self-Regulated Professional Learning And Teachers’ Work-Practice. In: Procedia - Social and Behavioral Sciences (Special Issue: The Proceedings of 6th World Conference on educational Sciences)(191) pp. 2481–2486.

Pitt, Rebecca (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. International Review of Research in Open and Distance Learning, 16(4) pp. 133–155.

Pitt, Rebecca (2015). What does it mean to transform the world: Ron Aronson, Hope and Revolution. Sartre Studies International , 21(2) pp. 33–58.

Read, Timothy and Kukulska-Hulme, Agnes (2015). The Role of a Mobile App for Listening Comprehension Training in Distance Learning to Sustain Student Motivation. Journal of Universal Computer Science, 21(10) pp. 1327–1338.

Richardson, John T. E. (2015). Academic attainment in deaf and hard-of-hearing students in distance education. Open Learning, 30(2) pp. 164–177.

Richardson, John T. E. (2015). Academic attainment in students with dyslexia in distance education. Dyslexia, 21(4) pp. 323–337.

Richardson, John T. E. (2015). Academic Attainment in Students with Mental Health Difficulties in Distance Education. International Journal of Mental Health, 44(3) pp. 231–240.

Richardson, John T. E. (2015). Approaches to Learning or Levels of Processing: What Did Marton and Säljö (1976a) Really Say? The Legacy of the Work of the Göteborg Group in the 1970s. Interchange, 46(3) pp. 239–269.

Richardson, John T. E. (2015). The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know. Journal of Further and Higher Education, 39(2) pp. 278–291.

Richardson, John T. E. (2015). Academic attainment in visually impaired students in distance education. British Journal of Visual Impairment, 33(2) pp. 126–137.

Richardson, John T. E. (2015). Coursework versus examinations in end-of-module assessment: a literature review. Assessment & Evaluation in Higher Education, 40(3) pp. 439–455.

Richardson, John T. E.; Alden Rivers, Bethany and Whitelock, Denise (2015). The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment & Evaluation in Higher Education, 40(4) pp. 557–573.

Richardson, John T. E. and Jelfs, Anne (2015). Access and attitudes to digital technologies across the adult lifespan: evidence from distance education. In: Rosen, Larry D.; Cheever, Nancy and Carrier, L. Mark eds. The Wiley Blackwell Handbook of Psychology, Technology and Society. Chichester: Wiley-Blackwell, pp. 89–104.

Rienties, Bart and Hosein, Anesa (2015). Unpacking (in)formal learning in an academic development programme: a mixed-method social network perspective. International Journal for Academic Development, 20(2) pp. 163–177.

Rienties, Bart; Johan, Novie and Jindal-Snape, Divya (2015). A dynamic analysis of social capital-building of international and UK students. British Journal of Sociology of Education, 36(8) pp. 1212–1235.

Rienties, Bart; Johan, Novie and Jindal-Snape, Divya (2015). Bridge building potential in cross-cultural learning: a mixed method study. Asia Pacific Education Review, 16(1) pp. 37–48.

Rienties, Bart; Li, Nai and Marsh, Vicky (2015). Modeling and managing student satisfaction: use of student feedback to enhance learning experience. Quality Assurance Agency, Gloucester.

Rienties, Bart; Toetenel, Lisette and Bryan, Annie (2015). "Scaling up" learning design: impact of learning design activities on LMS behavior and performance. In: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge - LAK '15, ACM, pp. 315–319.

Roberts, Jane and Atkins, Pat (2015). Developing scholarship through professional recognition: Associate Lecturers in the Open University. In: Enhancing Student Learning Through Innovative Scholarship Conference (#ESLIS15), 16-17 July 2015, Durham.

Rodrigo, Covadonga and Iniesto, Francisco (2015). Holistic vision for creating accessible services based on MOOCs. In: Open Education Global Conference 2015. Innovation and Entrepreneurship, 22-24 April, 2015, Banff, Alberta, Canada.

Rogaten, Jekaterina and Moneta, Giovanni B. (2015). Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship. Creativity Research Journal, 27(2) pp. 225–231.

Rogaten, Jekaterina and Moneta, Giovanni B. (2015). Development and validation of the short Use of Creative Cognition Scale in studying. Educational Psychology, 35(3) pp. 294–314.

Roy, Anupama and Sharples, Mike (2015). Mobile Game Based Learning: Can it enhance learning of marginalized peer educators? International Journal of Mobile and Blended Learning, 7(1) pp. 1–13.

Scanlon, Eileen (2015). Research Capacity Development in Technology Enhanced Learning. Research Intelligence(127) pp. 11–12.

Scanlon, Eileen; McAndrew, Patrick and O'Shea, Tim (2015). Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and Moocs Are Influencing Learning. Journal of Interactive Media in Education, 2015(1), article no. 6.

Scanlon, Eileen; O'Shea, Tim and McAndrew, Patrick (2015). Technology-enhanced learning: evidence-based improvement. In: Proceedings of the Second (2015) ACM Conference on Learning @ Scale, ACM, pp. 229–232.

Schnädelbach, Holger; Coughlan, Tim; Kefalidou, Genovefa; McAuley, Derek and Meese, Rupert (2015). Creativity Bento Box: a physical resource pack to support interaction in virtual space. International Journal of Human-Computer Interaction, 31(11) pp. 790–804.

Sharples, Mike (2015). Seeding, wonder rooms and curatorial inquiry: New forms of museum communication and learning. In: Proceedings of ‘Museum Communication: Practices and Perspectives’, Royal Danish Academy of Sciences and Letters, Copenhagen, pp. 26–30.

Sharples, Mike (2015). A Challenge to Enhance the System of Education—a Comment from a Researcher Perspective. In: Eberle, Julia; Lund, Kristine; Tchounikine, Pierre and Fischer, Frank eds. Grand Challenge Problems in Technology‐Enhanced Learning II: MOOCs and Beyond. SpringerBriefs in Education. Springer International Publishing, pp. 63–70.

Sharples, Mike (2015). Seamless learning despite context. In: Wong, Lung-Hsiang; Milrad, Marcelo and Specht, Marcus eds. Seamless Learning in the Age of Mobile Connectivity. Singapore: Springer, pp. 41–55.

Sharples, Mike; Adams, Anne; Alozie, N; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; McAndrew, Patrick; Means, B; Remold, J; Rienties, Bart; Roschelle, J; Vogt, K; Whitelock, Denise and Yarnall, L (2015). Innovating Pedagogy 2015: Open University Innovation Report 4. The Open University.

Sharples, Mike; Aristeidou, Maria; Villasclaras-Fernández, Eloy; Herodotou, Christothea and Scanlon, Eileen (2015). Sense-it: A Smartphone Toolkit for Citizen Inquiry Learning. In: The Mobile Learning Voyage – From Small Ripples to Massive Open Waters (Brown, Tom H. and van der Merwe, Herman J. eds.), Communications in Computer and Information Science, pp. 366–377.

Sharples, Mike; Delgado Kloos, Carlos; Dimitriadis, Yannis; Garlatti, Serge and Specht, Marcus (2015). Mobile and Accessible Learning for MOOCs. Journal of Interactive Media in Education, 1(4) pp. 1–8.

Sharples, Mike; Scanlon, Eileen; Ainsworth, Shaaron; Anastopoulou, Stamatina; Collins, Trevor; Crook, Charles; Jones, Ann; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul and O'Malley, Claire (2015). Personal inquiry: orchestrating science investigations within and beyond the classroom. Journal of the Learning Sciences, 24(2) pp. 308–341.

Silvertown, Jonathan; Harvey, Martin; Greenwood, Richard; Dodd, Michael; Rosewell, Jonathan; Rebelo, Tony; Ansine, Janice and McConway, Kevin (2015). Crowdsourcing the identification of organisms: a case-study of iSpot. ZooKeys, 480 pp. 125–146.

Simsek, Duygu; Sandor, Agnes; Buckingham Shum, Simon; Ferguson, Rebecca; De Liddo, Anna and Whitelock, Denise (2015). Correlations between automated rhetorical analysis and tutors’ grades on student essays. In: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, ACM, pp. 355–359.

Tempelaar, D. T.; Rienties, B. and Giesbers, B. (2015). Stability and sensitivity of Learning Analytics based prediction models. In: Proceedings of 7th International conference on Computer Supported Education (Helfert, Markus ; Restivo, Maria Teresa; Zvacek, Susan and Uho, James eds.), 23-25 May 2015, Lisbon, Portugal, CSEDU, pp. 156–166.

Tempelaar, Dirk T.; Rienties, Bart and Giesbers, Bas (2015). In search for the most informative data for feedback generation: learning analytics in a data-rich context. Computers in Human Behavior, 47 pp. 157–167.

Tempelaar, Dirk T.; Rienties, Bart and Giesbers, Bas (2015). Understanding the Role of Time on Task in Formative Assessment: The Case of Mathematics Learning. In: Ras, Eric and Joosten-ten Brinke, Desiree eds. Computer Assisted Assessment. Research into E-Assessment. Communications in Computer and Information Science, 571. Heidelberg: Springer, pp. 120–133.

Tempelaar, DirkT.; Rienties, Bart; Giesbers, Bas and Gijselaers, Wim H. (2015). The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals & academic motivations. Social Psychology of Education, 18(1) pp. 101–120.

Ullmann, Thomas Daniel (2015). Automated detection of reflection in texts. A machine learning based approach. PhD thesis The Open University.

Ullmann, Thomas Daniel (2015). Keywords of written reflection - a comparison between reflective and descriptive datasets. In: Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning (Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael and Ullmann, Thomas Daniel eds.), pp. 83–96.

Weller, Martin (2015). MOOCs and the Silicon Valley Narrative. Journal of Interactive Media in Education, 2015(1) pp. 1–7.

Weller, Martin; de los Arcos, Bea; Farrow, Rob; Pitt, Beck and McAndrew, Patrick (2015). The Impact of OER on Teaching and Learning Practice. Open Praxis, 7(4) pp. 351–361.

Whitelock, Denise (2015). Maximising Student Success with Automatic Formative Feedback for Both Teachers and Students. In: Ras, Eric and Joosten-ten Brinke, Desiree eds. Computer Assisted Assessment. Research into E-Assessment. Communications in Computer and Information Science (571). Switzerland: Springer International Publishing, pp. 142–148.

Whitelock, Denise; Thorpe, Mary and Galley, Rebecca (2015). Student workload: a case study of its significance, evaluation and management at the Open University. Distance Education, 36(2) pp. 161–176.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2015). OpenEssayist: a supply and demand learning analytics tool for drafting academic essays. In: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, ACM, pp. 208–212.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debra and Pulman, Stephen (2015). Feedback on Academic Essay Writing through pre-Emptive Hints: Moving Towards "Advice for Action". In: Best of EDEN RW8 (Special issue of the European Journal of Open, Distance and E-Learning) (Bernath, U. and Szücs, A. eds.), European Distance and E-Learning Network, Budapest pp. 1–15.

Williams-Jones, Glyn and Rymer, Hazel (2015). Hazards of Volcanic Gases. In: Sigurdsson, Haraldur; Houghton, Bruce; McNutt, Stephen R.; Rymer, Hazel and Stix, John eds. The Encyclopedia of Volcanoes (2nd Edition). Elsevier, pp. 985–992.

Woods, Will; McLeod, Kevin and Ansine, Janice (2015). Supporting Mobile Learning and Citizen Science Through iSpot. In: Crompton, Helen and Traxler, John eds. Mobile Learning and STEM: Case Studies in Practice. Abingdon: Routledge, pp. 69–86.

2014

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Littlejohn, Allison and Pegler, Chris eds. (2014). Reusing Open Resources: Learning in Open Networks for Work, Life and Education. Advancing technology enhanced learning. Abingdon: Routledge.

Adams, Anne; Hartnett, Elizabeth; Clough, Gill; Grand, Ann and Goldsmith, Rick (2014). Artistic participatory video-making for science engagement. In: CHI 2014 annual ACM SIGCHI Conference on Human Factors in Computing Science, 26 April - 1 May 2014, Toronto, Canada.

Alden, Bethany; Van Labeke, Nicolas; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Whitelock, Denise (2014). Using student experience as a model for designing an automatic feedback system for short essays. International Journal of e-Assessment, 4(1), article no. 68.

Alden Rivers, B and Richardson, J. T. E. (2014). Unearthing learners’ beliefs about reflection to innovate business education for the 21st century. In: EDiNEB Conference Proceedings: Innovative Business Learning Design for 21st Century Learning. (Daly, P.; Reid, K. and Buckley, P. eds.), Kemmy Business School, Limerick.

Alden Rivers, Bethany; Richardson, John T. E. and Price, Linda (2014). Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors’ conceptions. International Review of Research in Open and Distance Learning, 15(3) pp. 215–231.

Alden Rivers, Bethany; Whitelock, Denise; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2014). Functional, frustrating and full of potential: learners' experiences of a prototype for automated essay feedback. In: Kalz, Marco and Ras, Eric eds. Computer Assisted Assessment: Research into E-Assessment. Communications in Computer and Information Science (439). Cham, Switzerland: Springer, pp. 40–52.

AlSugair, Balsam; Hopkins, Gail; FitzGerald, Elizabeth and Brailsford, Tim (2014). AnswerPro: Designing to Motivate Interaction. International Journal of Mobile and Blended Learning, 6(4) pp. 22–38.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2014). Inquiring Rock Hunters. In: Open Learning and Teaching in Educational Communities, Lecture Notes in Computer Science, Springer International Publishing, pp. 546–547.

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Beaven, Tita; Hauck, Mirjam; Comas-Quinn, Anna; Lewis, Tim and de los Arcos, Beatriz (2014). MOOCs: striking the right balance between facilitation and self-determination. Journal of Online Learning and Teaching, 10(1) pp. 31–43.

Birch, David M. and Rienties, Bart (2014). Effectiveness of UK and international A-level assessment in predicting performance in engineering. Innovations in Education and Teaching International , 51(6) pp. 642–652.

Blake, Canan and Scanlon, Eileen (2014). Analysing online discussions in educational and work based settings. In: Proceedings of the 9th International Conference on Networked Learning 2014, pp. 25–32.

Blandford, Ann; Back, Jonathan; Cox, Anna; Furniss, Dominic; Iacovides, Ioanna and Vincent, Chris (2014). Closing the Virtuous Circle: Making the Nuances of Infusion Pump Use Visible. In: HFES 2014 International Symposium on Human Factors and Ergonomics in Health Care, 16-19 Mar 2014, Chicago, USA.

Brown, Michael; Coughlan, Tim; Blum, Jesse; Lawson, Glyn; Houghton, Robert; Mortier, Richard; Goulden, Murray and Arunachalam, Unna (2014). Tailored Scenarios: A Low-Cost Online Method to Elicit Perceptions of Home Technologies Using Participant-Specific Contextual Information. Interacting with Computers, 27(1) pp. 60–71.

Brown, Michael; Tsai, Allen; Baurley, Sharon; Koppe, Therese; Lawson, Glyn; Martin, Jen; Coughlan, Tim; Elliott, Meretta; Green, Stephen and Arunachalam, Unna (2014). Using cultural probes to inform the design of assistive technologies. In: Human-Computer Interaction. Theories, Methods, and Tools, Lecture Notes in Computer Science, Springer, pp. 35–46.

Buckler, Alison; Perryman, Leigh-Anne; Seal, Timothy and Musafir, Shankar (2014). The role of OER localisation in building a knowledge partnership for development: The TESSA and TESS-India teacher education projects. In: OCWC Global Conference 2014, 23-25 April 2014, Ljubljana, Slovenia.

Buckler, Alison; Perryman, Leigh-Anne; Seal, Timothy and Musafir, Shankar (2014). The role of OER localisation in building a knowledge partnership for development: insights from the TESSA and TESS-India teacher education projects. Open Praxis, 6(3) pp. 221–233.

Caird, Sally; Lane, Andrew and Swithenby, Edward (2014). Greening Higher Education qualification programmes with online learning. In: Leal Filho, W.; Azeiteiro, U. and Caeiro, S. eds. E-learning and sustainability. Umweltbildung, Umweltkommunikation und Nachhaltigkeit - Environmental Education, Communication and Sustainability, 35. Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang Scientific Publishers, pp. 105–116.

Cannell, P. and Macintyre, R. (2014). Opening Educational Practices in Scotland. In: #design4learning: from blended learning to learning analytics in HE, 26-27 November 2014, Milton Keynes, UK .

Cannell, Pete and Macintyre, Ronald (2014). Towards Open Educational Practice. In: EADTU Annual Conference: New Technologies and the future of Teaching and Learning, 23-24th of October 2014, Krakow, Poland.

Chua, Shi Min and Rickard Liow, Susan J. (2014). The locus of word frequency effects in skilled spelling-to-dictation. Quarterly Journal of Experimental Psychology, 67(9)

Clow, Doug (2014). Data wranglers: human interpreters to help close the feedback loop. In: LAK '14 Proceedings of the Fourth International Conference on Learning Analytics And Knowledge, ACM Press, pp. 49–53.

Cooper, Martyn (2014). Meeting the needs of disabled students in online distance education – an institutional case study from The Open University, UK. Distance Education in China, 2014(12) pp. 18–27.

Coughlan, Tim; Brown, Michael; Lawson, Glyn; McAuley, Derek; Baurley, Sharon; Tsai, Allen; Koppe, Therese; Elliott, Meretta; Green, Stephen and Martin, Jen (2014). Living with the user: design drama for dementia care through responsive scripted experiences in the home. In: Proceedings of the 2014 ACM International Joint Conference on Pervasive and Ubiquitous Computing: Adjunct Publication, ACM pp. 35–38.

Cremin, Teresa and Baker, Sally (2014). Teachers as Writers: Implications for Identity. PETAA, Sydney: Australia .

Cremin, Teresa and Baker, Sally (2014). Exploring the discursively constructed identities of a teacher-writer teaching writing. English Teaching Practice and Critique , 13(3) pp. 30–55.

Cross, Simon; Whitelock, Denise and Galley, Rebecca (2014). The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses. International Journal of e-Assessment, 4(1)

Curtis, Vickie (2014). Public engagement through the development of science-based computer games: The Wellcome Trust’s “Gamify Your PhD” initiative. Science Communication, 36(3) pp. 379–387.

Curtis, Vickie (2014). Online citizen science games: opportunities for the biological sciences. Applied & Translational Genomics, 3(4) pp. 90–94.

Daunert, Anna Liza and Price, Linda (2014). E-portfolio: a practical tool for self-directed, reflective, and collaborative professional learning. In: Harteis, Christian; Ruasch, Andreas and Seifried, Jürgen eds. Discourses on Professional Learning: On the Boundary Between Learning and Working. Professional and Practice-based Learning (9). Dordrecht: Springer Science and Business Media, pp. 231–251.

Davies, G. J.; Kendall, G.; Soane, E.; Li, J.; Rocks, S. A.; Jude, S. R. and Pollard, S. J. T. (2014). Regulators as agents: modelling personality and power as evidence is brokered to support decisions on environmental risk. Science of the Total Environment, 466-67 pp. 74–83.

de los Arcos, B.; Farrow, R.; Perryman, L.-A.; Pitt, R. and Weller, M. (2014). OER Evidence Report 2013-2014. OER Research Hub.

de los Arcos, Beatriz (2014). Flipping with OER: K12 teachers’ views of the impact of open practices on students. In: OCWC Global 2014: Open Education for a Multicultural World, 23-25 April, 2014, Ljubljana, Slovenia.

de Waard, Inge; Gallagher, Michael Sean; Zelezny-Green, Ronda; Czerniewicz, Laura; Downes, Stephen; Kukulska-Hulme, Agnes and Willems, Julie (2014). Challenges for conceptualising EU MOOC for vulnerable learner groups. In: Proceedings of the European MOOC Stakeholder Summit 2014 pp. 33–42.

Dunwell, Ian; Petridis, Panagiotis; Lameras, Petros; Hendrix, Maurice; Doukianou, Stella and Gaved, Mark (2014). Assessing the reach and impact of game-based learning: approaches to cultural competency and behavioural change. In: Proceedings of the Second International Workshop on Intelligent Digital Games for Empowerment and Inclusion, 24 Feb 2014, Haifa, Israel.

Emin-Martinez, Valerie; Hansen, Cecilie; Rodríguez Triana, María Jesūs; Wasson, Barbara; Mor, Yishay; Dascalu, Mihai; Ferguson, Rebecca and Pernin, Jean-Philippe (2014). Towards teacher-led design inquiry of learning. eLearning Papers(36)

Farrow, Robert and Iacovides, Ioanna (2014). Gaming and the limits of digital embodiment. Philosophy & Technology, 27(2) pp. 221–233.

Faulkner, Dorothy (2014). Storytelling cultures in early years classrooms. He Kupu, 3(5) pp. 80–91.

Ferguson, Rebecca; Clow, Doug; Macfadyen, Leah; Essa, Alfred; Dawson, Shane and Alexander, Shirley (2014). Setting learning analytics in context: overcoming the barriers to large-scale adoption. In: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge, ACM pp. 251–253.

Ferguson, Rebecca and Sharples, Mike (2014). Innovative pedagogy at massive scale: teaching and learning in MOOCs. In: Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings, Lecture Notes in Computer Science , Springer International Publishing, pp. 98–111.

Ferguson, Rebecca and Whitelock, Denise (2014). Taking on different roles: how educators position themselves in MOOCs. In: Rensing, Christopher; de Freitas, Sara; Ley, Tobias and Muñoz-Merino, Pedro J. eds. Open Learning and Teaching in Educational Communities. Lecture Notes in Computer Science (8719). Cham: Springer International Publishing, pp. 562–563.

Field, Debora; Richardson, John T. E.; Pulman, Stephen; Van Labeke, Nicolas and Whitelock, Denise (2014). An exploration of the features of graded student essays using domain-independent natural language processing techniques. International Journal of e-Assessment, 4(1), article no. 69.

FitzGerald, Elizabeth and Jones, Ann (2014). Guest editorial preface: special issue on mobile learning and educational mobile HCI. International Journal of Mobile Human Computer Interaction, 6(3) iv-v.

Furniss, Dominic; Iacovides, Ioanna; Jennett, Charlene; Gould, Sandy; Cox, Anna and Blandford, Ann (2014). How to run an Errordiary Workshop: Exploring errors and resilience strategies with patients, professionals and the public. In: 3rd Resilience Health Care Net Meeting, 12-13 Aug 2014, Hindsgavl Castle, Middelfart, Denmark.

Galley, Rebecca; Conole, Grainne and Alevizou, Panagiota (2014). Community indicators: a framework for observing and supporting community activity on Cloudworks. Interactive Learning Environments, 22(3) pp. 373–395.

Gaved, Mark; Luley, Patrick; Efremidis, Sofoklis; Georgiou, Iakovos; Kukulska-Hulme, Agnes; Jones, Ann and Scanlon, Eileen (2014). Challenges in context-aware mobile language learning: the MASELTOV approach. In: 13th World Conference on Mobile and Contextual Learning 2014, 3-5 November 2014, Istanbul, Turkey.

Giesbers, Bas; Rienties, Bart; Tempelaar, Dirk T. and Gijselaers, Wim (2014). Why increased social presence through web videoconferencing does not automatically lead to improved learning. E-Learning and Digital Media, 11(1) pp. 31–45.

Goodfellow, Robin (2014). Literacy practice, pedagogy, and the ‘digital university’. International Journal of Learning and Media, 4(3-4) pp. 9–18.

Goodfellow, Robin (2014). Scholarly, digital, open: an impossible triangle? Research in Learning Technology, 21, article no. 21366.

Gore, Hannah (2014). Massive Open Online Courses (MOOCs) and their impact on academic library services: exploring the issues and challenges. New Review of Academic Librarianship, 20(1) pp. 4–28.

Gould, Sandy J. J.; Furniss, Dominic J.; Jennett, Charlene I.; Wiseman, Sarah; Iacovides, Ioanna and Cox, Anna L. (2014). MOODs: Building massive open online diaries for researchers, teachers and contributors. In: CHI EA '14 Extended Abstracts of the 32nd annual ACM conference on Human factors in computing systems, ACM, New York, USA, pp. 2281–2286.

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Jordan, Katy (2014). Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distance Learning, 15(1) pp. 133–160.

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Jordan, Katy (2014). Academics and their online networks: exploring the role of academic social networking sites. First Monday, 19(11)

Killick, Selena; van Weerden, Anne and van Weerden, Fransje (2014). Using LibQUAL+® to Identify Commonalities in Customer Satisfaction: The Secret to Success? Performance Measurement and Metrics, 15(1/2) pp. 23–31.

Kirkwood, A. and Price, L. (2014). Improving quality and validity in research and evaluation studies of learning technologies. In: EDULEARN 14 Proceedings: 6th International Conference on Education and New Learning Technologies, IATED Academy, pp. 5397–5404.

Kirkwood, Adrian and Price, Linda (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1) pp. 6–36.

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Kukulska-Hulme, Agnes (2014). Mobile, wearable, companionable: emerging technological challenges and incentives for learning. In: Atas do 2.º Encontro sobre Jogos e Mobile Learning, Centro de Investigação em Educação (CIEd), pp. 12–15.

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Mills, Keren and Sheikh, Hassan (2014). Mobilizing academic content online: challenges and rewards. In: Needham, Gill and Ally, Mohamed eds. M-libraries 4: From margin to mainstream - mobile technologies transforming lives and libraries. London: Facet Publishing, pp. 25–35.

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Pérez Cavana, Maria and Edwards, Chris (2014). Developing the Language Learning Support Dimensions (LLSD) from research into second language acquisition and informed by the Effective Lifelong Learning Inventory (ELLI). In: Krings , Hans P. and Kühn , B. eds. Fremdsprachliche Lernprozesse beobachten: - initiieren - steuern - begleiten. Bochum ( Germany): AKS-Verlag Bochum.

Perryman, Leigh-Anne; Buckler, Alison and Seal, Timothy (2014). From global to local: learning from TESS-India’s approach to OER localisation across seven Indian states. In: OER14 Building communities of open practice , 28-29 April 2014, Newcastle.

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Perryman, Leigh-Anne and Coughlan, Tony (2014). When two worlds don’t collide: the marginalisation of open educational practices outside academia. In: OER14, 28-29 April 2014, Newcastle, UK.

Perryman, Leigh-Anne and Coughlan, Tony (2014). A murky business: the ethics of conducting educational research in Facebook groups. In: Proceedings: Challenges for Research into Open & Distance Learning - Doing Things Better – Doing Better Things, European Distance and E-Learning Network, pp. 277–289.

Perryman, Leigh-Anne and Coughlan, Tony (2014). The marginalisation of open educational practices outside academia. In: Open Educational Resources 2014, 28-29 April 2014, The Centre for Life, Newcastle, UK.

Perryman, Leigh-Anne and Coughlan, Tony (2014). When two worlds don’t collide: can social curation address the marginalisation of open educational practices and resources from outside academia? Journal of Interactive Media in Education, 2014(2), article no. 3.

Pettit, John (2014). ‘Partly self-made niches’? Student-only spaces in an LMS. Australasian Journal of Educational Technology, 30(1) pp. 16–30.

Pike, Anne (2014). Prison-based transformative learning and its role in life after release. PhD thesis The Open University.

Pinto, Ana; Thompson, Kate; Jones, Chris and Clow, Doug (2014). iSpot: your place to share nature. In: Carvalho, Lucila and Goodyear, Peter eds. The Architecture of Productive Learning Networks. Abingdon: Routledge, pp. 225–238.

Price, Linda (2014). Modelling factors for predicting student learning outcomes in higher education. In: Gijbels, David; Donche, Vincent; Richardson, John T. E. and Vermunt, Jan D. eds. Learning Patterns in Higher Education: Dimensions and Research Perspectives. New Perspectives on Learning and Instruction. Abingdon: Routledge, pp. 56–77.

Price, Linda and Kirkwood, Adrian (2014). Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice. Higher Education Research and Development, 33(3) pp. 549–564.

Price, Linda and Kirkwood, Adrian (2014). Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice. Technology, Pedagogy and Education, 23(3) pp. 325–347.

Reedy, Katharine and Goodfellow, Robin (2014). ‘You’ve been frameworked’: evaluating an approach to digital and information literacy at the Open University. Journal of Learning Development in Higher Education , 7

Richardson, J. (2014). The point of non-verbal tests (1). The Psychologist, 27(9) pp. 637–638.

Richardson, John T. E. (2014). Critical synthesis package: experiences of teaching and learning questionnaire (ETLQ). MedEdPORTAL Publications; 10:9857.

Richardson, John T. E. (2014). Academic attainment of students with disabilities in distance education. Journal of Postsecondary Education and Disability, 27(3) pp. 291–305.

Richardson, John T. E. (2014). Letter to the Editor and Author’s Response: Comment on Frans Jennekens’ (2014) NEUROwords: “A Short History of the Notion of Neurodegenerative Disease”. Journal of the History of the Neurosciences, 23(4) pp. 416–417.

Richardson, John T. E. and Remedios, Richard (2014). Achievement goals, approaches to studying and academic achievement. In: Gijbels, David; Donche, Vincent; Richardson, John T. E. and Vermunt, Jan D. eds. Learning patterns in higher education: Dimensions and research perspectives. New Perspectives on Learning and Instruction. London: Routledge, pp. 125–140.

Riedel, Johann C. K. H.; Feng, Yanan; Azadegan, Aida; Romero, Margarida; Usart, Mireia and Hauge, Jannicke Baalsrud (2014). Measuring the Commercial Outcomes of Serious Games in Companies – A Review. In: Ma, Minhua; oliviera, manuel and Baalsrud Hauge, Jannicke eds. Serious Games Development and Applications: 5th International Conference, SGDA 2014, Berlin, Germany, October 9-10, 2014 Proceedings. London: Springer, pp. 176–191.

Rienties, Bart (2014). Understanding academics’ resistance towards (online) student evaluation. Assessment & Evaluation in Higher Education, 39(8) pp. 987–1001.

Rienties, Bart; Alcott, Peter and Jindal-Snape, Divya (2014). To let students self-select or not: that is the question for teachers of culturally diverse groups. Journal of Studies in International Education, 18(1) pp. 64–83.

Rienties, Bart; Brouwer, Natasa; Lygo-Baker , Simon and Dekker, Peter (2014). Changing the educational beliefs of teachers through an interdisciplinary online teaching programme: are business teachers different from teachers of other disciplines? Business and Management Education in HE: An International Journal, 1(1) pp. 32–46.

Rienties, Bart and Johan, Novie (2014). Getting the balance right in intercultural groups: a dynamic social network perspective. Social Networking, 3(3) pp. 173–185.

Rienties, Bart and Kinchin, Ian (2014). Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education, 39 pp. 123–135.

Rienties, Bart; Luchoomun, Dharma and Tempelaar, Dirk (2014). Academic and social integration of Master students: a cross-institutional comparison between Dutch and international students. Innovations in Education and Teaching International, 51(2) pp. 130–141.

Rienties, Bart; Nanclares, Nuria Hernandez; Hommes, Juliette and Veermans, Koen (2014). Understanding emerging knowledge spillovers in small-group learning settings: a networked learning perspective. In: Hodgson, Vivien; De Laat, Maarten; McConnell, David and Ryberg, Thomas eds. The Design, Experience and Practice of Networked Learning. Research in Networked Learning, 2. Cham: Springer International Publishing, pp. 127–147.

Rienties, Bart and Nolan, Eimear-Marie (2014). Understanding friendship and learning networks of international and host students using longitudinal Social Network Analysis. International Journal of Intercultural Relations, 41 pp. 165–180.

Rienties, Bart; Tempelaar, Dirk; Giesbers, Bas; Segers, Mien and Gijselaers, Wim (2014). A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication. Interactive Learning Environments, 22(5) pp. 631–648.

Rogaten, Jekaterina and Moneta, Giovanni B (2014). Creativity and positive emotions in studying: Novel possibilities for improving students’ learning. In: 7th European Conference of Positive Psychology, 1-4 July 2014, Amsterdam, Netherlands.

Scanlon, Eileen (2014). Mobile Learning: location, collaboration and scaffolding inquiry. In: Ally, Mohamed and Tsinakos, Avgoustos eds. Increasing Access through Mobile Learning. Perspectives on Open and Distance Learning. Vancouver: Commonwealth of Learning, pp. 85–98.

Scanlon, Eileen; Gaved, Mark; Jones, Ann; Kukulska-Hulme, Agnes; Paletta, Lucas and Dunwell, Ian (2014). Representations of an incidental learning framework to support mobile learning. In: Proceedings of the 10th International Conference on Mobile Learning 2014, IADIS Press, pp. 238–242.

Scanlon, Eileen; Woods, William and Clow, Doug (2014). Informal participation in science in the UK: identification, location and mobility with iSpot. Journal of Educational Technology and Society, 17(2) pp. 58–71.

Seta, Luciano; Kukulska-Hulme, Agnes and Arrigo, Marco (2014). What have we learnt about mobile LifeLong Learning (mLLL)? International Journal of Lifelong Education, 33(2) pp. 161–182.

Sharples, Mike and Pea, Roy (2014). Mobile learning. In: Sawyer, R. Keith ed. The Cambridge Handbook of the Learning Sciences (Second edition). Cambridge Handbooks in Psychology. New York: Cambridge University Press, pp. 501–521.

Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill (2014). Augmented education: bringing real and virtual learning together. Digital Education and Learning. Basingstoke: Palgrave Macmillan.

Shipp, Victoria; Coughlan, Tim; Martindale, Sarah; Ng, Kher Hui; Evans, Elizabeth; Mortier, Richard and Reeves, Stuart (2014). Wearables or infrastructure: contrasting approaches to collecting behavioural data in the home. In: Proceedings of the 2014 ACM International Joint Conference on Pervasive and Ubiquitous Computing: Adjunct Publication, ACM pp. 931–938.

Simsek, Duygu; Buckingham Shum, Simon; De Liddo, Anna; Ferguson, Rebecca and Sándor, Ágnes (2014). Visual analytics of academic writing. In: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge - LAK '14, pp. 265–266.

Tempelaar, Dirk T.; Rienties, Bart and Giesbers, Bas (2014). Computer assisted, formative assessment and dispositional learning analytics in learning mathematics and statistics. In: Kalz, M and Ras, E eds. Computer Assisted Assessment. Research into E-Assessment. Communications in Computer and Information Science (439). Cham: Springer, pp. 67–78.

Toetenel, Lisette (2014). Social networking: a collaborative open educational resource. Computer Assisted Language Learning, 27(2) pp. 149–162.

Twiner, Alison; Littleton, Karen; Coffin, Caroline and Whitelock, Denise (2014). Meaning making as an interactional accomplishment: a temporal analysis of intentionality and improvisation in classroom dialogue. International Journal of Educational Research, 63 pp. 94–106.

Kravcik, Milos; Mikroyannidis, Alexander; Pammer, Viktoria; Prilla, Michael; Ullmann, Thomas Daniel and Wild, Fridolin eds. (2014). Proceedings of the 4th Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 9th European Conference on Technology Enhanced Learning: Open Learning and Teaching in Educational Communities. CEUR Workshop Proceedings.

Ullmann, Thomas; De Liddo, Anna and Bachler, Michelle (2014). Collective Intelligence Analytics Dashboard Usability Evaluation. CATALYST Project.

Weller, Martin (2014). The Battle for Open: How openness won and why it doesn't feel like victory. London: Ubiquity Press.

Whitelock, Denise (2014). Design narrative: Open Mentor. In: Mor, Yishay; Mellar, Harvey; Warburton, Steven and Winters, Niall eds. Practical Design Patterns for Teaching and Learning with Technology. Technology Enhanced Learning (8). Rotterdam: Sense Publishers, pp. 263–268.

Whitelock, Denise; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Van Labeke, Nicolas (2014). Designing and testing visual representations of draft essays for higher education students. In: 2nd International Workshop on Discourse-Centric Learning Analytics, 4th Conference on Learning Analytics and Knowledge (LAK2014).

Whitelock, Denise and Mellar, Harvey (2014). Pattern: feedback on feedback. In: Mor, Yishay; Mellar, Harvey; Warburton, Steven and Winters, Niall eds. Practical Design Patterns for Teaching and Learning with Technology. Technology Enhanced Learning (8). Rotterdam: Sense Publishers, pp. 311–314.

Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen (2014). OpenEssayist: real-life testing of an automated feedback system for draft essay writing. In: #design4learning: from blended learning to learning analytics in HE, 26-27 November 2014, Milton Keynes, UK .

2013

Goodfellow, Robin and Lea, Mary R. eds. (2013). Literacy in the Digital University: Critical Perspectives on learning, scholarship, and technology. Research into Higher Education. Abingdon: Routledge.

Kravcik, Milos; Krogstie, Birgit ; Moore, Adam; Pammer, Viktoria ; Pannese, Lucia ; Prilla, Michael ; Reinhardt, Wolfgang and Ullmann, Thomas Daniel eds. (2013). Proceedings of The 3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning in conjunction with The 8th European Conference on Technology Enhanced Learning: Scaling up learning for sustained impact (ECTEL 2013). CEUR-WS.org.

Littlejohn, Allison and Margaryan, Anoush eds. (2013). Technology-enhanced Professional Learning: Processes, Practices, and Tools. Abingdon: Routledge.

Adams, Anne; FitzGerald, Elizabeth and Priestnall, Gary (2013). Of catwalk technologies and boundary creatures. ACM Transactions on Computer-Human Interaction (TOCHI), 20(3), article no. 15.

Adams, Anne and Ngimwa, Pauline (2013). The different roles of ‘design process champions’ for digital libraries in African higher education. International Journal of Digital Libraries, 13(3-4) pp. 119–133.

AlSugair, Balsam; Hopkins, Gail; FitzGerald, Elizabeth and Brailsford, Tim (2013). AnswerPro: Designing to Motivate Interaction. In: Proceedings of the 12th World Conference on Mobile and Contextual Learning (mLearn2013), 21-24 October 2013, Doha, Qatar.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2013). A design-based study of Citizen Inquiry for geology. In: EC-TEL 2013 Eighth European Conference on Technology Enhanced Learning , 17 - 21 September 2013, Paphos (Cyprus), pp. 7–13.

Arrigo, Marco; Kukulska-Hulme, Agnes; Arnedillo-Sánchez, Inmaculada and Kismihok, Gábor (2013). Meta-analyses from a collaborative project in mobile lifelong learning. British Educational Research Journal, 39(2) pp. 222–247.

Azadegan, Aida; Baalsruf Hauge, Jannicke; Bellotti, Francesco; Berta, Ricardo; Bidarra, Rafael; Harteveld, Casper; Riedel, Johann and Stanescu, Ioana Andreea (2013). The move beyond edutainment: have we learnt our lessons from the entertainment industry? In: De Gloria, Alessandro ed. Games and Learning Alliance: Second International Conference, GALA 2013. Revised Selected Papers of the Second International Conference. Lecture Notes in Computer Science, 8605. Springer, pp. 77–89.

Azadegan, Aida; Papamichail, K. Nadia and Sampaio, Pedro (2013). Applying collaborative process design to user requirements elicitation: A case study. Computers in Industry, 64(7) pp. 798–812.

Back, Jonathan; Iacovides, Ioanna; Furniss, Dominic; Vincent, Chris; Cox, Anna L. and Blandford, Ann (2013). Designing Better Prescription Charts: Why we can’t just ask the nurses. In: MediCHI-2013, the Workshop on Safer Interaction in Medical Devices, 27-2 May 2013, Paris, France.

Baker, Sally (2013). Transitions and shifting understandings of writing: Building rich pictures of how moving from school to university is experienced through exploration of students’ discourses of writing. Journal of Academic Language and Learning, 7(2) A35-A49.

Baker, Sally (2013). Conceptualising the use of Facebook in ethnographic research: as tool, as data and as context. Ethnography and Education, 8(2) pp. 131–145.

Beaven, Tita; Comas-Quinn, Anna; de los Arcos, Bea; Hauck, Mirjam and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. In: OER 13 Creating a virtuous circle, 26-27 March 2013, Nottingham.

Beaven, Tita; Comas-Quinn, Anna; Hauck, Mirjam; de los Arcos, Beatriz and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. Journal of Interactive Media in Education, article no. 18.

Blake, Canan and Scanlon, Eileen (2013). Design for collaboration. Journal of Interactive Media in Education, 2013(Autumn), article no. 10.

Blake, Canan; Scanlon, Eileen; Twiner, Alison; Collins, Trevor; Jones, Ann and Kerawalla, Lucinda (2013). Analysis of learners’ fieldtrip talk during a collaborative inquiry task. In: EC-TEL 2013 Eighth European Conference on Technology Enhanced Learning , 17 - 21 September 2013, Paphos (Cyprus), pp. 32–42.

Brandon, Mark; Smith, Joe; Garrow, Kat and Law, Andrew (2013). Broadcasting environmental knowledge: Open University & BBC collaborations serving massive global audiences. In: American Geophysical Union, Fall Meeting 2013., 9-13 December 2013, San Francisco.

Brown, Michael; Coughlan, Tim; Lawson, Glyn; Goulden, Murray; Houghton, Robert J. and Mortier, Richard (2013). Exploring Interpretations of Data from the Internet of Things in the Home. Interacting with Computers, 25(3) pp. 204–217.

Cannell, Pete (2013). Exploring open educational practice in an open university. In: UNISA Cambridge International Conference in Open, Distance and eLearning, 29 September - 2 October 2013, Stellenbosch, South Africa.

Cannell, Pete and Macintyre, Ronald (2013). Reflections on work and learning and flexible curriculum. In: International Enhancement Themes Conference: Enhancement and Innovation in Higher Education, 11-13 June 2013, Glasgow, UK, pp. 4–12.

Clow, Doug (2013). An overview of learning analytics. Teaching in Higher Education, 18(6) pp. 683–695.

Clow, Doug (2013). MOOCs and the funnel of participation. In: Third Conference on Learning Analytics and Knowledge (LAK 2013), 8-12 April 2013, Leuven, Belgium, pp. 185–189.

Coughlan, Tim; Brown, Michael; Lawson, Glyn; Mortier, Richard; Houghton, Robert J. and Goulden, Murray (2013). Tailored scenarios: a low-cost online method to elicit perceptions on designs using real relationships. In: CHI '13 Extended Abstracts on Human Factors in Computing Systems, ACM Press pp. 343–348.

Coughlan, Tim; Ebrahimi, Nassim; McAndrew, Patrick and Pitt, Rebecca (2013). Assessing OER impact across varied organisations and learners: experiences from the "Bridge to Success" initiative. In: OER13: Creating a Virtuous Circle, 26-27 March 2013, Nottingham, UK.

Coughlan, Tim; Leder Mackley, Kerstin; Brown, Michael; Martindale, Sarah; Schlögl, Stephan; Mallaband, Becky; Arnott, John; Hoonhout, Jettie; Szostak, Dalila; Brewer, Robin; Poole, Erika; Pirhonen, Antti; Mitchell, Val; Pink, Sarah and Hine, Nicholas (2013). Current Issues and Future Directions in Methods for Studying Technology in the Home. PsychNology Journal, 11(2) pp. 159–184.

Coughlan, Tim; Pitt, Rebecca and McAndrew, Patrick (2013). Building open bridges: collaborative remixing and reuse of open educational resources across organisations. In: 2013 ACM SIGCHI Conference on Human Factors in Computing Systems ‘changing perspectives’ (CHI 2013), 29 April - 02 May 2013, Paris, France, pp. 991–1000.

Coughlan, Tony and Perryman, Leigh-Anne (2013). Beyond the ivory tower: a model for nurturing informal learning and development communities through open educational practices. Revista de Universidad y Sociedad del Conocimiento (Globalisation and Internationalisation of Higher Education), 10(1) pp. 312–326.

Coughlan, Tony and Perryman, Leigh-Anne (2013). Using open educational resources in online welfare communities: Facebook as an arena for open scholarship across the Commonwealth. In: Seventh Pan-Commonwealth Forum on Open Learning (PCF7), 2-6 Dec 2013, Abuja, Nigeria, Commonwealth of Learning.

Cremin, Teresa; Swann, Joan; Flewitt, Rosie; Faulkner, Dorothy and Kucirkova, Natalia (2013). Evaluation Report of MakeBelieve Arts Helicopter Technique of Storytelling and Storyacting. MakeBelieveArts/The Open University.

Cross, Simon (2013). Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences. OLDS MOOC Project, Milton Keynes.

Curtis, Vickie (2013). Evaluating the motivations and expectations of those attending a public astronomy event. Communicating Astronomy to the Public, 13 pp. 14–18.

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Lea, Mary R. (2012). New Genres in the Academy: Issues of Practice, Meaning Making and Identity. In: Castello, Montserrat and Donahue, Christiane eds. University Writing: Selves and Texts in Academic Societies. Studies in Writing (24). Emerald Group Publishing Ltd, pp. 93–109.

Li, J.; Davies, G. J.; Kendall, G.; Soane, E.; Bai, R.; Rocks, S. A. and Pollard, S. J. T. (2012). Evidence and belief in regulatory decisions – incorporating expected utility into decision modelling. Expert Systems with Applications, 39(10) pp. 8604–8610.

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Littlejohn, Allison; Milligan, Colin and Margaryan, Anoush (2012). Charting collective knowledge: supporting self-regulated learning in the workplace. Journal of Workplace Learning, 24(3) pp. 226–238.

Littleton, Karen; Sharples, Mike and Scanlon, Eileen (2012). Editorial introduction: orchestrating inquiry learning. In: Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. Orchestrating Inquiry Learning. Oxford: Routledge, pp. 1–6.

Liu, Haiming; Macintyre, Ronald and Ferguson, Rebecca (2012). Exploring qualitative analytics for e-mentoring relationships building in an online social learning environment. In: Second International Conference on Learning Analytics and Knowledge (LAK12), 29 April-02 May 2012, Vancouver, Canada .

Lukic, Dane; Littlejohn, Allison and Margaryan, Anoush (2012). Transferability of learning from incidents. In: Proceedings of the International Conference on Organisational Learning, Knowledge and Capabilities (OLKC), OLKC.

Lukic, Dane; Littlejohn, Allison and Margaryan, Anoush (2012). A framework for learning from incidents in the workplace. Safety Science, 50(4) pp. 950–957.

McAndrew, Patrick; Farrow, Robert and Cooper, Martyn (2012). Adapting online learning resources for all: planning for professionalism in accessibility. Research in Learning Technology, 20(4) pp. 345–361.

McAndrew, Patrick; Farrow, Robert; Law, Patrina and Elliott-Cirigottis, Gary (2012). Learning the lessons of openness. Journal of Interactive Media in Education

McAndrew, Patrick; Farrow, Robert; Law, Patrina and Elliott-Cirigottis, Gary (2012). Learning the Lessons of Openness. In: Cambridge 2012: Innovation and Impact – Openly Collaborating to Enhance Education, a joint meeting of OER12 and OpenCourseWare Consortium Global 2012, 16-18 April 2012, Cambridge, UK.

McCabe, Scott; Sharples, Mike and Foster, Clare (2012). Stakeholder engagement in the design of scenarios of technology-enhanced tourism services. Tourism Management Perspectives(4) pp. 36–44.

Milligan, Colin; Margaryan, Anoush and Littlejohn, Allison (2012). Supporting goal formation, sharing and learning of knowledge workers. In: Ravenscroft, Andrew; Lindstaedt, Stefanie; Delgado Klooz, Carlos and Hernández-Leo, Davinia eds. 21st Century Learning for 21st Century Skills. Lecture Notes in Computer Science (7563). Berlin: Springer, pp. 519–524.

Mills, Keren and Sheikh, Hassan (2012). Meeting the needs of mobile library users on the web. In: Needham, Gill and Ally, Mohamed eds. M-libraries 3: transforming libraries with mobile technology. London: Facet Publishing, pp. 159–169.

Moneta, Giovanni B.; Vulpe, Alina and Rogaten, Jekaterina (2012). Can positive affect ‘‘undo’’ negative affect? A longitudinal study of affect in studying. Personality and Individual Differences, 53(4) pp. 448–452.

Mor, Yishay and Craft, Brock (2012). Learning Design: reflections on a snapshot of the current landscape. Research in Learning Technology, 20 pp. 85–94.

Mor, Yishay and Mogilevsky, Orit (2012). A Learning Design Studio in Mobile Learning. In: The 11th World Conference on Mobile and Contextual Learning (mLearn 2012), 16-18 October, Helsinki.

Mor, Yishay; Warburton, Steven and Winters, Niall (2012). Participatory pattern workshops: a methodology for open learning design inquiry. Research in Learning Technology, 20 .

Mulholland, Paul; Anastopoulou, Stamatina; Collins, Trevor; Feisst, Markus; Gaved, Mark; Kerawalla, Lucinda; Paxton, Mark; Scanlon, Eileen; Sharples, Mike and Wright, Michael (2012). nQuire: technological support for personal inquiry learning. IEEE Transactions on Learning Technologies, 5(2) pp. 157–169.

Ngimwa, Pauline and Wilson, Tina (2012). An empirical investigation of the emergent issues around OER adoption in Sub-Saharan Africa. Learning, Media and Technology, 37(4) pp. 398–413.

Nix, Ingrid; Hall, Marion and Baker, Kirsty (2012). “What do I need?” – evaluating learner perceptions of digital literacy skills development to inform enhancements to learning design. In: International Blended Learning Conference 2012, 13-14 June 2012, University of Hertfordshire, Hatfield, Herts., UK.

Nix, Ingrid; Hall, Marion and Baker, Kirsty (2012). “Why bother?” Learner perceptions of digital literacy skills development - learning design implications. In: 11th European Conference on e-Learning ECEL- 2012, 26-27 October 2012, University of Groningen, The Netherlands.

Okada, Alexandra and Leslie, Scott (2012). Open educators and colearners as DJs: reuse, remix, and recreate OER collaboratively! In: Okada, Alexandra; Connolly, Teresa and Scott, Peter eds. Collaborative Learning 2.0: Open Educational Resources, Volume 1. 2012: Information Science Reference, pp. 78–102.

Okada, Alexandra; Mikroyannidis, Alexander; Meister, Izabel and Little, Suzanne (2012). “Colearning” - collaborative networks for creating, sharing and reusing OER through social media. In: Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education, 16-18 April 2012, Cambridge, UK.

Oladimeji, Patrick; Thimbleby, Harold; Curzon, Paul; Iacovides, Ioanna and Cox, Anna (2012). Exploring unlikely errors using video games: An example in number entry research. In: Fun and Games 2012, 4-6 Sep 2012, Toulouse, France.

Paletta, Lucas; Kluzer, Stefano; Ros, Adela; Bobeth, Jan and Kukulska-Hulme, Agnes (2012). MASELTOV - Mobile assistance for social inclusion and empowerment of immigrants with persuasive learning technologies and social network services. In: Digital Crossroads: Media, Migration and Diaspora in a Transnational Perspective, 28-30 June 2012, Utrecht University, The Netherlands.

Peffer, Gilbert; Fenton-O'Creevy, Mark; Adam, Marc; Astor, Philip; Cederholm, Henrik; Clough, Gill; Conole, Grainne; Davies, Gareth; Eriksson, Jeanette; Gaved, Mark; Heuer, Stephan; Jercic, Petar; Lindley, Craig; Lins, Jeffrey Todd; van Overveld, Marc; Scanlon, Eileen; Schaaff, Kristina and Smidts, Ale (2012). xDelia: emotion-centred financial decision making and learning (final report). xDelia Consortium, Milton Keynes, UK.

Peffer, Gilbert; Fenton-O'Creevy, Mark; Adam, Marc; Astor, Philipp; Cederholm, Henrik; Clough, Gill; Conole, Gráinne; Davies, Gareth; Eriksson, Jeanette; Gaved, Mark; Heuer, Stephan; Jerčić, Petar; Lindley, Craig; Todd Lins, Jeffrey; van Overveld, Mark; Scanlon, Eileen; Schaaff, Kristina and Smidts, Ale (2012). xDelia final report: emotion-centred financial decision making and learning. Open University, CIMNE, Milton Keynes UK.

Pegler, Chris (2012). Card Tricks and Cartoons: Exploring questions about open sharing and use with a non-OER aware audience. In: HEA/SEDA Conference: Open Horizons: Sharing the future, 20 June 2012, Birmingham.

Pegler, Chris (2012). Herzberg, hygiene and the motivation to reuse: Towards a three-factor theory to explain motivation to share and use OER. Journal of Interactive Media in Education

Pegler, Chris; Fitzgerald, Alannah; Hardy, Suzanne; Waller, Sharon; Manista, Frank and Wild, Joanna (2012). Climbing the stairway to OER nirvana: Climbing the stairway to OER nirvana. In: ALT-C 2012: A Confrontation with Reality, 11-13 September 2012, Manchester, UK.

Pegler, Christine (2012). OER: opening doors and breaching boundaries. Enhancing Learning in the Social Sciences, 4(1)

Pike, Anne and Adams, Anne (2012). Digital exclusion or learning exclusion? An ethnographic study of adult male distance learners in English prisons. Research in Learning Technology, 20(4), article no. 18620.

Richardson, J. T. E. (2012). The attainment of white and ethnic minority students in distance education. Assessment & Evaluation in Higher Education, 37(4) pp. 393–408.

Richardson, John T. E. (2012). Face-to-face versus online tuition: preference, performance and pass rates in white and ethnic minority students. British Journal of Educational Technology, 43(1) pp. 17–27.

Richardson, John T. E. (2012). The role of response biases in the relationship between students’ perceptions of their courses and their approaches to studying in higher education. British Educational Research Journal, 38(3) pp. 399–418.

Richardson, John T. E. (2012). Neurognostics Question. Journal of the History of the Neurosciences, 21(2) p. 227.

Rienties, Bart; Beausaert, Simon; Grohnert, Therese; Niemantsverdriet, Susan and Kommers, Piet (2012). Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher Education, 63(6) pp. 685–700.

Rienties, Bart; Giesbers, Bas; Tempelaar, Dirk and Lygo-Baker, Simon (2012). Redesigning teaching presence in order to enhance cognitive presence: a longitudinal analysis. In: Akyol, Zehra and Garrison, D. Randy eds. Educational Communities of Inquiry: Theoretical Framework, Research and Practice. Hershey, PA: Information Science Reference (an imprint of IGI Global), pp. 109–132.

Rienties, Bart; Giesbers, Bas; Tempelaar, Dirk; Lygo-Baker, Simon; Segers, Mien and Gijselaers, Wim (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3) pp. 893–906.

Rienties, Bart; Kaper, Wolter; Struyven, Katrien; Tempelaar, Dirk; van Gastel, Leendert; Vrancken, Sanne; Jasińska, Magdalena and Virgailaitė-Mečkauskaitė, Eglė (2012). A review of the role of information communication technology and course design in transitional education practices. Interactive Learning Environments, 20(6) pp. 563–581.

Rienties, Bart; Reeb-Gruber, Sandra; Daly, Peter; Bossche, Piet and Minnaert, Lynn (2012). Past, present and future of EDiNEB from the perspectives of participants and management team. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training (4). Dordrecht: Springer, pp. 237–246.

Rienties, Bart; Tempelaar, Dirk; Pinckaers, Miriam; Giesbers, Bas and Lichel, Linda (2012). The diverging effects of social network sites on receiving job information for students and professionals. In: Coakes, Elayne ed. Technological Change and Societal Growth: Analyzing the Future. Hershey, PA: IGI Global, pp. 202–217.

Rienties, Bart and Townsend, Danielle (2012). Integrating ICT in business education: using TPACK to reflect on two course redesigns. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training (4). Dordrecht: Springer, pp. 141–156.

Roberts, Jane and Roberts, Carolyn (2012). Empowering education for sustainable development practitioners by building communities of practice. In: Cotton, Debby; Sterling, Stephen; Neal, Vivian and Winter, Jennie eds. Putting the ‘S’ into ED - Education for Sustainable Development in Educational Development. SEDA special (31). London, UK: SEDA, pp. 17–22.

Rogaten, Jekaterina; Moneta, Giovanni B and Spada, Marcantonio (2012). A trait-state model of strategic approach to studying in university students. In: European Conference of Positive Psychology, 26-29th June 2012, Moscow, Russia.

Rogaten, Jekaterina; Moneta, Giovanni B and Spada, Marcantonio (2012). A trait-state model of deep approach to studying in university students. In: 3rd International Conference on Education and Educational Psychology, 10-13 Oct 2012, Istanbul, Turkey.

San Diego, Jonathan P.; Aczel, James C.; Hodgson, Barbara K. and Scanlon, Eileen (2012). Digital approaches to researching learners' computer interactions using gazes, actions, utterances and sketches. Educational Technology Research and Development, 60(5) pp. 859–881.

Saucedo, Alejandra ; Gillary, Paul; Hatzipanagos, Stylianos; Watt, Stuart; Whitelock, Denise M.; Zhang, Pei and Gilbert, Lester H. (2012). Improving a tutor’s feedback assessment tool: transforming Open Mentor following two recent deployments. In: 2012 International Computer Assisted Assessment (CAA) Conference, 10-11 July 2012, Southampton, UK.

Scanlon, Eileen (2012). Technology enhanced informal science learning and engagement: a typology of activity. In: Proceedings of the International Conference on Advanced Learning Technologies, July 4-6, Rome Italy.

Scanlon, Eileen (2012). Rethinking the scholar: openness, digital technology and changing practices. In: International public communication of science and technology conferenceBook of papers edited by M Bucchi and B Trench, April 18-20, Florence.

Scanlon, Eileen (2012). Digital futures: changes in scholarship, open educational resources and the inevitability of interdisciplinarity. Arts and Humanities in Higher Education, 11(1-2) pp. 177–184.

Scanlon, Eileen (2012). Open educational resources in support of science learning: tools for inquiry and observation. Distance Education, 33(2) pp. 221–236.

Schwenzer, S. P.; Anand, M.; Franchi, I. A.; Gibson, J. M.; Greenwood, R. C.; Hammond, S.; Haubold, R.; Herrmann, S.; Kelley, S. P.; Ott, U. and Tindle, A. G. (2012). Cold desert alteration of Martian meteorites: mixed news from noble gases, trace elements and oxygen isotopes. In: 43rd Lunar and Planetary Science Conference, 19-23 March 2012, The Woodlands, TX, USA.

Sharples, Mike; Meek, Sam and Priestnall, Gary (2012). Zapp: learning about the distant landscape. In: 11th World Conference on Mobile and Contextual Learning (mLearn 2012), 15-18 October 2012, Helsinki, Finland .

Shohel, M. Mahruf C. and Kirkwood, Adrian (2012). Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences. Learning, Media and Technology, 37(4) 414 -428.

Shrestha, Prithvi; Fayram, Joanna; Demouy, Valérie; Eardley, Annie and Kukulska-Hulme, Agnes (2012). Innovations in EAP oral assessment: the IOA project. In: 46th Annual IATEFL conference, 19 - 23 March 2012, Glasgow.

Sie, Rory L.L.; Ullmann, Thomas Daniel; Rajagopal, Kamakshi; Cela, Karina; Rijpkema, Marlies Bitter and Sloep, Peter B. (2012). Social network analysis for technology-enhanced learning: review and future directions. International Journal of Technology Enhanced Learning, 4(3/4) pp. 172–190.

Smith, Martin and Kukulska-Hulme, Agnes (2012). Building Mobile Learning Capacity in Higher Education:E-books and iPads. In: Specht, Marcus; Multisilta, Jari and Sharples, Mike eds. 11th World Conference on Mobile and Contextual Learning. Helsinki: CELSTEC & CICERO Learning, pp. 298–301.

Smith, Martin; Kukulska-Hulme, Agnes and Page, Anna (2012). Educational use cases from a shared exploration of e-books and iPads. In: Goh, Tiong-Thye ed. E-Books and E-Readers for E-Learning. Wellington, New Zealand: Victoria Business School, Victoria University of Wellington, pp. 25–53.

Stokes, Alison; Collins, Trevor; Maskall, John; Lea, John; Lunt, Paul and Davies, Sarah-Jane (2012). Enabling remote access to fieldwork: gaining insight into the pedagogic effectiveness of ‘direct’ and ‘remote’ field activities. Journal of Geography in Higher Education, 36(2) pp. 197–222.

Sun, Haoda and Richardson, John T. E. (2012). Perceptions of quality and approaches to studying in higher education: a comparative study of Chinese and British postgraduate students at six British business schools. Higher Education, 63(3) pp. 299–316.

Tempelaar, Dirk; Rienties, Bart; Giesbers, Bas and van der Loeff, Sybrand Schim (2012). How cultural and learning style differences impact students’ learning preferences in blended learning. In: Francois, Emmanuel Jean ed. Transcultural Blended Learning and Teaching in Postsecondary Education. Hershey, PA: Information Science Reference (an imprint of IGI Global), pp. 30–51.

Tempelaar, Dirk T.; Niculescu, Alexandra; Rienties, Bart; Gijselaers, Wim H. and Giesbers, Bas (2012). How achievement emotions impact students' decisions for online learning, and what precedes those emotions. Internet and Higher Education, 15(3) pp. 161–169.

Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas and Schim van der Loeff, Sybrand (2012). Implicit theories of intelligence, effort beliefs, and achievement goals as antecedents of learning motivation and engagement. In: Franco, Jason N. and Svensgaard, Alexander E. eds. Handbook on psychology of motivation: New research. Psychology of Emotions, Motivations and Actions. Hauppauge, NY: Nova Science Publishers Inc., pp. 283–294.

Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas and Schim van der Loeff, Sybrand (2012). Effectiveness of a Voluntary Postsecondary Remediation Program in Mathematics. In: Van den Bossche, Piet; Gijselaers, Wim and Milter, Richard eds. Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices. Advances in Business Education and Training. Springer, pp. 199–222.

Thomas, Rhodri (2012). OU Mobile VLE: extending the reach of studying through the mobile web. In: Moodle Research Conference 2012, 14-15 September 2012, Heraklion, Crete.

Thorpe, Mary (2012). Educational technology: does pedagogy still matter? Educational Technology Magazine: The Magazine for Managers of Change in Education, 52(2) pp. 10–14.

Thorpe, Mary and Gordon, Jean (2012). Online learning in the workplace: a hybrid model of participation in networked, professional learning. Australasian Journal of Educational Technology, 28(8) 1267 -1282.

Turnbull, Morag; Littlejohn, Allison and Allan, Malcolm (2012). Preparing graduates for work in the creative industries: a collaborative learning approach for design students. Industry and Higher Education, 26(4) pp. 291–300.

Ullmann, Thomas Daniel; Wild, Fridolin and Scott, Peter (2012). Comparing automatically detected reflective texts with human judgements. In: 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning, 18 Sept 2013, Saarbrucken, Germany, pp. 101–116.

Weller, Martin (2012). The openness-creativity cycle in education: a perpsective. Journal of Interactive Media in Education

Weller, Martin (2012). Digital scholarship and the tenure process as an indicator of change in universities. RUSC. Universities and Knowledge Society Journal, 9(2) pp. 347–360.

Weller, Martin (2012). The Virtues of Blogging as Scholarly Activity. Chronicle of Higher Education, US.

Whitelock, Denise and Cross, Simon (2012). Authentic assessment: What does it mean and how is it instantiated by a group of distance learning academics? International Journal of e-Assessment, 2(1) Article 9.

Whitelock, Denise; Gilbert, Lester; Hatzipanagos, Stylianos; Watt, Stuart; Zhang, Pei; Gillary, Paul and Saucedo, Alejandra (2012). Addressing the challenges of assessment and feedback in higher education: a collaborative effort across three UK universities. In: INTED 2012 6th International Technology Education & Development Conference, 5 - 7 March 2012, Valencia, Spain, International Association of Technology, Education and Development (IATED), pp. 3354–3359.

Whitelock, Denise; Gilbert, Lester; Hatzipanagos, Stylianos; Watt, Stuart; Zhang, Pei; Gillary, Paul and Sauedo, Alejandra (2012). Supporting tutors with their feedback using OpenMentor in three different UK Universities. In: CBLIS 2012 (10th International Conference on Computer Based Learning in Science): Learning Science in the Society of Computers, 26-29 June 2012, Barcelona, Spain.

Whitelock, Denise; Pinto, Roser and Gutierrez, Rufina (2012). A roadmap to employ new technologies to teach science to chronically ill children. In: CBLIS 2012 (10th International Conference on Computer Based Learning in Science: Learning Science in the Society of Computers, 26-29 June 2012, Barcelona, Spain.

Whitton, Nicola; Jones, Rosie; Wilson, Scott and Whitton, Peter (2012). Alternate reality games as learning environments for student induction. Interactive Learning Environments, 22(3) pp. 243–252.

Woods, Will and Scanlon, Eileen (2012). iSpot Mobile - A Natural History Participatory Science Application. In: Proceedings of Mlearn 2012, Helsinki, Finland, Oct 15-16.

2011

Faulkner, Dorothy and Coates, Elizabeth eds. (2011). Exploring Children's Creative Narratives. Abingdon: Routledge.

Parker, Janet and Mathews, Timothy eds. (2011). Tradition, Translation, Trauma : The Classic and the Modern. Classical Presences. Oxford: Oxford University Press.

Reinhardt, Wolfgang and Ullmann, Thomas eds. (2011). Proceedings of the 1st Workshop on Awareness and Reflection in Personal Learning Environments. In conjunction with the PLE Conference 2011. Southampton, United Kingdom, July 11, 2011. The Web Science Trust.

Reinhardt, Wolfgang ; Ullmann, Thomas; Scott, Peter; Pammer, Viktoria; Conlan, Owen and Berlanga, Adriana eds. (2011). Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks. In conjunction with the 6th European Conference on Technology Enhanced Learning: Towards Ubiquitous Learning 2011. Palermo, Italy, September 21, 2011. CEUR-WS.

Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.

Aczel, James and San Diego, Jonathan (2011). The role of strategic theories in learning using computer-based representations. In: EARLI Conference 2011: Education for a Global Networked Society, 30 August - 3 September 2011, Exeter, UK.

Adams, Anne; Astruc, Lluisa; Garrido, Cecilia and Sweeney, Breen (2011). Situated learning in virtual worlds and identity reformation. In: Peachey, Anna and Childs, Mark eds. Reinventing Ourselves: Contemporary Concepts of Identity in Virtual Worlds. Immersive Environments. London: Springer-Verlag, pp. 275–299.

Adams, Anne; Coughlan, Tim; Lea, John; Rogers, Yvonne; Davies, Sarah-Jane and Collins, Trevor (2011). Designing interconnected distributed resources for collaborative inquiry based science education. In: ACM/IEEE Joint Conference on Digital Libraries, 13-17 June 2011, Ottawa.

Adams, Anne; Coughlan, Tim; Rogers, Yvonne; Collins, Trevor; Davies, Sarah-Jane; Blake, Canan and Lea, John (2011). Live linking of fieldwork to the laboratory increases students inquiry based reflections. In: CSCL 2011: International Conference on Computer-Supported Collaborative Learning, 04-08 July 2011, Hong Kong.

Alsugair, Balsam; Hopkins, Gail; Brailsford, Tim and FitzGerald, Elizabeth (2011). Does mobile technology support peer learning for Key Stage 3 children? In: 7th International Conference on Intelligent Environments (IE'11) Doctoral Consortium, 25-28 July 2011, Nottingham, UK.

Anastopoulou, Stamatina; Sharples , Mike and Baber, Chris (2011). An evaluation of multimodal interactions with technology while learning science concepts. British Journal of Educational Technology, 42(2) pp. 266–290.

Ashby, Alison; Richardson, John T. E. and Woodley, Alan (2011). National student feedback surveys in distance education: An investigation at the UK Open University. Open Learning: The Journal of Open and Distance Learning, 26(1) pp. 5–25.

Baker, Sally (2011). Students’ writing and the transitions from school to university: hybrid ‘discourse of writing’ positions of students and teachers. In: The 1st International Australasian Conference on Enabling Access to Higher Education, 5 - 7 December 2011, Adelaide, Australia.

Blake, Canan; Adams, Anne and Scanlon, Eileen (2011). Effectiveness of mobile learning across various settings. In: CAL Conference 2011, Learning Futures: Education, Technology & Sustainability, 13 - 15 April 2011, Manchester.

Bohle Carbonell, Katerina; Rienties, Bart and Van den Bossche, Piet (2011). The influence of an individual’s transactive memory profile when advice is sought. In: Van den Bossche, Piet; Gijselaers, Wim H. and Milter, Richard G. eds. Building Learning Experiences in a Changing World. Advances in Business Education and Training (3). Dordrecht: Springer, pp. 267–283.

Bucknell, Terry; Taylor-Roe, Jill; Killick, Selena and Thompson, Sarah (2011). Usage Statistics for Decision Making. Serials, 24(1) pp. 17–20.

Caddell, Martha and Cannell, Pete (2011). Rethinking graduate attributes: understanding the learning journeys of part-time students in the Open University in Scotland. In: Part-Time study: the new paradigm for Higher Education? (Jones, Bill and Oosthuizen, Susan eds.), UALL.

Charitonos, Koula (2011). ‘Get up, stand up for your rights’: a research study investigating the use of social media for enhancing the museum learning experience. In: EARLI 2011-JURE Pre-Conference, 29-30 August 2011, Exeter, UK.

Charitonos, Koula (2011). Museum Learning via Social Media: (How) Can Interactions on Twitter Enhance the Museum Learning Experience? In: Learning, Media and Technology Doctoral Conference, 4/7/2011, London, UK.

Charitonos, Koula; Blake, Canan; Scanlon, Eileen and Jones, Ann (2011). Museum learning 2.0: how (can) Web 2.0 technologies be used for enhancing the museum learning experience? In: EVA London 2011: Electronic Visualisation and the Arts, 6-8 July 2011, London, UK.

Chua, Shi Min and Schirmer, Annette (2011). Perceiving verbal and vocal emotions in a second language. Cognition and Emotion, 25(8) pp. 1376–1392.

Clough, Helen and Gray, Stephen (2011). A new model for information literacy provision: how to balance cost and quality in an economic downturn. In: Librarians’ Information Literacy Annual Conference (LILAC 2011), 18-20 April 2011, London, UK.

Clow, Doug and Makriyannis, Elpida (2011). iSpot Analysed: Participatory Learning and Reputation. In: Proceedings of the 1st International Conference on Learning Analytics and Knowledge, 28 Feb-01 Mar 2011, Banff, Alberta, Canada, pp. 34–43.

Comas-Quinn, Anna; Beaven, Mary; Pleines, Christine; Pulker, Helene and de los Arcos, Beatriz (2011). Languages Open Resources Online (LORO): fostering a culture of collaboration and sharing. The EuroCALL Review (18)

Conole, Grainne; McAndrew, Patrick and Dimitriadis, Yannis (2011). The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources. In: Pozzi, Francesca and Persico, Donatella eds. Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives. Hershey, USA: IGI Global.

Coughlan, Tim; Adams, Anne; Collins, Trevor; Davies, Sarah-Jane; Lea, John and Rogers, Yvonne (2011). Working with ‘mission control’ in scientific fieldwork: supporting interactions between in situ and distanced collaborators. In: The 2011 ACM Conference on Computer Supported Cooperative Work, 19 - 23 Mar 2011, Hangzhou, China.

Coughlan, Tim; Adams, Anne; Rogers, Yvonne and Davies, Sarah-Jane (2011). Enabling live dialogic and collaborative learning between field and indoor contexts. In: The 25th BCS Conference on Human Computer Interaction, 04-08 July 2011, Newcastle upon Tyne, UK, pp. 88–98.

Coughlan, Tony and Perryman, Leigh-Anne (2011). Something for everyone? The different approaches of academic disciplines to Open Educational Resources and the effect on widening participation. Journal of Open, Flexible and Distance Learning, 15(2) pp. 11–27.

Demouy, Valérie; Eardley, Annie; Shrestha, Prithvi and Kukulska-Hulme, Agnes (2011). The Interactive Oral Assessment (IOA) project; using Talkback® for practice and assessment of listening and speaking skills in languages. In: ICL 2011 Interactive Collaborative Learning, 21-23 September 2011, Piešťany, Slovakia.

Draeger, John and Price, Linda (2011). Which way to SoTL utopia? International Journal for the Scholarship of Teaching and Learning , 5(1)

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2010

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Booth, Shirley; Goodman, Sara and Kirkup, Gill eds. (2010). Gender Issues in Learning and Working with Information Technology: Social constructs and cultural contexts. Hershey, PA: Information Science Reference.

Brown, Elizabeth ed. (2010). Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham.

Duval, Erik ; Wild, Fridolin; Scott, Peter; Ullmann, Thomas and Lindstaedt, Stefanie eds. (2010). Proceedings of the 2nd International Workshop on Research 2.0. CEUR-WS.

Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. (2010). Virtual Worlds: Controversies at the Frontier of Education. Hauppauge, N.Y.: Nova Science Publishers.

Adams, Anne; Davies, Sarah; Collins, Trevor and Rogers, Yvonne (2010). Out there and in here: design for blended scientific inquiry learning. In: 17th Association for Learning Technology Conference ALT-C 2010 -, 07–09 Sep 2010, Nottingham, UK.

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