Open Research Online
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2018

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

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

Carr, Jessica (2018). How do People with Learning Disabilities Understand Citizen Inquiry? MRes thesis The Open University.

Charitonos, Koula (2018). 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.

Charitonos, Koula (2018). Crossing over settings, practices and experiences: connecting learning in museums and classrooms. In: Looi, Chee-Kit; Wong, Lung-Hsiang; Glahn, Christian and Cai, Su eds. Seamless Learning: Perspectives, Challenges and Opportunities. Springer, (In Press).

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

Closier, Amanda (2018). How the Open University library uses Facebook Live to reach, engage and support students. ALISS Quarterly, 13(2)

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.

Clough, Helen and Closier, Amanda (2018). Walking the talk: using digital media to develop distance learners’ digital citizenship at the Open University (UK). The Reference Librarian (Early Access).

Cooke, Helen; Lane, Andrew and Taylor, Peter (2018). Open by Degrees: A Case of Flexibility or Personalization? In: Stevenson, Carolyn ed. Enhancing Education Through Open Degree Programs and Prior Learning Assessment. IGI Global, pp. 128–148.

Coughlan, Tim and Lister, Katharine (2018). The accessibility of administrative processes: Assessing the impacts on students in higher education. In: Proceedings of the 15th International Cross-Disciplinary Conference on Web Accessibility (Web4All 2018), ACM Press, New York.

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2018). Storytelling and story-acting: co-construction in action. Journal of Early Childhood Research, 16(1) pp. 3–17.

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

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

de los Arcos, Beatriz and Weller, Martin (2018). A Tale of Two Globes: Exploring the North/South Divide in Engagement with Open Educational Resources. In: Schöpfel, Joachim and Herb, Ulrich eds. Open Divide: Critical Studies on Open Access. Sacramento, CA: Litwin Books, pp. 147–155.

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

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

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

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

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

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

Gaved, Mark; Stevens, James; Davies, Gareth and Clayton, Paul (2018). MAZI Deliverable Report D2.5: – Design, progress and evaluation of the Deptford CreekNet pilot (version 2). The MAZI Consortium.

Herodotou, Christothea (2018). Citizen science and informal learning: A brief commentary. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: What the Research Says. London: UCL Institute of Education Press.

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

Hills, Laura; Clarke, Anactoria; Hughes, Jonathan; Butcher, John; Shelton, Isobel and McPherson, Elaine (2018). Chinese whispers? Investigating the consistency of the assessment tasks and criteria provided to students and tutors by a distance learning institution. Open Learning: The Journal of Open, Distance and e-learning (In Press).

Holliman, Richard; Davies, Gareth; Ford, Diane; Russell, Mark; Steed, Anthony; Brown, Helen; Pearson, Victoria; Collins, Trevor; Stutchbury, Kris; Squires, Andrew; Scanlon, Eileen; Whitelegg, Liz; Ansine, Janice; Braithwaite, N St.J; Swithenby, Stephen; Dommett, Ellie; Sumner, Janet; Lee, Clare; Kendall, Joe; Green, Penny; Sharp, Damien; Bullivant, Mike; Devine, Peter and Hawthorne, Val (2018). Engaging Opportunities: Connecting young people with contemporary research and researchers. The Open University and the Denbigh Teaching School Alliance, Milton Keynes.

Holmes, Wayne; Bektik, Duygu; Whitelock, Denise and Park Woolf, Beverly (2018). Ethics in AIED: Who cares? In: 19th International Conference on Artificial Intelligence in Education (AIED'18), 27-30 Jun 2018, London.

Hood, Nina and Littlejohn, Allison (2018). Hacking history: the role of the editathon in socially shaping historical interpretation. International Review of Research in Open and Distributed Learning (In Press).

Hood, Nina and Littlejohn, Allison (2018). Disruptive democratisers? The complexities and incongruities of scale, diversity and personalisation in MOOCs. In: Ossiannilsson, Ebba ed. Ubiquitous Inclusive Learning in a Digital Era. IGI Global (In Press).

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2018). Open Education while discussing accessibility with MOOC providers and learners. In: OER18: Open to All, 18-19 Apr, Bristol.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2018). Widening disabled learners’ participation to HE through the use of MOOCs. In: Widening Participation Conference: Is widening participation to higher education enough?, 26-28 Apr 2018, Milton Keynes, pp. 31–34.

Ismail, Nashwa; Kinchin, Gary and Edwards, Julie-Ann (2018). Pilot Study, Does It Really Matter? Learning Lessons from Conducting a Pilot Study for a Qualitative PhD Thesis. International Journal of Social Science Research, 6(1) pp. 1–17.

Jones, Ann; Kukulska-Hulme, Agnes; Norris, Lucy; Gaved, Mark; Scanlon, Eileen; Jones, Jan and Brasher, Andrew (2018). Supporting immigrant language learning on smartphones: A field trial. Studies in the Education of Adults, 49(2) pp. 228–252.

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 (Early Access).

Jordan, Katy and Howe, Christine (2018). The perceived benefits and problems associated with teaching activities undertaken by doctoral students. Teaching in Higher Education, 23(4) pp. 504–521.

Jordan, Katy and Weller, Martin (2018). Academics and Social Networking Sites: Benefits, Problems and Tensions in Professional Engagement with Online Networking. Journal of Interactive Media in Education, 2018(1), article no. 1.

Jordan, Katy and Weller, Martin (2018). Communication, collaboration and identity: factor analysis of academics’ perceptions of online networking. Research in Learning Technology, 26

Kukulska-Hulme, Agnes and Pegrum, Mark (2018). Linguistic diversity in online and mobile learning. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Abingdon: Routledge, pp. 518–532.

Littlejohn, Allison and Hood, Nina (2018). Becoming an online editor: perceived roles and responsibilities of Wikipedia editors. Information Research, 23(1), article no. paper 784.

Littlejohn, Allison and Hood, Nina (2018). Reconceptualising Learning in the Digital Age: The [un]democratising potential of MOOCs. SpringerBriefs in Open and Distance Education. Singapore: Springer.

Lyons, Imogen; Furniss, Dominic; Blandford, Ann; Chumbley, Gillian; Iacovides, Ioanna; Wei, Li; Cox, Anna; Mayer, Astrid; Vos, Jolien; Galal-Edeen, Galal H.; Schnock, Kumiko O.; Dykes, Patricia C.; Bates, David W. and Franklin, Bryony Dean (2018). Errors and discrepancies in the administration of intravenous infusions: a mixed methods multihospital observational study. BMJ quality & safety (Early Access).

Margaryan, Anoush; Littlejohn, Allison and Lukic, Dane (2018). The development and evaluation of a Learning from Incidents toolkit. Policy and Practice in Health and Safety (Early Access).

McDonald, C. S.; Regis, D.; Warren, C. J.; Kelley, S. P. and Sherlock, S. C. (2018). Recycling Argon through Metamorphic Reactions: the Record in Symplectites. Lithos, 300-301 pp. 200–211.

Mittelmeier, Jenna; Rienties, Bart; Tempelaar, Dirk; Hillaire, Garron and Whitelock, Denise (2018). The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course. Computers & Education, 118 pp. 82–95.

Mittelmeier, Jenna; Rienties, Bart; Tempelaar, Dirk and Whitelock, Denise (2018). Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships. Higher Education, 75(1) pp. 149–166.

Murphy, V. L.; Littlejohn, A.; Rienties, B.; King, S. and Bryden, R. (2018). How do you know if you’re learning from incidents? In: SPE International Conference and Exhibition on Health, Safety, Security, Environment, and Social Responsibility, 16-18 Apr 2018, Abu Dhabi, UAE.

Murphy, V. L.; Littlejohn, A.; Rienties, B.; King, S. and Bryden, R. (2018). Where does information on incidents come from? In: SPE International Conference and Exhibition on Health, Safety, Security, Environment, and Social Responsibility, 16-18 Apr 2018, Abu Dhabi, UAE.

Nguyen, Quan; Huptych, Michal and Rienties, Bart (2018). Linking students' timing of engagement to learning design and academic performance. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge, ACM, New York, pp. 141–150.

Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris (2018). e-Authentication for online assessment: a mixed-method study. British Journal of Educational Technology (Early Access).

Orr, Dominic; Weller, Martin and Farrow, Robert (2018). Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis. International Council for Distance Education.

Pérez Cavana, Maria Luisa and Lowe, Sue (2018). Personal Development Planning (PDP) and ePortfolios: Arranged marriage or true love? In: Ballweg, S. and Kühn, B. eds. Portfolios in the Foreign Language Classroom. Materialien Deutsch als Fremd- und Zweitsprache (MatDaF). Göttingen: Göttingen: Universitätsverlag, (In Press).

Pike, Anne and Hopkins, Susan (2018). 'Education is Transformational': Positive identity through prison-based Higher Education in England and Wales. International Journal of Bias, Identity and Diversity in Education (In Press).

Pike, Graham and Gore, Hannah (2018). The Challenges of Massive Open Online Courses (MOOCs). In: Baxter, Jacqueline; Callaghan, George and McAvoy, Jean eds. Creativity and Critique in Online Learning: Exploring and Examining Innovations in Online Pedagogy. Palgrave Macmillan, (In Press).

Richardson, John T. E. (2018). The use of Latin-square designs in educational and psychological research. Educational Research Review, 24 pp. 84–97.

Richardson, John T. E. (2018). Friedman Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 709–712.

Richardson, John T. E. (2018). Kruskal–Wallis Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 937–939.

Richardson, John T. E. (2018). Latin Square Design. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, p. 949.

Richardson, John T. E. (2018). Median Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 1043–1045.

Richardson, John T. E. (2018). Mann-Whitney Test. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 1005–1008.

Richardson, John T. E. (2018). Kurtosis. In: Frey, Bruce B. ed. The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, pp. 940–942.

Rienties, Bart and Héliot, YingFei (2018). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education, 43(3) pp. 437–451.

Rienties, Bart; Lewis, Timothy; Mcfarlane, Ruth; Nguyen, Quan and Toetenel, Lisette (2018). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Journal of Computer Assisted Learning, 31(3) pp. 273–293.

Roberts, Jane and McLachlan, Jill (2018). Integrated and situated academic development for all categories of staff: lessons for constructive alignment from an HEA-accredited Continuing Professional Development scheme. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 13(1) pp. 49–73.

Rogaten, Jekaterina and Rienties, Bart (2018). Which first-year students are making most learning gains in STEM subjects? Higher Education Pedagogies (In Press).

Sargent, Julia (2018). [Book Review] Digital technologies and learning in physical education: pedagogical cases. Sport, Education and Society, 23(1) pp. 108–110.

Sargent, Julia and Casey, Ashley (2018). Exploring pedagogies of digital technology in physical education through appreciative inquiry. In: Koekoek, Jeroen and van Hilvoorde, Ivo eds. Digital Technology in Physical Education: Global Perspectives. Routledge Studies in Physical Education and Youth Sport. Routledge.

Scanlon, Eileen (2018). Digital scholarship: identity, interdisciplinarity and openness. Frontiers in Digital Humanities (In Press).

Smyth, Michael; Helgason, Ingi; Kresin, Frank; Balestrini, Mara; Unteidig, Andreas B.; Lawson, Shaun; Gaved, Mark; Taylor, Nick; Auger, James; Hansen, Lone Koefed; Schuler, Douglas C.; Woods, Mel and Dourish, Paul (2018). Maker Movements, Do-It-Yourself Cultures and Participatory Design: Implications for HCI Research. In: CHI EA '18: Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, ACM, New York, article no. W32.

Talhouk, Reem; Bustamante, Ana; Aal, Konstantin; Charitonos, Koula; Weibert, Ana and Vlachokyriakos, Vasilis (2018). HCI and Refugees: Experiences and Reflections. Interactions, 25 (In Press).

Taner, Lisa (2018). Digital Literacies for International Teacher Education: a Ghanaian perspective. MRes thesis The Open University.

Tempelaar, D.; Rienties, Bart and Nguyen, Quan (2018). A multi-modal study into students’ timing and learning regulation: time is ticking. Interactive Technology and Smart Education (In Press).

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2018). Investigating learning strategies in a dispositional learning analytics context: the case of worked examples. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge, ACM, New York, pp. 201–205.

Weller, Martin; Jordan, Katy; DeVries, Irwin and Rolfe, Viv (2018). Mapping the open education landscape: citation network analysis of historical open and distance education research. Open Praxis, 10(2) pp. 109–126.

Whitelock, Denise (2018). Advice for Action with Automatic Feedback Systems. In: Caballé, Santi and Conesa, Jordi eds. Software Data Engineering for Network eLearning Environments. Lecture Notes on Data Engineering and Communications Technologies, 11. Springer, pp. 139–160.

Whitelock, Denise and Bektik, Duygu (2018). Progress and Challenges for Automated Scoring and Feedback Systems for Large-scale Assessments. In: Webb, Mary and Ifenthaler, Dirk eds. Handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education, (In Press).

2017

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

Aristeidou, Maria (2017). Science Learning Experiences in Citizen Inquiry Communities. In: CALRG Annual Conference 2017, 14-16 Jun 2017, The Open University, Milton Keynes, UK.

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.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2017). Design processes of a citizen inquiry community. In: Herodotou, Christothea; Sharples, Mike and Scanlon, Eileen eds. Citizen Inquiry: Synthesising Science and Inquiry Learning. Abingdon: Routledge, pp. 210–229.

Aristeidou, Maria; Scanlon, Eileen and Sharples, Mike (2017). Design Guidelines for Sensor-based Mobile Learning Applications. In: mLearn 2017 Proceedings of the 16th World Conference on Mobile and Contextual Learning (Loizides, Fernando; Papadopoulos, George and Souleles, Nicos eds.), ACM, New York, NY, USA, article no. 23.

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 Mar 2017, Houston.

Bektik, Duygu; Cross, Simon; Holmes, Wayne; Aleksieva, Lyubka and Whitelock, Denise (2017). A European pilot study of a modular assessment system designed to authenticate the authorship of online learners. In: CALRG Annual Conference 2017, 14-16 Jun 2017, The Open University, Milton Keynes, UK.

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.

Brasher, A.; Holmes, W. and Whitelock, D. (2017). Comparing online distance universities. In: EDULEARN17 Proceedings (Gómez Chova, L.; López Martínez, A. and Candel Torres, I. eds.), IATED, pp. 5411–5415.

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 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 Jun 2017, Troyes, France.

Chaudhari, Vasudha and Littlejohn, Allison (2017). Informal Learning during periods of uncertainty. CISI Review, 2017 Q2, Chartered Institute for Securities and Investments.

Clough, Gill and Adams, Anne (2017). Evidence Cafes - A How-to Guide for Police and other Public Services. Open University.

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. European Police Science and Research Bulletin: Special Conference Edition No. 3(3) pp. 115–122.

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

Cross, Simon; Rogaten, Jekaterina; Bektik, Duygu; Whitelock, Denise and Rienties, Bart (2017). How do students understand and interpret learning gains? Perspectives from in-depth interviews of UK distance learners. In: SRHE Conference, 6-8 Dec 2017, Newport, Wales, UK.

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.

Crump, Helen (2017). An Investigation into the Phenomenon and Discourse of Working Out Loud. MRes thesis The Open University.

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

Dowson, Nicola (2017). Scholarship in the information age: representing identity, accessing information. In: Kucirkova, Natalia and Quinlan, Oliver eds. The Digitally Agile Researcher. London: Open University Press, pp. 70–79.

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.

Edwards, Chris (2017). Understanding student experience in the age of personalised study. In: ALT Online Winter Conference 2017, 12-13 Dec 2017.

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 (2017). Learning analytics: a firm basis for the future. In: Sheehy, Kieron and Holliman, Andrew eds. Education and New Technologies: Perils and Promises for Learners. Abingdon, UK: Routledge, pp. 162–176.

Ferguson, Rebecca; Barzilai, Sarit; Ben-Zvi, Dani; Chinn, Clark A; Herodotou, Christothea; Hod, Yotam; Kali, Yael; Kukulska-Hulme, Agnes; Kupermintz, Haggai; McAndrew, Patrick; Rienties, Bart; Sagy, Ornit; Scanlon, Eileen; Sharples, Mike; Weller, Martin and Whitelock, Denise (2017). Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6. The Open University, Milton Keynes, UK.

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 pp. 1–25.

Fransman, Jude (2017). New global challenges, new knowledge actors, new forms of research: what higher education can learn from the research practices of NGOs. In: Society of Research into Higher Education Annual Conference, 6-8 Dec 2017, Newport, South Wales.

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

Fransman, Jude and Newman, Kate (2017). Improving the Conversation around Knowledge for International Development. Impact Science.

Fransman, Jude; Newman, Kate and Cornish, Hilary (2017). Rethinking Research Partnerships: Discussion Guide and Toolkit. Christian Aid.

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 Jun 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.

Harris, Alma; Jones, Michelle; Adams, Donnie; Sumintono, Bambang and Ismail, Nashwa (2017). Leading Turnaround and Improvement in Low Performing Schools in Malaysia and Indonesia. THF Working paper, Working Papers Series No.2/2017, The Head Foundation.

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), 15-18 Oct 2017, Amsterdam, Netherlands.

Herman, Clem and Kirkup, Gill (2017). Combining feminist pedagogy and transactional distance to create gender-sensitive technology-enhanced learning. Gender and Education, 29(6) pp. 781–795.

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 (2017). Young children and tablets: A systematic review of effects on learning and development. Journal of Computer Assisted Learning, 34(1) pp. 1–9.

Herodotou, Christothea; 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, 29 Aug - 2 Sep 2017.

Herodotou, Christothea and Edwards, Chris (2017). Factors explaining students’ satisfaction and performance in Business and Law modules. The Open University.

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, pp. 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, 13-14 Sep 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, pp. 88–106.

Holmes, Wayne (2017). Digital games-based learning. Time to adoption: two to three years? In: Sheehy, Kieron and Holliman, Andrew eds. Education and New Technologies: Perils and Promises for Learners. Routledge, pp. 196–212.

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, 65(6) pp. 1583–1604.

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). La cultura de los MOOCS. Innovacion Educativa(27) pp. 303–304.

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 Aug 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, 13-14 Sep 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 Apr 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, 29 Aug - 2 Sep 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 Oct 2017, Cadiz, Spain.

Ismail, Nashwa (2017). Analysing Qualitative Data Using Facial Expressions in an Educational Scenario. International Journal of Quantitative and Qualitative Research Methods, 5(3) pp. 37–50.

Ismail, Nashwa; Kinchin, Gary and Edwards, Julie-Ann (2017). Democratic Education In The Egyptian Higher Education: Investigation Of Tutors’ Perception Of Democratic Education In The Egyptian Higher Education. Researchjournali’s Journal of Education, 5(7)

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). 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)

Jordan, Katy (2017). [Book review] Populism, Media and Education: Challenging discrimination in contemporary digital societies. Journal of Interactive Media in Education (JIME), 2017(1) pp. 1–8.

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

Jordan, Katy and Weller, Martin (2017). Openness and education: a beginner’s guide. Global OER Graduate Network.

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, 12(2) pp. 46–63.

Kelley, Paul; Lockley, Steven W; Kelley, Jonathan and Evans, Mariah D R (2017). Is 8:30 a.m. Still Too Early to Start School? A 10:00 a.m. School Start Time Improves Health and Performance of Students Aged 13-16. Frontiers in human neuroscience, 11 p. 588.

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, 20(5) pp. 480–505.

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, 49(2) pp. 207–218.

Lambert, P.; Alwmark, C.; Baratoux, D.; Brack, A.; Bruneton, P.; Buchner, E.; Chevremont, P.; Claeys, P.; Dense, M. R.; Floch, J. P.; French, B.; Gattacceca, J.; Gibson, R. L.; Goderis, S.; Grieve, R. A. F.; Hodges, K. V.; Hörz, F.; Jourdan, F.; Kelley, S. P.; Kenkmann, T.; Kring, D. A.; Langenhort, F.; Lee, M. R.; Lindgren, P.; Lofi, J.; Lorand, J. P.; Luais, B.; Masaitis, V.; Meunier, A.; Moore, C. B.; Omrö, J.; Osinski, G. R.; Petit, S.; Pohl, J.; Quesnel, Y.; Reeves, H.; Rochette, P.; Sapers, H. M.; Schmieder, M.; Schultz, P. H.; Schwenzer, S. P.; Schoemaker, C. S.; Stöffler, D.; Trumel, H.; Westall, F.; Wittmann, A. and Wunneman, K. (2017). CIRIR programs: drilling and research opportunities at the Rochechouart Impact Structure. In: 48th lunar and Planetary Science Conference, 20-24 Mar 2017, Houston, TX, USA, LPI.

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). Learning in MOOCs: The [Un]democratisation of Learning. In: Pushing the boundaries of Higher Education Challenging traditional models with innovative and creative practices, 7 Sep 2017, Barcelona, Spain.

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.

Manathunga, Kalpani; Hernández-Leo, Davinia and Sharples, Mike (2017). A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case. In: Delgado Kloos, Carlos; Jermann, Patrick; Pérez-Sanagustín, Mar; Seaton, Daniel T. and White, Su eds. Digital Education: Out to the World and Back to the Campus. Lecture Notes in Computer Science, 10254. Springer, pp. 243–253.

Mangafa, Chrysoula (2017). How to Encourage Social Communication in Children with Autism through Tablet Use: A Guide for Teachers and Parents. Future Learn.

Mangafa, Chrysoula (2017). Navigating the Digital Wild West of Apps: How Can Teachers and Parents Find Suitable Apps for their Children with Autism to Improve their Social Communication Skills? In: Innovative Technologies for Autism Spectrum Disorder Matching technology with people: Evidenced-based practice, 30 Jun - 2 Jul 2017, Valencia, Spain.

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 Distributed Learning, 18(2), article no. 4117.

Mittelmeier, Jenna (2017). Supporting Intercultural Collaborations In Blended And Online Settings: A Randomised Control Trial Of Internationalised Academic Content. PhD thesis The Open University.

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 Jun - 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, 76 pp. 703–714.

Norris, Lucy and Kukulska-Hulme, Agnes (2017). Teacher Training and PD in Mobile Pedagogy for English Language Teaching. In: Power, Robert; Ally, Mohamed; Cristol, Dean and Palalas, Agnieszka eds. IAmLearning: Mobilizing and supporting educator practice. International Association for Mobile Learning, pp. 112–137.

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

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

Okada, Alexandra and Rocha, Ana Karine (2017). Responsible Research and Innovation for Contemporary Education. In: The Online, Open and Flexible Higher Education Conference, 25-27 Oct 2017, Open University Milton Keynes (UK).

Okada, Alexandra; Rocha, Ana Karine; Whitelock, Denise; Furchter, Simone and Zucchi, Sangar (2017). Peer​ ​Learning​ ​And​ ​Assessment-in-Context​ ​With​ ​3D​ ​Immersive​ ​Glasses. In: 7th European Immersive Education Summit (EiED 2017), 16-19 Nov 2017, Lucca and Pisa, Italy.

Okada, Alexandra; Whitelock, Denise and Holmes, Wayne (2017). Students’ views on trust-based e-assessment system for online and blended environments. In: The Online, Open and Flexible Higher Education Conference, 25-27 Oct 2017, Open University, Milton Keynes.

Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris (2017). Student acceptance of online assessment with e-authentication in the UK. In: The 2017 International Technology Enhanced Assessment Conference (TEA 2017, 5-6 Oct 2017, Barcelona, Spain.

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.

Pike, Anne and Mcfarlane, Ruth (2017). Experiences of post-secondary learning after prison: Reintegrating into society. In: Crane, Paul ed. Life Beyond Crime: What do those at risk of offending, prisoners and ex-offenders need to learn? London: Lemos&Crane, pp. 258–262.

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, 60(4) pp. 281–287.

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 Oct 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 (Early Access).

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.

Ribeiro, Silvar Ferreira; Pinto, Sonia Maria da Conceicao and Okada, Alexandra Lilavati Pereira (2017). Continuing teacher training using dilemmas with elements of ubiquity. Interfaces Cientificas, 6(1) pp. 107–124.

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; Clow, Doug; Coughlan, Tim; Cross, Simon; Edwards, Chris; Gaved, Mark; Herodotou, Christothea; Hlosta, Martin; Jones, Jan; Rogaten, Jekaterina and Ullmann, Thomas (2017). Scholarly insight Autumn 2017:a Data wrangler perspective. Open University UK.

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, 32(3) pp. 279–293.

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), 33 pp. 134–154.

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.

Rienties, Bart and Tempelaar, Dirk (2017). Turning groups inside out: a social network perspective. Journal of the Learning Sciences (Early Access).

Ringtved, Ulla; Milligan, Sandra; Corrin, Linda; Littlejohn, Allison and Law, Nancy (2017). Quality metrics and indicators for analytics of assessment design at scale. In: LAK 17, 13-17 Mar 2017, Simon Fraser University, Vancouver, Canada.

Rocha, Ana Karine/ AKLTR; Rocha, Ana Beatriz/ ABLTR and Okada, Alexandra / ALPO (2017). Rubric to assess evidence-based dialogue of socio-scientific issues with LiteMap. In: The 2017 International Technology Enhanced Assessment Conference, 05-06 Oct 2017, Barcelona.

Rogaten, Jekaterina; Mittelmier, Jenna; Van Zyl, Dion; Cin, Melis; Long, Dianne and Rienties, Bart (2017). Learning gains of international students in South African distance education. In: SRHE Conference, 6-8 Dec 2017, Newport, Wales, UK.

Rogaten, Jekaterina and Moneta, Giovanni B. (2017). Positive and Negative Structures and Processes Underlying Academic Performance: A Chained Mediation Model. Journal of Happiness Studies, 18(4) pp. 1095–1119.

Scanlon, Eileen (2017). Concepts and Challenges in Digital Scholarship. Frontiers in Digital Humanities, 4(15)

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 Oct 2017, Flagstaff, AZ, USA.

Schwenzer, S. P.; Bridges, J. C.; Miller, M. A.; Hicks, L. J.; Ott, U.; Filiberto, J.; Chavez, C.; Smith, H.; Treiman, A. H.; Kelley, S. P.; Moore, J. M.; Swindle, T. D. and Bullock, M. A. (2017). Diagenesis on Mars: insights into noble gas pathways and newly formed mineral assemblages from long term experiments. In: 48th Lunar and Planetary Science Conference, 20-24 Mar 2017, Houston, TX, 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.

Stanton, Neville A.; Margaryan, Anoush and Littlejohn, Allison (2017). Editorial: Learning from Incidents. Safety Science: Special Issue on Learning From Incidents, 99(A) pp. 1–4.

Stiles, Keren (2017). UX research with distance learners. In: Priestner, Andy ed. User Experience in Libraries Yearbook 2017: stories, techniques, insights. CreateSpace Independent Publishing Platform, pp. 127–131.

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, 78 pp. 408–420.

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), 15-18 Oct 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), 5-6 Oct 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.

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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.

Okada, Alexandra (2016). Innovative Teaching for Responsible Citizenship: Policy Report. The Open University.

Okada, Alexandra (2016). Engaging Science: Innovative Teaching for Responsible Citizenship. ENGAGE. Milton Keynes: The Open University UK.

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 de los Arcos, Beatriz (2016). Women’s empowerment through openness: OER, OEP and the Sustainable Development Goals. In: OEGlobal 2016: Convergence through Collaboration, 12-14 Apr 2016, Krakow, Poland.

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 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 Jun - 1 Jul 2016, Angers, France.

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 Dec 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.

Rummel, Nikol; Mavrikis, Manolis; Wiedmann, Michael; Loibl, Katharina; Mazziotti, Claudia; Holmes, Wayne and Hansen, Alice (2016). Combining Exploratory Learning With Structured Practice to Foster Conceptual and Procedural Fractions Knowledge. In: Transforming Learning, Empowering Learners: 2016 Conference Proceedings Volume I (Looi, Chee-Kit; Polman, Joseph; Cress, Ulrike and Reimann, Peter eds.), International Conference of the Learning Sciences, International Society of the Learning Sciences (ISLS), Singapore, pp. 58–65.

Rymer, Hazel (2016). Gravity measurements on chips. Nature, 531 pp. 585–586.

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.

Schwenzer, S. P.; Bridges, J. C.; McAdam, A.; Steer, E. D.; Conrad, P. G.; Kelley, S. P.; Wiens, R. C.; Mangold, N.; Grotzinger, J.; Eigenbrode, J. L.; Franz, H. B. and Sutter, B. (2016). Modeling of sulphide environments on Mars. In: 47th Lunar and Planetary Science Conference, 21-25 Mar 2016, Houston, Texas.

Schwenzer, S. P.; Bridges, J. C.; Wiens, R. C.; Conrad, P. G.; Kelley, S. P.; Leveille, R.; Mangold, N.; Martin-Torres, J.; McAdam, A.; Newsom, H.; Zorzano, M. P.; Rapin, W.; Spray, J.; Treiman, A. H.; Westall, F.; Fairen, A. G. and Meslin, P.-Y. (2016). Fluids during diagenesis and sulfate vein formation in sediments at Gale crater, Mars. Meteoritics and Planetary Science, 51(11) pp. 2175–2202.

Schwenzer, S. P.; Bullock, M. A.; Bridges, J. C.; Chavez, C. L.; Filiberto, J.; Hicks, L. J.; Kelley, S. P.; Miller, M. A.; Moore, J. M.; Smith, H. D.; Swindle, T. D. and Treiman, A. H. (2016). Noble gas fractionation in hydrous rock alteration under diagenetic pressure and temperature conditions. In: 47th Lunar and Planetary Science Conference, 21-25 Mar 2016, Houston, Texas.

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 (2016). Digital education: Pedagogy online. Nature, 540 p. 340.

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). 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.

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.

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.

Vince, David and Ellis, Elizabeth (2016). Students enabling TEL innovation: a pilot. The Open University.

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

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.

Sigurdsson, Haraldur; McNutt, Stephen; Rymer, Hazel and Stix, John eds. (2015). The Encyclopedia of Volcanoes (2nd ed). London: Academic Press.

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, 8-11 Jun 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.

Bridges, J. C.; Schwenzer, S. P.; Leveille, R.; Wiens, R. C.; McAdam, A.; Conrad, P. and Kelley, S. P. (2015). Hematite formation in Gale Crater. In: 46th Lunar and Planetary Science Conference, 16-20 Mar 2015, The Woodlands, TX, USA.

bullock, M. A.; Schwenzer, S. P.; Bridges, J. C.; Chavez, C.; Filiberto, J.; Kelley, S. P.; Miller, M.; Moore, J. M.; Smith, H.; Swindle, T. D. and Treiman, A. H. (2015). Noble gas fractionation during low temperature alteration: an experimental approach. In: 46th Lunar and Planetary Science Conference, 16-20 Mar 2015, The Woodlands, TX, USA.

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

Butcher, John (2015). 'Shoe-Horned And Sidelined'? Challenges For Part-Time Learners In The New HE Landscape. Higher Education Academy, York.

Butcher, John (2015). Listen to part-time learners and smart policy will follow. In: Hillman, Nick ed. It's the finance, stupid: The decline of part-time higher education and what to do about it. Oxford: Higher Education Policy Institute, pp. 48–56.

Butcher, John and Rose-Adams, John (2015). Part-time learners in open and distance learning: revisiting the critical importance of choice, flexibility and employability. Open Learning: The Journal of Open, Distance and e-Learning, 30(2) pp. 127–137.

Butcher, John; Sinclair, Stefanie and Clarke, Anactoria (2015). The Challenge of Assessing Reflection: The Open University's Access Programme. In: Miller, Wendy; Collings, Jane and Kneale, Pauline eds. Inclusive Assessment. PedRIO Papers (7). Plymouth University: Pedagogic Research Institute and Observatory (PedRIO), pp. 25–29.

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.

Clay, P. L.; Busemann, H.; Sherlock, S. C.; Barry, T. L.; Kelley, S. P. and McGarvie, D. W. (2015). 40Ar/39Ar ages and residual volatile contents in degassed subaerial and subglacial glassy volcanic rocks from Iceland. Chemical Geology, 403 pp. 99–110.

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 Apr 2015, Banff, Alberta, Canada.

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

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

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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.

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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.

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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 Apr 2015, Seoul, Korea.

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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.

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Jackson, Colin R. M.; Parman, Stephen W.; Kelley, Simon P. and Cooper, Reid F. (2015). Light noble gas dissolution into ring structure-bearing materials and lattice influences on noble gas recycling. Geochimica et Cosmochimica Acta, 159 pp. 1–15.

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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 Jun 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.

Kelley, S. P.; Lambert, P. and Schwenzer, S. P. (2015). Rochechouart hydrothermal overprint: disentangling the timing of events through Ar-Ar dating. In: 46th Lunar and Planetary Science Conference, 16-20 Mar 2015, The Woodlands, TX, USA.

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 pp. 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 Hood, Nina (2015). Report on the Development of Guidelines for structuring learning and teaching opportunities relevant to educators’ open educational resource (OER) engagement. European Union Erasmus+.

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.

Littlejohn, Allison; Papathoma, Tina; Smidt, Samantha; Jelfs, Anne; Bridgman, Sarah and Coe, Angela (2015). Driving Disruptive Innovation: Analysis of changes in Professional Practice through the production of an OU module (S309). Open University Insight.

Littlejohn, Allison; Sharples, Mike; Smidt, Samantha; Law, Andrew; Hollins, Paul and Tynan, Belinda (2015). The Open University Digital Think Tank: Position Paper. The Open University.

Littlejohn, Allison and Toetenel, Lisette (2015). Blended Learning for the Ministry of Defense. Babcock.

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.

Mangafa, C.; Moody, L.; Woodcock, A. and Woolner, A. (2015). Teachers’ Experiences of Developing Joint Attention Skills in Children with Autism Using iPads. In: EDULEARN15 Proceedings pp. 6170–6179.

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

McAndrew, Patrick (2015). Innovating for Learning: Designing for the Future of Education. In: Proceedings of the 14th European Conference on e-Learning (Jefferies, Amanda and Cubric, Marija eds.), Academic Conferences and Publishing International Limited, Reading, UK, pp. 356–363.

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.

Mottram, Catherine M.; Warren, Clare J.; Halton, Alison M.; Kelley, Simon P. and Harris, Nigel B. W. (2015). Argon behaviour in an inverted Barrovian sequence, Sikkim Himalaya: the consequences of temperature and timescale on 40Ar/39Ar mica geochronology. Lithos, 238 pp. 37–51.

Müller, Romina; Remdisch, Sabine; Köhler, Katharina; Marr, Liz; Repo, Saara and Yndigegn, Carsten (2015). Easing access for lifelong learners: a comparison of European models for university lifelong learning. International Journal of Lifelong Education, 34(5) pp. 530–550.

Okada, Alexandra; Scott, Peter and Mendonca, Murilo (2015). Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil. Open Praxis International Journal, 7(3) pp. 227–242.

Okada, Alexandra; Serra, Antonio Roberto Coelho; Ribeiro, Silvar and Pinto, Sonia (2015). Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT). Open Praxis, 7(1) pp. 83–102.

Okada, Alexandra; Wolff, Annika and Mikroyannidis, Alexander (2015). Fostering young smart citizens through personal learning environments for urban inquiries. In: Smart Learning Ecosystems in Smart Regions and Cities, 15 Sep 2015, Toledo, Spain.

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 Apr 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 Apr 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 Jul 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 Apr 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.

Rose-Adams, John and Butcher, John (2015). Distance Education In European Higher Education - The Potential: UK Case Study. International Council for Open and Distance Education, Oslo.

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.

Schwenzer, S. P.; Bridges, J. C.; Leveille, R.; Wiens, R. C.; Mangold, N.; McAdam, A.; Conrad, P.; Kelley, S. P.; Westall, F.; Martín-Torres, F. and Zorzano, M.-P. (2015). Fluids, evaporation and precipitates at Gale Crater. In: 46th Lunar and Planetary Science Conference, 16-20 Mar 2015, The Woodlands, TX, USA.

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.

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

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.

Warren, Clare; Mcdonald, Christopher and Kelley, Simon (2015). How and when does argon redistribute during a metamorphic cycle? In: Geophysical Research Abstracts, Copernicus Group, 17, article no. 3819.

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.

Yáñez, Cristina; Okada, Alexandra and Palau, Ramon (2015). New learning scenarios for the 21st century related to Education, Culture and Technology. RUSC. Universities and Knowledge Society Journal, 12(2) pp. 87–102.

2014

Gijbels, David; Donche, Vincent; Richardson, John T. E. and Vermunt, Jan D. eds. (2014). Learning patterns in higher education: dimensions and research perspectives. New Perspectives on Learning and Instruction. London: Routledge.

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.

Okada, Alexandra; Buckingham Shum, Simon and Sherborne, Tony eds. (2014). Knowledge Cartography: Software Tools and Mapping Techniques (2nd ed). Advanced Information and Knowledge Processing. London: Springer.

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 Apr - 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.

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Perryman, Leigh-Anne and Coughlan, Tony (2014). The marginalisation of open educational practices outside academia. In: Open Educational Resources 2014, 28-29 Apr 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 Jul 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; McAndrew, Patrick and O'Shea, Tim (2014). Distance learning, OER, and MOOCs: some UK experiences. In: Proceedings of the first ACM conference on Learning @ scale conference (L@S '14), ACM, New York, NY, USA, pp. 167–168.

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.

Serra, Antonio Roberto Coelho and Okada, Alexandra (2014). Mobilidade aberta: coaprendizagem e coinvestigação em ambientes acadêmicos. In: IKASNABAR 2014: 7th International Conference on Open Education and Educational Technology, 24-26 Jun 2014, Bilbao, Spain, pp. 242–259.

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 (2014). Learning Analytics for Scaffolding Academic Writing through Automatic Identification of Meta-discourse. In: 4th Learning Analytics and Knowledge Conference Doctoral Consortium, 24-28 Mar 2014, Indianapolis, USA.

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.

Souza, Karine Pinheiro de; Okada, Alexandra and Silva, Bento (2014). Competences for co-entrepreneurship: contribution to the understanding of the concept for Entrepreneurial education. In: International Congress on Education, Innovation and Learning Technologies (2014), 23-25 Jul 2014, Barcelona, Spain.

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.

Vale, Katie and Littlejohn, Allison (2014). Massive Open Online Courses: a traditional or transformative approach to learning? In: Littlejohn, Allison and Pegler, Chris eds. Reusing Open Resources: Learning in Open Networks for Work, Life and Education. Routledge.

Walton, Erin; Kelley, Simon; Herd, Chris and Irving, Anthony (2014). A laser probe 40Ar/39Ar investigation of poikilitic shergottite NWA 4797: implications for the timing of shock metamorphism. Geological Society Special Publications, 378 pp. 317–332.

Warren, Clare; Mcdonald, Christopher; Mottram, Catherine and Kelley, Simon (2014). Crystallisation, cooling or contamination: interpreting dispersion in metamorphic 40Ar/39Ar ages. In: Thermo2014: The 14th International Conference on Thermochronology, 8-12 Sep 2014, Chamonix-Mont Blanc, France.

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 Nov 2014, Milton Keynes, UK.

2013

Childs, Mark and Peachey, Anna eds. (2013). Understanding Learning in Virtual Worlds. Human Computer Interaction. London: Springer.

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 Oct 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 Sep 2013, Paphos (Cyprus), pp. 7–13.

Aronowsky, Audrey; Sanzenbacher, Beth; Childs, Mark; Peachey, Anna; Villanosa, Krystal; Thompson, Johanna and Angielczyk, Kenneth D. (2013). Promoting embodied learning through virtual and real world gaming experiences. In: Proceedings GLS 9.0 Games + Learning + Society Conference, Madison, Wisconsin, June 12 - 14, 2013 (Williams, Caroline C.; Ochsner, Amanda; Dietmeier, Jeremy and Steinkuehler, Constance eds.), ETC Press, pp. 68–74.

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.

Basu, S.; Jones, A. P.; Verchovsky, A. B.; Kelley, S. P. and Stuart, F. M. (2013). An overview of noble gas (He, Ne, Ar, Xe) contents and isotope signals in terrestrial diamond. Earth-Science Reviews, 126 pp. 235–249.

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 Mar 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.

Berendt, Bettina; Vuorikari, Riina; Littlejohn, Allison and Margaryan, Anoush (2013). Learning analytics and Their Application in Technology-enhanced Professional Learning. In: Littlejohn, Allison and Margaryan, Anoush eds. Technology-enhanced professional learning: Processes, practices and tools. Routledge.

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 Sep 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 Dec 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.

Butcher, John (2013). Book Review: The Mature Student's Guide to Writing (3rd ed), Jean Rose, 2012. Widening Participation and Lifelong Learning, 15(1) pp. 81–85.

Butcher, John and Maunder, Rachel (2013). Going URB@N: exploring the impact of undergraduate students as pedagogic researchers. Innovations in Education and Teaching International

Butcher, John and Schaber, Friedemann (2013). Undergraduate design learning in multiple partnerships: joinedupdesign for academies. International Journal of Technology and Design Education, 23(3) pp. 567–579.

Cannell, Pete (2013). Exploring open educational practice in an open university. In: UNISA Cambridge International Conference in Open, Distance and eLearning, 29 Sep - 2 Oct 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 Jun 2013, Glasgow, UK, pp. 4–12.

Childs, Mark and Peachey, Anna (2013). Love it or hate it: students’ responses to the experience of virtual worlds. In: Childs, Mark and Withnail, Greg eds. Experiential Learning in Virtual Worlds. Oxford: Inter-Disciplinary Press, pp. 27–46.

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 Apr 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 Mar 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 Apr - 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.

de Zeeuw van Dalfsen, Elske; Rymer, Hazel; Pedersen, Rikke; Sturkell, Erik; Sigmundsson, Freysteinn and Ófeigsson, Benedikt (2013). Geodetic data shed light on ongoing caldera subsidence at Askja, Iceland. Bulletin of Volcanology, 75(5) pp. 709–722.

Demouy, Valérie; Kan, Qian; Eardley, Annie and Kukulska-Hulme, Agnes (2013). Using mobile devices for language learning in a higher education distance learning context: motivations and behaviours. In: EUROCALL 2013, 11-14 Sep 2013, Évora, Portugal.

Dunwell, Ian; Lameras, Petros; Stewart, Craig; Petridis, Pangiotis; Arnab, Sylvester; Hendrix, Maurice; de Freitas, Sara; Gaved, Mark; Schuller, Björn and Paletta, Lucas (2013). Developing a digital game to support cultural learning amongst immigrants. In: First International Workshop on Intelligent Digital Games for Empowerment and Inclusion, 14 May 2013, Chania, Crete.

Evans, Carol; Richardson, John T. E. and Waring, Michael (2013). Field independence: Reviewing the evidence. British Journal of Educational Psychology, 83 pp. 210–224.

Falconer, Isobel; Littlejohn, Allison and McGill, Lou (2013). Fluid learning: vision for lifelong learning in 2030. OpenEducationEuropa.

Falconer, Isobel; McGill, Lou; Littlejohn, Alison and Boursinou, Eleni (2013). Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe. European Union.

Farrow, Robert and Deimann, Markus (2013). Rethinking OER and their use: open education as Bildung. International Review of Research in Open and Distance Learning, 14(3) pp. 344–360.

Faulkner, Dorothy and Coates, Elizabeth A. (2013). International perspectives on progress, change and development in early childhood education and care, 1993 to 2013. International Journal of Early Years Education, 21(2/3) pp. 121–124.

Faulkner, Dorothy and Coates, Elizabeth A. (2013). Early childhood policy and practice in England: twenty years of change. International Journal of Early Years Education, 21(2/3) pp. 244–263.

Ferguson, Rebecca; Gillen, Julia; Peachey, Anna and Twining, Peter (2013). The strength of cohesive ties: discursive construction of an online learning community. In: Childs, Mark and Peachey, Anna eds. Understanding Learning in Virtual Worlds. Human-Computer Interaction Series. London: Springer, pp. 83–100.

Ferguson, Rebecca; Wei, Zhongyu; He, Yulan and Buckingham Shum, Simon (2013). An evaluation of learning analytics to identify exploratory dialogue in online discussions. In: Third Conference on Learning Analytics and Knowledge (LAK 2013), 8-12 Apr 2013, Leuven, Belgium, ACM, pp. 85–93.

Field, Debora; Pulman, Stephen; Van Labeke, Nicolas; Whitelock, Denise and Richardson, John T. E. (2013). Did I really mean that? Applying automatic summarisation techniques to formative feedback. In: International Conference Recent Advances in Natural Language Processing, RANLP pp. 277–284.

FitzGerald, Elizabeth (2013). Situ8: browsing and capturing geolocated user-created content. In: Proceedings of the CALRG Annual Conference 2013, 11-12 Jun 2013, The Open University,Milton Keynes.

FitzGerald, Elizabeth and Adams, Anne (2013). GeoHCI for learning in the wild. In: GeoHCI Workshop at CHI 2013, 27-28 Apr 2013, Paris, France.

FitzGerald, Elizabeth; Ferguson, Rebecca; Adams, Anne; Gaved, Mark; Mor, Yishay and Thomas, Rhodri (2013). Augmented reality and mobile learning: the state of the art. International Journal of Mobile and Blended Learning, 5(4) pp. 43–58.

FitzGerald, Elizabeth; Taylor, Claire and Craven, Michael (2013). To the Castle! A comparison of two audio guides to enable public discovery of historical events. Personal and Ubiquitous Computing, 17(4) pp. 749–760.

Fransman, Jude (2013). Researching academic literacy practices around Twitter: Performative methods and their onto-ethical implications. In: Goodfellow, Robin and Lea, Mary R. eds. Literacy in the Digital University: Critical perspectives on learning, scholarship and technology. Society for Research into Higher Education (SRHE) series. Abingdon: Routledge, pp. 27–41.

Gaved, Mark; Jones, Ann; Kukulska-Hulme, Agnes; Scanlon, Eileen; Jones, Jan and Lameras, Petros (2013). MASELTOV Deliverable Report 7.2: Feedback and Progress Indicators. MASELTOV Consortium, Graz, Austria.

Gaved, Mark; Kukulska-Hulme, Agnes; Jones, Ann; Scanlon, Eileen; Dunwell, Ian; Lameras, Petros and Akiki, Oula (2013). Creating coherent incidental learning journeys on mobile devices through feedback and progress indicators. In: 12th World Conference on Mobile and Contextual Learning (mLearn 2013), 22-24 Oct 2013, Doha, Qatar, QScience.com.

Gaved, Mark; Kukulska-Hulme, Agnes; Scanlon, Eileen; Jones, Ann; Jones, Janet; Dunwell, Ian and Lameras, Petros (2013). MASELTOV Deliverable Report 7.1.2: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria.

Giesbers, B.; Rienties, B.; Tempelaar, D. and Gijselaers, W. (2013). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: the impact of motivation. Journal of Computer Assisted Learning, 30(1) pp. 30–50.

Giesbers, Bas; Rienties, Bart; Tempelaar, Dirk and Gijselaers, Wim (2013). Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Computers in Human Behavior, 29(1) pp. 285–292.

Gilmour, I.; Jolley, D.W.; Watson, J. S.; Gilmour, M. A. and Kelley, S. P. (2013). Post-impact heating of a crater lake. In: European Planetary Science Congress 2013, 08-13 Sep 2013, London.

Gilmour, Iain; Gilmour, Mabs; Jolley, David; Kelley, Simon; Kemp, David; Daly, Robert and Watson, Jonathan (2013). A high-resolution nonmarine record of an early Danian hyperthermal event, Boltysh crater, Ukraine. Geology, 41(7) pp. 783–786.

Goodfellow, Robin (2013). The literacies of ‘digital scholarship’ – truth and use values. In: Goodfellow, Robin and Lea, Mary eds. Literacy in the Digital University: Literacy in the Digital University: critical perspectives on learning, scholarship and technology. Research into Higher Education. Abingdon: Routledge, (In press).

Goodfellow, Robin and Lea, Mary (2013). Introduction: literacy, the digital, and the university. In: Goodfellow, Robin and Lea, Mary eds. Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology. Research into Higher Education. Abingdon: Routledge, pp. 1–14.

Goodyear, Peter; Jones, Chris and Thompson, Katherine (2013). Computer-supported collaborative learning: instructional approaches, group processes and educational designs. In: Spector, J. M.; Merrill, M. D.; Elen, J. and Bishop, M. J. eds. Handbook of Research on Educational Communications and Technology (4th Edition). New York: Springer, pp. 439–452.

Hall, Marion; Nix, Ingrid and Baker, Kirsty (2013). Student experiences and perceptions of digital literacy skills development: engaging learners by design? Electronic Journal of e-Learning, 11(3) pp. 207–225.

Hampel, Regine and de los Arcos, Beatriz (2013). Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme. Innovation in Language Learning and Teaching, 7(2) pp. 158–178.

Hansen, Cecilie; Emin, Valérie; Wasson, Barbara; Mor, Yishay; Rodríguez-Triana, María Jesús; Dascalu, Mihai; Ferguson, Rebecca and Pernin, Jean-Philippe (2013). Towards an integrated model of teacher inquiry into student learning, learning design and learning analytics. In: EC-TEL 2013 Eighth European Conference on Technology Enhanced Learning, 17-21 Sep 2013, Paphos (Cyprus), Springer-Verlag, pp. 605–606.

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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 Apr 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.

McGill, Lou; Falconer, Isobel; Dempster, Jay; Littlejohn, Allison and Beetham, Helen (2012). SCORE outline report. HEFCE.

McGill, Lou; Falconer, Isobel; Dempster, Jay; Littlejohn, Allison and Beetham, Helen (2012). HEFCE OER Review Interim Report. HEFCE.

Meister, Izabel Patricia; Okada, Alexandra and Mikroyannidis, Alexander (2012). An OER collaborative environment: Openscout tool library and colearn community. In: IADIS International Conference: e-Society 2012, 10-13 Mar 2012, Berlin, Germany.

Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter; Rusman, Ellen; Specht, Marcus; Stefanov, Krassen; Protopsaltis, Aristos; Held, Paul and Hetzner, Sonia (2012). weSPOT: a cloud-based approach for personal and social inquiry. In: 1st International Workshop on Cloud Education Environments, 15-16 Nov 2012, Antigua, Guatemala.

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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.

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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 Jun 2012, University of Hertfordshire, Hatfield, Herts., UK.

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Okada, Alexandra (2012). Participatory design: creating Open Educational Resources using social media. In: 6th International Conference on Design Principles and Practices, 20-22 Jan 2012, Los Angeles, CA, USA.

Okada, Alexandra; Connolly, Teresa and Scott, Peter J. eds. (2012). Collaborative Learning 2.0: Open Educational Resources. IGI Global.

Okada, Alexandra and Ferreira, Giselle (2012). Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom. Revista Teias, 13(30) pp. 327–353.

Okada, Alexandra and Leslie, Scott (2012). The OER FLOW and social media. In: Open Education Conference 2012, 16-18 Oct 2012, Vancouver, BC, Canada.

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 and Meister, Izabel (2012). Projeto OpenScout Tool-Library: integrando pessoas, recursos e histórias. Revista CET, 1(2) pp. 86–96.

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 Apr 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 Jun 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 Jun 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 Sep 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.

Renne, Paul R.; Mulcahy, Sean R.; Cassata, William S.; Morgan, Leah E.; Kelley, Simon P.; Hlusko, Leslea and Njau, Jackson (2012). Retention of inherited Ar by alkali feldspar xenocrysts in a magma: Kinetic constraints from Ba zoning profiles. Geochimica et Cosmochimica Acta, 93 pp. 129–142.

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, 26-29 Jun 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 Jul 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, Jul 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, Apr 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 Mar 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 Oct 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 Mar 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.

Specht, Markus; Bedek, Michael; Duval, Erik; Okada, Alexandra; Krassen, Stefanov; Parodi, Elisabetta; Kikis-Papadakis, Kathy and Strahovnik, Vojko (2012). WESPOT: Inquiry based learning meets learning analytics. In: Proceeding: The Third International Conference on e-Learning, Belgrade Metropoloitan University, pp. 15–20.

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 Sep 2012, Heraklion, Crete.

Thomas, Rhodri (2012). Deploying Google Apps into the curriculum. In: Google Apps for EDU European User Group, 15 Jun 2012, Portsmouth.

Thomas, Rhodri (2012). Curriculum integration of Google Apps. In: Google Apps for Education: European Summit, 13-14 Oct 2012, International School of Prague, Czech Republic.

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.

Tindle, Andrew and Kelley, Simon (2012). Moon Rocks: An Introduction to the Geology of the Moon. Open University.

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 Sep 2013, Saarbrucken, Germany, pp. 101–116.

Warren, C. J.; Smye, A. J.; Kelley, S. P. and Sherlock, S. C. (2012). Using white mica 40Ar/39Ar data as a tracer for fluid flow and permeability under high-P conditions: Tauern Window, Eastern Alps. Journal of Metamorphic Geology, 30(1) pp. 63–80.

Warren, Clare; Hanke, Felix and Kelley, Simon (2012). When can muscovite 40Ar/39Ar dating constrain the timing of metamorphic exhumation? Chemical Geology, 291 pp. 79–86.

Warren, Clare; Kelley, Simon and Sherlock, Sarah (2012). Metamorphic rocks seek meaningful cooling rates: new views from muscovite 40Ar/39Ar dating. In: 22nd V.M. Goldschmidt Conference, 24-29 Jun 2012, Montreal, Canada.

Warren, Clare; Kelley, Simon; Sherlock, Sarah and Mcdonald, Christopher (2012). 40Ar/39Ar systematics in an exhumed ultra-high pressure terrane: implications for the timing of exhumation. In: European Geosciences Union General Assembly 2012, 22-27 Apr 2012, Vienna, Austria.

Warren, Clare J.; Kelley, Simon P.; Sherlock, Sarah C. and Mcdonald, Christopher S. (2012). Metamorphic rocks seek meaningful cooling rate: interpreting 40Ar/39Ar ages in an exhumed ultra-high pressure terrane. Lithos, 155 pp. 30–48.

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 Mar 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 Jun 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 Jun 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.

Peachey, Anna and Childs, Mark eds. (2011). Reinventing Ourselves: Contemporary Concepts of Identity in Virtual Worlds. Springer Series in Immersive Environments. London: Springer.

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 Jun 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 Aug - 3 Sep 2011, Exeter, UK.

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