Currently browsing: OpenTEL Research Group

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2021To Top

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

2020To Top

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Weller, Martin (2020). 25 Years of Ed Tech. Canada: Athabasca University Press.

2019To Top

Buckingham Shum, Simon; Ferguson, Rebecca and Martinez-Maldonado, Roberto (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2) pp. 1–9.

Coughlan, Tim (2019). The use of open data as a material for learning. Educational Technology Research and Development (Early access).

Coughlan, Tim; Lister, Kate and Freear, Nick (2019). Our Journey: Designing and utilising a tool to support students to represent their study journeys. In: Proceedings of the 13th Annual International Technology, Education and Development Conference (INTED) 2019 pp. 3140–3147.

de Waard, I. and Kukulska-Hulme, A. (2019). Learners Self-directing Learning in FutureLearn MOOCs: A Learner-Centered Study. In: Transforming Learning with Meaningful Technologies. EC-TEL 2019. (Scheffel, M; Broisin, J; Pammer-Schindler, V; Ioannou, A and Schneider, J eds.), Lecture Notes in Computer Science, Vol 11722, Springer, Cham, pp. 127–141.

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

Ferguson, Rebecca (2019). Teaching and Learning at Scale: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity Press, pp. 33–50.

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

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2019). Exploring the emotions of distance learning students in an assessed, online, collaborative project. In: Connecting through Educational Technology - Proceedings of the European Distance and E-Learning Network 2019 Annual Conference (Volungeviciene, Airina and Szűcs, András eds.), 16-19 Jun 2019, Bruges, Belgium, pp. 251–259.

Holmes, Wayne; Bektik, Duygu; Woolf, Beverly and Luckin, Rose (2019). Ethics in AIED: Who cares? In: 20th International Conference on Artificial Intelligence in Education (AIED'19), 25-29 Jun 2019, Chicago.

Holmes, Wayne; Iniesto, Francisco; Sharples, Mike and Scanlon, Eileen (2019). ETHICS in AIED: Who Cares? An EC-TEL workshop. In: EC-TEL 2019 Fourteenth European Conference on Technology Enhanced Learning, 16-19 Sep 2019, Delft (Netherlands).

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

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2019). Auditing the accessibility of MOOCs: a four-component approach. In: EC-TEL 2019 Fourteenth European Conference on Technology Enhanced Learning, 16-19 Sep 2019, Delft (Netherlands).

Iniesto, Francisco and Rodrigo, Covadonga (2019). YourMOOC4all: a recommender system for MOOCs based on collaborative filtering implementing UDL. In: EC-TEL 2019 Fourteenth European Conference on Technology Enhanced Learning, 16-19 Sep 2019, Delft (Netherlands).

Iniesto, Francisco; Rodrigo, Covadonga and Hillaire, Garron (2019). Applying UDL Principles in an Inclusive Design Project Based on MOOCs Reviews. In: Gronseth, Susie and Dalton, Elizabeth Dalton eds. Universal access through inclusive instructional design: International perspectives on UDL. New York: Routledge, pp. 197–207.

Ismail, Nashwa and Kinchin, Gary (2019). Can Online Collaborative Works Offer a Solution to the Over Crowded Classes in Egyptian Universities? International Journal of Management and Applied Research, 6(2) pp. 48–67.

Jones, Ann; Rienties, Bart and Blake, Canan (2019). Evidence-based Learning: Foundations. In: Ferguson, Amy; Jones, Ann and Scanlon, Eileen eds. Educational Visions: The lessons from 40 years of innovation. London: Ubiquity Press, pp. 93–108.

Khatun, Mirza Akhi; Chowdhury, Niaz and Uddin, Mohammed Nasir (2019). Malicious Nodes Detection based on Artificial Neural Network in IoT Environments. In: 22nd International Conference on Computer and Information Technology (ICCIT), Dec 2019, Dhaka, Bangladesh.

Kukulska-Hulme, Agnes (2019). Assistance for Mobile Language Learners. In: Proceedings of 10th International Conference on e-Learning (Trebinjac, Bojana and Jovanović, Slobodan eds.), Belgrade Metropolitan University, Belgrade, pp. 9–11.

Kukulska-Hulme, Agnes and Traxler, John (2019). Design principles for learning with mobile devices. In: Beetham, Helen and Sharpe, Rhona eds. Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. 3rd edition. Routledge, pp. 181–196.

Lewis, Tim and Peters, Heidrun (2019). Sprachen lernen im Tandem: Prinzipien & Kompetenzerwerb. In: Spänkuch, Enke; Dittmann, Tim; Seeliger-Mächler, Bianca; Peters, Heidrun and Buschmann-Göbels, Astrid eds. Lernprozesse im Tandem –ermöglichen, begleiten, erforschen. GiF:on: Giessener Fremdsprachendidaktik (13). Giessen: University of Giessen, pp. 11–32.

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

Okada, A.; Rocha, K.; Fuchter, S.; Zucchi, S. and Wortley, D. (2019). Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition. In: Technology Enhanced Assessment Conference (TEA 2018): Revised Selected Papers (Draaijer, Silvester; Joosten-ten Brinke, Desirée and Ras, Eric eds.), Communications in Computer and Information Science, pp. 91–101.

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

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

Ramos, André L. M.; Korb, Thiago and Okada, Alexandra (2019). Immersive Analytics Through HoloSENAI MOTOR Mixed Reality App. In: Intelligent Computing: Proceedings of the 2019 Computing Conference, Vol. 1, Advances in Intelligent Systems and Computing (AISC), Springer, pp. 1259–1268.

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

Scanlon, Eileen; Herodotou, Christothea; Whitelock, Denise and Edwards, Chris (2019). STEM Learning: Foundations. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational Visions: Lessons from 40 years of innovation. London: Ubiquity Press, pp. 127–138.

Shi, Lijing and Stickler, Ursula (2019). Using technology to learn to speak Chinese. In: Shei, Chris; McLellan Zikpi, Monica E and Chao, Der-Lin eds. Routledge Handbook of Chinese Language Teaching. London: Routledge, pp. 509–525.

Traxler, John; Timothy, Read; Kukulska-Hulme, Agnes and Barcena, Elena (2019). Paradoxical paradigm proposals - Learning languages in mobile societies. Argentinian Journal of Applied Linguistics (AJAL), 7(2) pp. 89–109.

2018To Top

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

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

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

Braun, Daniel; Reiter, Ehud and Siddharthan, Advaith (2018). SaferDrive: an NLG-based Behaviour Change Support System for Drivers. Natural Language Engineering, 24(4) pp. 551–588.

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

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

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.

Curtis, Vickie (2018). Online Citizen Science and the Widening of Academia: Distributed Engagement with Research and Knowledge Production. Palgrave Studies in Alternative Education. Cham, Switzerland: Palgrave Macmillan.

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.

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

Iniesto, Francisco and Rodrigo, Covadonga (2018). YourMOOC4all: a MOOCs inclusive design and useful feedback research project. In: Learning with MOOCS 2018: MOOCs for All – A Social and International Approach, 26-28 Sep 2018, Madrid.

Ismail, Nashwa and Chansawang, Rochaporn (2018). Promoting agritourism through connecting young farmers using mobile technology in Thailand. In: 2018 Newton Inclusive Innovation for Enhanced Local Experience in Tourism, 28-31 Aug 2018, Phukt, Thailand.

Kukulska-Hulme, Agnes (2018). Mobile assistance for personal learning on a massive scale. In: Orsini-Jones, Marina and Smith, Simon eds. Flipping the blend through MOOCs, MALL and OIL - new directions in CALL. Research-publishing.net, pp. 1–8.

Kukulska-Hulme, Agnes and Chen, Yongli (2018). Rethinking distance education in China: Mobile-assisted language learning designs in a blended foreign language curriculum. In: Palalas, Agnieszka ed. Blended Language Learning: International Perspectives on Innovative Practices. Beijing: China Central Radio and Television University Press Co., Ltd..

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.

Li, Chenxi (Cecilia) and Lewis, Tim (2018). Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework. International Journal of Computer-Assisted Language Learning and Teaching, 8(3) pp. 50–72.

Lister, Katharine and Coughlan, Tim (2018). Student perceptions of the language of disability, deficit and empowerment. In: Proceedings of the fifth Widening Participation Conference, Open University, Milton Keynes.

Pitt, Rebecca (2018). Evaluating the BizMOOC project Learning to Learn MOOC: The OpenupEd Quality Framework in Action. In: International Entrepreneurship | Przedsiębiorczość Międzynarodowa, 4(3) pp. 327–340.

Read, Tim; Traxler, John; Barcena, Elena and Kukulska-Hulme, Agnes (2018). Scaffolding the development of learner skills for mobile open social language learning. In: OER18: Open to All, 18-19 Apr 2018, Bristol.

Traxler, John; Read, Timothy; Barcena, Elena and Kukulska-Hulme, Agnes (2018). Mobile open social language learning: towards a paradigm shift. In: Read, Timothy; Montaner, Salvador and Sedano, Beatriz eds. Technological Innovation for Specialized Linguistic Domains: Languages for Digital Lives and Cultures (Proceedings of TISLID'18). Mauritius: Éditions Universitaires Européennes, pp. 397–406.

Weller, Martin (2018). Twenty Years of Edtech. Educause Review Online, 53(4) pp. 34–48.

Weller, Martin (2018). The Digital Scholar Revisited. The Digital Scholar: Philosopher’s Lab, 1(2) pp. 52–71.

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: Voogt, J.; Knezek, G.; Christensen, R. and Lai, K. W. eds. Second Handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education.

2017To Top

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.

Pitt, Rebecca; Friedl, Christian; Jansen, Darco and Driha, Oana (2017). The MOOC potential to address European challenges in CPD and continuous education. In: Higher Education for the Future: Accelerating and Strengthening Innovation. EADTU Conference Proceedings (Ubachs, George and Konings, Lizzie eds.), EADTU, pp. 369–380.

2016To Top

2008To Top

Kukulska-Hulme, Agnes; Sharples, Mike; Milrad, Marcelo; Arnedillo-Sánchez, Inmaculada and Vavoula, Giasemi (2008). Innovazione nel mobile learning. Tecnologie Didattiche, 44(2) pp. 4–21.

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