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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.

Farrow, Robert; Weller, Martin; Pitt, Rebecca; Iniesto, Francisco; Algers, Anne; Almousa, Samia; Baas, Marjon; Bentley, Penny; Bozkurt, Aras; Butler, Walter; Cardoso, Paula; Chtena, Natascha; Cox, Glenda; Czerwonogora, Ada; Dabrowski, Michael T.; Darby, Robert; DeWaard, Helen; Kathy, Essmiller; Johanna, Funk; Jenni, Hayman; Emily, Helton; Huth, Kate; Hutton, Sarah C.; Iyinolakan, Olawale; Johnson, Kathryn R.; Jordan, Katy; Kuhn, Caroline; Lambert, Sarah; Mittelmeier, Jenna; Nagashima, Tomo; Nerantzi, Chrissi; O'Reilly, Jessica; Paskevicius, Michael; Peramunugamage, Anuradha; Pete, Judith; Power, Virginia; Pulker, Hélène; Rabin, Eyal; Rets, Irina; Roberts, Verena; Rodés, Virginia; Sousa, Lorena; Spica, Elizabeth; Vizgirda, Vidminas; Vladimirschi, Viviane and Witthaus, Gabi (2023). The Go-GN Open Research Handbook. Milton Keynes: Global OER Graduate Network.

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

Weller, Martin (2022). Metaphors of Ed Tech. Issues in Distance Education. Canada: Athabasca University Press.

Edited BookTo Top

Fominykh, Mikhail and Aristeidou, Maria eds. (2022). Proceedings of the Doctoral Consortium of Sixteenth European Conference on Technology Enhanced Learning co-located with the Sixteenth European Conference on Technology Enhanced Learning (EC-TEL 2021). CEUR Workshop Proceedings.

Hitchcock, Colleen, Vance-Chalcraft, Heather and Aristeidou, Maria. eds. (2021) Citizen Science in Higher Education. Citizen Science: Theory and Practice [Special Collection].

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

Whitelock, Denise; Herodotou, Christothea; Cross, Simon and Scanlon, Eileen eds. (2021). Open Voices on Covid-19: Covid challenges and opportunities driving the research agenda. England: Open Learning: The Journal of Open, Distance and E-learning.

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

Book SectionTo Top

Aristeidou, Maria; Sharples, Mike and Scanlon, Eileen (2021). Technologies for citizen inquiry: participatory research in online communities. In: Burns, Danny; Howard, Joanna and Ospina, Sonia M. eds. The SAGE Handbook of Participatory Research and Inquiry. London: SAGE Publications, pp. 496–512.

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.

Charitonos, Koula (2022). Opening spaces of learning: a sociomaterial investigation of object-based approaches with migrant youth in and beyond the heritage language classroom. In: Lytra, Vally; Ros i Solé, Cristina; Anderson, Jim and Macleroy, Vicky eds. Liberating Language Education. Bristol: Multilingual Matters, pp. 205–225.

Charitonos, Koula and Uwihoreye, Chaste (2023). Studying participatory arts-based psychosocial support and peacebuilding at a distance through a topological lens: the case of MAP at Home project in Rwanda. In: Breed, Ananda; Pells, Kirrily; Marambio, Helena and Timalsina, Rajib eds. Arts-based Approaches for Peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal. Abingdon: Routledge (In Press).

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Spherical 360-degree video recording and viewing in educational research: a case-study from India. In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook of Digital Higher Education. Elgar Handbooks in Education. Edward Elgar.

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.

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.

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.

Hall, Johanna; Herodotou, Christothea and Iacovides, Ioanna (2022). Measuring player creativity in digital entertainment games using the Creativity in Gaming Scale. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. London: Rutledge, pp. 158–170.

Helm, Francesca and Hauck, Mirjam (2022). Language, Identity and Positioning in Virtual Exchange. In: Klimanova, Liudmila ed. Identity, Multilingualism and CALL: Responding to New Global Realities. Advances in CALL Research and Practice. Sheffield: Equinox, pp. 24–48.

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.

Holliman, Richard (1998). British public affairs media and the coverage of ‘Life on Mars?’. In: Scanlon, Eileen; Whitelegg, Liz and Yates, Simeon eds. Communicating Science: Contexts and Channels, Volume Reader 2. London and New York: Routledge, pp. 270–286.

Iniesto, Francisco and Hillaire, Garron (2022). UDL and its implications in MOOC accessibility evaluation. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Abingdon: Routledge, pp. 208–224.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2023). A mixed-methods study with MOOC learners to understand their motivations and accessibility needs. In: Olivier, Jako and Rambow, Andreas eds. Open Educational Resources in Higher Education A Global Perspective. Future Education and Learning Spaces. Springer, pp. 175–201.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2022). Accessibility in MOOCs: the stakeholders’ perspectives. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open world learning: research, Innovation and the Challenges of High-Quality Education. London: Routledge, pp. 119–130.

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.

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.

Kukulska-Hulme, Agnes (2021). Moving Language Teaching and Learning from the Known to the Unknown. In: Miller, Lindsay and Wu, Junjie Gavin eds. Language Learning with Technology: Perspectives from Asia. Singapore: Springer, pp. 3–12.

Kukulska-Hulme, Agnes (2021). Conclusions: A Lifelong Perspective on Mobile Language Learning. In: Morgana, Valentina and Kukulska-Hulme, Agnes eds. Mobile Assisted Language Learning Across Educational Contexts. Routledge Focus on Applied Linguistics. Routledge, pp. 122–133.

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

Kukulska-Hulme, Agnes and 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.

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.

Lewis, Tim; Rienties, Bart and Rets, Irina (2022). Communication, Metacommunication and Intercultural Effectiveness in Virtual Exchange: The Evaluate Project. In: Potolia, Anthippi and Derivry-Plard, Marine eds. Virtual Exchange for Intercultural Language Learning and Teaching: Fostering Communication for the Digital Age. Routledge Research in Language Education. London & New York: Routledge, pp. 133–155.

Major, L.; Twiner, A. and Wegerif, R. (2022). Simulated virtual internships in schools: Engaging learners with the world of work to promote collaborative creativity. In: MacCallum, K. and Parsons, D. eds. Industry Practices, Processes and Techniques Adopted in Education. Singapore: Springer, pp. 173–195.

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.

Murphy, Victoria; Iniesto, Francisco and Scanlon, Eileen (2022). Higher Education’s Digitalisation: Past, Present, and Future. In: Kaplan, Andreas ed. Digital Transformation and Disruption of Higher Education. Cambridge University Press.

Murphy, Victoria; Littlejohn, Allison and Rienties, Bart C. (2019). 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.

Papathoma, Tina; Littlejohn, Allison and Ferguson, Rebecca (2022). Enabling online learning: who are the educators? In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook of Digital Higher Education. Elgar Handbooks in Education. Elgar, pp. 99–110.

Pitt, Rebecca (2023). Open Textbooks in Higher Education Teaching. In: Otto, Daniel; Scharnberg, Gianna; Kerres, Michael and Zawacki-Richter, Olaf eds. Distributed Learning Ecosystems: Concepts, Resources, and Repositories. Springer VA Wiesbaden, pp. 97–113.

Rienties, Bart (2022). Implementing learning analytics at scale in an online world: lessons learned from the Open University UK. In: Liebowitz, J. ed. Online learning analytics. Abingdon: Taylor & Francis, pp. 57–78.

Rienties, Bart; Balaban, Igor; Divjak, Blazenka; Grabar, Darko; Svetec, Barbi and Vondra, Petra (2023). Applying and translating learning design and analytics approaches across borders. In: Viberg, Olga and Grönlund, Åke eds. Practicable Learning Analytics. Advances in Analytics for Learning and Teaching. Cham: Springer, pp. 35–53.

Rienties, Bart and Herodotou, Christothea (2022). Making sense of learning data at scale. In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook for Digital Higher Education. Cheltenham: Edward Elgar Publishing, pp. 260–270.

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.

Rienties, Bart; Tempelaar, Dirk; Nguyen, Quan and Rogaten, Jekaterina (2022). The Use of Data Analytics to support the development of assessment practices in higher education. In: Evans, Carol and Waring, Michael eds. Research Handbook on Innovations in Assessment and Feedback in Higher Education. London: Edward Elgar Publishing, (In Press).

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 (2021). A Critical Review of Learning Gains Methods and Approaches. In: Hughes, Christina and Tight, Malcolm eds. Learning Gain in Higher Education. International Perspectives on Higher Education Research, 14. Emerald, pp. 17–31.

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.

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.

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.

Toetenel, L. and Rienties, B. (2020). The Virtuous Circle of Learning Design and Learning Analytics to Develop Student Centred Online Education. In: Klemencic, M and Hoidn, S. eds. Routledge Handbook on Student-Centred Learning in Higher Education. Routledge.

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.

Ullmann, Thomas and Rienties, Bart (2021). Using text analytics to understand open-ended student comments at scale: Insights from four case studies. In: Shah, Mahsood; Richardson, John T. E.; Pabel, Anja and Oliver, Beverley eds. Assessing and Enhancing Student Experience in Higher Education. Cham: Palgrave Macmillan, pp. 211–233.

Weller, Martin (2022). The Rise and Development of Digital Education. In: Zawacki-Richter, Olaf and Jung, Insung eds. Handbook of Open, Distance and Digital Education. Singapore: Springer, pp. 1–17.

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.

Journal ItemTo Top

Aristeidou, Maria; Ferguson, Rebecca; Perryman, Leigh-Anne and Tegama, Natalie (2021). The Roles and Value of Citizen Science: Perceptions of Professional Educators Enrolled on a Postgraduate Course. Citizen Science: Theory and Practice, 6(1), article no. 24.

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

Aristeidou, Maria; Herodotou, Christothea; Ballard, Heidi L.; Higgins, Lila; Johnson, Rebecca F.; Miller, Annie E.; Young, Alison N. and Robinson, Lucy D. (2021). How Do Young Community and Citizen Science Volunteers Support Scientific Research on Biodiversity? The Case of iNaturalist. Diversity, 13(7), article no. 318.

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

Aristeidou, Maria; Lorke, Julia and Ismail, Nashwa (2022). Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations. International Journal of Science and Mathematics Education (Early Access).

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

Atchison, Chris; Marshall, Anita and Collins, Trevor (2019). A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities. Journal of Geoscience Education, 67(4) pp. 472–486.

Berendt, Betina; Littlejohn, Allison and Blakemore, Mike (2020). AI in Education: learner choice and fundamental rights. Learning, Media and Technology, 45(3) pp. 312–324.

Bozkurt, Aras; Xiao, Junhong; Lambert, Sarah; Pazurek, Angelica; Crompton, Helen; Koseoglu, Susan; Farrow, Robert; Bond, Melissa; Nerantzi, Chrissi; Honeychurch, Sarah; Bali, Maha; Dron, Jon; Mir, Kamran; Stewart, Bonnie; Costello, Eamon; Mason, Jon; Stracke, Christian; Romero-Hall, Enilda; Koutropoulos, Apostolos; Mae Toquero, Cathy; Singh, Lenandlar; Tlili, Ahmed; Lee, Kyungmee; Nichols, Mark; Ossiannilsson, Ebba; Brown, Mark; Irvine, Valerie; Elisa Raffaghelli, Juliana; Santos-Hermosa, Gema; Farrell, Orna; Adam, Taskeen; Li Thong, Ying; Sani-Bozkurt, Sunagul; C Sharma, Ramesh; Hrastinski, Stefan and Jandrić, Petar (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape. Asian Journal of Distance Education (Early access).

Brasher, Andrew; Whitelock, Denise; Holmes, Wayne; Pozzi, Francesca; Persico, Donatella; Manganello, Flavio; Passarelli, Marcello and Sangrà, Albert (2022). Comparing the comparators: How should the quality of education offered by online universities be evaluated? European Journal of Education, 57(2) pp. 306–324.

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.

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

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

Charitonos, Koula and Littlejohn, Allison (2022). Professional Learning in healthcare settings in resource-limited environments: What are the tensions for professionals’ knowing and learning about antimicrobial resistance? Studies in Continuing Education, 44(3) pp. 475–492.

Collins, Trevor D.; Atchison, Christopher L. and Whitmeyer, Steven J. (2022). A critical incident analysis of inclusive fieldwork with students as co-researchers. Journal of Geography in Higher Education (Early Access).

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

Coughlan, Tim and Goff, Jenny (2019). Creating Open Online Courses with Learner Representative Partners to Widen Participation in Higher Education. Journal of Learning for Development - JL4D, 6(2) pp. 143–159.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Aubrey-Smith, Fiona and Tanglang, Nebath (2023). Decision Making in Shifts to Online Teaching: Analysing Reflective Narratives from Staff Working in African Higher Educational Institutions. Trends in Higher Education, 2(1) pp. 123–139.

Coughlan, Tim; Pitt, Beck and Farrow, Rob (2019). Forms of Innovation Inspired by Open Educational Resources: A Post-Project Analysis. Open Learning: The Journal of Open, Distance and e-learning, 34(2) pp. 156–175.

Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew (2023). The impact of online exams on the quality of distance learners' exam and exam revision experience: Perspectives from The Open University UK. Online Learning Journal (In Press).

Cross, Simon; Sharples, Mike; Healing, Graham and Ellis, Jim (2019). Distance Learners’ Use of Handheld Technologies: Mobile Learning Activity, Changing Study Habits, and the ‘Place’ of Anywhere Learning. International Review of Research in Open and Distributed Learning, 20(2) pp. 223–241.

Curtis, Vickie (2018). Patterns of Participation and Motivation in Folding@home: The Contribution of Hardware Enthusiasts and Overclockers. Citizen Science: Theory and Practice, 3(1) pp. 1–14.

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.

Farrow, Robert (2023). The possibilities and limits of XAI in education: a socio-technical perspective. Learning, Media and Technology (Early Access).

Farrow, Robert; Ferguson, Rebecca; Weller, Martin; Pitt, Rebecca; Sanzgiri, Janesh and Habib, Mustafa (2021). Assessment and Recognition of MOOCs: The State of the Art. Journal of Innovation in Polytechnic Education, 3(1) pp. 15–26.

FitzGerald, Elizabeth; Sargent, Julia; Elkins, Caroline; Wilson, Jane and Bossu, Carina (2023). Evidencing the impact of institutional scholarship: a tried and tested approach. Transformative Dialogues: Teaching and Learning Journal (In Press).

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.

Goshtasbpour, Fereshte; Swinnerton, Bronwen J. and Pickering, James D. (2022). Twelve tips for engaging learners in online discussions. Medical Teacher, 44(3) pp. 244–248.

Herodotou, Christothea; Muirhead, Dave K.; Aristeidou, Maria; Hole, Malcolm J.; Kelley, Simon; Scanlon, Eileen and Duffy, Marcus (2020). Blended and online learning: A comparative study of virtual microscopy in Higher Education. Interactive Learning Environments, 28(6) pp. 713–728.

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

Hillaire, Garron; Iniesto, Francisco and Rienties, Bart (2019). Humanising Text-to-Speech Through Emotional Expression in Online Courses. Journal of Interactive Media in Education, 1, article no. 12.

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

Hitchcock, Colleen; Vance-Chalcraft, Heather and Aristeidou, Maria (2021). Citizen Science in Higher Education. Citizen Science: Theory and Practice, 6(1), article no. 22.

Holmes, Wayne; Iniesto, Francisco; Anastopoulou, Stamatina and G. Boticario, Jesus (2023). Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education. The International Review of Research in Open and Distributed Learning, 24(2) pp. 96–117.

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

Iniesto, Francisco; Charitonos, Koula and Littlejohn, Allison (2022). A review of research with co-design methods in health education. Open Education Studies, 4 pp. 273–295.

Iniesto, Francisco; Coughlan, Tim; Lister, Kate; Devine, Peter; Freear, Nicholas D.; Greenwood, Richard; Holmes, Wayne; Kenny, Ian; McLeod, Kevin and Tudor, Ruth (2023). Creating ‘a simple conversation’: Designing a conversational user interface to improve the experience of accessing support for study. ACM Transactions on Accessible Computing, 16(1), article no. 6.

Iniesto, Francisco; Ferguson, Rebecca; Weller, Martin; Farrow, Robert and Pitt, Rebecca (2022). Introducing a reflective framework for the assessment and recognition of microcredentials. Open Technology in Education, Society, and Scholarship Association (OTESSA) Journal, 2(2) pp. 1–24.

Iniesto, Francisco; Hillaire, Garron and Mittelmeier, Jenna (2019). [Editorial] Special Collection on Doctoral Research: Learning in an Open World. Journal of Interactive Media in Education, 2019(1), article no. 8.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2022). A qualitative study to understand the perspectives of MOOC providers on accessibility. Australasian Journal of Educational Technology, 38(1) pp. 87–101.

Iniesto, Francisco; Rodrigo, Covadonga and Hillaire, Garron (2022). A Case Study to Explore a UDL Evaluation Framework Based on MOOCs. Applied Sciences, 13, article no. 476.

Iniesto, Francisco; Tabuenca, Bernardo; Rodrigo, Covadonga and Tovar, Edmundo (2021). Challenges to Achieving a More Inclusive and Sustainable Open Education. Journal of Interactive Media in Education, 2021(1), article no. 28.

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.

Kaatrakoski, Heli; Littlejohn, Allison and Charitonos, Koula (2021). Antimicrobial resistance challenging professional learning in three LMICs. Journal of Workplace Learning, 33(6) pp. 446–459.

Kaliisa, Rogers; Rienties, Bart; Mørch, Anders I. and Kluge, Anders (2022). Social Learning Analytics in Computer-Supported Collaborative Learning Environments: A Systematic Review of Empirical Studies. Computers and Education Open, article no. 100073.

Kukulska-Hulme, Agnes (2019). Mobile Language Learning Innovation Inspired by Migrants. Journal of Learning for Development - JL4D, 6(2) pp. 116–129.

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; Arús-Hita, Jorge and García Laborda, Jesús (2021). Mobile, Open and Social Language Learning Designs and Architectures. Journal of Universal Computer Science, 27(5) pp. 413–424.

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.

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

Lister, Kate and McFarlane, Ruth (2021). Designing for wellbeing: An inclusive learning design approach with student mental health vignettes. Open Praxis, 13(2) pp. 184–200.

Lister, Kate; Pearson, Victoria; Coughlan, Tim and Tessarolo, Felipe (2022). Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education. Education Sciences, 12(8), article no. 571.

Lister, Kate; Seale, Jane and Douce, Christopher (2021). Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing. Open Learning: The Journal of Open, Distance and e-learning (Early Access).

Littlejohn, Allison; Charitonos, Koula and Kaatrakoski, Heli (2019). The Role of Professional Learning in Addressing Global Challenges: Tensions and Innovations Associated With AMR. Frontiers in Education, 4, article no. 112.

Littlejohn, Allison; Hood, Nina; Rehm, Martin; McGill, Lou; Rienties, Bart and Highton, Melissa (2021). Learning to become an online editor: the editathon as a learning environment. Interactive Learning Environments, 29(8) pp. 1258–1271.

Marr, Elizabeth (2018). Adult Learning, Social Mobility and Social Justice: A view from the UK. Making Room for Adults, 2018(5) pp. 61–79.

Mittelmeier, Jenna; Edwards, Rebecca L.; Davis, Sarah K.; Nguyen, Quan; Murphy, Victoria L.; Brummer, Leonie and Rienties, Bart (2018). ‘A double-edged sword. This is powerful but it could be used destructively’: Perspectives of early career education researchers on learning analytics. Frontline Learning Research, 6(2) pp. 20–38.

Mittelmeier, Jenna; Gunter, Ashley; Raghuram, Parvati and Rienties, Bart (2022). Migration intentions of international distance education students studying from a South African institution: unpacking potential brain drain. Globalisation, Societies and Education, 20(4) pp. 523–541.

Murphy, V. L.; Littlejohn, Allison and Rienties, Bart (2022). Learning from incidents: applying the 3-P model of workplace learning. Journal of Workplace Learning, 34(3) pp. 242–255.

Murphy, Victoria L.; Coiro, Julie and Kiili, Carita (2019). Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry. Journal of Interactive Media in Education, 2019(1) pp. 1–13.

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

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

Nguyen, Quan; Rienties, Bart and Whitelock, Denise (2020). A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education. Journal of Learning Analytics, 7(3) pp. 64–78.

Nolan, Eimear; Heliot, YingFei and Rienties, Bart (2022). Encouraging intercultural interaction by cultural specific learning design. Journal of Studies in International Education (Early Access).

Nolan, Eimear; Rienties, Bart; Brady, Mairead and Heliot, YingFei (2022). Adjustments to pandemic enforced constraints: Insights from postgraduate students and educators’ transitions. International Journal of Educational and Life Transitions, 1(1), article no. 3.

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.

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

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.

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

Read, Timothy; Kukulska-Hulme, Agnes; Barcena, Elena and Traxler, John (2021). Mobile Open Social Learning for Languages (MOSL4L). Journal of Universal Computer Science, 27(5) pp. 425–436.

Rets, Irina; Herodotou, Christothea; Bayer, Vaclav; Hlosta, Martin and Rienties, Bart (2021). Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students. International Journal of Educational Technology in Higher Education, 18(1), article no. 46.

Rets, Irina and Rogaten, Jekaterina (2021). To simplify or not? Facilitating English L2 users’ comprehension and processing of Open Educational Resources in English using text simplification. Journal of Computer Assisted Learning, 37(3) pp. 705–717.

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

Rienties, Bart and Hosein, Anesa (2020). Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks. Frontiers in Education, 5, article no. 137.

Rienties, Bart; Køhler Simonsen, Henrik and Herodotou, Christothea (2020). Defining the boundaries between Artificial Intelligence in Education, Computer-Supported Collaborative Learning, Educational Data Mining, and Learning Analytics: A Need for Coherence. Frontiers in Education, 5, article no. 128.

Rienties, Bart; Lewis, Tim; O'Dowd, Robert; Rets, Irina and Rogaten, Jekaterina (2022). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning, 35(3) pp. 577–603.

Rienties, Bart; Olney, Tom; Nichols, Mark and Herodotou, Christothea (2020). Effective usage of Learning Analytics: What do practitioners want and where should distance learning institutions be going? Open Learning: The Journal of Open, Distance and e-learning, 35(2) pp. 178–195.

Rolfe, Vivien and Pitt, Beck (2018). Open textbooks - an untapped opportunity for universities, schools and colleges. Insights, 31(30) pp. 1–6.

Rosell-Aguilar, Fernando (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8) pp. 854–881.

Safford, Kimberly (2019). [Book Review] Sage on the Screen: Education, Media and How We Learn by B. Ferster, 2016, John Hopkins University Press. Journal of Interactive Media in Education, 2019(1), article no. 6.

Sargent, Julia; Rienties, Bart; Perryman, Leigh-Anne and FitzGerald, Elizabeth (2023). Investigating the views and use of stackable microcredentials within a Post-Graduate Certificate in Academic Practice. Journal of Interactive Media in Education (in press).

Scanlon, Eileen (2018). Digital scholarship: identity, interdisciplinarity and openness. Frontiers in Digital Humanities, 5, article no. 3.

Seale, Jane; Colwell, Chetz; Coughlan, Tim; Heiman, Tali; Kaspi-Tsahor, Dana and Olenik-Shemesh, Dorit (2021). "Dreaming in colour’: disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies". Education and Information Technologies, 26(2) pp. 1687–1719.

Slof, Bert; Mittelmeier, Jenna and Rienties, Bart (2021). Students’ perspectives on curriculum internationalisation policies in transition: Insights from a master’s degree programme in the Netherlands. Innovations in Education and Teaching International, 58(1) pp. 107–119.

Tempelaar, D; Rienties, Bart; Giesbers, G and Nguyen, Quan (2023). Modeling temporality in person and variable centered approaches. Journal of Learning Analytics (In Press).

Tempelaar, D.; Rienties, Bart and Nguyen, Quan (2020). Individual differences in the preference for worked examples: lessons from an application of dispositional learning analytics. Applied Cognitive Psychology, 34(4) pp. 890–905.

Tempelaar, D.; Rienties, Bart and Nguyen, Quan (2021). Dispositional Learning Analytics for Supporting Individualized Learning Feedback. Frontiers in Education, 6, article no. 703773.

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2021). The contribution of dispositional learning analytics to precision education. Journal of Educational Technology and Society, 24(1) pp. 109–122.

Thomas, Laura; Rienties, Bart; Tuytens, Melissa; Devos, Geert; Kelchtermans, Geert and Vanderlinde, Ruben (2021). Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes. Research Papers in Education, 36(5) pp. 611–636.

Toledo-Rodriguez, Maria and Lister, Kate (2022). Resilience in the curriculum: outcomes of a curriculum infusion intervention with neuroscience students. Widening Participation and Lifelong Learning, 24(1) pp. 139–164.

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.

Viberg, Olga; Kukulska-Hulme, Agnes and Peeters, Ward (2023). Affective Support for Self-Regulation in Mobile-Assisted Language Learning. International Journal of Mobile and Blended Learning, 15(2), article no. 26.

Viberg, Olga; Wasson, Barbara and Kukulska-Hulme, Agnes (2020). Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework. Australasian Journal of Educational Technology, 36(6) pp. 34–52.

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.

Weller, Martin (2022). The UK Open University COVID Response: A Sector Case Study. OTESSA Journal, 2(1) pp. 1–13.

Whitelock, Denise (2019). Moving forward with both theory and practice. Open Learning: The Journal of Open, Distance and e-Learning, 34(3) pp. 219–220.

Whitelock, Denise; Edwards, Chris and Okada, Alexandra (2020). Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted through the e-Assessment Process? Journal of Learning for Development - JL4D, 7(1) pp. 46–60.

Whitmeyer, Steven J.; Atchison, Christopher and Collins, Trevor D. (2020). Using Mobile Technologies to Enhance Accessibility and Inclusion in Field-Based Learning. GSA Today, 30

Xue, Lina; Rienties, Bart; Van Petegem, Wim and Van Wieringen, Astrid (2020). Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study. Higher Education Research & Development, 39(6) pp. 1290–1307.

Conference or Workshop ItemTo Top

(2020). An empirical evaluation of a Reflective Writing Framework (RWF) for Reflective Writing in Computer Science Education. In: 2020 IEEE Frontiers in Education Conference (FIE), IEEE pp. 1–9.

Adams, Anne; FitzGerald, Elizabeth; Sargent, Julia; Bektik, Duygu; Ismail, Nashwa; Bossu, Carina and Clough, Gill The CPD2 Change Cycle: Enabling development for Online Higher Education. In: CALRG 2021 Online Conference, 15-16 Jun 2021, Online.

Adams, Anne; FitzGerald, Elizabeth; Sargent, Julia; Bektik, Duygu; Ismail, Nashwa; Bossu, Carina and Clough, Gill (2021). The CPD2 Change Cycle: Enabling development for Online Higher Education. In: CALRG 2021 Book of Abstracts (Jones, Ann; Gaved, Mark; Chua, Shi-Min; Scanlon, Eileen; Conde Gafaro, Barbara; Cantwell, James; Bax, Kristiina and Matthews, Kylie eds.), The Open University, p. 24.

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

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

Alrashidi, Huda; Almujally, Nouf; Kadhum, Methaq; Quqandi, Ebtihal; Ullmann, Thomas Daniel and Joy, Mike (2022). How to Assess Reflective Writing in Computer Science Education? A Critical Analysis. In: 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology (MIPRO), IEEE pp. 677–682.

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; 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; 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.

Aristeidou, Maria (2021). Transition and support experiences of first-year STEM students in distance learning universities. In: Horizons in STEM Higher Education Conference Proceedings, The Open University pp. 72–73.

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.

Aristeidou, Maria and Ismail, Nashwa (2021). Experiences of teachers who have engaged their classrooms in citizen science activities. In: Citizen Science Association Conference, May 2021, Virtual.

Brown, Venetia; Collins, Trevor and Braithwaite, Nicholas (2020). The Role of Web Broadcasts to Develop Online Learning Communities in STEM Modules. In: Horizons in STEM Higher Education Conference: Making Connections, Innovating and Sharing Pedagogy, 1-2 Jul 2020, University of Nottingham – virtual.

Brown, Venetia; Collins, Trevor and Braithwaite, Nicholas (2021). The Role of Web Broadcasts to Develop Online Learning Communities in STEM: a multiple case study. In: Advance HE STEM Conference 2021: Rethinking STEM Higher Education, 28 Jan 2021, Virtual.

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

Cerratto Pargman, Teresa; McGrath, Cormac; Viberg, Olga; Kitto, Kirsty; Knight, Simon and Ferguson, Rebecca (2021). Responsible learning analytics: creating just, ethical, and caring. In: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21).

Charania, Amina; Wolfenden, Freda; Sarkar, Durba; Cross, Simon; Sen, Sohini and Adinolfi, Lina (2021). Teacher Motivation and Aspiration for Online Mentoring their Fellow Teachers in the COVID Lockdown Period. In: SITE Interactive 2021, 26-28 Oct 2021, Online.

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.

Coughlan, Tim and Lister, Kate (2022). Creating Stories of Learning, for Learning: Exploring the Potential of Self-Narrative in Education with ‘Our Journey’. In: Proceedings of C&C '22: Creativity and Cognition, ACM pp. 526–531.

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.

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.

Cross, Simon; Wolfenden, Freda; Charania, Amina; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Supporting practice-based teacher professional learning and assessment at scale in the Global South. In: INTED2022 Proceedings.

Dawadi, Saraswati and Kukulska-Hulme, Agnes (2022). Children’s use of technology for learning English. In: 41st International Annual TESOL France Colloquium, 18-20 Nov 2022, Paris, France.

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

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.

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.

Gregson, Jon; Lane, Andy and Foster, Matthew (2019). Adaptive Project Design: Early insights from working on the transformation of the Distance Education System in Myanmar. In: Pan-Commonwealth Forum 9 (PCF9), 2019, 9-12 Sep, Edinburgh.

Herodotou, Christothea (2021). MAD Learn: An Evidence-based Affordance Framework to Assessing Learning Apps. In: Proceedings of 2021 7th International Conference of the Immersive Learning Research Network, iLRN 2021, Immersive Learning Research Network, article no. 9459325.

Herodotou, Christothea; Ismail, Nashwa; Aristeidou, Maria; Miller, Grant; Robinson, Lucy and Ballard, Heidi (2021). Making citizen science accessible and productive for young volunteers: Lessons learnt from a 3-year study of Zooniverse. In: Citizen Science Association Conference, May 2021, Virtual.

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2019). Emotion regulation strategies and goals of distance learning students in an assessed online collaborative project. In: 28th ICDE World Conference on Online Learning, 3-7 Nov 2019, Dublin, Ireland.

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: Human and Artificial Intelligence for the Society of the Future, European Distance and E-Learning Network, Budapest, Hungary pp. 143–152.

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.

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

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.

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).

Howson, Oliver (2022). Virtually Learning...Or Not? In: EDULEARN22 Proceedings, 4-6 Jul 2022, Palma, Spain, pp. 8614–8620.

Howson, Oliver; Charlton, Patricia; Iniesto, Francisco and Holmes, Wayne (2022). INSPIRE: Fourth Industrial Revolution Teaching in the Classroom. In: SIGCSE 2022: Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, ACM.

Howson, Oliver; Charlton, Patricia; Iniesto, Francisco and Holmes, Wayne (2022). INSPIRE: Fourth industrial revolution teaching in the classroom a multi-disciplinary collaboratively designed pilot project. In: EDULEARN22 Proceedings (Gómez Chova, Luis; López Martínez, Agustín and Lees, Joanna eds.), IATED Academy, Valencia, pp. 8604–8613.

Iniesto, Francisco (2019). Designing accessible Massive Open Online Courses (MOOCs): the stakeholders perspective. In: BERA Annual Conference 2019, 10-12 Sep 2019, University of Manchester.

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; Coughlan, Tim and Lister, Kate (2021). Implementing an accessible Conversational User Interface applying feedback from University students and disability support advisors. In: 18th International Web for All Conference, 19-20 Apr 2021, Ljubljana, Slovenia.

Iniesto, Francisco; Coughlan, Tim; Lister, Kate and Holmes, Wayne (2020). Designing an Assistant for the Disclosure and Management of Information about Needs and Support: the ADMINS project. In: ASSETS '20: The 22nd International ACM SIGACCESS Conference on Computers and Accessibility, pp. 1–4.

Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey and Coughlan, Tim (2019). Auditing the accessibility of MOOCs: a four-component approach. In: EC-TEL 2019: Transforming Learning with Meaningful Technologies, Springer, 11722 pp. 650–654.

Iniesto, Francisco; Murphy, Victoria; Scanlon, Eileen and Shi-Min, Chua (2021). OpenTEL: lessons from a pandemic for the future of distance education. In: EDEN 30th Annual Conference 2021, 21-24 Jun, Madrid.

Iniesto, Francisco; Pitt, Beck; Farrow, Rob; Bossu, Carina and Weller, Martin (2023). The Global OER Graduate Network: an example of a Community of Care - La Red Global de Estudiantes de Doctorado en Educación Abierta: un ejemplo de una Comunidad de Cuidado. In: 9° International Conference On Education Innovation, Jan 16-18, Monterrey, Mexico, pp. 287–291.

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.

Iniesto, Francisco and Rodrigo, Covadonga (2019). YourMOOC4all: a recommender system for MOOCs based on collaborative filtering implementing UDL. In: EC-TEL 2019: Transforming Learning with Meaningful Technologies, Springer, 11722 pp. 746–750.

Iniesto, Francisco; Sargent, Julia; Rienties, Bart; Llorens, Ariadna; Adam, Araceli; Herodotou, Christothea; Ferguson, Rebecca and Muccini, Henry (2021). When industry meets Education 4.0: What do Computer Science companies need from Higher Education? In: TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality, International Conference Proceeding Series (ICPS), Association for Computing Machinery, New York, USA, pp. 367–372.

Iniesto, Francisco; Weller, Martin and Roberts, Sarah (2021). Lessons learnt from the Cardiff CPD development programme. In: EDEN 30th Annual Conference 2021, 21-24 Jun, 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.

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 (2020). Intelligent Assistants in Education: Capabilities and Limitations. In: 19th World Conference on Mobile, Blended and Seamless Learning (mLearn2020), mLearn Conference Proceedings, International Association for Mobile Learning, pp. 123–124.

Kukulska-Hulme, Agnes (2019). Intelligent assistants in language learning: friends or foes? In: Proceedings of World Conference on Mobile and Contextual Learning 2019 (Glahn, Christian; Power, Rob and Tan, Esther eds.), IAmLearn: World Conference on Mobile and Contextual Learning, LearnTechLib, pp. 127–131.

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.

Lane, Andy and Fawssett, Susan (2019). Building employability into a traditional curriculum: partnerships and frameworks to help transform distance education curricula in Myanmar. In: Pan-Commonwealth Forum 9 (PCF9), 2019, 9-12 Sep, Edinburgh.

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

Lister, 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.

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.

Major, Louis; Twiner, Alison; Wegerif, Rupert and Waters, Mark (2022). Developing learners’ dialogic collaborative problem-solving skills in a real-time 3D environment. In: European Association for Research on Learning and Instruction: SIG 20 & 26 Biennial Conference 2022, 14-16 Sep 2022, Utrecht.

Minocha, Shailey; Murphy, Victoria and Scanlon, Eileen (2021). Designing Ethical Assessment. In: CALRG Annual Conference 2021, 15-16 Jun 2021, The Open University, UK (online).

Nolan, Eimear; Brady, Mairead; Rienties, Bart and Héliot, YingFei (2021). Once more on the rollercoaster: Loses and gains from the rapid shift to online delivery during Covid. In: Academy of Management Proceedings, 2021(1) p. 15358.

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 and Whitelock, Denise (2018). Responsible Research and Innovation with data science: a novel approach to evaluate trust of the European TeSLA system. In: 6th International Conference on Human-Agent Interaction, 15-18 Dec 2018, Southampton.

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

Perryman, Leigh-Anne Evaluating Long-term MOOC Impact: A Case Study of TEL MOOC. In: Pan-Commonwealth Forum 9 (PCF9), 2019, 9-12 Sep 2019, Edinburgh, Commonwealth of Learning.

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

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.

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.

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.

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.

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.

Rienties, Bart; Balaban, Igor; Ferguson, Rebecca; Herodotou, Christothea; Iniesto, Francisco; Muccini, Henry; Sargent, Julia and Virkus, Sirje (2021). Education 4.0 and Computer Science: A European perspective. In: Central European Conference on Information and Intelligent Systems (CECIIS), Oct 13-15, Varazdin, Croatia.

Rodés, Virginia and Iniesto, Francisco (2022). Research in Open Education in Latin America: towards an agenda of collaboration between networks. In: 2021 XVI Latin American Conference on Learning Technologies (LACLO), 19-21 Oct 2021, Arequipa - Perú (Virtual), IEEE.

Rodrigo, Covadonga and Iniesto, Francisco (2019). UDL principles for enhancing MOOC recommendation through collaborative filtering: YourMOOC4all case study. In: OOFHEC2019, 16-18 Oct 2019, Madrid.

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

Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2021). Enabling Precision Education by Learning Analytics Applying Trace, Survey and Assessment Data. In: 2021 International Conference on Advanced Learning Technologies (ICALT), IEEE, pp. 355–359.

Twiner, Alison; Carmichael, Patrick; Dudley, Pete; Hennessy, Sara and McElroy, Maria (2022). Building a global learning community of practice and publication platform for educational close-to-practice research. In: British Educational Research Association Conference, 5-8 Sep 2022, Liverpool.

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Ismail, Nashwa (2017). Egyptian Higher Education Tutors' Perceptions of Student-Centred Learning in the Online Environment. PhD thesis University of Southampton.

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Bossu, Carina; Iniesto, Francisco; Vladimirschi, Viviane; Jordan, Katy and Pete, Judith (2023). GO-GN Guidelines for Equity Diversity and Inclusion in Open Education with a focus on Africa and Latin America. Global OER Graduate Network (GO-GN). The Open University (UK).

Charitonos, Koula (2019). Supporting laboratory professionals in low- and middle-income countries to learn about antimicrobial resistance on the job. BERA News.

Charitonos, Koula; Anastopoulou, Stamatina and Kukulska-Hulme, Agnes (2018). The evaluation of Refugee Action's 'Frontline Immigration Advice Project'. Deliverable 2. The Open University.

Charitonos, Koula; Goshtasbpour, Fereshte; Dawadi, Saraswati; Littlejohn, Allison; Badger, S.; Vaidya, Abhinav; Giri, Santosi and Owusu-Ofori, Alex (2021). Tackling Antimicrobial Resistance: The AMR Surveillance Toolkit. The Open University.

Charitonos, Koula; Khalil, Betul; Bonfini-Hotlosz, Cindy; Webster, Ben; Tara, Ross; Salim, Ahmed; Abu Allan, Ekhlass; Badwi, Wajeeh and Aristorenas, Miki (2022). Researching communicative approaches to English language teaching using peer ethnographic method in Jordan’s refugee settings. INEE, New York.

Charitonos, Koula; Littlejohn, Allison; Dawadi, Saraswati; Mcmullan, Rachel; MacQueen, Hilary; Goshtasbpour, Fereshte; Ullmann, Thomas and De Munari, Paola (2021). Tackling Antimicrobial Resistance through Professional Learning: The Development and Evaluation of the Global AMR Curriculum. The Open University.

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

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

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; Iniesto, Francisco; Mote, Kellie and Lister, Kate (2021). Opportunities for virtual assistants and artificial intelligence to reduce administrative burden and enhance support for disabled students. A report from the ADDAPT project. The Open University and Jisc, Milton Keynes.

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

Iniesto, Francisco (2021). Cardiff Commitment Continuing Professional Development programme: Project report. The Open University.

Iniesto, Francisco (2021). Models and Guidelines for Assessment and Recognition of MOOCs and microcredentials. EMC-LM Project deliverable 4.2. European MOOC Consortium - Labour Market.

Iniesto, Francisco and Holmes, Wayne (2021). INSPIRE Fourth Industrial Revolution Teaching in the Classroom: Project report. The Open University, Milton Keynes.

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

Kukulska-Hulme, Agnes; Bossu, Carina; Charitonos, Koula; Coughlan, Tim; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; Guitert, Montse; Herodotou, Christothea; Maina, Marcelo; Prieto-Blázquez, Josep; Rienties, Bart; Sangrà, Albert; Sargent, Julia; Scanlon, Eileen and Whitelock, Denise (2022). Innovating Pedagogy 2022: Open University Innovation Report 10. The Open University, Milton Keynes.

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

Murphy, Victoria (2020). Coronavirus is no longer seen as high risk by many – and that’s undermining control measures. The Conversation.

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

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

Rodrigo, Covadonga and Iniesto, Francisco (2021). AIED: raising awareness on risks of biases in sexism and discrimination. EADTU, Maastricht.

Weller, M.; Pitt, B.; Iniesto, F.; Farrow, R. and Bossu, C. (2022). Annual Review 2022. Global OER Graduate Network.

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