Currently browsing: Centre for Research in Education and Educational Technology (CREET) Research Group

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2021To Top

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

Shah, Mahsood; Richardson, John T. E.; Pabel, Anja and Oliver, Beverley eds. (2021). Assessing and Enhancing Student Experience in Higher Education. London: Palgrave Macmillan.

Alrashidi, Huda; Ullmann, Thomas and Joy, Mike (2021). 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 (Early Access).

Álvarez, Inma; Dennis, Carol Azumah and Waterhouse, Philippa (2021). Researching from home. Doctoral research in a pandemic. In: Ubachs, G. ed. The Envisioning Report for Empowering Universities, Volume 5. Maastricht, NL: EADTU, pp. 10–12.

Ansine, Janice (2021). Exploring citizen science learning journeys through iSpotnature.org: an online community of nature lovers. In: CitSci Virtual 2021, Citizen Science Association (CSA) Conference, 03-27 May 2021, Online (USA).

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; 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.

Ashley, Joan; De Geest, Els and Lee, Clare (2021). Motivation and Engagement. London: Pearson.

Austen, Samantha and Jarvis, Scott (2021). Conceptual meaning in Italian speaking learners’ expression of temporality in L2 English. Journal of Second Language Studies, 4(1) pp. 121–153.

Barkanyi, Zsuzsanna (2021). Motivation, self-efficacy beliefs and speaking anxiety in language MOOCs. ReCALL - Researching Massive Open Online Courses for language teaching and learning, 33(2) pp. 143–160.

Brasher, Andrew; Whitelock, Denise; Holmes, Wayne; Pozzi, Francesca; Persico, Donatella; Manganello, Flavio; Passarelli, Marcello and Sangrà, Albert (2021). Comparing the comparators: how should the quality of education offered by online universities be evaluated? European Journal of Education (In press).

Breeze, Kate and Holford, Naomi (2021). Creating playful spaces for collaborative development of online teaching capacity. Journal of Perspectives in Applied Academic Practice, 9(2) pp. 91–100.

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.

Buckler, Alison; Chamberlain, Liz; Mkwananzi, Faith; Chigodora, Obert and Dean, Caroline (2021). Out-of-school girls’ lives in Zimbabwe: what can we learn from a storytelling research approach? Cambridge Journal of Education (Early access).

Calcutt, Jane (2021). An Evaluation of a Mindfulness Programme in a Primary School. EdD thesis The Open University.

Canning, Natalie and Robinson, Beryl (2021). Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England. European Journal of Special Needs Education (Early access).

Chamberlain, Liz and Drane, Rob (2021). How schools are getting writing wrong. Times Educational Supplement.

Ching-Chiang, Lay-Wah Carolina; González-Nieto, Noé Abraham; Gaved, Mark; Jones, Derek; Lotz, Nicole; Díaz de León, Alejandra; Machado, Rafael and Fernández-Cárdenas, Juan Manuel (2021). Hyperlocal Learning Network ‘La Campana-Altamira’: Using low-cost technologies to support maker education during lockdown times. In: Proceedings of Communities and Technologies 2021, 20-25 Jun 2021, Seattle, USA (online).

Chua, Shi Min (2021). The Dialogic Nature Of Online Discourse: A Corpus Analysis Of Online Discussions. PhD thesis The Open University.

Cobb, Rachel Jane (2021). An Exploration of Multiple Perspectives Around Feedback Practices on Assessed Writing in Higher Education. EdD thesis The Open University.

Coleman, Lynn and Tuck, Jackie (2021). Understanding student writing from lecturers’ perspectives: acknowledging pedagogic complexity to support transformative practices in context. Studies in Higher Education, 46(9) pp. 1894–1906.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Tanglang, Nebath; Bonney, Solomon; Aubrey-Smith, Fiona and Biard, Olivier (2021). Digital Decision: Understanding and supporting key choices in online and blended teaching in Sub-Saharan Africa. The Open University, Milton Keynes, UK.

Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Tanglang, Nebath; Bonney, Solomon and Biard, Olivier (2021). Making digital decisions: A Guide for harnessing the potential of online learning and digital technologies. The Open University, Milton Keynes, UK.

Cross, Simon; Adinolfi, Lina; Charania, Amina; Wolfenden, Freda; Ramchand, Mythili; Sen, Sohini; Paltiwale, Sumegh; Coughlan, Emily; Shende, Satej; Sarkar, Durba; Chatterjee, Ananya and Balli, Omkar (2021). Teachers’ professional learning during and after Covid: A role for open digital badges. The Open University, Milton Keynes, UK.

Daniels, Patricia (2021). A Case Study Exploring Freelance English Language Teachers’ Engagement With And Informal Learning Through Open Educational Practices In Switzerland. EdD thesis The Open University.

Dawadi, Saraswati; Shrestha, Sagun; Haque, Safia and Giri, Ram Ashish (2021). Preparations for and practices of online education during the Covid‑19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies (Early Access).

Farran, Emily K.; Critten, Valerie; Courbois, Yannick; Campbell, Emma and Messer, David (2021). Spatial Cognition in Children With Physical Disability; What Is the Impact of Restricted Independent Exploration? Frontiers in Human Neuroscience, 15, article no. 669034.

Fensham-Smith, Amber (2021). Alternative Education: The Rise in Elective Home Education: Issues Related to Recognition, Collaboration and Successful Partnerships. In: Wearmouth, Janice and Lindley, Karen eds. Bringing the Curriculum to Life: Engaging Learners in the English Education System. London: Open University Press, McGraw Hill, pp. 43–62.

Fensham-Smith, Amber Joy (2021). Invisible pedagogies in home education: Freedom, power and control. Journal of Pedagogy, 12(1) pp. 5–27.

Ferguson, Gillian Margaret (2021). “When David Bowie created Ziggy Stardust” The Lived Experiences of Social Workers Learning Through Work. EdD thesis The Open University.

Fernández-Toro, Maria and Duensing, Annette (2021). Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education (Early Access).

Foster, Stephen; Whitelock, Denise; Cross, Simon and Kear, Karen (2021). To what extent can graphical feedback from a ‘rainbow diagram’ help students develop coherence in their academic writing? PRISM (Early access).

Hall, Johanna (2021). Creativity and Learning in Digital Entertainment Games. PhD thesis The Open University.

Hall, Johanna; Gaved, Mark and Sargent, Julia (2021). Participatory Research Approaches in Times of Covid-19: A Narrative Literature Review. International Journal of Qualitative Methods (Early Access).

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2021). Using Reflexive Photography to Investigate Design Affordances for Creativity in Digital Entertainment Games. International Journal of Human-Computer Interaction, 37(9) pp. 867–883.

Havemann, Leo (2021). The map is not the territory: getting real about open education policy. In: The 6th Open Education Policy Forum, 15-16 Sep 2021, Online.

Herodotou, Christothea; Scanlon, Eileen and Sharples, Mike (2021). Methods of Promoting Learning and Data Quality in Citizen and Community Science. Frontiers in Climate, 3, article no. 614567.

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

Hobbs, Lindsay (2021). The role of language in power and coercion in maternity services. The Open University.

Johnston-Wilder, Susan; Lee, Clare and Mackrell, Kate (2021). Addressing Mathematics Anxiety through developing resilience: building on Self Determination Theory. Creative Education, 12(9) (In press).

Jones, Darren Thomas (2021). Exploring Picture Books and Primary School Children’s Spirituality. EdD thesis The Open University.

Jones, Ruth (2021). The Impact of Self-Belief and Student Behaviours on the Achievement of Target Grades in Sixth-Form: A Case Study. EdD thesis The Open University.

Kucirkova, Natalia (2021). Digital Personalized Learning: Conceptualization, Operationalization and Impact. In: The 19th Biennial EARLI Conference, 23.08.2021-27.08.2021, Online.

Kucirkova, Natalia (2021). What is next for children who grew up with the personalisation revolution? London School of Economics (LSE).

Kucirkova, Natalia (2021). The Digitized and Quantified "You": Where Is Our Agency? Psychology Today.

Kucirkova, Natalia and Cremin, Teresa (2021). Peering out the children’s literature window into children’s engagement with multimedia texts. In: International Society for the Empirical Study of Literature International Conference, 23-26 Jun 2021, Online.

Kuhn, Caroline; Havemann, Leo; Koseoglu, Suzan and Bozkurt, Aras (2021). Three Lenses on Lurking: Making Sense of Digital Silence. In: Hoffman, Jaime and Blessinger, Patrick eds. International Perspectives in Online Instruction. Innovations in Higher Education Teaching and Learning. Bingley: Emerald, pp. 83–93.

Kukulska-Hulme, Agnes (2021). 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 (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; 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; 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.

Ladenika, Temitope (2021). Engaging the Pedagogic Potential of WP Learner Autonomy in HE: A Case Study on the Design and Exploration of an Autonomous Learning Construct, and its Application to Practice. EdD thesis The Open University.

Lee, Clare; Addison-Pettit, Paula and Tyler, Dave (2021). PGCE Practice Tutors – preconceptions, perceptions and actuality. PRAXIS, Milton Keynes.

Lee, Clare and Ward-Penny, Robert (2021). Agency and Fidelity in Primary Teachers’ Efforts to Develop Mathematical Resilience. Teacher Development (In Press).

Lister, Kate (2021). Barriers and Enablers to Mental Wellbeing in Distance Learning: Staff and Student Perspectives. EURODL (European Journal of Open, Distance and E-Learning) (In press).

Lister, Kate; Coughlan, Tim; Kenny, Ian; Tudor, Ruth and Iniesto, Francisco (2021). Taylor, The Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students. Education Sciences, 11(10), article no. 587.

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; 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).

Luelmo del Castillo, Maria Jose and Pérez Cavana, Maria Luisa (2021). Is a self-regulatory eELP the way forward? A reflection on two decades of achievements and failures of the ELP. CEFR Journal – Research and Practice, 3 pp. 6–20.

McConville, Kevin (2021). Professional Identity Formation in Becoming a GP Trainer – Barriers and Enablers. EdD thesis The Open University.

Mcfaul, Hugh and FitzGerald, Elizabeth (2021). Supporting access to justice through volunteer training: An evaluation of an Open Educational Resource. Journal of Interactive Media in Education, 1(5) pp. 1–14.

Meredith, Allan (2021). Primary School Parent Governors In A Deprived South Wales Community: How Do Their Experiences Contribute To Our Understanding Of School Governance? EdD thesis The Open University.

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).

Mittelmeier, Jenna; Rienties, Bart; Gunter, Ashley and Raghuram, Parvati (2021). Conceptualizing Internationalization at a Distance: A "Third Category" of University Internationalization. Journal of Studies in International Education, 25(3)

Murphy, V. L.; Littlejohn, Allison and Rienties, Bart (2021). Learning from incidents: applying the 3-P model of workplace learning. Journal of Workplace Learning (Early Access).

Nelson, Elspeth (2021). The Importance Of Absence: An Investigation Into The Significance Of Resilience In Retention On Higher Education Courses In A Further Education College. EdD thesis The Open University.

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.

Owton, Helen (2021). Quest for Freedom: Intense Embodied Experiences of Motorcycling. Cultural Studies - Critical Methodologies (Early Access).

Owton, Helen (2021). The Thrill of Motorcycling: Quest for Flow. http://www.open.ac.uk/blogs/OU-Sport/?p=2721.

Parry, John (2021). Always the practitioner: reflections on a journey into the academy. In: Morris, Sean Michael; Rai, Lucy and Littleton, Karen eds. Voices Of Practice: Narrative Scholarship from the Margins. Washington, DC: Hybrid Pedagogy Inc., pp. 73–80.

Pinchbeck, Jessica and Heaney, Caroline (2021). The impact of Online Forum Use on Student Retention in a Level 1 Distance Learning Module. Athens Journal of Education, 8 (Early access).

Pulker, Helene; Stickler, Ursula and Vialleton, Elodie (2021). Well-rounded graduates – what languages can do. In: Plutino, Alessia and Polisca, Elena eds. Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net, pp. 23–35.

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

Richardson, John T. E. (2021). A closer look at the lady tasting tea. Significance, 18(5) pp. 34–37.

Rienties, Bart (2021). 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, (In Press).

Rienties, Bart and Herodotou, Christothea (2021). Making sense of learning data at scale. In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, T. eds. Handbook for Digital Higher Education. Cheltenham: Edward Elgar Publishing, (In press).

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 Calderón, Antonio (2021). Technology enhanced learning in physical education? A critical review of the literature. Journal of Teaching in Physical Education (In press).

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

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

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.

Seale, Jane; Garcia Carrizosa, Helena; Rix, Jonathan; Sheehy, Kieron and Hayhoe, Simon (2021). A participatory approach to the evaluation of participatory museum research projects. International Journal of Research and Method in Education, 44(1) pp. 20–40.

Sharples, Mike (2021). Foreword to Mobile Education: Personalised Learning and Assessment in Remote Education: A Guide for Educators and Learners. In: McCartney, Kieran ed. Mobile Education: Personalised Learning and Assessment in Remote Education: A Guide for Educators and Learners. Digital Learning and the Future, 1. Oxford, UK: Peter Lang Ltd, International Academic Publishers, xi-xiv.

Shi, Lijing and Stickler, Ursula (2021). Eyetracking a meeting of minds – teachers’ and students’ joint attention during synchronous online language tutorials. Journal of China Computer-Assisted Language Learning, 1(1) pp. 145–169.

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.

Stafford, Mary (2021). Doctoral Researchers Abroad: Negotiating Language And Identity In A Multilingual Context. EdD thesis The Open University.

Stickler, Ursula (2021). Investigating language teachers’ ideals in images and interviews. System, 97, article no. 102424.

Tagg, Caroline and Lyons, Agnieszka (2021). Repertoires on the move: exploiting technological affordances and contexts in mobile messaging interactions. International Journal of Multilingualism (Early Access).

Tagg, Caroline and Seargeant, Philip (2021). Context design and critical language/media awareness: implications for a social digital literacies education. Linguistics and Education, 62, article no. 100776.

Tan, Laura Terzhao (2021). When East Meets West: Exploring the Acculturation Experiences of East Asian Online Learners. EdD thesis The Open University.

Tang, Jinlan; Kan, Qian; Wang, Na and Hu, Xiaona (2021). Exploring language learning and corrective feedback in an eTandem project. Journal of China Computer-Assisted Language Learning, 1(1)

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.

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.

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.

Twiner, A.; Littleton, K.; Whitelock, D. and Coffin, C. (2021). Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making. Learning, Culture and Social Interaction, 30 Part A, article no. 100520.

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; Pabel, Anja and Oliver, Beverley eds. Assessing and Enhancing Student Experience in Higher Education. Cham: Palgrave Macmillan, (In Press).

Viana, Vander; Stickler, Ursula and Michael, Maureen (2021). Giving voice to Applied Linguistics from the Global South. System, 96, article no. 102423.

Walker, Kim Alexandra (2021). Engaging With Community: Exploring The Role Of Primary School Governing Boards In Developing And Implementing A ‘Vision’ For Special Educational Needs. EdD thesis The Open University.

Waterkeyn, Tamsin (2021). Sociocultural Impacts of English and Globalisation on Women in Higher Education in Saudi Arabia. EdD thesis The Open University.

Wearmouth, Janice and Fensham-Smith, Amber (2021). Introduction. In: Wearmouth, Janice and Lindley, Karen eds. Bringing the Curriculum to Life: Engaging Learners in the English Education System. London: Open University Press McGraw Hill, pp. 1–9.

Willis, Angela Dawn (2021). The Experience of Joe: A Sociocultural Study of an Autistic Pupil in a Mainstream Secondary School. EdD thesis The Open University.

Wolfenden, Freda (2021). Innovation in teacher policy and practice for education recovery. TTF, Paris.

2020To Top

Preedy, Maggie and Álvarez, Inma eds. (2020). My EdD journey. OU graduates' stories. Milton Keynes: The Open University.

Acevedo, Margaret Claire (2020). Bringing Language to Consciousness: Teacher Professional Learning in Genre-based Reading Pedagogy. PhD thesis The Open University.

Addae-Kyeremeh, Eric (2020). Teachers’ access to and use of evidence. In: Fox, Alison and Poultney, Val eds. Professional Learning Communities and Teacher Enquiry. Evidence-based Teaching for Enquiring Teachers (1). St Albans: Critical Publishing, pp. 80–92.

Alevizou, Giota (2020). Virtual Schooling, COVID-Inequalities: Building Resilience and Digital Literacies for Uncertain Futures. Digital Culture & Education

Alevizou, Giota (2020). Civic media and technologies of belonging: Where digital citizenship and ‘the right to the city’ converge. International Journal of Media & Cultural Politics, 16(3) pp. 269–290.

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.

Alvarez, Inma., Fuertes Gutiérrez, Mara. and Bárkányi, Zsuzsanna. (2020) Supporting the teaching of pronunciation in the language curriculum. in Ubachs, George (ed.) The Envisioning Report for Empowering Universities (4th Edition). Maastricht, The Netherlands, European Association of Distance Teaching Universities, pp.12-14.

Álvarez, Inma; Montoro, Carlos; de Medeiros, Ana; Kelly, Debra and Hazard, Alice (2020). Language learning experiences of postgraduate research students in the UK. Language Learning Journal, 48(5) pp. 672–684.

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

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

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

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

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

Barkanyi, Zsuzsanna and G. Kiss, Zoltan (2020). Neutralisation and contrast preservation: Voicing assimilation in Hungarian three-consonant clusters. Linguistic Variation, 20(1) pp. 56–83.

Berry, Leon; Rienties, Bart; Littlejohn, Allison and Sastry, Venkat (2020). A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior. Military Psychology, 32(2) pp. 198–211.

Bridgman, Sarah (2020). Developing an Agile-based toolkit at The Open University to support the production of online learning content. EdD thesis The Open University.

Brooks, Nicola Jane (2020). Data Changes Everything - An Investigation Into The Acceptance Of Learning Analytics To Support Student Success. EdD thesis The Open University.

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.

Buckler, Alison (2020). Being and becoming in teacher education: student-teachers’ freedom to learn in a College of Education in Ghana. Compare: A Journal of Comparative and International Education, 50(6) pp. 844–864.

Buckler, Alison and Mkwananzi, Faith (2020). [Book Review] Unfolding narratives of Ubuntu in Southern Africa (edited by Julian Müller, John Eliastam and Sheila Trahar). Compare: A Journal of Comparative and International Education, 50(1) pp. 150–152.

Busher, Hugh and Fox, Alison (2020). The Amoral Academy? A Critical Discussion of Research Ethics in the Neo-Liberal University. Educational Philosophy and Theory (Early Access).

Canning, Natalie (2020). The significance of children’s play and empowerment: An observational tool. Occassional Paper 14, TACTYC.

Canning, Natalie (2020). Children's Empowerment in Play. TACTYC. Oxon: Routledge.

Chamberlain, Liz (2020). Opportunities missed: Then the rains came down and washed the writing away. British Educational Research Association.

Chamberlain, Liz (2020). Remedying the impact of school closures: be kind, thank a teacher. OpenLearn, Milton Keynes.

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

Comas-Quinn, Anna (2020). Experiences of Online Volunteer Translation and Implications for Translation Education. EdD thesis The Open University.

Cooke, Carolyn; Burnard, Pam; Colucci-Gray, Laura and Sinha, Pallawi (2020). Transdisciplinarity: Making the case and heeding the evidence for letting arts and science teach together with a new turn for music education. In: Australian and New Zealand Association for Research in Music Education (ANZARME) 2020 ONLINE CONFERENCE, 42nd Conference, 4 Oct 2020, Online.

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

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

Crawley, Christine Ann (2020). A case study exploring the impact of social media technology on students in a UK secondary school. EdD thesis The Open University.

Critten, Valerie (2020). From education to employment: A transition story. In: Fielden, Sandra; Moore, Mark and Bend, Gemma Louise eds. The Palgrave Handbook of Disability at Work. Cham: Palgrave Macmillan, pp. 115–130.

Culpeper, Jonathan and Kan, Qian (2020). Communicative styles, rapport and student engagement: An online peer mentoring scheme. Applied Linguistics, 41(5) pp. 756–786.

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2019To Top

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

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Atenas, Javiera and Havemann, Leo (2019). Open Data Sectors and Communities: Education. In: Davies, Tim; Rubinstein, Mor; Walker, Stephen B. and Perini, Fernando eds. The State of Open Data: Histories and Horizons. Cape Town and Ottawa: African Minds and International Development Research Centre, pp. 91–102.

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Baker-Oxley, Deavon Rose (2019). Progression of African-Caribbean Students in Further Education: Positive Approaches for Academic Success. EdD thesis The Open University.

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Buckler, Alison; Mkwananzi, Faith; Chamberlain, Liz and Dean, Caroline (2019). Inclusive ways of knowing? Problematising the relationship between research and the design of inclusive education. In: 2019 UKFIET Conference, 17-19 Sep 2019, Oxford, UKFIET.

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Chamberlain, Liz and Cooper, Victoria (2019). Representing children’s rights from discussion through to illustration and interpretation. Research Intelligence(139) pp. 13–14.

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McMullan, Jenny (2019). 'The Writing is Part of a new Life': An Investigation into the Academic Writing Practices of Sixteen Women Pursuing Research Degrees in a University in the UK. PhD thesis The Open University.

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Rienties, Bart C. (2019). Powers and Limitations of MMSNA: Critical Reflections and Moving Forward. In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed Methods Approaches to Social Network Analysis: Theories and Methodologies in Learning and Education. Routledge.

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Shaw, Erin (2019). A Study of Factors and Perceptions that Mediate Student Participation in Supplementary Discussion Forums. EdD thesis The Open University.

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Stuers, Simone (2019). Access To And Experience Of English-Medium Instruction In Higher Education In Germany: A Study Into English Language Entry Requirements And Their Relevance. EdD thesis The Open University.

Stutchbury, Kris; Chamberlain, Liz and Amos, Sandra (2019). Supporting Professional Development Through MOOCs: the TESSA Experience. In: Pan-Commonwealth Forum 9 (PCF9), 2019. Conference Proceedings, Commonwealth of Learning, Vancouver, Canada.

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2018To Top

Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. (2018). Innovative Language Teaching And Learning At University: Integrating Informal Learning Into Formal Language Education. Research-publishing.net.

Safford, Kimberly and Chamberlain, Liz eds. (2018). Learning and Teaching Around the World: Comparative and International Studies in Primary Education. Oxford: Routledge and the Open University.

Sheehy, Kieron and Holliman, Andrew eds. (2018). Education and New Technologies: Perils and Promises for Learners. Routledge.

Addae-Kyeremeh, Eric and Fox, Alison (2018). What makes useful evidence for educational leadership practice? An interview. Management in Education, 32(1) pp. 53–55.

Akyeampong, Kwame; Vegas, Emiliana; Wolfenden, Freda; Saldanha, Kaitlynn; Dia Al-Attia, Haifa; Wigdortz, Brett; Oduro, Evelyn and Weinstein, Jose (2018). Qualities of effective teachers who teach disadvantaged students: insights from the Varkey Teacher Ambassador Community. The Varkey Foundation, 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.

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.

Alshawabka, Khaled Elwalid (2018). Staff Perceptions of Lesson Observation and Feedback in a UK Secondary School: CPD, Identity, and Organisational Culture. EdD thesis The Open University.

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

Ashbridge, Jan and Josephidou, Jo (2018). The role of the teacher and other adults. In: Cooper, Hilary and Elton-Chalcraft, Sally eds. Professional Studies in Primary Education. SAGE.

Ashbridge, Jan and Josephidou, Jo (2018). Classroom organisation and the learning environment. In: Cooper, Hilary and Elton-Chalcraft, Sally eds. Professional Studies in Primary Education. SAGE.

Beaven, Tita (2018). ‘Dark reuse’: an empirical study of teachers’ OER engagement. Open Praxis, 10(4) pp. 377–391.

Beaven, Tita and Simcott, Richard (2018). The polyglot community: an interview with Richard Simcott, by Tita Beaven. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. UK: Research-publishing.net, pp. 109–118.

Beavers, Sian and Jayemanne, Darshana (2018). ToDIGRA Diversity Workshop Special Issue: Introduction. Transactions of the Digital Games Research Association, 4(1) ix-xv.

Berry, Leon (2018). Becoming an Agile Warrior - An Examination of using a Constructivist Approach to Learning During Basic Training in the British Army. EdD thesis The Open University.

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Tur, Gemma; Marín, Victoria I.; Havemann, Leo; Keefer, Jeffrey; Marsh, J. Dawn; Nascimbeni, Fabio; Crump, Helen; Baker, Nick and García Vallejo, Mari Cruz (2018). Open Education as a threshold concept in Teacher Education: a theoretical framework for further research. In: OER18: Open to All - 9th annual conference for Open Education research, practice and policy, 18-19 Apr 2018, Bristol, UK, Association for Learning Technology.

Ullmann, Thomas; Lay, Stephanie; Coughlan, Tim; Lister, Katharine; Cross, Simon; Rienties, Bart and Whitelock, Denise (2018). Understanding SEaM student comments from a Big(ger)Data perspective: what are students saying? In: CARLG 2018 Conference 18-19 June 2018 Conference Proceedings p. 39.

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Unteidig, Andreas; Apostol, Ileana; Gaved, Mark and Davies, Gareth (2018). D3.7 An interdisciplinary framework for comparisons and cross-fertilization strategies of MAZI pilots (version 3). The MAZI Consortium.

Walker, Lynn Jean (2018). Men in School-Centred Initial Teacher Training: An Exploration of Issues and Experiences in One Primary SCITT. EdD thesis The Open University.

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Weller, Martin; van Ameijde, Jitse and Cross, Simon (2018). Learning Design for Student Retention. Journal of Perspectives in Applied Academic Practice, 6(2)

Weston, Rosalind Anne (2018). Telling and Listening to Practice Related Stories: Views and Experiences of Final Year Midwifery Students. EdD thesis The Open University.

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2017To Top

Cappellini, Marco; Lewis, Tim and Rivens Mompean, Annick eds. (2017). Learner Autonomy and Web 2.0. Advances in CALL Research and Practice. Sheffield: Equinox.

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

Kan, Qian and Bax, Stephen eds. (2017). Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net.

Sarkar, Bikash Chandra; Hedges, Claire; Griffiths, Malcolm; Mathew, Rama and Biswas, Sudeb Kumar eds. (2017). Teachers' Voices. Capturing the Dynamics of Change. Dhaka, Bangladesh: English in Action, Bangladesh.

Younie, Sarah and Bradshaw, Pete eds. (2017). Debates in Computing and ICT Education. Debates in Education. Abingdon: Routledge.

Addae-Kyeremeh, Eric (2017). Connectedness and organisational learning: The role of relationships in supporting headteacher professional development. In: British Educational Leadership Management and Administration Society (BELMAS) Annual Conference, 7-9 Jul 2017, Stratford-upon-Avon, UK.

Ansine, Janice; Dodd, Michael; Robinson, David and McAndrew, Patrick (2017). Exploring citizen science and inquiry learning through iSpotnature.org. In: Herodotou, Christothea; Scanlon, Eileen and Sharples, Mike eds. Citizen Inquiry: Synthesising citizen science and inquiry learning. Oxford: Routledge, pp. 83–103.

Anthony, Becky; Baker, Lisa; Brady, Shane R.; Counselman-Carpenter, Beth; Cummings, Stephen; Curington, Allison M.; Ferrari, Katherine D.; Fink-Samnick, Ellen; Goldkind, Lauri; Joiner, Janet M.; Jones, Nathalie; King, Dione M.; Marquart, Matthea; Parga, Jennifer; Quinn, Carlene; Rembold, Liz; Schwartz, Sara L.; Simpson, Jenny; Singer, Jonathan B.; Taylor, Amanda M.L.; Young, Jimmy A. and Zgoda, Karen (2017). Technology in Social Work Education: Educators’ Perspectives on the NASW Technology Standards for Social Work Education and Supervision. University at Buffalo School of Social Work, State University of New York, Buffalo, NY.

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). 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). 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.

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Baumann, Uwe and Vialleton, Elodie (2017). Intercultural Communicative Competence and Employability in the Languages Curriculum at the Open University UK. In: Intercultural Communicative Competence: A Competitive Advantage for Global Employability (Císlerová, Eva and Štefl, Martin eds.), Czech Technical University, Prague, pp. 35–45.

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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.

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Clough, Gill and Adams, Anne (2017). Evidence Cafes: A How-To Guide. The Open University.

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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 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.

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Cooke, Carolyn (2017). Redefining music pedagogy: using improvising as an enactive metaphor with music student teachers. In: Research in Music Education, 24-27 Apr 2017, Bath Spa University.

Cooke, Carolyn (2017). Photograph elicitation as a window into experiences of space(s): glimpsing the memories, feelings, and experiences of relational playfulness (improvisation) of music student teachers. In: University of Aberdeen Research Student Conference, Dec 2017, University of Aberdeen.

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Cremin, Teresa and Oliver, Lucy (2017). Teachers as writers: a systematic review. Research Papers in Education, 32(3) pp. 269–295.

Cremin, Teresa and Swann, Joan (2017). School Librarians as Leaders of Extracurricular Reading Groups. In: Pihl, Joron; van der Kooij, Kristin Skinstad and Carlsten, Tone Cecilie eds. Teacher and Librarian Partnerships in Literacy Education in the 21st Century. New Research – New Voices (6). Rotterdam: Sense Publishers, pp. 119–137.

Crisp, Martin; Safford, Kimberly and Wolfenden, Freda (2017). It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone. The Open University and Plan International.

Crisp, Martin Timothy Palmer (2017). A study of teaching assistants' engagement with a mathematics block of learning. EdD thesis The Open University.

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.

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.

Dennis, Carol Azumah (2017). A letter from Niccolò: Machiavellian indulgences and strategic myths. In: Daley, Maire; Orr, Kevin and Petrie, Joel eds. The Principal: Power and professionalism in FE. Trentham Books.

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

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

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

Erling, Elizabeth J. (2017). Language planning, English language education and development aid in Bangladesh. Current Issues in Language Planning, 18(4) pp. 388–406.

Erling, Elizabeth J. (2017). Being ‘the villain’: Globalization and the ‘native-speaker’ English language teacher. In: Borjian, Maryam ed. Language and Globalization: An Autoethnographic Approach. Routledge.

Erling, Elizabeth J.; Adinolfi, Lina and Hultgren, Anna Kristina (2017). Multilingual classrooms: opportunities and challenges for English medium instruction in low and middle income contexts. Reading: Education Development Trust/British Council.

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

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; 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.

Floyd, Alan and Fung, Dilly (2017). Focusing the kaleidoscope: exploring distributed leadership in an English university. Studies in Higher Education, 42(8) pp. 1488–1503.

Fox, Alison and Bird, Terese (2017). #any use? What do we know about how teachers and doctors learn through social media use? Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 12(2) pp. 64–87.

Fox, Alison and Bird, Terese (2017). The challenge to professionals of using social media: teachers in England negotiating personal-professional identities. Education and Information Technologies, 22(2) pp. 647–675.

Fox, Alison and Mitchell, Rafael (2017). Application and development of an ethical framework in ethnographic research at a government primary school in Ethiopia. In: ECER Annual Conference 2017, 22-25 Aug 2017, Copenhagen, Denmark, ECER annual conference 2017.

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.

Hall, Alan Geoffrey; Wermelinger, Michel; Hirst, Tony and Phithakkitnukoon, Santi (2017). Structuring Spreadsheets with the “Lish” Data Model. In: Proceedings of the EuSpRIG 2017 Conference "Spreadsheet Risk Management".

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, pp. 253–264.

Hauck, Mirjam and Kurek, Malgorzata (2017). Digital Literacies in Teacher Preparation. In: Thorne, Steven and May, Stephen eds. Language, Education and Technology (3rd edition). Encyclopedia of Language and Education. Springer International Publishing, pp. 1–13.

Havemann, Leo (2017). 'Yes, we are open'?: exploring definitions of openness in education. In: ALT-C 2017: Beyond islands of innovation – how Learning Technology became the new norm(al), 5-7 Sep 2017, Liverpool. (Unpublished)

Havemann, Leo (2017). Stepping up as opening up: aspects of openness in everyday pedagogic practice. In: OER17: The Politics of Open, 5 & 6 Apr 2017, London. (Unpublished)

Havemann, Leo and Marsh, J. Dawn (2017). An open question: beyond a resource and technology based understanding of Open Educational Practices (OEP). In: LearnFest 2017: Connected Learners, Connected Teachers, 6-17 Nov 2017, Hamilton, New Zealand. (Unpublished)

Havemann, Leo and Sherman, Sarah (2017). Contextualising the electronic management of assessment lifecycle in Bloomsbury. In: Havemann, Leo and Sherman, Sarah eds. Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury. London, UK: Bloomsbury Learning Environment, pp. 5–13.

Havemann, Leo and Sherman, Sarah (2017). Electronic management of assessment — administrative perspectives. In: Havemann, Leo and Sherman, Sarah eds. Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury. London: Bloomsbury Learning Environment, pp. 15–22.

Havemann, Leo and Sherman, Sarah (2017). Introduction. In: Havemann, Leo and Sherman, Sarah eds. Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury. London, UK: Bloomsbury Learning Environment, pp. 1–3.

Heaney, Caroline A.; Rostron, Claire L.; Walker, Natalie C. and Green, Alison J.K. (2017). Is there a link between previous exposure to sport injury psychology education and UK sport injury rehabilitation professionals' attitudes and behaviour towards sport psychology? Physical Therapy in Sport, 23 pp. 99–104.

Hempel-Jorgensen, Amelia; Cremin, Teresa; Harris, Diane and Chamberlain, Liz (2017). Understanding boys (dis)engagement with reading for pleasure: Project findings. The Open University, Milton Keynes, UK.

Henry, Lucy A.; Messer, David J.; Wilcock, Rachel; Nash, Gilly; Kirke-Smith, Mimi; Hobson, Zoe and Crane, Laura (2017). Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? Autism & Developmental Language Impairments, 2

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.

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; 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.

Herring, Paul; Kear, Karen; Sheehy, Kieron and Jones, Roger (2017). A virtual tutor for children with autism. Journal of Enabling Technologies, 11(1) pp. 19–27.

Holliman, Richard (2017). Supporting excellence in engaged research. Journal of Science Communication, 16(5) pp. 1–10.

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.

Holliman, Richard and Warren, Clare (2017). Supporting future scholars of engaged research. Research for All, 1(1) pp. 168–184.

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.

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). What are the expectations of disabled learners when participating in a MOOC? In: L@S '17 Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale, ACM, New York, NY, USA, pp. 225–228.

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.

Jansen, Darco; Rosewell, Jonathan and Kear, Karen (2017). Quality Frameworks for MOOCs. In: Jemni, Mohamed; Kinshuk and Khribi, Mohamed Koutheair eds. Open Education: from OERs to MOOCs. Lecture Notes in Educational Technology. Berlin Heidelberg: Springer, pp. 261–281.

Jilg, Timothy and Southgate, Margaret (2017). Students helping students: a learning partnership initiative for distance language learners. Language Learning Journal, 45(2) pp. 245–262.

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.

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 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)

Kan, Qian and Bax, Stephen (2017). Introduction to Beyond the language classroom: researching MOOCs and other innovations. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net, pp. 1–4.

Kim, Chae-Young; Sheehy, Kieron and Kerawalla, Lucinda (2017). Developing Children as Researchers: A Practical Guide to Help Children Conduct Social Research. Abingdon: Routledge.

Knight, Simon and Littleton, Karen (2017). Socialising Epistemic Cognition. Educational Research Review, 21 pp. 17–32.

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.

Kucirkova, Natalia and Cremin, Teresa (2017). How can digital library systems help teachers support-children's reading for pleasure. IOE London Blog, UCL, London.

Kucirkova, Natalia and Littleton, Karen (2017). Digital learning hubs: theoretical and practical ideas for innovating massive open online courses. Learning, Media and Technology, 42(3) pp. 324–330.

Kucirkova, Natalia and Littleton, Karen (2017). Developing personalised education for personal mobile technologies with the pluralisation agenda. Oxford Review of Education, 43(3) pp. 276–288.

Kucirkova, Natalia; Littleton, Karen and Cremin, Teresa (2017). Young children’s reading for pleasure with digital books: six key facets of engagement. Cambridge Journal of Education, 47(1) pp. 67–84.

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.

Lanvers, Ursula (2017). Language learning motivation, global English and study modes: a comparative study. Language Learning Journal, 45(2) pp. 220–244.

Lanvers, Ursula and Coleman, James A. (2017). The UK language learning crisis in the public media: a critical analysis. Language Learning Journal, 45(1) pp. 3–25.

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

Leornardi, Sarah; Archer, Rachael; Tazzyman, Sarah; Burkin, Guy; Choudhoury, Arifa; Cork, Lorna and Fox, Alison (2017). Leadership Curriculum Evaluation: Final Report DFE- RR639. Department for Education, London.

Lewis, Tim (2017). Introduction to system special issue on telecollaboration. System, 64 pp. 1–6.

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.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2017). Writing in contemporary social work: texts, technologies and trajectories. In: BAAL2017: British Association for Applied Linguistics Conference, 31 Aug - 02 Sep 2017, University of Leeds, UK.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2017). ‘If it’s not written down it didn’t happen’: Contemporary social work as a writing intensive profession. Journal of Applied Linguistics and Professional Practice, 14(1) pp. 29–52.

Lingam-Willgoss, Candice (2017). The transitional experiences of recreational and elite sporting. In: BPS DSEP Conference 2017, Dec 2017, Glasgow.

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.

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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: Adaptive and Adaptable Learning: Proceedings of 11th European Conference on Technology Enhanced Learning (EC-TEL 2015), Lyon, France, 13 - 16 September 2016 (Verbert, K.; Sharples, M. and Klobučar, T. eds.), Lecture Notes in Computer Science, Springer, Switzerland, 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.

Shrestha, Prithvi (2016). Formative feedback and writing assessment: any evidence of learning? In: Assessment for learning and assessment of learning: Incommensurate paradigms or complementary perspectives? BAAL TEA SIG Conference, 11 Mar 2016, University of Reading, UK.

Sieminski, Sandy; Messenger, Julie and Murphy, Sam (2016). Case study: what supports students to improve their grades? Open Learning: The Journal of Open, Distance and e-Learning, 31(2) pp. 141–151.

Smith-Spark, James H.; Henry, Lucy A.; Messer, David J.; Edvardsdottir, Elisa and Zięcik, Adam P. (2016). Executive functions in adults with developmental dyslexia. Research in Developmental Disabilities, 53-54 pp. 323–341.

Stickler, Ursula and Shi, Lijing (2016). TELL us about CALL: An introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal. System, 56 pp. 119–126.

Stickler, Ursula; Smith, Bryan and Shi, Lijing (2016). Using eye-tracking technology to explore online learner interactions. In: Caws, Catherine and Hamel, Marie-Josée eds. Language-Learner Computer Interactions: Theory, methodology and CALL applications. Language Studies, Science and Engineering (2). John Benjamins, pp. 163–186.

Stutchbury, Kris (2016). Moving forward with TESSA: what is the potential for MOOCs? In: 3rd International Conference of the African Virtual University, 6-8 Jul 2016, Nairobi, Kenya.

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.

Tagg, Caroline and Seargeant, Philip (2016). Negotiating social roles in semi-public online contexts. In: Leppänen, Sirpa; Westinen, Elina and Kytölä, Samu eds. Social Media Discourse, (Dis)identifications and Diversities. Routledge Studies in Sociolinguistics (13). London: Routledge, pp. 211–234.

Thomas, Elaine; Barroca, Leonor; Donelan, Helen; Kear, Karen; Jefferis, Helen and Rosewell, Jon (2016). Online conversations around digital artefacts: the studio approach to learning in STEM subjects. In: Proceedings of the 10th International Conference on Networked Learning 2016 (Cranmer, S.; de Laat, M.; Ryberg, T. and Sime, J. A. eds.), pp. 172–180.

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.

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.

Twining, Peter; Rix, Jonathan and Sheehy, Kieron (2016). Developing Point of Learning : an innovative approach to enhancing professional learning. Imagine Education, London.

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.

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

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.

Woodhead, Martin (2016). Early Childhood Development in the SDGs. Young Lives Policy Brief 28, Oxford Department of International Development (ODID).

Zdrahal, Zdenek; Hlosta, Martin and Kuzilek, Jakub (2016). Analysing performance of first year engineering students. In: Learning Analytics and Knowledge: Data literacy for Learning Analytics Workshop, 26 Apr 2016, Edinburgh.

2015To Top

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

Chappell, Kerry; Cremin, Teresa and Jeffrey, Robert eds. (2015). Creativity, Education and Society: Writings of Anna Craft. London: Trentham Books.

Cremin, Teresa ed. (2015). Teaching English Creatively (2nd edition). Learning to Teach in the Primary School Series. Abingdon: Routledge.

Everhard, Carol J. and Murphy, Linda eds. (2015). Assessment and Autonomy in Language Learning. Basingstoke, UK: Palgrave Macmillan.

Hampel, Regine and Stickler, Ursula eds. (2015). Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan.

Shrestha, Prithvi N. ed. (2015). Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education.

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).

Addae-Kyeremeh, Eric (2015). Professional learning through networking: perceptions and practices amongst basic school headteachers in Ghana. In: British Educational Leadership Management and Administration Society (BELMAS) Annual Conference, 10-12 Jul 2015, Reading, UK.

Albino, Gabriel (2015). The Effect Of An Explicit Genre-based Approach To Teaching Workplace Writing. EdD thesis The Open University.

Álvarez, Inma and Pérez Cavana, Maria (2015). Multilingual and multicultural task-based learning scenarios: a pilot study from the MAGICC project. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 5(1) pp. 59–82.

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.

Atenas, Javiera and Havemann, Leo (2015). Open data as open educational resources: case studies of emerging practice. Open Knowledge.

Atenas, Javiera and Havemann, Leo (2015). From open data to OER: an unexpected journey? In: Atenas, Javiera and Havemann, Leo eds. Open Data as Open Educational Resources: Case studies of emerging practice. London, UK: Open Knowledge - Open Education Working Group, pp. 22–25.

Atenas, Javiera; Havemann, Leo and Priego, Ernesto (2015). Open Data as Open Educational Resources: Towards transversal skills and global citizenship. Open Praxis, 7(4) pp. 377–389.

Banks, Frank and Chikasanda, Vanwyk K. M. (2015). Technology education and developing countries. In: Williams, P. John; Jones, Alister and Buntting, Cathy eds. The Future of Technology Education. Contemporary Issues in Tecnology Education. Singapore: Springer, pp. 217–238.

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.

Bartlett, Robin Frederick (2015). What Is The Experience Of Deaf Students In Secondary Mainstream Classrooms? EdD thesis The Open University.

Beaven, Tita (2015). OER (re)use and language teachers’ tacit professional knowledge: three vignettes. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Researchpublishing.net, pp. 77–88.

Bertilsdotter Rosqvist, Hanna; Brownlow, Charlotte and O'Dell, Lindsay (2015). "What's the point in having friends?" reformulating notions of friends and friendship for adults with autism. Disability Studies Quarterly, 35(4)

Bird, T. and Fox, A. (2015). TwitterFlipping the Classroom: Social Media for Independent Learning through Teacher-Student and Teacher-Teacher Collaborations. In: ALT-C Annual Conference 2015, 8-10 Sep 2015, University of Manchester.

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.

Brasher, Andrew and McAndrew, Patrick with Chacón J., Christodoulaki, K., Serrano M. A., Asensio, J.l., Dimitriadis Y., Pozzi F., Derntl, M., Persico D. (2015) METIS D3.4: Final workshops packages: workshops for different educational levels and education contexts. European Commission Lifelong Learning Programme.

Buckler, Alison (2015). Quality Teaching and the Capability Approach: Evaluating the Work and Governance of Women Teachers in Rural Sub-Saharan Africa. Routledge Research in Education, 140. Abingdon and New York: Routledge.

Buckler