Open Research Online
Browse by Interdisciplinary Research Centre

2018

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

Kim, Chae-Young and Montgomery, Heather (2018). Rural children’s work and school education in the context of rapid economic growth in South Korea. International Journal of Sociology and Social Policy, 38(3/4) (In Press).

2017

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

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. (2017). Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York : Routledge (In Press).

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.

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.

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

Beaven, Tita; Fuertes Gutierrez, Mara and Motzo, Anna (2017). The Language Exchange Programme: plugging the gap in formal learning. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCS and other innovations. Research-publishing.net, (in print).

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

Canning, Natalie; Payler, Jane; Horsley, Karen and Gomez, Chris (2017). An innovative methodology for capturing young children’s curiosity, imagination and voices using a free app: Our Story. International Journal of Early Years Education, 25(3) pp. 292–307.

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

Clifton, Grace (2017). Did Harry Potter's extra-curricular activities land him a job at the Ministry of Magic? Open Learn.

Clifton, Grace (2017). Towards an institutional understanding of employability for the part-time, distance learner. In: The Higher Education Academy Annual Conference 2017, July 4-6 2017, Manchester.

Clifton, Grace (2017). An Evaluation of the Impact of "Learning Design" on the Distance Learning and Teaching Experience. International Review of Research in Open and Distributed Learning, 18(5) pp. 277–286.

Clifton, Grace and Kellett, Mary (2017). Measuring gains and employability for part-time students. WonkHE , London.

Cline, Tony; Crafter, Sarah; Abreu, Guida de and O'Dell, Lindsay (2017). Child language brokers’ representations of parent-child relationships. In: Antonini, Rachele; Cirillo, Letizia; Rossato, Linda and Torresi, Ira eds. Non-professional Interpreting and Translating: State of the art and future of an emerging field of research. Benjamins Translation Library (129). John Benjamins Publishing Company, pp. 281–294.

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

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

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

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

Cooper, Victoria and Kellett, Mary (2017). Listening to children. In: Payler, Jane; Moyles, Janet and Georgeson, Jan eds. Beginning Teaching, Beginning Learning in Early Years and Primary Education. Milton Keynes: Open University Press/McGraw Hill, (In press).

Cooper, Victoria L. (2017). Lost in translation: exploring childhood identity using photo-elicitation. Children's Geographies (Early Access).

Crafter, Sarah; Cline, Tony; Abreu, Guida de and O'Dell, Lindsay (2017). Young peoples’ reflections on what teachers think about family obligations that conflict with school: A focus on the non-normative roles of young caring and language brokering. Childhood (In Press).

Cremin, Teresa (2017). Apprentice story writers: exploring young children’s print awareness and agency in early story authoring. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York : Routledge (In Press).

Cremin, Teresa (2017). Motivating children to write with purpose and passion. In: Goodwin, Prue ed. The Literate Classroom (4th ed.). Routledge, pp. 131–140.

Cremin, Teresa and Flewitt, Rosie (2017). Laying the foundations: narrative and early learning. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Language,Literacy, and Culture,. Routledge, (In Press).

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan (2017). Introduction. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York : Routledge (In Press).

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

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

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

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.

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.

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

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

de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2017). Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository. European Journal of Open, Distance and e-Learning, 20(1) pp. 126–137.

Donelan, Helen and Kear, Karen (2017). Creating and collaborating: students’ and tutors’ perceptions of an online group project. International Review of Research in Open and Distributed Learning (In press).

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

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.

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) (In Press).

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.

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

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.

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

Flewitt, Rosie; Cremin, Teresa and Mardell, Ben (2017). Paley’s approach to storytelling and story-acting: research and practice. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language,literacy, and classroom culture. London and New York : Routledge (In Press).

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) (In Press).

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

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.

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.

Heaney, Caroline A.; Walker, Natalie C.; Green, Alison J.K. and Rostron, Claire L. (2017). The impact of a sport psychology education intervention on physiotherapists. European Journal of Physiotherapy, 19(2) pp. 97–103.

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.

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

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

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

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). Auditing the accessibility of Massive Open Online Courses (MOOCs). In: 14th AAATE Congress 2017, 13-14th September 2017, Sheffield.

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

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

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

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.

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

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 (In Press).

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

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

Kucirkova, Natalia and Cremin, Teresa (2017). Personalised reading for pleasure with digital libraries: Towards a pedagogy of practice and design. Cambridge Journal of Education (In Press).

Kucirkova, Natalia and Littleton, Karen (2017). Developing personalised education for personal mobile technologies with the pluralisation agenda. Oxford Review of Education (In Press).

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.

Kucirkova, Natalia; Littleton, Karen and Kyparissiadis, Antonios (2017). The influence of children’s gender and age on children’s use of digital media at home. British Journal of Educational Technology (In Press).

Kucirkova, Natalia; Messer, David and Sheehy, Kieron (2017). Implementing “The Our Story app” to in-crease children’s narrative skills: Lessons learnt from one English pre-school classroom. In: Veneziano, Edy and Nicolopoulou, Ageliki eds. Narrative Literacy and other skills: Studies in interventions. John Benjamins (In Press) .

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

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

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

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.

Lindsay, Hilary; Kerawalla, Lucinda and Floyd, Alan (2017). Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education (Early Access).

Lloyd, Mair Elizabeth (2017). Living Latin: Exploring a Communicative Approach to Latin Teaching Through a Sociocultural Perspective on Language Learning. PhD thesis The Open University.

Maher, Damian and Twining, Peter (2017). Bring your own device – a snapshot of two Australian primary schools. Educational Research, 59(1) pp. 73–88.

Messer, David and Nash, Gilly (2017). An evaluation of the effectiveness of a computer-assisted reading intervention. Journal of Research in Reading (Early Access).

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

Motzo, Anna and Proudfoot, Anna (2017). MOOCs for language learning – opportunities and challenges: the case of the Open University Italian Beginners’ MOOCs. In: Beyond the Language Classroom: Researching MOOCs and Other Innovations (Kan, Qian and Bax, Stephen eds.), Research Publishing, pp. 85–98.

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

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

O'Rourke, Breffni and Stickler, Ursula (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7 (In press).

Palmgren-Neuvonen, Laura; Korkeamäki, Riitta-Liisa and Littleton, Karen (2017). Intercreating in the context of learner-generated DV production. Thinking Skills and Creativity, 26 pp. 13–23.

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

Pérez-Sanagustín, Mar; Nussbaum, Miguel; Hilliger, Isabel; Alario-Hoyos, Carlos; Heller, Rachelle S.; Twining, Peter and Tsai, Chin-Chung (2017). Research on ICT in K-12 schools e A review of experimental and survey-based studies in computers & education 2011 to 2015. Computers and Education, 104 A1-A15.

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

Pinchbeck, Jessica and Heaney, Caroline (2017). Case report: the impact of a resubmission intervention on level 1 distance learning students. Open Learning: The Journal of Open, Distance and e-learning (Early Access).

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

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

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

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

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

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

Rix, Jonathan and Parry, John (2017). Using In-the-Picture to Engage With the Child’s Perspective. SAGE Research Methods Cases.

Rosell-Aguilar, Fernando (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal, 34(2) pp. 243–258.

Seargeant, Philip; Erling, Elizabeth J.; Solly, Mike and Chowdhury, Qumrul Hasan (2017). The communicative needs of Bangladeshi economic migrants: The functional values of host country languages versus English as a lingua franca. Journal of English as a Lingua Franca, 6(1) (In Press).

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

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

Sheehy, Kieron (2017). Ethics, epistemologies and inclusive education. In: Gajewski, Agnes ed. Ethics, Equity, and Inclusive Education. International Perspectives on Inclusive Education (9). Bingley: Emerald Publishers, pp. 59–78.

Sheehy, Kieron; Budiyanto; Kaye, Helen and Khofidotur, Rofiah (2017). Indonesian Teachers’ Epistemological Beliefs and Inclusive Education. Journal of Intellectual Disabilities (Early Access).

Shi, Lijing; Stickler, Ursula and Lloyd, Mair E. (2017). The Interplay between attention, experience and skills in online language teaching. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) 205-238 (Forthcoming).

Shrestha, Prithvi N. (2017). Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment. Journal of English for Academic Purposes, 25 pp. 1–17.

Stickler, Ursula (2017). Qualitative and mixed methodology for online language teaching research. In: Applied Linguistic Research and Methodology. Proceedings from the CALS Conference 2015 (Cergol Kovačević, Kristina and Udier, Sanda Lucija eds.), Peter Lang Verlag, Frankfurt am Main, (In Press).

Stutchbury, Kris and Woodward, Clare (2017). Teachers Taught, Lessons Learnt: Experiences of Using Video to Support Teacher Learning on Three Continents. In: Pan Commonwealth Forum 8 (PCF8), 28-30 Nov 2016, Kuala Lumpur, Malaysia.

Tagg, Caroline; Seargeant, Philip and Brown, Amy Aisha (2017). Taking Offence on Social Media: Conviviality and Communication on Facebook. Pivot. Palgrave Macmillan.

Twining, P.; Browne, N.; Murphy, P.; Hempel-Jorgensen, A.; Harrison, S. and Parmar, N. (2017). NP3 – New Purposes, New Practices, New Pedagogy: Meta-analysis report. Society for Educational Studies, London.

Twining, Peter; Heller, Rachelle S.; Nussbaum, Miguel and Tsai, Chin-Chung (2017). Some Guidance on Conducting and Reporting Qualitative Studies. Computers & Education, 106 A1-A9.

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

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

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

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

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

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

Woodhead, Martin; Rossiter, Jack; Dawes, Andrew and Pankhurst, Alula (2017). Scaling-up Early Learning in Ethiopia: Exploring the Potential of O-Class. Young Lives, Oxford Department of International Development (ODID), University of Oxford, Oxford.

2016

Cremin, Teresa ed. (2016). Creativity and Creative Pedagogies in the Early and Primary Years. London: Routledge.

Cremin, Teresa and Locke, Terry eds. (2016). Writer Identity and the Teaching and Learning of Writing. London and New York : Routledge (In Press).

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Montgomery, Heather (2016). Understanding the indefensible: reflections on fieldwork with child prostitutes in Thailand. In: Allerton, Catherine ed. Children: Ethnographic Encounters. London: Bloomsbury, pp. 141–154.

Moon, Bob ed. (2016). Do Universities Have a Role in the Education and Training of Teachers? An International analysis of policy and practice. Cambridge: Cambridge University Press.

Moon, Bob and Villett, Charmaine (2016). Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa. Commonwealth of Learning, Vancouver.

Motzo, Anna (2016). Evaluating the effects of a ‘student buddy’ initiative on student engagement and motivation. In: Goria, Cecilia; Speicher, Oranna and Stollhans, Sascha eds. Innovative language teaching and learning at university: enhancing participation and collaboration. Dublin, Ireland, Voillans, France: Research-publishing.net, pp. 19–28.

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

Nind, Melanie; Seale, Jane; Chapman, Rohhss and Tilley, Liz (2016). The Conundrum of Training and Capacity Building for People with Learning Disabilities Doing Research. Journal of Applied Research in Intellectual Disabilities, 29(6) pp. 542–551.

Owen, Nathaniel; Fox, Alison and Bird, Terese (2016). The development of a small-scale survey instrument of UK teachers to study professional use (and non-use) of and attitudes to social media. International Journal of Research & Method in Education, 39(2) pp. 170–193.

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

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

Poloczek, Sebastian; Henry, Lucy A.; Danielson, Henrik; Büttner, Gerhard; Mähler, Claudia; Messer, David J.; Schuchardt, Kirsten and van der Molen, Mariët J. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58 pp. 83–93.

Power, Tom; Cullen, Jane; Woodward, Clare; Mathew, Rama; Payler, Jane and McCormick, Robert (2016). Assessment Project - Bangladesh. Baseline Study. The British Council, Dhaka (In Press).

Prescott, Lynda; Hewings, Ann and Seargeant, Philip (2016). Introduction: Futures for English Studies. In: Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. Futures for English Studies: Teaching Language, Literature and Creative Writing. Basingstoke: Palgrave Macmilan, pp. 1–8.

Preston, Diane and Floyd, Alan (2016). Supporting the Role of Associate Dean in Universities: an Alternative Approach to Management Development. Higher Education Quarterly, 70(3) pp. 264–280.

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

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

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

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

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

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

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

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

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

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

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

Rooke, Eliza (2016). Dialogic space during mother-child interaction in the early years. EdD thesis The Open University.

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

Rosell-Aguilar, Fernando (2016). User evaluation of language learning mobile applications: a case study with learners of Spanish. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 545–581.

Rosell-Aguilar, Fernando and Kan, Qian (2016). Design and user evaluation of a mobile app to teach Chinese characters. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 399–434.

Rosen, R. and Crafter, S. (2016). The care of children, by children. In: Global Engagement Funds: Celebrating UCL's international collaborations, 28 November 2016.

Safford, Kimberly (2016). Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element of the Statutory Test in Spelling, Punctuation and Grammar (SPaG). Changing English, 23(1) pp. 3–21.

Safford, Kimberly; Messer, David; McLachlan, Jill; Walker, Kim; Ghosh, Kerenza; Laird, Stephanie; Disney, Ann and Wright, Deborah (2016). Teaching grammar and testing grammar in the English primary school: The impact on teachers and teaching of the grammar element of the statutory test in Spelling, Punctuation and Grammar (SPaG) in England. UKLA and The Open University.

Safford, Kimberly and Stinton, Julia (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Journal of Educational Technology, 47(1) pp. 135–150.

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

Seargeant, Philip; Erling, Elizabeth J.; Solly, Mike; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2016). Analysing perceptions of English in rural Bangladesh. World Englishes (Early Access).

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

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

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

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

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

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

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 March 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 and Shi, Lijing (2016). Eyetracking methodology in SCMC: a tool for empowering learning and teaching. ReCALL pp. 160–177.

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, 6th - 8th July 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).

2015

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 July 2015, Reading, UK.

Álvarez, Inma (2015). Ethical and aesthetic considerations in language MOOCs. In: Martín-Monje , Elena and Bárcena , Elena eds. Language MOOCs: Providing learning, transcending boundaries. Open Series. Warsaw: De Gruyter, pp. 127–142.

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.

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.

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 September 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.

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.

Clifton, Grace (2015). Does one size fit all? Using scholarship to enhance the student learning experience. In: Enhancing Student Learning Through Innovative Scholarship Conference, 16-17 July 2015, Durham.

Comas-Quinn, Anna and Borthwick, Kate (2015). Sharing: Open Educational Resources for Language Teachers. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices. Palgrave Macmillan, pp. 96–112.

Crafter, Sarah (2015). Cultural Psychology and Deconstructing Developmental Psychology. Feminism and Psychology, 25(3) pp. 388–401.

Cremin, Teresa (2015). Editorial: Perspectives on creative pedagogy: exploring challenges, possibilities and potential. Education 3-13, 43(4) pp. 353–359.

Cremin, Teresa (2015). Exploring teachers’ identity positions as teacher-writers and writer-teachers in the classroom. In: Turnbull, Jan; Barton, Georgina and Brock, Cynthia eds. Teaching Writing in Today's Classroom: Looking Back to Looking Forward. Sydney: Australian Literacy Educators' Association (ALEA), pp. 51–68.

Cremin, Teresa (2015). Creative teaching and creative teachers. In: Wilson, Anthony ed. Creativity in Primary Education (3rd ed). Achieving QTS. London: SAGE, pp. 33–44.

Cremin, Teresa; Glauert, Esme; Craft, Anna; Compton, Ashley and Styliandou , Fani (2015). Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. Education 3-13, 43(4) pp. 404–419.

Cremin , Teresa; Mottram , Marilyn; Collins , Fiona M.; Powell, Sacha and Drury, Rose (2015). Researching Literacy Lives: Building Communities between Home and School. Abingdon: Routledge.

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

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

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

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

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

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

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

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

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

Dornan, Paul and Woodhead, Martin (2015). How Inequalities Develop through Childhood: Life-course Evidence from Young Lives. UNICEF Office of Research.

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

Erling, Elizabeth (2015). The Relationship Between English and Employability in the Middle East and North Africa. British Council, Manchester.

Erling, Elizabeth (2015). Review of Innovation and Change in English Language Education. ELT Journal, 69(2) pp. 217–219.

Erling, Elizabeth J.; Seargeant, Philip; Solly, Michael; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2015). English for economic development: a case study of migrant workers from Bangladesh. British Council.

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

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

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

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

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

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

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

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

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

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

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

Fernández-Toro, María and Furnborough, Concha (2015). Eliciting students’ voices through screencast assisted ‘feedback on feedback’. European Journal of Open, Distance and e-Learning, Best of EDEN 2013-2014

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

Flewitt, Rosie; Messer, David and Kucirkova, Natalia (2015). New directions for early literacy in a digital age: the iPad. Journal of Early Childhood Literacy, 15(3) pp. 289–310.

Fox, A.; Poultney, V.; Brown, A.; Rawes, N. and Silverthorne, J. (2015). "I see inquiry as a normal part of my professional practice": A critical examination of practitioners' experiences from one Midlands Teaching School Alliance. In: BERA Annual Conference 2015, 15-17 September 2015, University of Belfast.

Fox, Alison and Bird, Terese (2015). The challenge to professionals of using social media: teachers in England negotiating personal-professional identities. Education and Information Technologies (Early Access).

Fox, Alison R. C. and Wilson, Elaine G. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47 pp. 93–107.

Fung, Dilly and Floyd, Alan (2015). Exploring distributed leadership in an English university. In: SRHE Annual Research Conference, 9-11 December 2015, Celtic Manor Resort, Newport in South Wales, United Kingdom.

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

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

Motzo, Anna and Quattrocchi, Debora (2015). Dyslexia in modern language learning: a case study on collaborative task-design for inclusive teaching and learning in an online context. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Dublin: Research-publishing.net, pp. 89–102.

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

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

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

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

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

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

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

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Solly, Michael; Rahman, Shajedur and Eyres, Ian (2015). English language and social and economic opportunity: Case studies of underprivileged school-leavers. Cambridge Education, Cambridge.

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Stickler, Ursula and Hampel, Regine (2015). Qualitative research in CALL. CALICO Journal, 32(3) pp. 380–395.

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Stickler, Ursula; Hampel, Regine and Murphy, Linda (2015). Editorial. Innovation in Language Learning and Teaching, 9(1) pp. 1–3.

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2014

Buckingham, David; Bragg, Sara and Kehily, Mary eds. (2014). Youth Cultures in the Age of Global Media. Studies in Childhood and Youth. Basingstoke: Palgrave Macmillan.

Cremin, Teresa and Arthur, James eds. (2014). Learning to Teach in the Primary School (3rd edition). London : Routledge .

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

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

Seargeant, Philip and Tagg, Caroline eds. (2014). The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan.

Wells, Karen; Burman, Erica; Montgomery, Heather and Watson, Alison eds. (2014). Childhood, Youth and Violence in Global Contexts: Researchers and Practitioners in Dialogue. Studies in Childhood and Youth. Basingstoke: Palgrave Macmillan.

Wenger-Trayner, Etienne; Fenton-O'Creevy, Mark; Kubiak, Christopher; Hutchinson, Steven and Wenger-Trayner, Beverly eds. (2014). Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning. Abingdon: Routledge.

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

Adams, Helga and Nicolson, Margaret (2014). Feeling the difference in the languages classroom: explorations of teacher understanding of diversity. Language Learning Journal, 42(1) pp. 25–40.

Addae-Kyeremeh, Eric (2014). Professional development spaces: an exploratory study of headteachers perspectives in Ghana. In: 3rd AFTRA Teaching and Learning in Africa Conference, 11-13 June 2014, Accra, Ghana.

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Pearson, Charlie; Gaved, Mark; Brasher, Andrew; Jones, Ann; Kukulska-Hulme, Agnes; Scanlon, Eileen; Jones, Janet; Neumann, Lukas and Busta, Michal (2014). Mobile Situated Language Learning. MASELTOV Consortium, Graz, Austria.

Pells, Kirrily and Woodhead, Martin (2014). Changing Children's Lives: Risks and Opportunities. Oxford: Young Lives, Department for International Development, University of Oxford .

Percy, Keith; Hughes, Jonathan and Jamieson, Anne (2014). Building on European experience: the ForAge Project and the construction of knowledge of later-life learning. In: ELOA 2014 Conference: Innovations in Older Adult Learning: Theory, Research, Policy, 22-24 October 2014, Valletta, Malta.

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

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Perryman, Leigh-Anne; Buckler, Alison and Seal, Timothy (2014). Learning from TESS-India’s approach to OER localisation across multiple Indian states. Journal of Interactive Media in Education, 2(7)

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

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Power, Tom (2014). Educational technology: evidence of impacts on teaching and learning. Findings and recommendations from the DFID Topic Guide on Educational Technology, 2014. In: Education Technology and Women: Seminar Proceedings, English in Action, Dhaka, pp. 12–13.

Power, Tom (2014). Teacher education, mobile learning, and the challenges of scale. In: Teacher Educator Conference 2014 (TEC 14), 21-23 February 2014, Hyderabad.

Power, Tom and Erling, Elizabeth (2014). Supporting development through improving English language teaching and learning in Bangladesh. In: Supporting development through improving English language teaching and learning in Bangladesh.

Power, Tom; Gater, Rosalind; Grant, Catherine and Winters, Niall (2014). Educational Technology Topic Guide. HEART Topic Guides. London: The Health & Education Advice & Resource Team (HEART).

Power, Tom and McCormick, Robert (2014). Evaluating classroom practice: a critical analysis of approaches to evaluation in large scale teacher education or education technology programmes, in international development contexts. In: ICERI2014 Proceedings, IATED, pp. 1269–1275.

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

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

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

Pulker, Helene and Vialleton, Elodie (2014). Online revision and assessment on a beginners’ French course: using learning analytics to understand language learners’ behaviors. In: CALICO conference 2014: Open, Online, Massive: The Future of Language Learning? , 6-10 May 2014, Ohio University.

Rai, Lucy (2014). Effective writing for social work. Social work in practice. Bristol: Policy Press.

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

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

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

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

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

Rix, Jonathan and Matthews, Alice (2014). Viewing the child as a participant within context. Disability & Society, 29(9) pp. 1428–1442.

Rix, Jonathan and Parry, John (2014). Ongoing exclusion within universal education: why education for all is not inclusive. In: Kiuppis, Florian and Hausstätter, Rune Sarromaa eds. Inclusive Education Twenty Years After Salamanca. Disability Studies in Education (19). New York: Peter Lang.

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Rix, Jonathan and Sheehy, Kieron (2014). Nothing special – the everyday pedagogy of teaching. In: Florian, Lani ed. Sage Handbook of Special Education, Volume 2. London: Sage, pp. 459–474.

Robertson, Leena H.; Drury, Rose and Cable, Carrie (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5) pp. 610–623.

Rosewell, Jonathan (2014). Practical activities in robotics: hands-on or simulator? In: HEA STEM Annual Learning and Teaching Conference: Enhancing the STEM Student Journey, 30 April – 1 May 2014, Edinburgh.

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

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

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

Seale, Jane; Nind, Melanie and Parsons, Sarah (2014). Inclusive research in education: contributions to method and debate. International Journal of Research & Method in Education, 37(4) pp. 347–356.

Seargeant, Philip and Tagg, Caroline (2014). Introduction: The language of social media. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan, pp. 1–19.

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

Shams, Shahriar; Shohel, M. Mahruf C. and Ahsan, Amimul (2014). Housing problems for middle and low income people in Bangladesh: challenges of Dhaka megacity. Environment and Urbanization ASIA, 5(1) pp. 175–184.

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Sheehy, Kieron and Budiyanto, . (2014). Teachers’ attitudes to signing for children with severe learning disabilities in Indonesia. International Journal of Inclusive Education, 18(11) pp. 1143–1161.

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

Shrestha, Prithvi (2014). Tracking business studies students’ linguistic and conceptual development in writing: contributions from sociocultural theory (Vygotsky) and systemic functional linguistics (Halliday). In: BAAL 2014 Conference: 47th Annual Meeting: Learning, Working and Communicating in a Global Context, 4 - 6 September 2014, University of Warwick.

Shrestha, Prithvi (2014). Book review: Innovations in Learning Technologies for English Language Teaching, G. Motteram (Ed.). British Council, London (2013). System, 42 pp. 474–475.

Shrestha, Prithvi and Azim, Farhan (2014). International trends in English language assessment: implications for Bangladesh. In: English Language Skills Assessment in the Primary and Secondary Education Sectors in Bangladesh, 16 March 2014, Dhaka, Bangladesh.

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

Stutchbury, Kris (2014). In pursuit of quality: the challenges and opportunities for teacher education. In: AFTRA, 2014, July 2014, Accra, Ghana.

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Terrett, Matthew Andrew (2014). Exploring an Exam-Practice Approach to Teaching Academic Reading and Writing in China: Teacher Perspectives and Materials Analysis. EdD thesis The Open University.

Thomas, Elaine; Rosewell, Jon; Kear, Karen and Donelan, Helen (2014). Learning and peer feedback in shared online spaces. In: Proceedings of the 9th International Conference on Networked Learning 2014, pp. 382–385.

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

Twining, Peter (2014). Redefining education: 1 to 1 computing strategies in English schools. In: Now IT's Personal: Proceedings of the Australian Computers in Education Conference, ACEC, pp. 428–437.

Twining, Peter and Henry, Fiona (2014). Enhancing ‘ICT teaching’ in English schools: Vital lessons. World Journal of Education, 4(2) pp. 12–36.

Ugochukwu, Françoise (2014). Things Fall Apart - Achebe’s legacy, from book to screen. Research in African Literature, 45(2) pp. 168–183.

Ugochukwu, Françoise (2014). Nigerian video-films on History: Love in Vendetta and the 1987 Kano riots. In: Ogunleye, Foluke ed. African Film: Looking Back and Looking Forward. Newcastle upon Tyne: Cambridge Scholars Publishing , pp. 125–135.

Vialleton, Elodie (2014). The spoken language in beginners’ French language textbooks: 1573-2014. In: Connecting Cultures?: An International Conference on the History of Teaching and Learning Second/Foreign Languages, 1500-2000, 2-5 July 2014, University of Nottingham.

Vialleton, Élodie and Lewis, Tim (2014). Reconsidering the authenticity of speech in French language teaching: theory, data, methodology, and practice. In: Tyne, Henry ; André, Virginie; Boulton, Alex and Benzitoun, Christophe eds. French through Corpora: Ecological and Data-Driven Perspectives in French Language Studies. Newcastle-upon-Tyne: Cambridge Scholars Publishing, pp. 293–316.

Walsh, Christopher; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2014). The potential of mobile phones to transform teacher professional development. In: 28th Annual Conference Asian Association of Open Universities: Advancing open and distance learning: research and practices, The Open University of Hong Kong, pp. 641–651.

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

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

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

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

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

Wild, Fridolin; Scott, Peter; Karjalainen, Jaakko; Helin, Kaj; Lind-Kohvakka, Salla and Naeve, Ambjoern (2014). An augmented reality job performance aid for kinaesthetic learning in manufacturing work places. In: Open Learning and Teaching in Educational Communities, Lecture Notes in Computer Science, Springer International Publishing, pp. 470–475.

Wild, Fridolin; Scott, Peter; Lefrere, Paul; Karjalainen, Jaakko; Helin, Kaj; Naeve, Ambjoern and Isaksson, Erik (2014). Towards data exchange formats for learning experiences in manufacturing workplaces. In: Proceedings of the 4th Workshop on Awareness and Reflection in Technology-Enhanced Learning In conjunction with the 9th European Conference on Technology Enhanced Learning: Open Learning and Teaching in Educational Communities (ECTEL 2014), pp. 23–33.

Wise, Christine; Addae-Kyeremeh, Eric; Anand, Kavita and Wheeler, Spokey (2014). Leadership development at scale to support policy: experiences from the TESS India project- a UKAID project. In: International Conference of British Educational Leadership Management and Administration Society, 7-11 July 2014, Stratford-Upon-Avon.

Wolfenden, Freda (2014). Supporting induction to the teaching profession for women in Malawi. In: Proceedings of the 4th biennial International Conference on Distance Education and Teachers’ Training in Africa (DETA), DETA Conference procedings , Unit for Distance Education, University of Pretoria, pp. 171–196.

Wolfenden, Freda and Murphy, Patricia (2014). Promoting gender inclusion in a distance learning course to increase female recruitment to teaching. In: Seventh Pan-Commonwealth Forum on Open Learning (PCF7), 2-6 Dec 2013, Abuja, Nigeria.

Woodhead, Martin; Dornan, Paul and Murray, Helen (2014). What inequality means for children: evidence from young lives. International Journal of Children's Rights, 22(3) pp. 467–501.

Woodhead, Martin; Feathersone, Imogen; Bolton, Laura and Robertson, Penny (2014). Early Childhood Development: Delivering Inter‐sectoral Policies, Programmes and Services in Low‐resource Settings. Topic guide, November (2014). Oxford: Health & Education Advice & Resource Team (HEART).

Woodward, Clare; Burton, Sonia; Power, Tom; McCormick, Robert and Siddique, Md. Ashraf (2014). Classroom Practices of Primary and Secondary Teachers Participating in English in Action: Second Cohort (2013). English in Action, Dhaka, Bangladesh.

Woodward, Clare; Griffiths, Malcolm and Solly, Michael (2014). English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh. In: Hayes, David ed. Innovations In The Continuing Professional Development Of English Language Teachers. London: British Council, pp. 227–248.

2013

Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. (2013). Case Studies of Openness in the Language Classroom. Dublin; Voillans: Research-Publishing.net.

Brooker, Liz and Woodhead, Martin eds. (2013). The Right to Play. Early Childhood in Focus, 9. Milton Keynes: The Open University with the support of Bernard van Leer Foundation.

Clark, Alison ed. (2013). Childhoods in Context (2nd ed). Bristol: Policy Press.

Clark, Alison; Flewitt, Rosie; Hammersley, Martyn and Robb, Martin eds. (2013). Understanding Research with Children and Young People. London: Sage.

Erling, Elizabeth J. and Seargeant, Philip eds. (2013). English and Development: Policy, Pedagogy and Globalization. Critical Language and Litearcy Studies. Bristol: Multilingual Matters.

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

Hall, K.; Cremin, T.; Comber, B. and Moll, L. eds. (2013). International Handbook of Research on Children's Literacy, Learning and Culture. Oxford: Wiley.

Lamy, Marie-Noëlle and Zourou, Katerina eds. (2013). Social Networking for Language Education. New Language Learning and Teaching Environments . Basingstoke: Palgrave MacMillan.

Owen-Jackson, Gwyneth ed. (2013). Debates in Design and Technology Education. Debates in Subject Teaching. Abingdon: Routledge.

Shrestha, Prithvi; Dhakal, Khagendra Raj; Ojha, Laxmi Prasad; Rana, Lal Bahadur and Rawal, Hima eds. (2013). NELTA Conference Proceedings 2013. Kathmandu: NELTA & Routledge.

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

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

Aguerre, Sandrine; Alder, Bill and Beaven, Tita (2013). ’4 profs, 4 pays’: lessons from a four-way tele-collaborative writing project. Francophonie(47), article no. 5.

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

Alvarez, Inma (2013). High aspirations: transforming dance students from print consumers to digital producers. Journal of Interactive Media in Education, article no. 16.

Alvarez, Inma (2013). Rightly Beautiful: Dimensiones éticas y estéticas en la didáctica de las TIC. In: Seminario Permanente de Investigación del posgrado oficial de la UNED: Máster TIC-ETL, 22 March 2013, Universidad Nacional de Educación a Distancia, Madrid.

Alvarez, Inma; Beaven, Tita and Comas-Quinn, Anna (2013). Performing languages: an example of integrating open practices in staff development for language teachers. Journal of e-Learning and Knowledge Society, 9(1) pp. 85–92.

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

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

Astruc, Lluisa; Payne, Elinor; Post, Brechtje; Vanrell, Maria del Mar and Prieto, Pilar (2013). Tonal targets in early child English, Spanish, and Catalan. Language and Speech, 56(2) pp. 229–253.

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

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

Banks, Frank (2013). Innovation education through science, technology, engineering, and math (STEM) subjects - the UK experience. In: Shavinina, Larisa V. ed. The Routledge International Handbook of Innovation Education. Abingdon: Routledge, pp. 557–569.

Banks, Frank and Plant, Malcolm (2013). Transferring knowledge versus learning knowledge through technology education: what's the difference? In: Middleton, Howard and Baartman, L. K. J. eds. Transfer, Transitions and Transformations of Learning. International Technology Education Series (11). Rotterdam: Sense Publishers, pp. 23–39.

Banks, Frank and Williams, John (2013). International perspectives on technology education. In: Owen-Jackson, Gwyneth ed. Debates in Design and Technology Education. Debates in Subject Teaching. Abingdon: Routledge, pp. 31–48.

Baxter, Jacqueline and Wise, Christine (2013). School federation governance: translation or transformation. Management in Education, 27(3) pp. 106–111.

Beaven, Ana and Comas-Quinn, Anna (2013). Editorial: Focus on Open Educational Resources (OER) and Open Educational Practices (OEP). Journal of e-Learning and Knowledge Society, 9(1) pp. 7–9.

Beaven, Tita (2013). Qualitative methods for researching teachers’ (re)use of OER. In: OER13: Creating a Virtuous Circle, 26 - 27 March 2013, University of Nottingham.

Beaven, Tita (2013). Use and Reuse of OER: professional conversations with language teachers. Journal of e-Learning and Knowledge Society, 9(1) pp. 59–71.

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

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

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

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

Bowl, Marion and Hughes, Jonathan (2013). Discourses of fair access in English higher education. Widening Participation and Lifelong Learning, 15(4) pp. 7–25.

Bradshaw, Peter; Younie, Sarah and Jones, Sarah (2013). Open education resources and higher education academic practice. Campus Wide Information Systems, 30(3) pp. 186–193.

Bragg, Sara and Buckingham, David (2013). Global concerns, local negotiations and moral selves: contemporary parenting and the ‘sexualisation of childhood’ debate. Feminist Media Studies, 13(4) pp. 643–659.

Butcher, Philip; Sangwin, Christopher and Hunt, Tim (2013). Embedding and enhancing eAssessment in the leading open source VLE. In: Proceedings of the HEA STEM Conference, Higher Education Academy, 2013.

Calvi, Anna; Motzo, Anna and Silipo, Sandra (2013). Designing OERs to teach Italian pronunciation in an open educational environment: a case study. In: Beaven, Ana; Comas-Quinn, Anna and Barbara, Sawhill eds. Case Studies of Openness in the Language Classroom. Dublin: Research-Publishing.net, pp. 70–82.

Camfield, Laura; Crivello, Gina and Woodhead, Martin (2013). Young Lives Qualitative Fieldwork Guide: Round One (2007). Young Lives, Oxford.

Camfield, Laura; Crivello, Gina and Woodhead, Martin (2013). Young Lives Qualitative Fieldwork Guide: Round Two (2008). Young Lives, Oxford.

Carney, Daniel P. J.; Henry, Lucy A.; Messer, David; Dannielsson, Henrik; Brown, Janice H. and Rönnberg, Jerker (2013). Using developmental trajectories to examine verbal and visuospatial short-term memory development in children and adolescents with Williams and Down syndromes. Research in Developmental Disabilities, 34(10) pp. 3421–3432.

Clark, Alison (2013). ‘Making Schools: spaces, objects and relationships’. In: Clark, Alison ed. Childhoods in Context (2nd ed). Bristol: Policy Press, pp. 163–212.

Clark, Alison (2013). Understanding research with children. In: Maynard , Trisha and Powell, Sacha eds. An Introduction to Early Childhood Studies (3rd ed). London: Sage.

Clark, Alison and Gallacher, Lesley-Anne (2013). Children in and out of place. In: Clark, Alison ed. Childhoods in Context (2nd ed). Bristol: Policy Press, pp. 1–52.

Clark, Alison and Kehily, Mary Jane (2013). Home and family. In: Clark, Alison ed. Childhoods in Context (2nd ed). Bristol: Policy Press, pp. 53–108.

Clifton, Grace (2013). The educational challenges facing children in military families. AQA, Manchester.

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

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

Cochrane, Allan and Williams, Ruth (2013). Putting higher education in its place: the socio-political geographies of English universities. Policy and Politics, 41(1) pp. 43–58.

Coffin, Caroline (2013). Using systemic functional linguistics to explore digital technologies in educational contexts. Text and Talk, 33(4/5) pp. 497–522.

Coffin, Caroline (2013). Systemic functional linguistics and discourse analysis. In: Hyland, Ken ed. Discourse Studies Reader: Essential Excerpts. London: Bloomsbury Academic.

Coffin, Caroline (2013). Interview with M.A.K. Halliday. In: Martin, J. R. ed. Interviews with M.A.K. Halliday: Language turned back on itself. London: Bloomsbury Academic.

Coleman, James A. (2013). Dymplexity: new theories, new contexts and new labels for mobile students. Journal of Multicultural Discourses, 8(1) pp. 20–28.

Coleman, James A. (2013). Researching whole people and whole lives. In: Kinginger, Celeste ed. Social and Cultural Aspects of Language Learning in Study Abroad. Language Learning & Language Teaching (37). Amsterdam & Philadelphia: John Benjamins, pp. 17–44.

Collins, Trevor; Quick, Kevin; Joiner, Richard and Littleton, Karen (2013). Loosely coupled web representations: a REST service and JavaScript wrapper for sharing web-based visual representations. In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2013, 24 - 27 June, 2013 , Victoria, Canada.

Comas-Quinn, Anna and Fitzgerald, Alannah (2013). Open Educational Resources in Language Teaching and Learning. Higher Education Academy (HEA), York.

Comas-Quinn, Anna; Wild, Joanna and Carter, Jackie (2013). Leveraging passion for open practice. In: OER13: Creating a Virtuous Circle, 26-27 March 2013, Nottingham, UK.

Conradie, Liesl and Golding, Tyrrell (2013). The Short Guide to working with Children and Young People. Short Guide Series. Bristol: Policy Press.

Cooper, Victoria (2013). Designing research for different purposes. In: Clark, Alison; Hammersley, Martyn; Flewitt, Rosie and Robb, Martin eds. Understanding research with children and young people. London: Sage.

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

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

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Richardson, John T. E. (2013). The National Student Survey and its impact on UK higher education. In: Shah, Mahsood and Nair, Chenicheri Sid eds. Enhancing student feedback and improvement systems in tertiary education. CAA Quality Series (5). Abu Dhabi: Commission for Academic Accreditation, UAE, pp. 76–84.

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Shaheen, Robina; Paul, Ashok Kumar and Hassan, Masud Ul (2013). Learning English: its use and benefits: views from Bangladesh. In: 6th BELTA International Conference 2013 Multiple Realities of English: ELT & Beyond, 18-20 January 2013, Dhaka, Bangladesh.

Shaheen, Robina; Walsh, Christopher; Power, Tom and Burton, Sonia (2013). Assessing the impact of large-scale teacher professional development (TPD) in Bangladesh: English in Action (EIA). In: American Educational Research Association, 27 April-01 May 2013, San Francisco, California.

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Sharples, Mike (2013). Mobile learning: research, practice and challenges. Distance Education in China, 3(5) pp. 5–11.

Sharples, Mike; FitzGerald, Elizabeth; Mulholland, Paul and Jones, Robert (2013). Weaving location and narrative for mobile guides. In: Schrøder, Kim and Drotner, Kirsten eds. Museum Communication and Social Media: The Connected Museum. Routledge Research in Museum Studies. New York: Routledge.

Sharples, Mike and Specht, Marcus (2013). Guest Editorial Preface. International Journal of Mobile and Blended Learning, 5(4) iv-vi.

Sheehy, Kieron (2013). Eugenics. Oxford University Press , New York..

Sheehy, Kieron (2013). Educational psychology and the development of inclusive education. In: Holliman, Andrew ed. Routledge International Companion to Educational Psychology. Abingdon: Routledge, pp. 235–245.

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Shelley, Monica; Murphy, Linda and White, Cynthia J. (2013). Language teacher development in a narrative frame: the transition from classroom to distance and blended settings. System, 41(3) pp. 560–574.

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Shrestha, Prithvi (2013). English language classroom practices: Bangladeshi primary school children’s perceptions. RELC Journal, 44(2) pp. 147–162.

Shrestha, Prithvi (2013). English Language for Teachers (EL4T): a course for EFL teachers. In: TESOL 2013 International Convention: Harmonising ESP practice in EFL contexts through curricular innovation , 20 - 23 March 2013, Dallas, Texas.

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Simkiss, Douglas E.; MacCallum, Fiona; Fan, Emma E. Y.; Oates, John M.; Kimani, Peter K. and Stewart-Brown, Sarah (2013). Validation of the mothers object relations scales in 2–4 year old children and comparison with the child–parent relationship scale. Health and Quality of Life Outcomes, 11(1), article no. 49.

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Stutchbury, Kris; Acquah, Sakina; Ngman-Wara, Ernest; Goodwell, Kaulu; Shayo, Simon; Busulwa, Henry and Wambugu, Patricia (2013). Implementating TESSA teaching lower secondary science: learning from the experience and the implications for partnership working. In: Distance Education for Teachers in Africa, 30th July - 1st August, 2013, Nairobi, Kenya.

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Ugochukwu, Francoise (2013). Nollywood across languages – issues in dubbing and subtitling. Journal of Intercultural Communication(33)

Ugochukwu, Francoise (2013). Nollywood on the Move, Nigeria on display. Trier: Wissenschaftlicher Verlag.

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Ugochukwu, Francoise (2013). Les leçons de la tortue, d’Achebe à Adichie. In: Baumgardt, Ursula and Derive, Jean eds. Littérature Africaine et Oralité. Paris: Karthala, pp. 55–75.

Ugochukwu, Francoise (2013). Gabriella Ihuarugo Nwaozuzu et le théâtre policier igbo. In: Didier, Beatrice; Calle-Gruber, Mireille and Fouque, Antoinette eds. Dictionnaire universel des creatrices. Paris: Editions des Femmes, p. 3222.

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Van Labeke, N.; Whitelock, D; Field, D.; Pulman, S. and Richardson, J. T. E. (2013). What is my essay really saying? Using extractive summarization to motivate reflection and redrafting. In: Proceedings of the AIED Workshop on Formative Feedback in Interactive Learning Environments, CEUR-WS, 1009.

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Vialleton, Elodie (2013). Compréhension du français oral spontané par les débutants en FLE : contributions croisées de la linguistique et de la didactique des langues aux méthodologies d’enseignement et de recherche. In: Cultures de recherche en linguistique appliquée / Research cultures in applied linguistics, 14-16 November 2013, Université de Lorraine, Nancy, France.

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Vialleton, Elodie (2013). Online and mobile applications and resources for autonomous language learning: technological and methodological approaches. In: CALRG Annual Conference 2013, 11-12 June 2013, Milton Keynes.

Vialleton, Elodie (2013). Investigating The Use Of Naturally Occurring Spoken French In Adult Foreign Language Learning. EdD thesis The Open University.

Villasclaras Fernandez, Eloy; Sharples, Mike; Kelley, Simon and Scanlon, Eileen (2013). nQuire for the OpenScience Lab: supporting communities of inquiry learning. In: Scaling up Learning for Sustained Impact, Lecture Notes in Computer Science, Springer, pp. 585–588.

Villasclaras Fernandez, Eloy; Sharples, Mike; Kelley, Simon and Scanlon, Eileen (2013). Supporting citizen inquiry: an investigation of Moon rock. In: Scaling up Learning for Sustained Impact, Lecture Notes in Computer Science, Springer, pp. 383–395.

Walker, Natalie and Heaney, Caroline (2013). Psychological responses to injury: a review and critique of exisitng models. In: Arvinen-Barrow, Monna and Walker, Natalie eds. The Psychology of Sport Injury and Rehabilitation. Abingdon: Routledge, pp. 23–39.

Walker, Natalie and Heaney, Caroline (2013). Relaxation techniques in sport injury rehabilitation. In: Arvinen-Barrow, Monna and Walker, Natalie eds. The Psychology of Sport Injury and Rehabilitation. Abingdon: Routledge, pp. 86–102.

Walsh, Christopher and Shaheen, Robina (2013). English in Action (EIA): mobile phones as an agent of change for large-scale teacher professional development and English language learning in Bangladesh. In: American Educational Research Association Annual Conference 2013, 27 April-01 May 2013, San Francisco, CA.

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Woodhead, Martin; Dornan , Paul and Murray, Helen (2013). What inequality means for children: evidence from Young Lives. Young Lives, University of Oxford, Department of International Development.

Woodhead, Martin; Frost, Melanie and James, Zoe (2013). Does growth in private schooling contribute to Education for All? Evidence from a longitudinal, two cohort study in Andhra Pradesh, India. International Journal of Educational Development, 33(1) pp. 65–73.

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2012

Allington, Daniel and Mayor, Barbara eds. (2012). Communicating in English: Talk, Text, Technology. Worlds of English. London: Routledge.

Cooper, Barry; Glaesser, Judith; Gomm, Roger and Hammersley, Martyn eds. (2012). Challenging the Qualitative-Quantitative Divide: Explorations in Case-focused Causal Analysis. London: Continuum.

Hewings, Ann and Tagg, Caroline eds. (2012). The Politics of English Conflict, Competition, Co-existence. Worlds of English. Abingdon: Routledge in association with the Open University.

Kühn, Bärbel and Perez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio: Learner autonomy and self-assessment. Oxford, UK: Routledge.

Kühn , Bärbel and Pérez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio. Learner Autonomy and Self-assessment. Oxford: Routledge.

Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. (2012). Orchestrating Inquiry Learning. Abingdon: Routledge.

Miller, Linda; Cable, Carrie and Drury, Rose eds. (2012). Extending Professional Practice in the Early Years. Sage.

Oates, John; Karmiloff-Smith, Annette and Johnson, Mark eds. (2012). Developing Brains. Early Childhood in Focus, 7. Milton Keynes: The Open University.

Soler, Janet; Walsh, Christopher; Craft, Anna; Rix, Jonathan and Simmons, Katy eds. (2012). Transforming Practice: Critical Issues in Equity, Diversity and Education. Stoke-on-Trent: Trentham Books.

Wise, Christine; Bradshaw, Pete and Cartwright, Marion eds. (2012). Leading Professional Practice in Education. Milton Keynes: The Open University.

Woodhead, Martin and Brooker, Liz eds. (2012). Healthy Environments. Early Childhood in Focus, 8. Milton Keynes: The Open University.

Addae-Kyeremeh, Eric (2012). Messengers or agents? The capacity of headteachers to influence educational policy change in Ghana. In: Annual International Conference of British Educational Leadership Management and Administration Society, 20-22 July 2012, Manchester.

Addae-Kyeremeh, Eric (2012). Learning-centred leadership: practices and effects. In: International Council on Education for Teaching conference, 10-12 July 2012, Cape Coast. Ghana..

Alevizou, Panagiota; Galley, Rebecca and Conole, Grainne (2012). Collectivity, performance and self-representation: analysing Cloudworks as a public space for networked learning and reflection. In: Dirckinck-Holmfeld, Lone ; Hodgson, Vivien and McConnell, David eds. Exploring the Theory, Pedagogy and Practice of Networked Learning. New York: Springer, pp. 75–97.

Allington, Daniel (2012). Private experience, textual analysis, and institutional authority: the discursive practice of critical interpretation and its enactment in literary training. Language and Literature, 21(2) pp. 211–225.

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