Currently browsing: EEES Scholarship and Educational Research Group

Number of items at this level: 72.
Generated on Fri Oct 4 18:13:46 2024 BST.

2024To Top

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton; Rees, Terri and Paci, Patrizia (2024). Online exams in higher education: Exploring distance learning students' acceptance and satisfaction. Journal of Computer Assisted Learning, 40(1) pp. 342–359.

Danner, Elizabeth and Hall, Gerard (2024). Research Impact & Engagement: Liz Danner's PhD Exploration of UK University Culture [Podcast]. Research Culturosity, University of Leeds, UK.

Danner, Liz (2024). Supporting the engaged researchers of tomorrow. National Co-ordinating Centre for Public Engagement (NCCPE), UK.

Danner, Liz (2024). Engagement Career Development: Moving from Introduction to Identity. In: EUSEA Conference: The Value of Identify: Public Engagement Beyond Boundaries, 15-16 May 2024, Tbilisi, Georgia.

Danner, Liz; Holliman, Richard; Gladding, Toni; Khalil, Betul and Grand, Ann (2024). Engaged Career Development in the context of the Research (Engagement and) Impact Agenda. In: Engage Live 2024: Innovating Practice, 01-02 May 2024, Bristol, UK.

Holliman, R; Ludhra, G; Janet Warren, CJ; Khatwa, A; Araya, Y; Smith, K; Ansine, J and Badger, MPS (2024). Co-Constructing “Third Spaces” for Engagement with and for Minoritized Community Groups and Environmental Scientists. Earth Science, Systems and Society, 4, article no. 10119.

Holliman, Richard; Ludhra, Geeta; Warren, Clare J.; Khatwa, Anjana; Araya, Yoseph; Smith, Kelly; Ansine, Janice and Badger, Marcus P.S. (2024). Co-constructing ‘third spaces’ for engagement between minoritized community groups and environmental scientists. EarthArXiv.

Kenny, Ian and Kbaier, Dhouha (2024). Adaptive Machine Learning: Pioneering Climate Modelling for a Sustainable Future. Climate Perspectives, Winter 2023/24.

Wild, Fridolin; Coughlan, Tim; Davies, Sarah-Jane; Shepherd, Rebecca; Collins, Trevor; King, Aitch and Matos Carew, Jade (2024). eXtended Reality and Accessibility in Online and Distance Learning: Exploring the Opportunities and Challenges. In: Immersive Learning Research - Academic, The Immersive Learning Research Network, Montana, USA, 1(1) pp. 153–163.

2023To Top

Aiken, Fiona J. and Hutton, Christopher (2023). Improving equity of experience in distance education for students with challenges accessing online learning environments. In: EDEN 2023 Annual Conference “Yes we can!” – Digital Education for Better Futures, 18-20 Jun 2023, Dublin, Ireland.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter and Wood, Carlton (2023). Online remote exams in higher education: distance learning students' views. In: INTED 2023 Proceedings, 6-8 Mar 2023, Valencia, Spain, pp. 2556–2563.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter and Wood, Carlton (2023). Students’ experiences of remote online exams at a distance learning university. In: EARLI 2023: The 20th Biennial EARLI Conference for Research on Learning and Instruction, 22-26 Aug 2023, Thessaloniki, Greece.

Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton and Paci, Patrizia (2023). Examining university student satisfaction and barriers to taking online remote exams. In: 9th International Conference on Higher Education Advances (HEAd’23), UPV Press, València, Spain, pp. 1–8.

Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew (2023). The impact of online exams on the quality of distance learners' exam and exam revision experience: Perspectives from The Open University UK. Online Learning, 27(2) pp. 27–45.

Cullen, Jane; Ocloo, Augustine; Owusu, Kofi; Murphy, Kerry; Velasco, Maria; Davies, Sarah-Jane and Addae-Kyeremeh, Eric (2023). Opportunities and challenges of tertiary level ICT-based science education in Ghana. In: Education for Social & Environmental Justice: Diversity, Sustainability , Responsibility: UKFIET 17th Conference on International Education and Development, 07 Sep 2023 online; 12-14 Sep 2023 Oxfo UK, Oxford, UK.

Holliman, Richard (2023). How to effectively communicate your research with external partners and publics. In: THE Campus Live UK & IE 2023, 6-7 Dec 2023, Liverpool.

Holliman, Richard; Smith McGloin, Rebekah and Danner, Elizabeth (2023). Have developments in engagement and impact outpaced provision for ‘an engaged PhD journey’? In: NCCPE Engage 2023: Changing Practices, 6 Dec 2023, Online.

Kopinska, Harriet and Duckworth, Jenny (2023). Unpicking the rubric: Tutor and student experiences of marking grids for assessment on a final year interdisciplinary module. In: Advance HE Teaching and Learning Conference 2023: Shaping the future of HE, 4-6 Jul 2023, Keele University.

Olney, T. and Wood, C. (2023). The evolution of learning analytics practice over six years at the Open University, UK: what are the arrangements that enable or constrain this practice? In: ICERI2023 Proceedings, IATED pp. 449–455.

Olney, Tom and Wood, Carlton (2023). Using the Theory of Practice Architectures to establish what it means to “do” learning design, and the arrangements that enable and constrain practice. Frontiers in Education, 8, article no. 1291032.

Robson, Julie and Hutton, Christopher (2023). Towards Best Practice In Designing Sustainable Online Peer Mentoring At Scale - What’s In It For The Mentors? In: Ubiquity Proceedings, Ubiquity Press, 3(1) pp. 149–155.

2022To Top

Aiken, Fiona J. and Hutton, Christopher (2022). Exploring student perceptions of employability skills development using radar charts in first year science. In: EDEN Research Workshop proceedings:Towards smart and inclusive learning ecosystem pp. 77–82.

Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew (2022). The impact of online exams on the quality of distance learners' exam and exam revision experience? perspectives from The Open University UK. In: Innovating Higher Education Conference 2022, 19-21 Oct 2022, Athens, Greece.

Duckworth, Jennifer and Halliwell, Catherine (2022). Evaluation of Higher-Order Skills Development in an Asynchronous Online Poster Session for Final Year Science Undergraduates. The International Review of Research in Open and Distributed Learning, 23(3) pp. 259–273.

Duckworth, Jenny and Kopinska, Harriet (2022). What does it all mean? Tutor and student experiences of marking grids for assessment on a final year module. In: Horizons in STEM Higher Education Conference 2022: Making Connections, Innovating and Sharing Pedagogy, 29-30 Jun 2022, University College London.

Haresnape, Janet M.; Aiken, Fiona J. and Wynn, Nirvana C. (2022). Sharing good practice and encouraging community cohesion online: a programme of tutor-led online events for Open University tutors. Open Learning: The Journal of Open, Distance and e-Learning, 37(1) pp. 30–52.

Hutton, Christopher and Aiken, Fiona (2022). Evaluating the effectiveness of printed materials as an alternative to online resources. In: Advance HE Teaching and Learning Conference 2022: Teaching in the spotlight: Where next for enhancing student success?, 5-7 Jul 2022, Northumbria University, Newcastle.

McPherson, Elaine; Clarke, Anactoria; Gallen, Anne-Marie; Keys, Mary and Wolf, Petra (2022). Improving gender balance through a Combined STEM degree. In: 15th Annual International Conference of Education, Research and Innovation, 7-9 Nov 2022, Seville, Spain.

2021To Top

Aiken, Fiona and Hutton, Christopher (2021). Evaluation of students’ employability skills development and the use of radar diagrams in Personal Development Planning. In: Horizons in STEM Higher Education Conference: Making Connections and Sharing Pedagogy, 29-30 Jun 2021, Virtual.

Holliman, Richard; Marino, Alessandra; Berardi, Andrea; Grand, Ann; Mistry, Jay; Jafferally, Deirdre; Thomas, Raquel; Roberts, Grace; Marcus, Carol-Ann; Roopsind, Indranee; Roberts, Anthony; Davies, Sarah-Jane; Pearson, Victoria; Cooper, Hannah and Olsson-Francis, Karen (2021). Transforming astrobiology research and innovation: embedding an ethos of engaged research. In: Public Communication of Science and Technology Conference: Time, Technology and Transformation, 24-27 May 2021, Online.

Olney, Tom; Walker, Steve; Wood, Carlton and Clarke, Anactoria (2021). Are We Living in LA (P)LA Land? Reporting on the Practice of 30 STEM Tutors in Their Use of a Learning Analytics Implementation at The Open University. Journal of Learning Analytics, 8(3) pp. 45–59.

2020To Top

Collins, Trevor; Berry, Elizabeth; Davies, Sarah-Jane and Kear, Karen (2020). eSTEeM Ten Years of Scholarship and Innovation: Marking the tenth anniversary of the OU Centre for STEM Pedagogy. The Open University, Milton Keynes, UK.

Collins, Trevor; Davies, Sarah-Jane and Marshall, Anita (2020). Inclusive Field Kit: sharing approaches for including students with disabilities. In: Enhancing Fieldwork Learning 2020, 8 Sep 2020, Online, United Kingdom.

Cooke, Julia; Wheeler, Philip; Maseyk, Kadmiel; Davies, Sarah-Jane; Collins, Trevor; Bradshaw, Kate; Hawkridge, Ben; Valentine, Chris and Morgan, Gwyneth (2020). Broadcasting from the field: enabling student-led investigations by distance. In: Enhancing Fieldwork Learning 2020, 8 Sep 2020, Online, United Kingdom.

Hutton, Christopher and Aiken, Fiona (2020). Student perceptions and development of employability skills in a multidisciplinary, Level 4 Science module. In: Advance HE STEM Conference 2020, STEM Graduates for a world of change, 29-30 Jan 2020, Manchester.

2019To Top

Butcher, John; Clarke, Anactoria; Wood, Carlton; McPherson, Elaine and Fowle, Wendy (2019). How does a STEM Access module prepare adult learners to succeed in undergraduate science? Journal of Further and Higher Education, 43(9) pp. 1271–1283.

Cooke, Julia; Wheeler, Philip; Maseyk, Kadmiel; Davies, Sarah and Collins, Trevor (2019). Live, interactive fieldcasts: How flexible and robust is our technology and teaching design to multiple changes? In: The 8 th eSTEeM Annual Conference 2019 - STEM Scholarship: From Inquiry to Implementation, 8-9 May 2019, The Open University, Milton Keynes, UK.

Holliman, Richard (2019). Fairness in knowing: How should we engage with the sciences? The Open University, Milton Keynes.

MacQueen, Hilary and Aiken, Fiona (2019). Supporting distance-taught students in the workplace. Higher Education, Skills and Work-based Learning, 10(1) pp. 49–60.

McPherson, E.; Lister, K.; Pearson, V. K.; Colwell, C.; Gallen, A. M. and Collins, T. (2019). Embedding and Sustaining Inclusive Practices in STEM. In: 13th International Technology, Education and Development Conference, 11-13 Mar 2019, Valencia, Spain, pp. 2717–2722.

McPherson, Elaine; Collins, Trevor and Gallen, Anne-Marie (2019). Enabling inclusive group work. In: Proceedings of the 12th annual International Conference of Education, Research and Innovation (ICERI 2019), IATED.

Walker, Steve; Olney, Tom; Wood, Carlton; Clarke, Anactoria and Dunworth, Moira (2019). How do tutors use data to support their students? Open Learning: The Journal of Open, Distance and e-Learning, 34(1) pp. 118–133.

2018To Top

Aiken, Fiona and MacQueen, Hilary (2018). Best practice for supporting students in the workplace. In: Proceedings of the 10th EDEN Research Workshop.

Chetwynd, Frances; Aiken, Fiona and Jefferis, Helen (2018). Reflections on the 2017 HEA STEM conference: graduate employability challenges and solutions. Higher Education Pedagogies, 3(1) pp. 490–494.

Chetwynd, Frances; Aiken, Fiona and Jefferis, Helen (2018). Breaking the coding barrier: transition from Level 1 to Level 2 programming. OU centre for STEM pedagogy - eSTEeM, Open University, Milton Keynes.

Cooke, Julia; Wheeler, Phil; Collins, Trevor; Maseyk, Kadmiel and Davies, Sarah (2018). Widening access to fieldwork for large numbers of students with interactive livecasts. In: Enhancing Fieldwork Learning Showcase 2018, 3-4 Sep 2018, University of Leeds, Leeds, United Kingdom.

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

2017To Top

Chetwynd, Frances; Aiken, Fiona and Jefferis, Helen (2017). Getting a leg up over the coding barrier: pre-start programming bootcamps for Stage 2 students. In: HEA STEM Conference 2017, 1-2 Feb 2017, Manchester Conference Centre.

Chetwynd, Frances; Aiken, Fiona and Jefferis, Helen (2017). How high is the coding barrier? A quantitative analysis of student transitions from stage 1 to stage 2 programming. In: HEA STEM Conference 2017, 1-2 Feb 2017, Manchester Conference Centre.

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

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

2016To Top

Collins, Trevor; Davies, Sarah and Gaved, Mark (2016). Enabling remote activity: widening participation in field study courses. In: Kennepohl, Dietmar ed. Teaching Science Online: Practical Guidance for Effective Instruction and Lab Work. Sterling, VA, USA: Stylus Publishing, pp. 183–195.

2015To Top

Davies, Sarah-Jane; Thomas, Elaine and Walker, Steve (2015). Digital, material and networked: some emerging themes for SET education. In: Proceedings of the European Distance and E-Learning Network 2015 Annual Conference (Teixeira, António Moreira; Szűcs, András and Mázár, Ildikó eds.), European Distance and E-Learning Network, pp. 91–99.

Grand, Ann; Davies, Gareth; Holliman, Richard and Adams, Anne (2015). Mapping Public Engagement with Research in a UK University. PLoS ONE, 10(4) pp. 1–19.

2014To Top

Minocha, Shailey; Davies, Sarah-Jane; Richardson, Brian and Argles, Thomas (2014). 3D virtual geology field trips: opportunities and limitations. In: Computers and Learning Research Group Annual Conference 2014, 10-11 Jun 2014, The Open University, Walton Hall, Milton Keynes, UK.

Walker, Steve and Davies, Sarah-Jane (2014). Examining hybrid digital/material resources in networked learning: a critical realist approach. In: Proceedings of the 9th International Conference on Networked Learning 2014, pp. 315–322.

2012To Top

Stokes, Alison; Collins, Trevor; Maskall, John; Lea, John; Lunt, Paul and Davies, Sarah-Jane (2012). Enabling remote access to fieldwork: gaining insight into the pedagogic effectiveness of ‘direct’ and ‘remote’ field activities. Journal of Geography in Higher Education, 36(2) pp. 197–222.

2011To Top

Adams, Anne; Coughlan, Tim; Lea, John; Rogers, Yvonne; Davies, Sarah-Jane and Collins, Trevor (2011). Designing interconnected distributed resources for collaborative inquiry based science education. In: ACM/IEEE Joint Conference on Digital Libraries, 13-17 Jun 2011, Ottawa.

Adams, Anne; Coughlan, Tim; Rogers, Yvonne; Collins, Trevor; Davies, Sarah-Jane; Blake, Canan and Lea, John (2011). Live linking of fieldwork to the laboratory increases students inquiry based reflections. In: CSCL 2011: International Conference on Computer-Supported Collaborative Learning, 04-08 Jul 2011, Hong Kong.

Coughlan, Tim; Adams, Anne; Collins, Trevor; Davies, Sarah-Jane; Lea, John and Rogers, Yvonne (2011). Working with ‘mission control’ in scientific fieldwork: supporting interactions between in situ and distanced collaborators. In: The 2011 ACM Conference on Computer Supported Cooperative Work, 19-23 Mar 2011, Hangzhou, China.

Coughlan, Tim; Adams, Anne; Rogers, Yvonne and Davies, Sarah-Jane (2011). Enabling live dialogic and collaborative learning between field and indoor contexts. In: The 25th BCS Conference on Human Computer Interaction, 04-08 Jul 2011, Newcastle upon Tyne, UK, pp. 88–98.

2010To Top

Adams, Anne; Davies, Sarah; Collins, Trevor and Rogers, Yvonne (2010). Out there and in here: design for blended scientific inquiry learning. In: 17th Association for Learning Technology Conference ALT-C 2010 -, 07-09 Sep 2010, Nottingham, UK.

Davies, Sarah-Jane; Collins, Trevor; Gaved, Mark; Bartlett, Jessica; Valentine, Chris and McCann, Lewis (2010). Enabling remote activity: using mobile technology for remote participation in geoscience fieldwork. In: Proc. European Geosciences Union General Assembly 2010 (EGU 2010), 02-07 May 2010, Vienna, Austria.

2008To Top

Gaved, Mark; Collins, Trevor; Bartlett, Jessica; Davies, Sarah-Jane; Valentine, Chris; McCann, Lewis and Wright, Michelle (2008). ERA: On-the-fly networking for collaborative geology fieldwork. In: mLearn 2008 'The bridge from text to context', 8-10 Oct 2008, Wolverhampton, UK.

2007To Top

Marshall, Christine; Issroff, Kim; Scanlon, Eileen; Blake, Canan; Holliman, Richard; Smidt, Samantha; Clough, Gill; Banks, Frank; Jones, Ann; Roche, Nel and Waycott, Jenny (2007). Investigating mobile science learning in workplace settings. In: CAL07: Development, Disruption and Debate - D3, 26-28 Mar 2007, Dublin, Ireland.

Scanlon, Eileen; Banks, Frank; Blake, Canan; Clough, Gill; Jones, Ann; Holliman, Richard; Issroff, Kim; Marshall, Christine; Roche, Nel; Smidt, Samantha and Waycott, Jenny (2007). PDAS as workplace tools for science teachers. In: IADIS International Conference - Mobile Learning 2007, 5-7 Jul 2007, Lisbon, Portugal.

2006To Top

Holliman, Richard and Allgaier, Joachim (2006). The emergence of the controversy around the theory of evolution and creationism in UK newspaper reports. Curriculum Journal, 17(3) pp. 263–279.

Holliman, Richard and Scanlon, Eileen (2006). Investigating co-operation and collaboration in near synchronous computer mediated conferences. Computers and Education, 46(3) pp. 322–335.

Holliman, Richard and Thomas, Jeff (2006). Editorial. Curriculum Journal, 17(3) pp. 193–196.

2004To Top

Holliman, Richard and Scanlon, Eileen eds. (2004). Mediating science learning through information and communications technology. London: RoutledgeFalmer.

2003To Top

Holliman, Richard (2003). ENSCOT: The European Network of Science Communication Teachers. Public understanding of science, 12(2) pp. 167–181.

1993To Top

Aiken, Fiona; Cox, Brian G. and Sørensen, Poul E. (1993). Proton transfer from carbon. A study of the acid-base-catalysed relaxation and the bromination of aryl-substituted methanedisulfones. Journal of the Chemical Society: Perkin Transactions 2, 1993(4) pp. 783–790.

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