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2025To Top

Rienties, Bart; Roelen, Keetie; Oakley, Ben; Duncan, Elaine and Pengel, Liset (2025). Multiple and Multi-dimensional Life Transitions of World Transplant Athletes. In: Jindal-Snape, Divya ed. The Palgrave Handbook of Multiple and Multi-Dimensional Educational and Life Transitions. London: Palgrave MacMillan (In Press).

2024To Top

Charitonos, Koula and Uwihoreye, Chaste (2024). Studying participatory arts-based psychosocial support and peacebuilding at a distance through a topological lens: the case of MAP at Home project in Rwanda. In: Breed, Ananda; Marambio, Helena-Ulrike; Pells, Kirrily and Timalsina, Rajib eds. Children, Youth and Participatory Arts for Peacebuilding: Lessons from Kyrgyzstan, Rwanda, Indonesia and Nepal. Routledge Studies in Development and Society. Abingdon: Routledge (In Press).

Coughlan, Tim; Kubiak, Christopher; Haider, Sharif; Almond, Esther and Wild, Fridolin (2024). Embedding and Evaluating Virtual Reality Sepsis Simulations into Online and Distance Learning across Multiple Healthcare Professions. In: 10th International Conference of the Immersive Learning Research Network, 10-13 Jun 2024, Glasgow, Scotland, Immersive Learning Research Network (ILRN).

Divjak, Blaženka; Rienties, Bart; Svetec, Barbi; Vondra, Petra and Žižak, Mirza (2024). Reviewing Assessment in Online and Blended Flipped Classroom. Journal of University Teaching and Learning Practice, 21(7)

Ferguson, Rebecca and Scanlon, Eileen (2024). Open Technology-Enhanced Learning. Journal of Interactive Media in Education (JIME), 2024(1) pp. 1–5.

Gaved, Mark; Brasher, Andrew and Tessarolo, Felipe (2024). Literature Review of support mechanisms to aid tutors in teaching Level 1 students. PVC-Challenges Response; Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University.

Kukulska-Hulme, Agnes (2024). A hopeful future for mobile language learning. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. London: Bloomsbury Publishing (In Press).

Weller, M.; Pitt, B.; Farrow, R. and Bossu, C. (2024). GO-GN Annual Review 2023. Global OER Graduate Network (GO-GN), The Open University (UK), Milton Keynes.

Whitelock, Denise; Goshtasbpour, Fereshte; Pitt, Rebecca; Ferguson, Rebecca and Cross, Simon (2024). Capacity building for digital education. Open Learning: The Journal of Open, Distance and e-Learning, 39(2) pp. 105–111.

Whitelock, Denise; Goshtasbpour, Fereshte; Pitt, Rebecca; Ferguson, Rebecca and Cross, Simon (2024). [Editorial] Capacity building for digital education. Open Learning: The Journal of Open, Distance and e-learning, 39(2) pp. 105–111.

2023To Top

Aristeidou, Maria; Lorke, Julia and Ismail, Nashwa (2023). Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations. International Journal of Science and Mathematics Education, 21 pp. 2067–2093.

Balaban, Igor; Rienties, Bart and Winne, Philip H. (2023). Information Communication Technology (ICT) and Education. Applied Sciences, 13(22), article no. 12318.

Bektik, Duygu (2023). PVC-Challenges Response: The use of Artificial Intelligence in content authoring & curriculum production: A literature review. Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University, Milton Keynes, UK.

Bozkurt, Aras; Xiao, Junhong; Lambert, Sarah; Pazurek, Angelica; Crompton, Helen; Koseoglu, Susan; Farrow, Robert; Bond, Melissa; Nerantzi, Chrissi; Honeychurch, Sarah; Bali, Maha; Dron, Jon; Mir, Kamran; Stewart, Bonnie; Costello, Eamon; Mason, Jon; Stracke, Christian; Romero-Hall, Enilda; Koutropoulos, Apostolos; Mae Toquero, Cathy; Singh, Lenandlar; Tlili, Ahmed; Lee, Kyungmee; Nichols, Mark; Ossiannilsson, Ebba; Brown, Mark; Irvine, Valerie; Elisa Raffaghelli, Juliana; Santos-Hermosa, Gema; Farrell, Orna; Adam, Taskeen; Li Thong, Ying; Sani-Bozkurt, Sunagul; C Sharma, Ramesh; Hrastinski, Stefan and Jandrić, Petar (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape. Asian Journal of Distance Education, 18(1) pp. 53–130.

Emke, Martina and Kukulska-Hulme, Agnes (2023). Exploring Rhizomatic Learning on Twitter Through Research on Teacher Professional Development. In: Khine, Myint Swe ed. Rhizome Metaphor : Legacy of Deleuze and Guattari in Education and Learning. Singapore: Springer Nature, pp. 157–172.

Farrow, Robert (2023). A Typology for OER Business Models. In: EDEN 2023 Annual Conference “Yes we can!” – Digital Education for Better Futures, 18-20 Jun 2023, Dublin, Ireland.

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

Ferguson, Rebecca; Khosravi, Hassan; Kovanović, Vitomir; Viberg, Olga; Aggarwal, Ashish; Brinkhuis, Mattheiu; Buckingham Shum, Simon; Chen, Lujie Karen; Drachsler, Hendrik; Guerrero, Valerie A; Hanses, Michael; Hayward, Caitlin; Hicks, Ben; Jivet, Ioana; Kitto, Kirsty; Kizilcec, René; Lodge, Jason M; Manly, Catherine A; Matz, Rebecca L; Meaney, Michael J; Ochoa, Xavier; Schuetze, Brendan A; Spruit, Marco; van Haastrecht, Max; van Leeuwen, Anouschka; van Rijn, Lars; Tsai, Yi-Shan; Weidlich, Joshua; Williamson, Kimberly and Yan, Veronica X (2023). Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach. Journal of Learning Analytics, 10(2) pp. 14–50.

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

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

Khosravi, Hassan; Viberg, Olga; Kovanovic, Vitomir and Ferguson, Rebecca (2023). Generative AI and Learning Analytics. Journal of Learning Analytics, 10(3) pp. 1–6.

Lewis, Tim; Rienties, Bart and Rets, Irina (2023). Communication, metacommunication and intercultural effectiveness in virtual exchange: The Evaluate project. In: Potolia, Anthippi and Derivry-Plard, Marine eds. Virtual Exchange for Intercultural Language Learning and Teaching: Fostering Communication for the Digital Age. Routledge Research in Language Education. London & New York: Routledge, pp. 133–155.

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

Rienties, Bart; Ferguson, Rebecca; Gonda, Dalibor; Hajdin, Goran; Herodotou, Christothea; Iniesto, Francisco; Llorens Garcia, Ariadna; Muccini, Henry; Sargent, Julia; Virkus, Sirje and Isidori, Maria Vittoria (2023). Education 4.0 in higher education and computer science: A systematic review. Computer Applications in Engineering Education, 31(5) pp. 1339–1357.

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

Rienties, Bart; Divjak, Blazenka; Iniesto, Francisco; Pazur Anicic, Katarina and Zizak, Mirza (2023). Online work-based learning: a systematic literature review. International Review of Education, 69 pp. 551–570.

Rizvi, Saman; Rienties, Bart; Rogaten, Jekaterina and Kizilcec, René F. (2023). Are MOOC learning designs culturally inclusive (enough)? Journal of Computer Assisted Learning [Early Access].

Scanlon, Eileen (2023). Learning science at a distance: it can be done. In: 3rd International Conference on Educational Technology and Online Learning – ICETOL 2023: Full Paper Proceedings, 20-23 Jun 2023, Cunda, Ayvalık,Turkey, pp. 102–106.

Scanlon, Eileen; Herodotou, Christothea and McLeod, Kevin (2023). Community Citizen Inquiry: The Case of nQuire. In: Proceedings of the European Distance and eLearning Network Conference 2023, 18-20 Jun 2023, Dublin, pp. 357–362.

Tempelaar, D; Rienties, Bart; Giesbers, G and Nguyen, Quan (2023). Modelling Temporality in Person- and Variable-Centred Approaches. Journal of Learning Analytics, 10(2) pp. 51–67.

Tlili, Ahmed; Garzón, Juan; Salha, Soheil; Huang, Ronghuai; Xu, Ling; Burgos, Daniel; Denden, Mouna; Farrell, Orna; Farrow, Robert; Bozkurt, Aras; Amiel, Tel; McGreal, Rory; López-Serrano, Aída and Wiley, David (2023). Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis. International Journal of Educational Technology in Higher Education, 20, article no. 54.

Ullmann, Thomas (2023). Trialling Generative AI for course content production. PVC-Challenges Response; Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University, Milton Keynes, UK.

Ullmann, Thomas and Durgam, Pradeep (2023). Approaches to understanding Asian, Black, and other ethnic minority students using big data. QEI Series report from IET; Quality Enhancement and Innovation, The Institute of Educational Technology, The Open University, Milton Keynes, UK.

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

2022To Top

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

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

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

Charitonos, Koula; Khalil, Betul; Bonfini-Hotlosz, Cindy; Webster, Ben; Tara, Ross; Salim, Ahmed; Abu Allan, Ekhlass; Badwi, Wajeeh and Aristorenas, Miki (2022). Researching communicative approaches to English language teaching using peer ethnographic method in Jordan’s refugee settings. In Inter-agency Network for Education in Emergencies ed. Teachers in Crisis Contexts: Promising Practices in Teacher Professional Development, Management, and Well-being. INEE, New York.

Collins, Trevor D.; Atchison, Christopher L. and Whitmeyer, Steven J. (2022). A critical incident analysis of inclusive fieldwork with students as co-researchers. Journal of Geography in Higher Education, 47(4) pp. 513–532.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2021To Top

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Rodrigo, Covadonga and Iniesto, Francisco (2021). AIED: raising awareness on risks of biases in sexism and discrimination. In Ubachs, George ed. The Envisioning Report for Empowering Universities EADTU, Maastricht.

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

Sargent, Julia and Casey, Ashley (2021). Using digital technologies to enhance your teaching of physical education. In: Capel, Susan; Cliff, Joanne and Lawrence, Julia eds. A practical guide to teaching physical education in the secondary school, Volume 3rd ed. London: Routledge.

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

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

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

Toetenel, Lisette and Rienties, Bart (2021). The Virtuous Circle of Learning Design and Learning Analytics to Develop Student Centred Online Education. In: Klemenčič, Manja and Hoidn, Sabine eds. Routledge International Handbook on Student-Centred Learning and Teaching in Higher Education. Routledge.

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

2020To Top

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2019To Top

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

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

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

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

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

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

Hilliard, Jake; Kear, Karen; Donelan, Helen and Heaney, Caroline (2019). Exploring the emotions of distance learning students in an assessed, online, collaborative project. In: EDEN 2019 Annual Conference Proceedings: Connecting through Educational Technology to produce effective learning environments (Volungeviciene, Airina and Szűcs, András eds.), European Distance and E-learning Network, pp. 260–268.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Murphy, Victoria; Littlejohn, Allison and Rienties, Bart C. (2019). Social network analysis and activity theory: A symbiotic relationship. In: Froehlich, Dominik E.; Rehm, Martin and Rienties, Bart C. eds. Mixed methods social network analysis: Theories and methodologies in learning and education. London, United Kingdom: Routledge, pp. 113–125.

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

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

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

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

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

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

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

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

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

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

2018To Top

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

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

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

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

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

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

Coughlan, Tim and Lister, Katharine (2018). The accessibility of administrative processes: Assessing the impacts on students in higher education. In: Proceedings of the 15th International Cross-Disciplinary Conference on Web Accessibility (Web4All 2018), ACM Press, New York.

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

Ferguson, Rebecca; Herodotou, Christothea; Coughlan, Tim; Scanlon, Eileen and Sharples, Mike (2018). MOOC development: priority areas. In: Luckin, Rosemary ed. Enhancing Learning and Teaching with Technology: What the Research Says. London: UCL IOE Press.

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

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

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

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

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

Kukulska-Hulme, Agnes and Pegrum, Mark (2018). Linguistic diversity in online and mobile learning. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Abingdon: Routledge, pp. 518–532.

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

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

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

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

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

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

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

Whitelock, Denise (2018). Advice for Action with Automatic Feedback Systems. In: Caballé, Santi and Conesa, Jordi eds. Software Data Engineering for Network eLearning Environments. Lecture Notes on Data Engineering and Communications Technologies, 11. Springer, pp. 139–160.

Whitelock, Denise and Bektik, Duygu (2018). Progress and Challenges for Automated Scoring and Feedback Systems for Large-Scale Assessments. In: Voogt, J.; Knezek, G.; Christensen, R. and Lai, K. W. eds. Second Handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education.

2017To Top

Manathunga, Kalpani; Hernández-Leo, Davinia and Sharples, Mike (2017). A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case. In: Delgado Kloos, Carlos; Jermann, Patrick; Pérez-Sanagustín, Mar; Seaton, Daniel T. and White, Su eds. Digital Education: Out to the World and Back to the Campus. Lecture Notes in Computer Science, 10254. Springer, pp. 243–253.

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

2016To Top

2008To Top

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

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.

1998To Top

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

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