Currently browsing: Rumpus

Number of items at this level: 59.
Generated on Fri Oct 4 18:13:34 2024 BST.

2025To Top

Okada, Alexandra (2025). Knowledge Cartography for Young Thinkers: Sustainability Issues, Mapping Techniques and AI Tools. Advanced Information and Knowledge Processing. Switzerland: Springer (In Press).

2024To Top

Childs, Mark; Ferguson, Rebecca; Collins, Michael and Ellis, Elizabeth (2024). Pedagodzilla: Exploring the Realm of Pedagogy. ‎ [independently published].

Critten, Valerie; Messer, David and Sheehy, Kieron (2024). Reading Disabilities in Children with Cerebral Palsy: associations with Working Memory. Reading & Writing Quarterly, 40(4) pp. 396–411.

Okada, Alexandra (2024). A self-reported instrument to measure and foster students’ science connection to life with the CARE-KNOW-DO model and open schooling for sustainability. Journal of Research in Science Teaching (Early Access).

Okada, Alexandra (2024). Um instrumento autorrelatado para medir e promover a conexão científica para a vida dos estudantes com o modelo CARE-KNOW-DO e a escolarização aberta para a sustentabilidade. Journal of Research in Science Teaching (Early Access).

Okada, Alexandra ed. (2024). Escolarização Aberta e Inclusiva com Ciência Engajadora e orientada para o Futuro: Práticas baseadas em evidências, Princípio e Artefatos. Milton Keynes: The Open University.

Okada, Alexandra; Panselinas, Giorgios; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia (2024). Προάγοντας τις Εγκάρσιες Δεξιότητες (Transversal Skills) μέσω της Ανοιχτής Σχολικής Εκπαίδευσης (Οpen Schooling) με το Πλαίσιο “ΝΟΙΑΖΟΜΑΙ-ΜΑΘΑΙΝΩ-ΔΡΩ” (CARE-KNOW-DO) για τη Βιώσιμη Εκπαίδευση: μια μεγάλης κλίμακας διακρατική μελέτη. Sustainability, 16(7), article no. 2794.

Okada, Alexandra; Panselinas, Giorgios; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia (2024). Promovarea abilităților transversale prin școlarizarea deschisă cu ajutorul cadrului CARE-KNOW-DO pentru educație durabilă: un studiu transnațional pe scară largă. Sustainability, 16(7), article no. 2794.

Okada, Alexandra; Panselinas, Giorgios; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia (2024). Fomentando habilidades transversais através da Escolarização Aberta com o modelo CARE-KNOW-DO para Educação sustentável: um estudo transnacional em larga escala. Sustainability, 16(7), article no. 2794.

Okada, Alexandra; Panselinas, Giorgios; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia (2024). Fomentando Habilidades Transversales a través de la Escolarización Abierta con el Marco CARE-KNOW-DO para la Educación Sostenible: un estudio transnacional a gran escala. Sustainability, 16(7), article no. 2794.

Okada, Alexandra; Panselinas, Giorgos; Bizoi, Mihai; Malagrida, Rosina and Torres, Patricia Lupion (2024). Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education. Sustainability, 16(7), article no. 2794.

Sheehy, Kieron; Budiyanto; Widayati, Sri and Rofiah, Khofidotor (2024). Towards inclusive practice in Indonesian kindergartens. Evaluating the impact of Sign Supported Big Books. Journal of Early Childhood Research, 22(1) pp. 47–59.

2023To Top

Holliman, Andrew and Sheehy, Kieron eds. (2023). Overcoming Adversity in Education. Abingdon: Routledge.

Okada, A. (2023). CONNECT open schooling networks for Climate Change and Sustainable Education supported by the CARE-KNOW-DO framework. Milton Keynes, UK: The Open University.

Okada, Alexandra ed. (2023). Inclusive Open Schooling with engaging and future-oriented science: Evidence-based Practices, Principle & Tools. Milton Keynes, UK: The Open University.

Okada, Alexandra and Gray, Peter Barry (2023). A Climate Change and Sustainability Education Movement: Networks, Open Schooling, and the ‘CARE-KNOW-DO’ Framework. Sustainability, 15(3), article no. 2356.

Okada, Alexandra; Malagrida, Rosina; Vives-Adrián, Laia; Neuhaus, Sigrid; Alliaj, Greta; Mossuti, Giuseppe; Cakmakci, Gultekin; Gray, Peter and Kolionis, George (2023). Open Schooling Declaration. The Open University.

Okada, Alexandra; Okada, Alberto; Muller, Riulma; Moura, Rossana; Castro, Thais; Ferreira, Luciana; Oliveira, Eila; Vaz, Giseli; Benaian, Regina; Castro, Silvana; Almeida, Jaqueline and Rodrigues, Tayanne (2023). Open Schooling in the Amazon for Community Empowerment: A Case Study in the TUPÉ Sustainable Development Reserve. Milton Keynes, UK: The Open University.

Okada, Alexandra; Okada, Alberto; Muller, Riulma; Moura, Rossana; Castro, Thais; Ferreira, Luciana; Oliveira, Eila; Vaz, Giseli; Benaian, Regina; Castro, Silvana; Almeida, Jaqueline and Rodrigues, Tayanne (2023). Escolarização Aberta na Amazônia para Empoderamento Comunitário: Um Estudo de Caso na Reserva de Desenvolvimento Sustentável TUPÉ. Milton Keynes, UK: The Open University.

Okada, Alexandra; Souza, Karine Pinheiro de; Struchiner, Miriam; Rabello, Cíntia and Rosa, Luziana Quadros da (2023). Open schooling to empower Brazilian teachers: Emancipatory fun in education for a sustainable innovation ecosystem. In: Holliman, Andrew J. and Sheehy, Kieron eds. Overcoming Adversity in Education. Oxon, UK and New York, USA: Routledge, pp. 234–248.

Okada, Alexandra; Struchiner, Miriam; Almeida, Maria Elizabeth; Castro, Thais and Pianovski Vieira, Alboni Marisa Dudeque (2023). Emancipatory Open Practices for Sustainability with Science and Emerging Technologies [Práticas Emancipatórias Abertas para Sustentabilidade com Ciência e Tecnologias Emergentes]. Revista Diálogo Educacional, 23(77) pp. 627–635.

Rabello, Cintia Regina Lacerda and Okada, Alexandra (2023). Open schooling and the development of multiliteracies in environmental protection projects [Escolarização aberta no desenvolvimento de multiletramentos em projetos de proteção ambiental]. Revista Diálogo Educacional, 23(77) pp. 638–661.

Rofiah, Khofidotor; Sheehy, Kieron and Kossewska, Joanna (2023). Beliefs of fun in learning and attitudes to inclusive education. In: Saroinsong, Wulan Patria; Ashar, Muhamad Nurul; Maureen, Irena; Hartant, Lina Purwaning; Anggaryani,, Mita and Titaley, Audrey Gabriella eds. Reimagining Innovation in Education and Social Sciences: Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2022), September 10-11, 2022, Surabaya, Indonesia. Oxon, UK and New York, USA: Routledge, pp. 32–39.

Rofiah, Khofidotur; Kossewska, Joanna; Kurnia Herviani, Vivi and Sheehy, Kieron (2023). Postawy Nauczycieli Wobec Edukacji Wlaczzjacej. Przeglad Systsematyczny. [A systematic review of teachers' attitudes towards inclusive education]. Niepełnosprawność i Rehabilitacja, 90(2) pp. 69–91.

Sheehy, Kieron; Budiyanto; Widayati, Sri and Rofiah, Khofidotur (2023). Models of disability and their effects on children’s lives. In: Cooper, Victoria and Tatlow-Golden, Mimi eds. An Introduction to Childhood and Youth Studies and Psychology. Abingdon, Oxon: Routledge, pp. 123–138.

Sheehy, Kieron and Holliman, Andrew J. (2023). A multidimensional perspective on adversity: from peace to understanding. In: Holliman, Andrew and Sheehy, Kieron eds. Overcoming Adversity in Education. Oxon, UK and New York, USA: Routledge, pp. 262–266.

Sheehy, Kieron; Mclanachan, Abigail; Okada, Alexandra; Tatlow-Golden, Mimi and Harrison, Stephen (2023). Is Distance Education Fun? The Implications of Undergraduates’ Epistemological Beliefs for Improving Their Engagement and Satisfaction with Online Learning. Athens Journal of Education, 10(2) pp. 213–232.

Sheehy, Kieron; Rix, Jonathan; Fletcher-Campbell, Felicity; Crisp, Martin and Harper, Amanda (2023). Using vignettes as a research method to investigate placement and provision for children with special educational needs in different countries. Athens Journal of Education, 10(4) pp. 559–574.

Sujarwanto and Sheehy, Kieron (2023). Overcoming adversity for disabled students in higher education in Indonesia. In: Holliman, Andrew J. and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Routledge, pp. 126–138.

2022To Top

Barros, Daniela Melaré Vieira; Ikeshoji, Elisangela Aparecida Bulla; Santos, Vanessa Matos dos; Mello, Diene Eire; Santo, Eniel do Espírito and Okada, Alexandra (2022). ENSINO SUPERIOR EM TEMPOS DE PANDEMIA: personalização, envolvimento, autonomia e novas estratégias de aprendizagem. TICs & EaD em Foco, 8(2) pp. 24–44.

Meister, Izabel and Okada, Alexandra (2022). The knowledge in virtual networks with social media to promote open education: habitat of collective intelligences. EmRede Journal of Distance Education, 8(2)

Okada, Alexandra (2022). Online learning and fun to enhance enjoyment and retention in Higher
Education during COVID-19. In: Dias, Paulo and Freitas, João Correia de eds. Digital, Distance and Networked Education. Portugal: Universidade Aberta de Portugal, pp. 111–123.

Sheehy, Kieron; Mclanachan, Abigail; Okada, Alexandra; Tatlow-Golden, Mimi and Harrison, Stephen (2022). Is Distance Education Fun? The Implications of Undergraduates’ Epistemological Beliefs for improving their Engagement and Satisfaction with Online Learning. Athens Journal of Education, 10(2) pp. 213–232.

Sheehy, Kieron; Sujarwanto; Khofidotor, Rotofiah and Budiyanto (2022). Should meaningful online learning experiences be fun for higher education students in Indonesia? In: Ravi, Kumar, and McKinney,, Stephen eds. LSME Research Compendium 2022. London School of Management Education, pp. 270–290.

Sheehy, Kieron; Vackova, Petra; Van Manen, Saskia; Turnip, Sherly Saragih; Rofiah, Khofidotor and Twiner, Alison (2022). Inclusive disaster risk reduction education for Indonesian children. International Journal of Inclusive Education (Early Access).

2021To Top

Arenge, G. and Dowdeswell, E. (2021). Liberated Learning: from pockets of resistance to imaginary spaces and back again. Environmental Education. The Journal of the National Association for Environmental Education, 126(Spring) pp. 20–21.

Khofidotur, Rofiah; Sheehy, Kieron; Widayati, Sri and Budiyanto (2021). Fun and the benefits of Sign Supported Big Books in mainstream Indonesian kindergartens. International Journal of Early Years Education, 31(2)

Laamanen, Merja; Ladonlahti, Tarja; Uotinen, Sanna; Okada, Alexandra; Bañeres, David and Koçdar, Serpil (2021). Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities. International Journal of Educational Technology in Higher Education, 18(4)

Okada, Alexandra and da Matta, Cláudia Eliana (2021). A formação docente para educação profissional por meio de um curso de extensão com tecnologias emergentes e escolarização aberta. Dialogo Educacional, 21(71) pp. 1766–1793.

Okada, Alexandra and Matta, Claudia Eliane (2021). Teacher training for professional education through a course of extension on emerging Technologies with open schooling. Revista Diálogo Educacional, 21(71) pp. 1794–1819.

Sheehy, Kieron; Kasule, George Wilson and Chamberlain, Liz (2021). Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice. International Journal of Disability, Development and Education., 68(4) pp. 600–615.

Sheehy, Kieron; Sujarwanto; Rofiah, Khofidotor and Budiyanto (2021). Should Meaningful Online Learning Experiences be Fun for Higher Education students in Indonesia? In: 8th LSME International Research Conference on Sustainable Development and Education (Kumar, Ravi; McKinney, Stephen; McAreavey, Martin; Parhi, Sarita; Jackson-Sil, Dolly; Gray, Peter and Shifau, Hassan eds.), London School of Management Education, London.

Sujarwanto; Sheehy, Kieron; Rofiah, Khofidotur and Budiyanto (2021). Online Higher Education: The Importance of Students’ Epistemological Beliefs, Well-Being, and Fun. IAFOR Journal of Education - Studies in Education: Sustainable Education for the Future, 9(6) pp. 9–30.

2020To Top

Budiyanto; Sheehy, Kieron; Kaye, Helen and Rofiaha, Khofidotur (2020). Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism. Athens Journal of Education, 7(1) pp. 77–98.

Ferguson, Rebecca; Childs, Mark; Okada, Alexandra; Sheehy, Kieron; Tatlow-Golden, Mimi and Childs, Anna (2020). Creating a Framework of fun and Learning: Using Balloons to Build Consensus. In: 14th European Conference on Games Based Learning - ECGBL 2020, 23-25 Sep 2020, Brighton (held virtually due to COVID).

Mikroyannidis, Alexander; Okada, Alexandra; Correa, Andre and Scott, Peter (2020). Inquiry-Based Learning on the Cloud. In: Information Resources Management Association ed. Cognitive Analytics: Concepts, Methodologies, Tools, and Applications. IGI Global, pp. 529–549.

Okada, Alexandra; Quadros da Rosa, Luziana and Vieira de Souza, Marcio (2020). Open schooling with inquiry maps in network education: Supporting Responsible Research and Innovation (RRI) and fun in learning. Exitus, 10(1), article no. e020053.

Okada, Alexandra and Sheehy, Kieron (2020). The value of fun in online learning: a study supported by responsible research and innovation and open data. Revista e-Curriculum, 18(2) pp. 319–343.

Okada, Alexandra and Sheehy, Kieron (2020). Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19. Frontiers in Education, 5(1), article no. 584351.

Rosa, Luziana Quadros da; Souza, Marcio Vieira de and Okada, Alexandra (2020). Open schooling with RRI for a significant participation of indigenous communities in network education. The Brazilian Journal of Education Policy and Administration, 36(3) pp. 1046–1067.

2019To Top

Budiyanto and Sheehy, Kieron (2019). Developing Signalong Indonesia: issues of politics, pedagogy and perceptions. In: Grove, Nicola and Launonen, Kaisa eds. Manual Sign Acquisition by Children with Developmental Disabilities. Nova Science.

Sheehy, Kieron; Budiyanto; Kaye, Helen and Khofidotur, Rofiah (2019). Indonesian Teachers’ Epistemological Beliefs and Inclusive Education. Journal of Intellectual Disabilities, 23(1) pp. 39–56.

Sheehy, Kieron; Garcia Carrizosa, Helena; Rix, Jonathan; Seale, Jane and Hayhoe, Simon (2019). Inclusive museums and augmented reality. Affordances, participation, ethics and fun. The International Journal of the Inclusive Museum, 12(4) pp. 67–85.

2018To Top

Budiyanto; Sheehy, Kieron; Kaye, Helen and Rofiah, Khofidotur (2018). Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation. International Journal of Inclusive Education, 22(5) pp. 543–559.

2017To Top

Tatlow-Golden, Mimi and Guerin, Suzanne (2017). Who I Am: The Meaning of Early Adolescents’ Most Valued Activities and Relationships, and Implications for Self-Concept Research. The Journal of Early Adolescence, 37(2) pp. 236–266.

2016To Top

Sheehy, Kieron (2016). Developmental psychology: cognitive development and epistemologies. In: Ness, Hayley; Kaye, Helen and Stenner, Paul eds. Investigating Psychology 3. Milton Keynes: The Open University.

2015To Top

Sheehy, Kieron and Budiyanto (2015). The pedagogic beliefs of Indonesian teachers in inclusive schools. International Journal of Disability, Development and Education, 62(5) pp. 469–485.

2011To Top

Ferguson, Rebecca (2011). Meaningful learning and creativity in virtual worlds. Thinking Skills and Creativity, 6(3) pp. 169–178.

2010To Top

Clough, Gill and Ferguson, Rebecca (2010). Virtual worlds are authentic sites for learning. In: Sheehy, Kieron; Ferguson, Rebecca and Clough, Gill eds. Virtual Worlds: Controversies at the Frontier of Education. Education in a Competitive and Globalizing World. Hauppauge, N.Y.: Nova Science Publishers.

Export

Subscribe to these results

get details to embed this page in another page Embed as feed [feed] Atom [feed] RSS 1.0 [feed] RSS 2.0