Exploring the relationship between discourse and a practice perspective on HRD in a virtual environment. Human Resource Development International. 17(2):183-202. . 2014.
Digital culture clash. Distance Education. 35(2):164-177. . 2014.
Active Algorithms: Sociomaterial Spaces in the E-learning and Digital Cultures MOOC. Campus Virtuales. 3(1):42-55. . 2014.
The global institution, the homely, and the overwhelming. Proceedings of the 9th International Conference on Networked Learning 2014. . 2014.
Multimodal Profusion in the Literacies of the Massive Open Online Course. Research in Learning Technology. 21 . 2014.
That ever-ephemeral sense of “being” somewhere. Teaching and Learning in Virtual Worlds. :159. . 2014.
A new conceptual frame for group work: group connoisseurship. Conference Proceedings: The Open and Flexible Higher Education Conference. :287-304. . 2014.
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Group connoisseurship. Brookes eJournal of Learning and Teaching. 6(2) . 2014.
Knowledge, Technology and the Professional Learning of Localisers. Professions and Professionalism. 4(1) . 2014.
Digital play. SAGE Handbook of Play and Learning in Early Childhood. :330-341. . 2014.
Getting the story straight. Cognition, Education, and Communication Technology. :55-76. . 2014.
Engaging with “webness” in online reflective writing practices. Computers and Composition. 34:96-109. . 2014.
Performing the reflective self: audience awareness in high-stakes reflection. Studies in Higher Education. 39(2):219-232. . 2014.
Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. Journal of Online Learning and Teaching. 10(1):57-69. . 2014.
Arts evaluation and the transformative power of the arts. a visual ethnography of transformative learning in a collaborative community (arts) film. . 2014.
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Knowing public services. Public Policy and Administration. 29(4):292-312. . 2014.
New Governing Experts in Education. World Yearbook of Education 2014. . 2014.
Mediating Education Policy. British Journal of Educational Studies. 62(1):37-55. . 2014.
Deceit, desire and control. Education in Cyberspace. :26-41. . 2013.
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Posthuman literacy in heterotopic space: a pedagogical proposal. Literacy in the Digital University: Critical Perspectives on Learning, Scholarship and Technology. . 2013.
Marginal & Central: the positioning of an e-portfolio tool in workplace language learning. INTED 2013. :6136-6144. . 2013.
University of Edinburgh Pilot Actions. PROPOUND - developing a Key Competences model for university postgraduate programmes. :51-58. . 2013.
Action Plan: a framework for implementation. PROPOUND: developing a Key Competence model for university postgraduate programmes. . 2013.
Mainstreaming Report. PROPOUND: developing a Key Competence model for university postgraduate programmes. . 2013.
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Creative Little Scientists. Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education. . 2013.
Five Critiques of the Open Educational Resources Movement. Teaching in Higher Education. 18(8):821. . 2013.
The limitations of access alone. Open Praxis. 5(1):21. . 2013.
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Screen or monitor? Issues of surveillance and disciplinary power in online learning environments Education in Cyberspace. :165-178. . 2013.
Learning Identities in a Digital Age. Rethinking creativity, education and technology. . 2013.
The emerging technologies for young children. Handbook of Design in Educational Technology. . 2013.
Pre-school children creating and communicating with digital technologies in the home. British Journal of Educational Technology. 44(3):421-431. . 2013.