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Adeliyi, Adeola; Hughes, Janet; Kear, Karen; Law, Bobby; Murphy, Brendan; Rosewell, Jon; Walshe, Ann and Wermelinger, Michel (2021). Remote Pair Programming. In: SIGCSE'21 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, 13-20 Mar 2021, Virtual, ACM.

Adeliyi, Adeola; Wermelinger, Michel; Kear, Karen and Rosewell, Jonathan (2021). Investigating Remote Pair Programming In Part-Time Distance Education. In: 3rd Conference on United Kingdom and Ireland Computing Education Research, UKICER 2021, ACM International Conference Proceeding Series, ACM, Glasgow, article no. 6.

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

Alevizou, Giota (2020). Civic media and technologies of belonging: Where digital citizenship and ‘the right to the city’ converge. International Journal of Media & Cultural Politics, 16(3) pp. 269–290.

Alexander, Laura (2020). Should virtual learning mean on screen learning ? In: VICEPHEC 2020.

Alexander, Laura and Lansbury, Alexis How do STEM students use digital and non-digital learning resources? In: Advance HE STEM Conference 2019, 30-31 Jan 2019, Birmingham UK.

Alexander, Laura and Lansbury, Alexis (2021). An investigation into how STEM students use learning resources in different formats, and how this use develops over time. eSTEeM, Open University, Milton Keynes.

Alston, Peter; Gleave, Terry; Hirst, Mark and MacQueen, Hilary (2022). Online Science Education at Scale: Open and Distance Learning, MOOCS, and Other Learning Assets for Theory and Practice. In: Witchel, Harry J and Lee, Michael W eds. Technologies in Biomedical and Life Sciences Education. Methods in Physiology (METHPHYS). Switzerland: Springer, Cham, pp. 383–416.

Amidei, Jacopo; Piwek, Paul and Willis, Alistair (2020). Identifying Annotator Bias: A new IRT-based method for bias identification. In: Proceedings of The 28th International Conference on Computational Linguistics (COLING), 8-13 Dec 2020, Barcelona, Spain, pp. 4787–4797.

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; Ferguson, Rebecca; Perryman, Leigh-Anne and Tegama, Natalie (2021). The Roles and Value of Citizen Science: Perceptions of Professional Educators Enrolled on a Postgraduate Course. Citizen Science: Theory and Practice, 6(1), article no. 24.

Aristeidou, Maria and Herodotou, Christothea (2020). Online Citizen Science: A Systematic Review of Effects on Learning and Scientific Literacy. Citizen Science: Theory and Practice, 5(1) pp. 1–12.

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 and Ismail, Nashwa (2021). Experiences of teachers who have engaged their classrooms in citizen science activities. In: Citizen Science Association Conference, May 2021, Virtual.

Aristeidou, Maria; Lorke, Julia and Ismail, Nashwa (2022). Citizen Science: Schoolteachers’ Motivation, Experiences, and Recommendations. International Journal of Science and Mathematics Education (Early Access).

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.

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.

Atchison, Chris; Marshall, Anita and Collins, Trevor (2019). A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities. Journal of Geoscience Education, 67(4) pp. 472–486.

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Beechener, Keith and Fisher, Wendy (2009). Making the technology fit the pedagogy. In: 'e' Teaching and Learning Workshop, 2 Jun 2009, University of Greenwich, UK.

Beechener, Keith and Fisher, Wendy (2009). Blending technology with pedagogy. In: Terry, Elizabeth, B.; Jefferies, Amanda, L. and Bracq, Alex eds. Fourth International Blended Learning Conference 2009 “Engaging Students in the Curriculum”. Hertford, UK: University of Hertfordshire Press, pp. 63–68.

Bellatreche, Ladjel; Bentayeb, Fadila; Bieliková, Mária; Boussaid, Omar; Catania, Barbara; Ceravolo, Paolo; Demidova, Elena; Halfeld Ferrari, Mirian; Gomez Lopez, Maria Teresa; S. Hara, Carmem; Kordić, Slavica; Luković, Ivan; Mannocci, Andrea; Manghi, Paolo; Osborne, Francesco; Papatheodorou, Christos; Ristić, Sonja; Sacharidis, Dimitris; Romero, Oscar; Salatino, Angelo; Talens, Guilaine; van Keulen, Maurice; Vergoulis, Thanasis and Zumer, Maja (2020). Databases and Information Systems in the AI Era: Contributions from ADBIS, TPDL and EDA 2020 Workshops and Doctoral Consortium. In: ADBIS, TPDL and EDA 2020 Common Workshops and Doctoral Consortium, Communications in Computer and Information Science book series (CCIS), pp. 3–20.

Bennaceur, Amel; Mccormick, Ciaran; García Galán, Jesús; Perera, Charith; Smith, Andrew; Zisman, Andrea and Nuseibeh, Bashar (2016). Feed me, Feed me: An Exemplar for Engineering Adaptive Software. In: 11th International Symposium on Software Engineering for Adaptive and Self-Managing Systems, 16-17 May 2016.

Bowers, David and Morse, David (2018). Including IT service management in the Computing curriculum: a caricature approach. In: Computing Education Practice, 11-12 Jan 2018, University of Durham.

Brown, Venetia; Cayless, Alan and Jarvis, Jo (2020). Exploring the use of labcasts to support associate lecturers. In: 9th eSTEeM Annual Conference: Informing Student Success - From Scholarship to Practice, 29-30 Apr 2020, Virtual.

Brown, Venetia; Collins, Trevor and Braithwaite, Nick (2018). Examining interaction within STEM Web Broadcasts. In: 7th eSTEeM Annual Conference: STEM Futures - Delivering Excellence Through Scholarship, 25-26 Apr 2018, The Open University, Milton Keynes, UK.

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.

Butcher, P. G.; Swithenby, S. J. and Jordan, S. E. (2009). eAssessment and the independent learner. In: M-2009: Proceedings of the 23rd ICDE World Conference on Open Learning and Distance Education including the 2009 EADTU Annual Conference, 7-10 Jun 2009, Maastricht, NL.

Butcher, Philip G. and Jordan, Sally E. (2010). A comparison of human and computer marking of short free-text student responses. Computers and Education, 55(2) pp. 489–499.

Butler, Diane; Cook, Lynda; Haley-Mirnar, Vikki; Halliwell, Catherine and Macbrayne, Louise (2018). Achieving Student Centred Facilitation in Online Synchronous Tutorials. In: Towards Personalized Guidance and Support for Learning, pp. 76–82.

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Caird, S. and Roy, R. (2018). Blended Learning and Sustainable Development. In: Leal Filho, W. ed. Encyclopaedia of Sustainability and Higher Education. Springer, Cham.

Campbell, Anne; Gallen, Anne-Marie; Jones, Mark H. and Walshe, Ann (2019). The perceptions of STEM Tutors on the role of tutorials in distance learning. Open Learning: The Journal of Open, Distance and e-learning, 34(1) pp. 89–102.

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.

Cochrane, Allan (2020). Riffing Off Kevin Cox: Thinking through Comparison. International Journal of Urban and Regional Research, 44(3) pp. 537–539.

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.

Collins, Trevor and Minocha, Shailey (2021). The pedagogical design of a badged open course on the ‘Scholarship of Teaching and Learning in STEM'. In: OpenTEL, Show and TEL, 02-03 Nov 2021, Hosted online by the OpenTEL Strategic Research area based in Institute of Educational Technology (IET), The Open University, UK.

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 (Early Access).

Conway, David; Gardner, Christine and Hughes, Janet (2021). Are virtual insight visits an effective way of engaging learners? In: AMPS Online Education: Teaching in a Time of Change, 21-23 Apr 2021, Online.

Cortinovis, Renato Mario; Mikroyannidis, Alexander; Domingue, John; Mulholland, Paul and Farrow, Robert (2019). Supporting the discoverability of open educational resources. Education and Information Technologies, 24(5) pp. 3129–3161.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Foundations. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 51–73.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 75–91.

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Dablin, Lucy; Lewis, Simon L.; Milliken, William; Monro, Alexandre and Lee, Mark A. (2021). Browse from Three Tree Legumes Increases Forage Production for Cattle in a Silvopastoral System in the Southwest Amazon. Animals, 11(12), article no. 3585.

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.

Dawkins, Hillary; Hedgeland, Holly and Jordan, Sally (2017). Impact of scaffolding and question structure on the gender gap. Physical Review Physics Education Research, 13(2), article no. 020117.

Dessì, Danilo; Osborne, Francesco; Reforgiato Recupero, Diego; Buscaldi, Davide and Motta, Enrico (2021). Generating knowledge graphs by employing Natural Language Processing and Machine Learning techniques within the scholarly domain. Future Generation Computer Systems, 116 pp. 253–264.

Dessì, Danilo; Osborne, Francesco; Reforgiato Recupero, Diego; Buscaldi, Davide; Motta, Enrico and Sack, Harald (2020). AI-KG: an Automatically Generated Knowledge Graph of Artificial Intelligence. In: The Semantic Web – ISWC 2020 (Pan, J.Z.; Tamma, V.; d’Amato, C.; Janowicz, K.; Fu, B.; Polleres, A.; Seneviratne, O. and Kagal, L. eds.), Springer, pp. 127–143.

Dobbyn, Chris and Chetwynd, Frances (2013). Online assessment: supported learning or “just do it”? In: SRHE Annual Research Conference 2013, 11-13 Dec 2013, Newport, Wales, UK.

Donelan, Helen; Herman, Clem; Hughes, Janet; Jefferis, Helen and Thomas, Elaine (2019). Career change or career progression? Motivations of women studying computing as adult learners. International Journal of Gender Science and Technology, 11(3) pp. 466–489.

Donelan, Helen; Smith, Andrew and Wong, Patrick (2018). Virtualization for computer networking skills development in a distance learning environment. Computer Applications in Engineering Education, 26(4) pp. 872–883.

Draaijer, Silvester; Jordan, Sally and Ogden, Helen (2018). Calculating the random guess scores of multiple-response and matching test items. In: Proceedings of the 2017 International Technology Enhanced Assessment Conference (TEA 2017), Communications in Computer and Information Science (CCIS) Series, Springer, pp. 210–222.

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Evans, Jessica; Jordan, Sally and Wolfenden, Freda (2016). Developing academics' assessment practices in open, distance and e-learning: an institutional change agenda. Open Learning: The Journal of Open, Distance and e-learning, 31(2) pp. 91–107.

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Faria, Álvaro E. and Santos, Alexandre J. (2018). Dynamic Bayesian smooth transition autoregressive models applied to hourly electricity load in southern Brazil. In: ITISE 2018 - International Conference on Time Series and Forecasting, 19-21 Sep 2018, Granada, Spain, pp. 966–981.

Fegan, Emma Rosalind (2018). Crustal History Indicators on Mercury. PhD thesis The Open University.

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Gardner, Christine; Jefferis, Helen and Jones, Allan (2019). Analytics for tracking student engagement. In: Blended and online education within European university networks. The Online, Open and Flexible Higher Education Conference 2019 - Proceedings. (Ubachs, George and Joosten-Adriaanse, Fenna eds.) pp. 15–24.

Gardner, Christine; Jones, Allan and Jefferis, Helen (2020). Analytics for Tracking Student Engagement. Journal of Interactive Media in Education, 2020(1), article no. 22.

Golding, Jennie; Smith, Cathy and Blayock, Mick (2018). Learning to teach contextualized problem-solving in a non-calculus mathematics pathway. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 69–83.

Gooch, Daniel; Rosewell, Jonathan; Leith, Douglas and Richards, Mike (2022). Passive or active learning: the challenges of teaching distributed computing using Raspberry Pi clusters to open distance university students. Open Learning: The Journal of Open, Distance and e-Learning (Early Access).

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Haresnape, Janet; Wallace, Janette and Moorman, Fiona (2022). Exploring the use of different styles of tutorial to enhance student engagement. In: The 3rd Annual STEM Teaching Conference, 2 Mar 2022, [Online].

Hatherly, P.A.; Jordan, S.E. and Cayless, A. (2009). Interactive screen experiments: innovative virtual laboratories for distance learners. European Journal of Physics, 30(4) pp. 751–762.

Hayley-Mirnar, Vikki; Halliwell, Catherine and Robson, Julie (2017). What drives student participation in online tutorials? In: HEA STEM Conference 2017, 1-2 Feb 2017, Manchester Conference Centre.

Hedgeland, Holly; Dawkins, Hillary and Jordan, Sally (2018). Investigating Male Bias in Multiple Choice Questions: Contrasting Formative and Summative Settings. European Journal of Physics, 39(5), article no. 055704.

Herman, Clem; Gracia, Rosaria; MacNiven, Lesley; Clark, Bernie and Doyle, Geraldine (2019). Using a Blended Learning Approach to support Women returning to STEM. Open Learning: The Journal of Open, Distance and e-Learning, 34(1) pp. 40–60.

Herman, Clem; Kendall-Nicholas, Jane and Sadler, Wendy (2018). People Like Me Evaluation Report. The WISE Campaign, Leeds.

Herodotou, Christothea (2018). Empowering citizens to participate in scientific endeavours: Tools and approaches from the Citizen Inquiry group. In: European Citizen Science Association (ECSA) Conference, 3-5 Jun 2018, Geneva, Switzerland.

Herodotou, Christothea; Muirhead, Dave K.; Aristeidou, Maria; Hole, Malcolm J.; Kelley, Simon; Scanlon, Eileen and Duffy, Marcus (2020). Blended and online learning: A comparative study of virtual microscopy in Higher Education. Interactive Learning Environments, 28(6) pp. 713–728.

Herodotou, Christothea; Papathoma, Tina; Aristeidou, Maria; Miller, Grant; Ghadiri, Maryam; Lorke, Julia and Ballard, Heidi (2020). What do young volunteers learn from participation in online crowdsourced citizen science? Environmental science learning through Zooniverse. In: ECSA conference 2020, 7-10 Sep 2020, Trieste, Italy.

Hilliard, Jake; Wong, Patrick; Kear, Karen; Donelan, Helen and Heaney, Caroline (2020). Using real time student feedback as an emotion awareness and regulation tool in an assessed, online, collaborative project. In: The 9th eSTEeM Annual Conference, 29-30 Apr 2020, Milton Keynes, England.

Hlosta, Martin; Herodotou, Christothea; Fernandez, Miriam and Bayer, Vaclav (2021). Impact of Predictive Learning Analytics on Course Awarding Gap of Disadvantaged students in STEM. In: Artificial Intelligence in Education: 22nd International Conference, AIED 2021, Utrecht, the Netherlands, June 14-18, 2021, Proceedings, Part II (Roll, Ido; McNamara, Danielle; Sosnovsky, Sergey; Luckin, Rose and Dimitrova, Vania eds.), Lecture Notes in Artificial Intelligence, Springer, Cham, pp. 190–195.

Hunt, Tim and Jordan, Sally (2016). I wish I could believe you: the frustrating unreliability of some assessment research. Practitioner Research in Higher Education, 10(1) pp. 13–21.

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Jones, M. H.; Chyriwsky, S. M.; Croston, J.; Kolb, U.; Schwenzer, S. P. and Urquhart, S. (2020). Online team work in space science and astronomy at the Open University. In: Proceedings of the 3rd Symposium on Space Educational Activities, University of Leicester, Leicester, UK, pp. 126–127.

Jones, Mark H. and Gallen, Anne-Marie (2016). Peer observation, feedback and reflection for development of practice in synchronous online teaching. Innovations in Education and Teaching International, 53(6) pp. 616–626.

Jordan, Sally (2014). A review of a faculty-wide change in assessment practice for open and distance learners of science. In: 8th EDEN Research Workshop: Challenged for Research into Open & Distance Learning: Doing Things Better-Doing Better Things, 27-28 Oct 2014, Oxford, UK.

Jordan, Sally (2013). Using e-assessment to learn about learning. In: 2013 International Computer Assisted Assessment Conference, 9-10 Jul 2013, Southampton.

Jordan, Sally (2013). E-assessment: past, present and future. New Directions, 9(1) pp. 87–106.

Jordan, Sally (2012). Short-answer e-assessment questions : five years on. In: 2012 International Computer Assisted Assessment Conference, 10-11 Jul 2012, Southampton.

Jordan, Sally (2012). Student engagement with assessment and feedback: some lessons from short-answer free-text e-assessment questions. Computers & Education, 58(2) pp. 818–834.

Jordan, Sally (2011). Using interactive computer-based assessment to support beginning distance learners of science. Open Learning: The Journal of Open and Distance Learning, 26(2) pp. 147–164.

Jordan, Sally (2009). Assessment for learning: pushing the boundaries of computer-based assessment. Practitioner Research in Higher Education, 3(1) pp. 11–19.

Jordan, Sally (2009). An investigation into the use of e-assessment to support student learning. In: Second Assessment in Higher Education Conference, 08 Jul 2009, University of Cumbria, Carlisle, UK.

Jordan, Sally (2008). Online interactive assessment with short free-text questions and tailored feedback. New Directions, 4 pp. 17–20.

Jordan, Sally (2007). Computer based assessment with short free responses and tailored feedback. In: Proceedings of the Science Learning and Teaching Conference 2007, Higher Education Academy, ISBN 978-1-905788-2., 19-20 Jun 2007, Keele University.

Jordan, Sally (2006). The mathematical misconceptions of adult distance-learning science students. In: CETL-MSOR Conference, 2006, 11-12 Sep 2006, Loughborough University.

Jordan, Sally (2014). Adult science learners’ mathematical mistakes: an analysis of responses to computer-marked questions. European Journal of Science and Mathematics Education, 2(2) pp. 63–86.

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Jordan, Sally (2014). Using e-assessment to learn about students and learning. International Journal of e-Assessment, 4(1)

Jordan, Sally (2015). 在线测评：过去，现在和未来 [E-assessment: past, present and future]. Journal of Beijing Radio and Television University, 94(6) pp. 8–18.

Jordan, Sally; Brockbank, Barbara and Butcher, Philip (2007). Extending the pedagogic role of on line interactive assessment: providing feedback on short free-text responses. In: REAP International Online Conference on Assessment Design for Learner Responsibility, 29-31 May 2007.

Jordan, Sally and Butcher, Philip (2010). Using e-assessment to support distance learners of science. In: The GIREP-EPEC & PHEC 2009 International Conference, 17-21 Aug 2009, Leicester, UK.

Jordan, Sally and Butcher, Philip (2013). Does the Sun orbit the Earth? Challenges in using short free-text computer-marked questions. In: HEA STEM Annual Learning and Teaching Conference 2013: Where Practice and Pedagogy Meet, 17-18 Apr 2013, Birmingham, UK.

Jordan, Sally; Butcher, Philip and Ross, Shelagh (2003). Mathematics assessment at a distance. MathStore: Maths CAA Series

Jordan, Sally; Jordan, Helen and Jordan, Richard (2012). Same but different, but is it fair? An analysis of the use of variants of interactive computer-marked questions. International Journal of e-Assessment, 2(1)

Jordan, Sally; Jordan, Helen and Jordan, Richard (2011). Same but different, but is it fair? An analysis of the use of variants of interactive computer-marked questions. In: 2011 International Computer Assisted Assesment Conference, 5-6 Jul 2011, Southampton.

Jordan, Sally and Mitchell, Tom (2009). e-Assessment for learning? The potential of short-answer free-text questions with tailored feedback. British Journal of Educational Technology, 40(2) pp. 371–385.

Jordan, Sally and Swithenby, Stephen (2005). Online summative assessment with feedback as an aid to effective learning at a distance. In: Proceedings of the 12th International Symposium on Improving Student Learning : Diversity and inclusivity., 06-08 Sep 2004, Birmingham.

Jordan, Sally Elizabeth (2014). E-assessment for learning? Exploring the potential of computer-marked assessment and computer-generated feedback, from short-answer questions to assessment analytics. PhD thesis The Open University.

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Kirrane, Sabrina; Sabou, Marta; Fernández, Javier; Osborne, Francesco; Robin, Cécile; Buitelaar, Paul; Motta, Enrico and Polleres, Axel (2020). A decade of Semantic Web research through the lenses of a mixed methods approach. Semantic Web Journal, 11(6)

Kolb, Ulrich; Brodeur, Marcus; Braithwaite, N St.J and Minocha, Shailey (2018). A robotic telescope for university-level distance teaching. Robotic Telescopes, Student Research and Education Proceedings,, 1(1) pp. 127–136.

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Lister, Kate; Coughlan, Tim; Iniesto, Francisco; Freear, Nick and Devine, Peter (2020). Accessible Conversational User Interfaces: Considerations for design. In: W4A '20: Proceedings of the 17th International Web for All Conference, article no. 5.

Lister, Kate; Coughlan, Tim; Kenny, Ian; Tudor, Ruth and Iniesto, Francisco (2021). Taylor, The Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students. Education Sciences, 11(10), article no. 587.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Disability’ or ‘Additional study needs’? Identifying students’ language preferences in disability-related communications. European Journal of Special Needs Education, 35(5) pp. 620–635.

Lister, Kate and McFarlane, Ruth (2021). Designing for wellbeing: An inclusive learning design approach with student mental health vignettes. Open Praxis, 13(2) pp. 184–200.

Lister, Kate; Pearson, Victoria K.; Collins, Trevor D. and Davies, Gareth (2021). Evaluating inclusion in distance learning: a survey of university staff attitudes, practices and training needs. Innovation: The European Journal of Social Science Research, 34(3) pp. 321–339.

Lister, Kate; Seale, Jane and Douce, Christopher (2021). Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing. Open Learning: The Journal of Open, Distance and e-learning (Early Access).

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.

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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, 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.

Mikroyannidis, Alexander; Domingue, John; Third, Allan; Smith, Andrew and Guarda, Nuno (2015). Online Learning and Experimentation via Interactive Learning Resources. In: The 3rd Experiment@International Conference, 2-4 Jun 2015, Ponta Delgada, São Miguel Island, Azores, Portugal.

Mikroyannidis, Alexander; Gomez-Goiri, Aitor; Smith, Andrew and Domingue, John (2017). Online experimentation and interactive learning resources for teaching network engineering. In: 2017 IEEE Global Engineering Education Conference (EDUCON), 25-28 Apr 2017, Athens, Greece, IEEE, pp. 181–188.

Moss, Nicky; Seaton, Richard; Smith, Andrew and Williams, Keith (2013). Development of a vendor practice-based distance based learning programme. In: Gibbins, Lynda and Perkins, Glynis eds. Laboratories for the 21st Century in STEM Higher Education: A Compendium of Current UK Practice and an Insight into Future Directions for Laboratory-Based Teaching and Learning. Loughborough: Centre for Engineering and Design Education, Loughborough University, pp. 85–90.

Moss, Nicky and Smith, Andrew (2010). Delivery of CCNA as part of a distance degree programme. International Journal on Advances in Networks and Services, 3(3&4) pp. 370–380.

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Olney, Tom; Endean, Mark and Banks, Duncan (2020). Evaluating the impact of the Learning Design and Course Creation (LDCC) workshop on the participants of the enhancement of Lifelong Learning in Belarus (BELL) project. In: Proceedings of the final conference on the Erasmus+ project. Enhancement of Lifelong learning in Belarus, 13-14 Oct 2020, Brest, pp. 12–19.

Olney, Tom; Endean, Mark and Banks, Duncan (2020). How might the cultural learning preferences of the participants of the enhancement of lifelong learning in Belarus (BELL) project impact on their learning designs? In: Proceedings of the final conference on the Erasmus+ project "Enhancement of Lifelong Learning in Belarus", Brest State Technical University, Brest, Belarus, pp. 20–28.

Olney, Tom; Rienties, Bart; Chang, Daphne and Banks, Duncan (2023). The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning. Technology, Knowledge and Learning (Early access).

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Papathoma, Tina; Ferguson, Rebecca and Vogiatzis, Dimitrios (2021). Accessible learning, accessible analytics: a virtual evidence café. In: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21).

Parker, Mark; Hedgeland, Holly; Braithwaite, N St.J and Jordan, Sally (2022). Student Reaction to a Modified Force Concept Inventory: The Impact of Free-Response Questions and Feedback. European Journal of Science and Mathematics Education, 10(3) pp. 310–323.

Parker, Mark; Hedgeland, Holly; Jordan, Sally and Braithwaite, N St.J (2022). Establishing a physics concept inventory using computer marked free-response questions. European Journal of Science and Mathematics Education, 11(2) pp. 360–375.

Pawley, Susan and Hughes, Chris (2018). Bridging the study gap: Provision of support for mathematics students during breaks in study. New Directions in the Teaching of Physical Sciences, 13(1)

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Reynolds, M. and Holwell, S. (2020) 'Chapter 1: Introducing systems approaches'. Systems approaches to making change: a practical guide 2nd Edn. pp. 1-24. London: Open University and Springer

Reynolds, Martin (2018). Making policy and making policy work with developmental evaluation. In: Centre for the evaluation of complexity across the nexus (CECAN) webinar series, 24 Jul 2018, Centre for the evaluation of complexity across the nexus (CECAN).

Reynolds, Martin (2019). Systems Thinking for Assessments: beyond ‘getting the bigger picture. In: European Environment Agency (EEA) Academy Winter School 2019, 28 Jan - 1 Feb 2019, Copenhagen.

Reynolds, Martin and Holwell, Sue (2020). Chapter 7 Epilogue: Systems Approaches and Systems Practice. In: Reynolds, Martin and Holwell, Sue eds. Systems Approaches to Making Change: A Practical Guide. 2nd Edn. London: Open University and Springer, pp. 307–321.

Reynolds, Martin; Ison, Raymond; Shah, Rupesh and Wilding, Helen (2020). Beyond employability: a more radical role for Higher Education in developing workplace capabilities. In: Employability Conference 2020 Expanding the narrative for a rapidly changing world, 11 Mar 2020, Walton Hall, Milton Keynes.

Reynolds, Martin; Shah, Rupesh and van Ameijde, Jitse (2018). Framing professional competencies for systems thinking in practice: final report of an action research eSTEeM inquiry. The Open University, Milton Keynes.

Robson, Linda (2020). Part-Time Distance Learners’ Experiences Of Study Breaks. In: INTED2020 Proceedings, article no. 393.

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