ProfileChristopher WalshEditor

Christopher is currently a Senior Lecturer (Permanent) of International Development and Teacher Education within the Faculty of Education and Language Studies (FELS), Department of Education at the Open University (UK). In this position, he works on two externally funded projects: Creative Emotional Reasoning Computational Tools Fostering Co-Creativity in Learning Processes (C2Learn)and Meeting Teachers' Co-Design Needs by Means of Integrated Learning Environments (METIS). He was the co-applicant on C2Learn (€2.4 Million), funded by the European Commission’s Seventh Framework Programme (F7P), a project that aims to introduce an innovative digital gaming and social networking environment incorporating diverse tools, the use of which can foster co-creativity in learning processes in the context of both formal and informal educational settings. He is also a team member on METIS (€498K), funded through the European Commission’s Life Long Learning Programme. METIS aims to contribute to the improvement of national in-service teacher training curricula (one of the EU Lisbon strategic goals) by offering high quality material for teachers' professional development on the use of modern learning techniques and tools that will focus on higher order skills and 21st century competencies. He is also the current UK academic lead for Teacher Education through School-based Support in India’s (TESS-India) Monitoring and Evaluation (M&E) team. He was also on the team who authored the successful accountable grant (£10 million) in 2012. The TESS-India project is working alongside the Indian Government to help India reach its target of free, compulsory and quality education for all children by 2017. The project is funded by UK Aid from the Department for International Development (DfID).

Email: c.s.walsh@open.ac.uk

Website: http://www.open.ac.uk/education-and-languages/people/people-profile.php?staff_id=2418018

Articles by Christopher Walsh

Navigating digital publics for playful production: A cross-case analysis of two interest-driven online communities
May 4, 2016  |   0 Comments

Ksenia A. Korobkova & Matthew Rafalow
Published Online: May 4, 2016
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Abstract: This article argues that the set of skills and strategies associated with managing digital publics online represent an emergent literacy practice of importance to literacy researchers and educators. Drawing on two case studies of online communities popular with contemporary youth to learn, [...]

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Navigating digital publics for playful production: A cross-case analysis of two interest-driven online communities
May 4, 2016  |   0 Comments

Ksenia A. Korobkova & Matthew Rafalow
Published Online: May 4, 2016
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Fluctuating Linguistic Repertoires – Upper Secondary Students’ Blogging As Part Of Learning English As A Second Language
April 15, 2016  |   0 Comments

Rhonwen Bowen, Annika-Lantz Andersson & Sylvia Vigmo
Published Online: April 15, 2016
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Abstract: This paper presents a case study in which the implications of using social media as part of English as a second language learning are explored. More specifically two principle questions are embraced: how does the institutional setting of a shared blog [...]

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Fluctuating Linguistic Repertoires – Upper Secondary Students’ Blogging As Part Of Learning English As A Second Language
April 15, 2016  |   0 Comments

Rhonwen Bowen, Annika-Lantz Andersson & Sylvia Vigmo
Published Online: April 15, 2016
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Culture matters ❤ engaging students in redesigning coursework with digital components
April 15, 2016  |   0 Comments

Amy Owen
Published Online: April 15, 2016
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Culture matters ❤ engaging students in redesigning coursework with digital components
April 15, 2016  |   0 Comments

Amy Owen
Published Online: April 15, 2016
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Abstract: In this study tertiary level curriculum was redesigned to include online and digital components for engaging, motivating, involving and exciting students. An innovative approach is offered that involves students creatively in flexible, adaptable curriculum using cultural and instructional student preferences. Traditional lecture style cultural geography curriculum [...]

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Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic
March 10, 2016  |   0 Comments

Jennifer Jenson, Suzzane de Castell, Kurt Thumlert & Rachel Muehrer
Published Online: March 10, 2016
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Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic
March 10, 2016  |   1 Comment

Jennifer Jenson, Suzzane de Castell, Kurt Thumlert & Rachel Muehrer
Published Online: March 10, 2016
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Abstract: In this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and [...]

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Interests-in-motion in an informal, media-rich learning setting
January 27, 2016  |   0 Comments

Ty Hollett

Published Online: January 27, 2016
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Abstract: Much of the literature related to connected learning approaches youth interests as fixed on specific disciplines or activities (e.g. STEM, music production, or game design). As such, mentors design youth-focused programs to serve those interests. Through a micro-ethnographic analysis of two youth’s Minecraft-centered gameplay in [...]

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Interests-in-motion in an informal, media-rich learning setting
January 27, 2016  |   0 Comments

David Ockert
Published Online: December 18, 2015
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Ty Hollett

Published Online: January 27, 2016
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Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal. This interactive, open-access web-published journal is for those interested in digital culture and education.

The journal is devoted to analysing the impact of digital culture on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

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The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

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