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

Editorial: A commitment to remaining open access
January 23, 2014  |   0 Comments

Thomas Apperley & Christopher S. Walsh

Published Online: January 23, 2014
Full Text: HTML, PDF (199 KB)
Editorial: A commitment to remaining open access

When Digital Culture & Education was conceived in 2006, as an output of the Australian Research Council Linkage project ‘Literacy in the digital world of the 21st century: Learning from computer games’, open [...]

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Game Mechanics to Promote New Understandings of Identity and Ethnic Minority Stereotypes
December 5, 2013  |   0 Comments

Joey J. Lee
Published Online: December 5, 2013
Full Text: HTML, PDF (1.1 MB)
Abstract
The following paper discusses the design, creation, and evaluation of a new class of digital games, Identity Supportive Games, as a tool to promote new understandings of self-identity and ethnic minority stereotypes.  In particular, aspects of the Asian-American experience, including the effects of Asian [...]

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Editorial: A commitment to remaining open access
December 5, 2013  |   0 Comments

Christopher S Walsh & Thomas Apperley

Published Online: January 23, 2014
Full Text: HTML, PDF (199 KB)

Image courtesy of Jacquelene Drinkall
Full Issue available here

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Game Mechanics to Promote New Understandings of Identity and Ethnic Minority Stereotypes
December 5, 2013  |   0 Comments

Joey J. Lee
Published Online: December 5, 2013
Full Text: HTML, PDF (1.1 MB)

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Cover Art Volume 5, Issue 1: ‘Fukushima Firefox’
November 19, 2013  |   0 Comments

Artist statement for Jacquelene Drinkall, Fukushima Firefox, 2013, digital stills of avatar performance in Blue Mars Lite virtual world

‘Fukushima Firefox’ is a largely solo performance in the 3D social media virtual world Blue Mars Lite, in which Jacquelene Drinkall appears as a humanoid skeleton in a cat/fox fire suit. Blue Mars Lite utilises Google [...]

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Review: Jussi Parikka’s What is media archaeology?
November 15, 2013  |   0 Comments

Benjamin Nicoll
Published Online: November 15, 2013
Full Text: HTML, PDF (534 KB)
Parikka, J. (2012). What is media archaeology? Cambridge: Polity. ISBN 0745650260, 200 pages, $23 US.
As the title of Jussi Parikka’s book suggests, the primary concern of What is Media Archaeology? (2012) is with explaining the theoretical and practical applications of media archaeology as it [...]

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Beyond common explanations: Incorporating digital technology and culture into classrooms in México
November 15, 2013  |   0 Comments

Judy Kalman
Published Online: November 15, 2013
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Abstract
More and more teachers in Mexico are expected to use digital technologies in their classrooms. However, little guidance is provided for them to transition from pencil and paper practices to the screen. This paper argues that that teachers’ use of digital technology (or lack thereof) [...]

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Fedora Shaming as Discursive Activism
November 15, 2013  |   0 Comments

Ben Abraham
Published Online: November 15, 2013
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Abstract
This article examines the Tumblr site Fedoras of OK Cupid which emerged in 2012 amidst a growing trend in feminists and other activists online that used shaming as an activist strategy. Fedoras of OK Cupid displays images and excerpts from men who wear fedora [...]

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mLearning solutions for international development – rethinking the thinking
November 15, 2013  |   0 Comments

John Traxler
Published Online: November 15, 2013
Full Text: HTML, PDF (333 KB)

Abstract
There are now many accounts of mLearning projects and pilots, and perhaps solutions, for International Development. This paper does not add to these but questions the ways in which researchers and policymakers talk, think and reason about them. The issues being addressed here [...]

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mLearning solutions for international development – rethinking the thinking
November 15, 2013  |   0 Comments

John Traxler
Published Online: November 15, 2013
Full Text: HTML, PDF (492 KB)

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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 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. Read more


Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at editor@digitalcultureandeducation.com

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

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Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com