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

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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Collaborative onscreen and offscreen play: examining meaning-making complexities
December 23, 2015  |   0 Comments

Lisa Kervin, Irina Verenikina & Maria Clara Rivera
Published Online: December 23, 2015
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Collaborative onscreen and offscreen play: examining meaning-making complexities
December 23, 2015  |   0 Comments

Lisa Kervin, Irina Verenikina & Maria Clara Rivera
Published Online: December 23, 2015
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Abstract: Playing with toys has been an established part of early childhood education for many years. Educators and theorists agree that opportunities to engage in make-believe play provide a wide range of avenues for enhancing literacy practices in the early years [...]

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Increases in Japanese EFL Learners’ Motivation, International Posture, and Interest in Foreign Language Activities after Skype Exchanges
December 18, 2015  |   0 Comments

David Ockert
Published Online: December 18, 2015
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Increases in Japanese EFL Learners’ Motivation, International Posture, and Interest in Foreign Language Activities after Skype Exchanges
December 18, 2015  |   0 Comments

David Ockert
Published Online: December 18, 2015
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Abstract: This paper reports the survey results of a group of students at an elementary school in Japan, who engaged in a computer mediated communication exchange with native speaker of English elementary school students in Australia. The schools collaborated to provide the students an opportunity to introduce [...]

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3D printing and university makerspaces: Surveying countercultural communities in institutional settings
November 24, 2015  |   0 Comments

Robbie Fordyce, Luke Heemsbergen, Paul Mignone & Bjorn Nansen
Published Online: November 24, 2015Full Text: HTML, PDF
Abstract: This article reports on an investigation into two experimental “Digismith” workshops held at an Australian university’s School of Engineering that aimed to provide open source education in 3D printing to university students and the general public. The research employed [...]

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3D printing and university makerspaces: Surveying countercultural communities in institutional settings
November 24, 2015  |   0 Comments

Robbie Fordyce, Luke Heemsbergen, Paul Mignone & Bjorn Nansen
Published Online: November 24, 2015Full Text: HTML, PDF

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Acceptability of a mobile smartphone application intervention to improve access to HIV prevention and care services for black men who have sex with men in the District of Columbia
October 27, 2015  |   0 Comments

Matthew E. Levy, Christopher Chauncey Watson, Leo Wilton, Vittoria Criss, Irene Kuo, Sara Nelson Glick, Russell A. Brewer & Manya Magnus
Published Online: October 27, 2015
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Abstract: Eliminating racial HIV disparities among men who have sex with men (MSM) will require a greater uptake of HIV prevention and care interventions among Black MSM (BMSM), [...]

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Acceptability of a mobile smartphone application intervention to improve access to HIV prevention and care services for black men who have sex with men in the District of Columbia
October 27, 2015  |   0 Comments

Matthew E. Levy, Christopher Chauncey Watson, Leo Wilton, Vittoria Criss, Irene Kuo, Sara Nelson Glick, Russell A. Brewer & Manya Magnus
Published Online: October 27, 2015
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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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