Email: c.s.walsh@open.ac.uk
Website: http://www.open.ac.uk/education-and-languages/people/people-profile.php?staff_id=2418018
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ProfileChristopher WalshEditor
Dr. Christopher Walsh is a Senior Lecturer in Educational ICT and Professional Development in the Faculty of Education and Language Studies of The Open University. He has worked on several pedagogical initiatives in the Australia, Thailand, the USA and Afghanistan. His current research projects include ‘Literacy in the digital world of the twenty first Century: learning from computer games’ funded by Australian Research Council (ARC) (2007-2009); ‘Maintaining and expanding HIV prevention programmes at Mplus+: Producing animations to educate MSM to fashion safe sex practices and address low perceptions of personal risk’ (Australian Federation of AIDS Organisations (AFAO), 2008-2009) and ‘Expanding HIV prevention and outreach coverage @Mplus+’ (The Foundation for AIDS Research (amfAR), 2009-2010).
Articles by Christopher Walsh
Book Review of Matthew K. Gold’s (2012) Debates in the digital humanities. Minneapolis: University of Minnesota Press.
June 1, 2013
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Craig Bellamy
Published Online: June 1, 2013
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Matthew K. Gold (ed.). (2012). Debates in the digital humanities. Minneapolis: University of Minnesota Press. ISBN 9780816677955.516 pages. USD 34.95.
Matthew K Gold has brought together a number of leading figures in Debates in the Digital Humanities in a broad-ranging collection of articles that attempt to outline the [...]
Developing and Applying a Foreign Language Vocabulary Learning and Practicing Game: The effect of VocaWord
June 1, 2013
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Levent Uzun, Ugar R. Cetinavci, Sedat Korkmaz & Umut Salihoglu
Published Online: June 1, 2013
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Abstract
The present study reports on the findings related to the effect of playing a vocabulary learning and practicing game in elementary English classes at university level, and the attitudes and beliefs of the subjects about playing [...]
Young people and Facebook: What are the challenges to adopting a critical engagement?
June 1, 2013
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Luciana Pangrazio
Published Online: June 1, 2013
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Abstract
This article presents findings from a recent study into the ways young people are engaging with the social networking site Facebook. It draws on a qualitative, small-scale study with six 13 and 14 year old girls who have been using Facebook daily for two [...]
Towards hacker literacies: What Facebook’s privacy snafus can teach us about empowered technological practices
June 1, 2013
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Rafo Santo
Published Online: June 1, 2013
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Abstract
This article highlights an emerging set of literate media practices that are simultaneously critical and participatory in nature. These practices, themselves natural responses to a shifting new media landscape, have echoes of existing media literacy paradigms, though are not fully encapsulated by them. Through an [...]
Innovations in incapacity: Education, technique, subject
June 1, 2013
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A.J. Bartlett
Published Online: June 1, 2013
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Abstract
This essay addresses the question of change as it is expressed in debates on the introduction and use of new digital technologies in contemporary education. It sets out some of the terms of this debate, concerning MOOCs in particular, and puts into question [...]
5 Years: Editorial
June 1, 2013
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Thomas Apperley & Christopher S. Walsh
Published Online: June 1, 2013
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This issue of Digital Culture & Education marks the beginning of DCE’s fifth year in publication. We proudly remain open access with a Creative Commons License to challenge the ongoing hegemony of educational publishers that impede research on digital culture [...]
5 Years: Editorial
June 1, 2013
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Thomas Apperley & Christopher S. Walsh
Published Online: June 1, 2013
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Image courtesy of Dr. Adam Nash
Full Issue available here
Innovation in incapacity: Education, technique, subject
June 1, 2013
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A.J. Bartlett
Published Online: June 1, 2013
Full Text: HTML, PDF (365 KB)
Towards hacker literacies: What Facebook’s privacy snafus can teach us about empowered technological practices
June 1, 2013
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Rafo Santo
Published Online: June 1, 2013
Full Text: HTML, PDF (379 KB)
Young people and Facebook: What are the challenges to adopting a critical engagement?
June 1, 2013
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Luciana Pangrazio
Published Online: June 1, 2013
Full Text: HTML, PDF (333 KB)
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.
Follow us on Twitter: http://twitter.com/DigitalCultureE
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.
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