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

When in Ghana, do as sexual minorities do: Using Facebook to connect gay men and other men who have sex with men to HIV services
August 22, 2015  |   0 Comments

Benjamin Eveslage
Published Online: August 22, 2015
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Abstract: In Ghana and other countries, heightened social stigma and discrimination towards gay men and other men that have sex with men (MSM) is compounded by the criminalisation of homosexuality. These are factors that influence them to avoid in-person peer-networks and settings where HIV prevention and care [...]

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When in Ghana, do as sexual minorities do: Using Facebook to connect gay men and other men who have sex with men to HIV services
August 22, 2015  |   0 Comments

Benjamin Eveslage
Published Online: August 22, 2015
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Teaching in an age of ubiquitous computing: A decelerated curriculum
August 22, 2015  |   0 Comments

Leanne McRae
Published Online: August 22, 2015
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Abstract: Ubiquitous computing describes the current conditions of our interactive, screen-based habitats where movement between screens has become a defining trope of everyday life. As students and teachers increasingly deploy screen-literacies within the education process where laptops, tablets and mobile phones become the mechanisms by which education [...]

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Teaching in an age of ubiquitous computing: A decelerated curriculum
August 22, 2015  |   0 Comments

Leanne McRae
Published Online: August 22, 2015
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Pre-service teacher perceptions about the use of Facebook in English language teaching
August 22, 2015  |   0 Comments

Abdulvahit Çakir & Çağla Atmaca
Published Online: July 17, 2015
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Abstract: This study aims to find out student teachers’ perceptions about the use of Facebook in English language teaching and their preferences on how to integrate Facebook into English classes. This study, which is based on a mixed method research, consisted of written and [...]

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Pre-service teacher perceptions about the use of Facebook in English language teaching
August 22, 2015  |   0 Comments

Abdulvahit Çakir & Çağla Atmaca
Published Online: July 17, 2015
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Editorial
July 17, 2015  |   0 Comments

Christopher S. Walsh

Published Online: July 15, 2015
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Toija Cinque and Adam Brown’s  article “Educating generation next: Screen media use, digital competencies and tertiary education” investigates the use of screen media and digital competencies of higher education students in light of the growing focus on new media and e-learning in Australian universities. They argue that there [...]

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Editorial
July 17, 2015  |   0 Comments

Christopher S. Walsh
Published Online: July 17, 2015Full Text: HTML, PDF

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Book Review: Adrienne Shaw’s Gaming at the Edge: Sexuality and Gender at the Margins of Gamer Culture
July 17, 2015  |   0 Comments

Sabine Harrer
Published Online: July 17, 2015
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Shaw, A. (2014). Gaming at the Edge: Sexuality and Gender at the Margins of Gamer Culture. Minneapolis/London: University of Minnesota Press, 317 pages.
Adrienne Shaw starts her book “Gaming at the Edge” with a childhood memory about everyday life in Japan. She recalls receiving a Nintendo console and [...]

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Book Review: Adrienne Shaw’s Gaming at the Edge: Sexuality and Gender at the Margins of Gamer Culture
July 17, 2015  |   0 Comments

Sabine Harrer
Published Online: July 17, 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 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.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party. 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