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

Conceptualising and measuring collaborative critical thinking on asynchronous discussion forums: Challenges and possible solutions
April 15, 2015  |   0 Comments

Nazanin Ghodrati
Published Online: April 15, 2015
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Abstract: The use of asynchronous discussion forums (ADFs) is thought to assist in enhancing students’ collaborative learning and critical thinking throughout higher education. However, previous research has mainly focused on individual critical thinking while the investigation of critical thinking during group work has been generally overlooked. Furthermore, [...]

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Variations in recruitment yield, costs, speed and participant diversity across Internet platforms in a global study examining the efficacy of an HIV/AIDS and HIV testing animated and live-action video among English- or Spanish-speaking Internet or social media users
April 15, 2015  |   0 Comments

Winnie Shao, Wentao Guan, Melissa A. Clark, Tao Liu, Claudia C. Santelices, Dharma E. Cortés& Roland C. Merchant
Published Online: April 15, 2015
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Abstract: For a world-wide, Internet-based study on HIV/AIDS and HIV testing knowledge, we compared the yields, speed and costs of recruitment and participant diversity across free postings on 13 Internet or [...]

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Procedural Rhetoric and Undocumented Migrants: Playing the Debate over Immigration Reform
April 15, 2015  |   0 Comments

Osvaldo Cleger

Published Online: April 15, 2015
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Variations in recruitment yield, costs, speed and participant diversity across Internet platforms in a global study examining the efficacy of an HIV/AIDS and HIV testing animated and live-action video among English- or Spanish-speaking Internet or social media users
April 15, 2015  |   0 Comments

Winnie Shao, Wentao Guan, Melissa A. Clark, Tao Liu, Claudia C. Santelices, Dharma E. Cortés& Roland C. Merchant
Published Online: April 15, 2015
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Conceptualising and measuring collaborative critical thinking on asynchronous discussion forums: Challenges and possible solutions
April 15, 2015  |   0 Comments

Nazanin Ghodrati
Published Online: April 15, 2015
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Procedural Rhetoric and Undocumented Migrants: Playing the Debate over Immigration Reform
April 15, 2015  |   1 Comment

Osvaldo Cleger
Published Online: April 15, 2015
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Abstract: The main purpose of this article is to analyze how a representative selection of computer games, set mostly in a Latin American context or at the US-Mexico border, are capable of mounting arguments about immigration policy by making good or poor uses of what Ian Bogost [...]

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Educating generation next: Screen media use, digital competencies and tertiary education
March 2, 2015  |   2 Comments

Toija Cinque & Adam Brown
Published Online: March 1, 2015
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Abstract: This article 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. The authors argue that there is a need to resist the commonplace utopian and [...]

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Educating generation next: Screen media use, digital competencies and tertiary education
March 1, 2015  |   0 Comments

Toija Cinque & Adam Brown
Published Online: March 1, 2015
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Digital Culture & Education (DCE) embraces ’slow citizenship’ into the future
December 15, 2014  |   1 Comment

Christopher S Walsh

Editorial
Published Online: December 15, 2014
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Editorial

Volume 6, Issue 4 celebrates 6 years since we first launched Digital Culture & Education (DCE), an output of a successful Australian Research Council (ARC) grant entitled ‘Literacy in the Digital World of the Twenty First Century: Learning from computer games’  (Beavis, C., Bradford, [...]

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YouTube as the art commons? Strategies, perceptions and outcomes of museums’ online video portals
December 15, 2014  |   2 Comments

Daria Gladysheva, Jessica Verboom & Payal Arora
Published Online: December 15, 2014
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Abstract: The current study investigates the phenomenon of museum communication through online video hostings, either by using YouTube or a customized platform. The videos uploaded by museums present a combination of educational and entertaining content depending on their objectives, attracting users [...]

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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