Selected publications

 

Innovating Pedagogy report

A full list of publications is in my CV.

PowerPoint slides of my recent talks are at http://www.slideshare.net/sharplem/presentations

Links to my publications by category

MOOCs and learning at scale

Mobile and contextual learning

Inquiry science learning

Museum learning

Design and evaluation of educational technology

Artificial intelligence and education

Computational creativity

E-safety and e-learning

Writing and computers

Tourism

Children as photographers

 

MOOCs and learning at scale ↑

Ferguson, R., Herodotou, C., Coughlan, T., Scanlon, E. & Sharples, M. (2018). MOOC development: Priority areas. In R. Luckin (ed.) Enhancing Learning and Teaching with Technology: What the research says. London: UCL IOE Press.

Manathunga K., Hernández-Leo D., Sharples M. (2017). A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case. In Delgado Kloos C., Jermann P., Pérez-Sanagustín M., Seaton D., White S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science, vol 10254. Springer, Cham. Available online.

Chua, S.M., Tagg, C., Sharples, M., & Rienties, B. (2017). Discussion Analytics: Identifying Conversations and Social Learners in FutureLearn MOOCs. In L. Vigenti, Y. Wang, L. Paquette. M.L. Urrutia (Eds.),  MOOC analytics: live dashboards, post-hoc analytics and the long-term effects. Joint MOOCs workshops from the Learning analytics and Knowledge (LAK) Conference 2017, Vancouver, Canada on March 13-17, 2017. CEUR-WS.org. Available online.

Sharples, M. & Domingue, J. (2016). The Blockchain and Kudos: A Distributed System for Educational Record, Reputation and Reward. In K. Verbert, M. Sharples & T. Klobučar (Eds.) Adaptive and Adaptable Learning: Proceedings of 11th European Conference on Technology Enhanced Learning (EC-TEL 2015), Lyon, France, 13 – 16 September 2016. Switzerland: Springer International Publishing, pp. 490-496. Available online.

Sharples, M., Delgado Kloos, C., Dimitriadis, Y., Garlatti, S., & Specht, M. (2015) Mobile and Accessible Learning for MOOCs. Journal of Interactive Media in Education, 2015 (1). Available online.

Ferguson, R., Sharples, M., & Beale, R. (2015) MOOCs 2030: A Future for Massive Online Learning. In C. Bonk, M. Lee, T. Reeves, T. Reynolds (eds.), MOOCs and Open Education around the World. Abingdon: Routledge, pp. 315-326. Available online.

Ferguson, R. & Sharples, M. (2014).  Innovative pedagogy at massive scale: Teaching and learning in MOOCs. In C. Rensing, S. de Freitas, T. Ley & P. J. Muñoz- Merino (Eds.) Open Learning and Teaching in Educational Communities, proceedings of 9th European Conference on Technology Enhanced Learning (EC-TEL 2014), Graz, Austria, September 16-19. Heidelberg: Springer, pp. 98-111. Available on request.

Mobile and contextual learning ↑

Sharples, M., Aristeidou, M., Villasclaras-Fernández, E., Herodotou, C., Scanlon, E. (2017) Sense-it: A Smartphone Toolkit for Citizen Inquiry Learning. International Journal of Mobile and Blended Learning, 9, 2, 16-38. Available online.

Sharples, M. & Spikol, D. (2017). Mobile learning. In Duval, E., Sharples, M. & Sutherland, R. (Eds.) Technology Enhanced Learning: Research Themes. Springer, pp. 89-96.  Available online.

Sharples, M., Taylor, J., & Vavoula, G. (2016) A Theory of Learning for the Mobile Age. In C. Haythornthwaite, R. Andrews, J. Fransman & E.M. Meyers (eds.) The SAGE handbook of e-learning research, 2nd edition. SAGE, pp. 63-81. Available online.

Cross, S., Sharples, M. and Healing, G. (2016) Learning with Mobile Devices: the changing place and space of distance learners’ study. In EDULEARN16 Proceedings: 8th International Conference on Education and New Learning Technologies, Barcelona, Spain. July 4th-6th, 2016. IATED. pp. 5385-5393. Available online.

Kukulska-Hulme & Sharples, M. (2015) Waypoints along learning journeys in a mobile world. In Ng, W. and Cumming, T.M. (eds.) Sustaining Mobile Learning: Theory, Research and Practice. Abingdon: Routledge, pp. 43-56. Available online.

Roy, A. & Sharples, M. (2015) Mobile Game Based Learning: Can it enhance learning of marginalized peer educators? International Journal of Mobile and Blended Learning,7 (1), 1-13. Available online.

Sharples, M. (2015) Making sense of context for mobile learning. In J. Traxler & A. Kukulska-Hulme (Eds.), Mobile Learning: The Next Generation. Abingdon: Routledge, pp. 140-153. Available online.

Sharples, M. (2015) Seamless Learning Despite Context. In L-H. Wong, M. Milrad & M. Specht  (eds.) Seamless Learning in the Age of Mobile Connectivity. Singapore: Springer, pp. 41-55. Available online.

Sharples, M. & Pea, R. (2014) Mobile Learning. In K. Sawyer (ed.) The Cambridge Handbook of the Learning Sciences: Second Edition. New York, NY: Cambridge University Press, pp. 501-521. Available online.

Meek, S., FitzGerald, E., Priestnall, G., Sharples, M. (2013) Learning on Field Trips with Mobile Technology.  In Kinuthia, W. & Marshall, S. (Eds). On the Move: Mobile Learning for Development. Information Age Publishing Inc., Charlotte, NC. Available on request.

Milrad, M.,  Wong, L.-H.,  Sharples, M., Hwang, G.-J., Looi, C.-K., Ogata, H. (2013) Seamless Learning: An International Perspective on Next-Generation Technology-Enhanced Learning. In Z. L. Berge & L. Y. Muilenburg (eds.) Handbook of Mobile Learning. New York: Routledge, pp. 95-108. Available online.

Sharples, M. (2013). Shared Orchestration Within and Beyond the Classroom. Computers & Education, 69,504–506. Available online.

Sharples, M. (2013). Mobile learning: Research, practice and challenges (In Chinese, J. Xiao, Trans.).  Distance Education in China, 3:5-11, 44. Available online.

Meek, S., Priestnall, G., Sharples, M. & Goulding, J. (2012). Mobile Capture of Remote Points of Interest Using Line of Sight Modelling. Computers and Geosciences. Available online.

Fisher, T., Pemberton, R., Sharples, M., Ogata, H., Uosaki, N., Edmonds, P., Hull, A., Tschorn, P. (2012). Incidental second language vocabulary learning from reading novels: a comparison of three mobile modes. International Journal of Mobile and Blended Learning, 4,4, 47-61. Available on request.

Lally, V., Sharples, M., Bertram, N.,  Masters, S., Norton, B., Tracy, F. (2012.) Researching the Ethical Dimensions of Mobile, Ubiquitous,and Immersive Technology Enhanced Learning (MUITEL) in Informal Settings: a thematic review and dialogue. Interactive Learning Environments. First published online 13 Mar 2012, DOI:10.1080/10494820.2011.607829. Available online.

FitzGerald, E., Sharples, M., Jones, R., Priestnall, G. (2011). Guidelines for the design of location-based audio for mobile learning. International Journal of Mobile and Blended Learning, 3, 4, 70-85.

Sharples, M. & Roschelle, J. (2010). Guest Editorial, Special section on  Mobile and Ubiquitous Technologies for Learning. IEEE Transactions on Learning Technologies, 3,1, 4-6.

Sharples, M., Taylor, J. & Vavoula, G. (2010). A Theory of Learning for the Mobile Age. In B. Bachmair (ed.) Medienbildung in neuen Kulturräumen. Stuttgart, Kohlhammer Verlag, pp. 87-99.

Niramitranon, J, Sharples, M. & Greenhalgh, C. (2010). Orchestrating Learning in a one-to-one Technology Classroom. In Khine, M. S. & and Saleh, I. M. (eds.) New Science of Learning: Cognition, Computers and Collaboration in Education. New York: Springer, pp. 451-468.

Kukulska-Hulme, A.,  Sharples, M., Milrad, M., Arnedillo-Sánchez, I. & Vavoula, G. (2009). Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1,1, 13-35.

Vavoula, G. & Sharples, M. (2009). Meeting the Challenges in Evaluating Mobile Learning: a 3-level Evaluation Framework. International Journal of Mobile and Blended Learning, 1,2, 54-75.

Priestnall, G., Brown, E., Sharples, M. (2009). A student-led comparison of techniques for augmenting the field experience. In D. Metcalf, A. Hamilton & C. Graffeo (eds.) Proceedings of 8th World Conference on Mobile and Contextual Learning (mLearn 2009), Orlando, Florida, 28-30th October, 2009. University of Central Florida, p. 195-198.

Taylor, J.,Sharples, M., O’Malley, C., Vavoula, G., & Waycott, J. (2006). Towards a Task Model for Mobile Learning: a Dialectical Approach. International Journal of Learning Technology, 2, 2/3, 138 – 158.

Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M. and 16 others (2006). One-to-one Technology Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1,1 pp. 3-29.

Corlett, D., Sharples, M., Chan, T., Bull, S. (2005). Evaluation of a Mobile Learning Organiser for University Students,  Journal of Computer Assisted Learning, 21, pp. 162-170.

Roschelle, J., Sharples, M., & Chan, T.W. (2005). Introduction to the special issue on wireless and mobile technologies in education, Journal of Computer Assisted Learning, 21,3, pp. 159-161.

Sharples, M. and Beale, R. (2003). A technical review of mobile computational devices, Journal of Computer Assisted Learning, 19, 3, pp. 392-395.

Sharples, M.,  Corlett, D. and Westmancott, O. (2002). The Design and Implementation of a Mobile Learning Resource. Personal and Ubiquitous Computing, 6, pp. 220-234.

Sharples, M. (2002). Disruptive Devices: Mobile Technology for Conversational Learning. International Journal of Continuing Engineering Education and Lifelong Learning, 12, 5/6, pp. 504-520.

Sharples, M. (2000). The Design of Personal Mobile Technologies for Lifelong Learning. Computers and Education, 34, 177-193.

Inquiry science learning ↑

Herodotou, C., Sharples, M. & Scanlon, E. (eds.)(2017) Citizen inquiry: Synthesising science and inquiry learning. Routledge. Publisher’s details.

Aristeidou, M., Scanlon, E., & Sharples, M. (in press). Profiles of engagement in online communities of citizen science participation. Paper accepted for publication in Computers and Human Behavior.

Aristeidou, M., Scanlon, E., & Sharples, M. (2017). Design processes of a citizen inquiry community. In Herodotou, C., Sharples, M. & Scanlon, E. (Eds.), Citizen Inquiry: Synthesizing Science and Inquiry Learning. Taylor & Francis, pp. 210-229. Available online.

Aristeidou, M., Scanlon, E. & Sharples, M. (2015). Weather-it missions: A social network analysis perspective of an online citizen inquiry community. In G. Conole, T. Klobučar, C. Rensing, J. Konert, E. Lavoué, E. (Eds.), Design for Teaching and Learning in a Networked World, Proceedings of 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18. Switzerland: Springer International Publishing, pp. 3-16. Available online.

Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., Jones, A., Kerawalla, L., Littleton, K., Mulholland, P. & O’Malley, C. (2015). Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom. Journal of the Learning Sciences,2 (2), 308-341.

Herodotou, C., Villasclaras-Fernández, E.,  & Sharples, M. (2014) The design and evaluation of a sensor-based mobile application for citizen inquiry science investigations. In C. Rensing, S. de Freitas, T. Ley & P. Muñoz-Merino (eds.), Open Learning and Teaching in Educational Communities – Proceedings of 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014. Springer Lecture Notes in Computer Science, pp. 434-439.

Aristeidou, M., Scanlon, E. & Sharples, M. (2014) Inquiring Rock Hunters. In C. Rensing, S. de Freitas, T. Ley & P. Muñoz-Merino (eds.), Open Learning and Teaching in Educational Communities – Proceedings of 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014. Springer Lecture Notes in Computer Science, pp.546-547. Available online.

Villasclaras-Fernández, E., Sharples, M., Kelley, S. & Scanlon, E. (2013) Supporting Citizen Inquiry: an investigation of Moon Rock. In D. Hernández Leo, T. Ley, R. Klamma & A. Harrer (eds.): Scaling up Learning for Sustained Impact – 8th European Conference, on Technology Enhanced Learning, Proceedings of EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013. Springer 2013 Lecture Notes in Computer Science, pp. 383-395.

Anastopoulou, A., Sharples, M., Ainsworth, S., Crook, C., O’Malley, C. & Wright, M. (2012) Creating personal meaning through technology-supported science learning across formal and informal settings. International Journal of Science Education, 34,2, 251–273. Available online.

Anastopoulou, S., Sharples, M. & Baber, C. (2011). An evaluation of multimodal interactions while learning science concepts. British Journal of Educational Technology, 42,2, 266-290. Available online.

Mulholland, P., Anastopoulou, S., Collins, T., Feisst, M., Gaved, M., Kerawalla, L., Paxton, M., Scanlon, E., Sharples, M. and Wright, M. (2011) nQuire: Technological support for personal inquiry learning. IEEE Transactions on Learning Technologies, 5,2, 157-169. Available online.

Sharples, M., Collins, T., Feißt, M., Gaved, M., Mulholland, P., Paxton, M., Wright, M. (2011) A “Laboratory of Knowledge-Making” for Personal Inquiry Learning. In G. Biswas, S. Bull, J. Kay & A. Mitrovic (eds.) Artificial Intelligence in Education:Proceedings of 15th The International Conference, AIED 2011, Auckland New Zealand, June/July 2011. Springer Lecture Notes in Artificial Intelligence 6738. Berlin: Springer-Verlag, p. 312-319.

Wichmann, A., Hoppe, U., Spikol, D., Milrad, M., Anastopoulou, S., Sharples, M., Pea, R., Maldonado, H., & de Jong, T. (2010). Three perspectives on technology support in inquiry learning: Personal inquiry, mobile collaboratories and emerging learning objects. Proceedings of the 9th International Conference of the Learning Sciences, June 29 – July 2 2010, Chicago, IL, USA.

Museum learning ↑

Sharples, M. (2015). Seeding, wonder rooms and curatorial inquiry: New forms of museum communication and learning. In Proceedings of ‘Museum Communication: Practices and Perspectives’, Royal Danish Academy of Sciences and Letters, Copenhagen 27-28 August, 2015, pp. 22-26. Available online.

Vavoula, G., Sharples, M., Rudman, P., Meek, J., & Lonsdale, P. (2009) Myartspace: Design and evaluation of support for learning with multimedia phones between classrooms and museums. Computers and Education, 53, 2, 286-299. Available online.

Rudman P.D., Sharples M., Vavoula G.N., Lonsdale P., Meek J. (2008). Cross-context learning. In L. Tallon & K.Walker (ed.) Digital Technologies and the Museum Experience: Handheld Guides and Other Media. Lanham, MD: Alta Mira Press, pp. 147-166.

Vavoula, G., Sharples, M., Rudman, P., Lonsdale, P., Meek, J. (2007) Learning Bridges: a role for mobile technologies in education. Educational Technology,Vol. XLVII, No. 3, May-June 2007, pp. 33-37.

Vavoula, G., Sharples, M. Rudman, P., Meek, J., Lonsdale, P., Philips, D. (2006) Museum explorations in physical, personal and virtual space through MyArtSpace. Proceedings of mLearn 2006 conference, Banff, Canada, October, 2006. Athabasca University, pp. 187-188.

Vavoula, G., Meek, J. Sharples, M., Lonsdale, P. & Rudman, P. (2006) A lifecycle approach to evaluating MyArtSpace. In Hsi, S., Kinshuk, Chan, T., Sampson, D. (eds) Proceedings of the 4th International Workshop of Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE 2006 ), Nov 16-17, Athens, Greece. IEEE Computer Society, pp. 18-22.

Design and evaluation of educational technology ↑

Duval, E., Sharples, M. & Sutherland, R. (Eds.)(2017). Technology Enhanced Learning: Research Themes. Springer. Further details.

Duval, E., Sharples, M., & Sutherland, R. (2017). Research themes in technology enhanced learning. In Duval, E., Sharples, M. & Sutherland, R. (Eds.) Technology Enhanced Learning: Research Themes. Springer. Available for free download from publisher.

Hoare, D. J., Van Labeke, N., McCormack, A., Sereda, M., Smith, S., Al Taher, H., Kowalkowski, V.,  Sharples, M., & Hall, D. (2014) Gameplay as a Source of Intrinsic Motivation in a Randomized Controlled Trial of Auditory Training for Tinnitus. PLoS ONE, 9(9): e107430. Available online.

Littleton, K., Scanlon, E. & Sharples, M. (eds.)(2012) Orchestrating Inquiry Learning. Routledge. Publisher’s details.

Barthel, R., Ainsworth, S., & Sharples, M. (2013). Collaborative knowledge building with shared video representations. International Journal of Human-Computer Studies71(1), 59-75.  Available online.

Vavoula, G. & Sharples, M. (2009). Lifelong Learning Organisers: Requirements for tools for supporting episodic and semantic learning. Educational Technology & Society, 12, 3, 82-97. Available online.

Barthel, R., Sharples, M. and Ainsworth, S. (2009). Narrative Creation from Online Video as Knowledge Representation. In V. Dimitrova, M. Mizoguchi, B. Du Boulay & A. Graesser (eds.) Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling. Amsterdam: IOS Press, pp. 575-577. Available online.

Vavoula, G.N. & Sharples, M. (2007). Future Technology Workshop: A collaborative method for the design of new learning technologies and activities. International Journal of Computer Supported Collaborative Learning, 2,4, 393-419. Available online.

Hwang, W., Wang, C. & Sharples, M. (2007). A Study of Multimedia Annotation of Web-Based Materials. Computers & Education, 48, 4, 680-699. Available online.

Sharples, M. (2006). Socio-cognitive Engineering. In C. Ghaoui (ed.) Encyclopedia of Human-Computer Interaction, Hershey: Idea Group Reference, pp. 542-547. Available online.

Masterman, E. and Sharples, M. (2002). A theory-informed framework for designing software to support reasoning about causation in history. Computers and Education, 38, pp. 165-185.

Sharples, M., Jeffery, N., du Boulay, J.B.H., Teather, D., Teather, B., and du Boulay, G.H. (2002). Socio-cognitive engineering: a methodology for the design of human-centred technology. European Journal of Operational Research 136, 2, pp. 310-323. Available online.

Sharples, M. & Pemberton, L. (1990). Starting from the Writer: Guidelines for the Design of User-Centred Document Processors, Computer Assisted Language Learning, Volume 2, June 1990, pp. 37–57. Available online.

McConnell, D.  & Sharples, M.  (1983). Distance Teaching by CYCLOPS: an Educational Evaluation of the Open University’s Telewriting System, British Journal of Educational Technology, 14, 2, 109-126

Artificial intelligence and education ↑

du Boulay, G.H., Teather, D., Teather, B., du Boulay, B., Sharples, M., Jeffery, N., Hinkley, L., Whitcombe, E. (2003). Computer discrimination between diseases of the brain based on MR image features, Rivista di Neuroradiologica¸16, 957-960. Available online.

Sharples, M., Jeffery, N. P., du Boulay, B., Teather, B. A., Teather, D., & du Boulay, G. H. (2000). Structured computer-based training in the interpretation of neuroradiological images. International Journal of Medical Informatics60(3), 263-280. Available online.

Teather, D., Teather, B. A., Jeffery, N. P., du Boulay, G. H., du Boulay, B., & Sharples, M. (2000). Statistical Based Support for Uncertainty in Radiological Diagnosis. Methods of Information in Medicine, 39, 1-6.

Garlatti, S. & Sharples, M. (1998) The Use of a Computerized Brain Atlas to Support Knowledge-based Training in Radiology, Artificial Intelligence in Medicine,13, 181-205. Available online.

Teather, B.A., Sharples, M., Jeffery, N., Teather, D., du Boulay, B. (1994). Statistical Modelling and Structured Image Description for Intelligent Tutoring in MR Imaging of the Head, Rivista di Neuroradiologia, 7, pp. 29–35.

Sharples, M., Hogg, D., Hutchison, C., Torrance, S., Young, D. (1989). Computers and Thought: a Practical Introduction to Artificial Intelligence. MIT Press.

Computational creativity ↑

Pérez y Pérez, R. and Sharples, M. (2004). Three Computer-Based Models of Storytelling: BRUTUS, MINSTREL and MEXICA. Knowledge-Based Systems, 17, 1, pp. 15-29.

Pérez y Pérez, R. & Sharples, M. (2001). MEXICA: a computer model of a cognitive account of creative writing. Journal of Experimental & Theoretical Artificial Intelligence, 13, pp. 119-139.

Sharples, M. (1997). Storytelling by Computer, Digital Creativity, Vol. 8, No. 1, pp. 20–29.

E-safety and e-learning ↑

Kong, S. C., Chan, T.-W., Griffin, P., Hoppe, U., Huang, R., Kinshuk, Looi, C. K., Milrad, M., Norris, C., Nussbaum, M., Sharples, M., So, W. M. W., Soloway, E., & Yu, S. (2014). E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications. Educational Technology & Society, 17 (1), 70–78.

Sharples, M., Graber, R., Harrison, C. & Logan, K. (2009).  E-Safety and Web2.0 for children aged 11-16. Journal of Computer-Assisted Learning, 25, 70-84.

Writing and computers ↑

Sharples, M. (1999). How We Write: An Account of Writing as Creative Design. Routledge.

Sharples, M. (1999). Electronic Publication: Writing for the Screen. Journal of Adolescent and Adult Literacy, 43, 2, pp. 2-5. (Also available online at  http://www.readingonline.org/electronic/jaal/10-99_Column.html)

Sharples, M. & Bruce, B. (1996). Collaborative Writing and Technological Change: Implications for Writing Practice and System Design, Computer Supported Cooperative Work, 3, 3–4, pp. 225–228.

Sharples, M. & van der Geest, T. (ed.)(1996). The New Writing Environment: Writers at Work in a World of Technology. Springer-Verlag.

Sharples, M., Clutterbuck, A., Goodlet, J. (1994). A Comparison of Algorithms for Hypertext Notes Network Linearization, International Journal of Human-Computer Studies, 40, pp. 727 – 752.

Sharples, M. (1994). Computer Support for the Rhythms of Writing, Computers and Composition,  11, pp. 217–226.

Sharples, M. (ed.)(1993). Computer Supported Collaborative Writing. Springer-Verlag.

Sharples, M. & Evans, M. (1992). Computer Support for the Development of Writing Abilities, Instructional Science, Vol. 21, No. 1/3, pp. 99 – 108.

Sharples, M. (1985). Cognition, Computers and Creative Writing, Chichester: Ellis Horwood.

Sharples, M. (1983). The Use of Computers to Aid the Teaching of Creative Writing, AEDS Journal, 16, 2, 79-91.

Tourism ↑

McCabe, S., Sharples, M. & Foster, C. (2012). Stakeholder Engagement in the Design of Scenarios of Technology-enhanced Tourism Services. Tourism Management Perspectives, 4, 36-44.

Children as photographers ↑

Sharples, M., Davison, L., Thomas, G.V., Rudman, P. D. (2003). Children as Photographers: an Analysis of Children’s Photographic Behaviour and Intentions at Three Age Levels, Visual Communication, 2, 3, pp. 303-330. Preprint available as 502Kb pdf