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• The Challenge of Open Education

  Pantò, E. & Comas-Quinn, A. (2013). The Challenge of Open Education. Journal of e-Learning and Knowledge Society, 9(1), 11-22. Italian e-Learning Association.

• Peer-To-Peer Recognition of Learning in Open Education

  Schmidt, J., Geith, C., Håklev, S. & Thierstein, J. (2009). Peer-To-Peer Recognition of Learning in Open Education. The International Review of Research in Open and Distributed Learning, 10(5),. Athabasca University Press.

• Assessing the Accessibility of Online Learning

  Badge, J.L., Dawson, E., Cann, A.J. & Scott, J. (2008). Assessing the Accessibility of Online Learning. Innovations in Education and Teaching International, 45(2), 103-113.

• A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning

  Jobe, W. (2013). A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning. Open Praxis, 5(4), 301-313. International Council for Open and Distance Education.

• Badges: A Common Currency for Learning

  Bowen, K. & Thomas, A. (2014). Badges: A Common Currency for Learning. Change: The Magazine of Higher Learning, 46(1), 21-25.

• Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation

  Chauhan, A. (2014). Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation. Digital Education Review, 25, 7-19.

• Toward a Revised Assessment Model: Rationales and Strategies for Assessing Students' Technological Authorship

  De Hertogh, L.B. (2014). Toward a Revised Assessment Model: Rationales and Strategies for Assessing Students' Technological Authorship. Composition Forum, 30,.

• MOBIMOOC 2012: A New Tree Structure for the Delivery of Connectivist Moocs

  Rodriguez, C.O. (2014). MOBIMOOC 2012: A New Tree Structure for the Delivery of Connectivist Moocs. Turkish Online Journal of Distance Education, 15(1), 41-49.

• Digital Badges: Recognizing, Assessing, and Motivating Learners in and out of School Contexts

  Ian O'Byrne, W., Schenke, K., Willis, J.E. & Hickey, D.T. (2015). Digital Badges: Recognizing, Assessing, and Motivating Learners in and out of School Contexts. Journal of Adolescent & Adult Literacy, 58(6), 451-454.

• Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency

  Hatzipanagos, S. & Code, J. (2016). Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency. Journal of Educational Multimedia and Hypermedia, 25(2), 127-142. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Ten years of open practice: a reflection on the impact of OpenLearn

  Law, P. & Jelfs, A. (2016). Ten years of open practice: a reflection on the impact of OpenLearn. Open Praxis, 8(2), 143-149. International Council for Open and Distance Education.

• Assessment Worlds Colliding? Negotiating between Discourses of Assessment on an Online Open Course

  Hills, L. & Hughes, J. (2016). Assessment Worlds Colliding? Negotiating between Discourses of Assessment on an Online Open Course. Open Learning, 31(2), 108-115.

• Open Praxis vol. 9 issue 3

  Gil-Jaurena, v. (2017). Open Praxis vol. 9 issue 3. Open Praxis, 9(3), 265-360. International Council for Open and Distance Education.

• Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

  O'Brien, K., Forte, M., Mackey, T. & Jacobson, T. (2017). Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas. Open Praxis, 9(3), 267-286. International Council for Open and Distance Education.

• Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography

  Lohnes Watulak, S., Woodard, R., Smith, A., Johnson, L., Phillips, N. & Wargo, K. (2018). Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography. Contemporary Issues in Technology and Teacher Education, 18(2), 289-312. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Searching for effective peer assessment models for improving online learning in HE – Do-It-Yourself (DIY) case

  Leppisaari, I., Peltoniemi, J., Hohenthal, T. & Im, Y. (2018). Searching for effective peer assessment models for improving online learning in HE – Do-It-Yourself (DIY) case. Journal of Interactive Learning Research, 29(4), 507-528. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Flipped classroom: innovare la scuola con le tecnologie digitali

  Cecchinato, G. (2014). Flipped classroom: innovare la scuola con le tecnologie digitali. Italian Journal of Educational Technology, 22(1), 11-20. Ortona, Italy: Edizioni Menabò - Menabò srl.

• Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes

  Castaño-Muñoz, J., Colucci, E. & Smidt, H. (2018). Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes. The International Review of Research in Open and Distributed Learning, 19(2),. Athabasca University Press.

• Elements, Principles, and Critical Inquiry for Identity-Centered Designs of Online Environments

  Dudek, J. & Heiser, R. (2017). Elements, Principles, and Critical Inquiry for Identity-Centered Designs of Online Environments. The Journal of Distance Education / Revue de l'ducation Distance, 32(2),. Athabasca University Press.

• Enrollment, Engagement and Satisfaction in the BlendKit Faculty Development Open, Online Course

  Moskal, P., Thompson, K. & Futch, L. (2015). Enrollment, Engagement and Satisfaction in the BlendKit Faculty Development Open, Online Course. Online Learning Journal, 19(4),.