References - I1 2020-04-30T13:49:45+00:00 hjdewaard c6c8628c72182a103f1a39a3b1e6de4bc774ea06 1 4 plain 2020-05-02T16:32:34+00:00 hjdewaard c6c8628c72182a103f1a39a3b1e6de4bc774ea06
- Ihde, D. (1978). Technics and praxis (Vol. 24). Springer Netherlands. https://doi.org/10.1007/978-94-009-9900-8
- Ihde, D. (2004). Has the philosophy of technology arrived? A state‐of‐the‐art review. Philosophy of Science, 71(1), 117–131. https://doi.org/10.1086/381417
- Ihde, D. (2011). Stretching the in-between: Embodiment and beyond. Foundations of Science, 16(2–3), 109–118. https://doi.org/10.1007/s10699-010-9187-6
- Ihde, D. (2012). Postphenomenological re-embodiment. Foundations of Science, 17(4), 373–377. https://doi.org/10.1007/s10699-011-9244-9
- Ihde, D., & Malafouris, L. (2019a). Homo faber Revisited: Postphenomenology and Material Engagement Theory. Philosophy & Technology, 32(2), 195–214. https://doi.org/10.1007/s13347-018-0321-7
- Ihde, D., & Malafouris, L. (2019b). Homo faber revisited: Postphenomenology and material engagement theory. Philosophy & Technology, 32(2), 195–214. https://doi.org/10.1007/s13347-018-0321-7
- Inamorato dos Santos, A., Punie, Y., & Castaño Muñoz, J. (2016). Opening up education: A support framework for higher education institutions (EUR 27938; p. 79). https://doi.org/10.2791/293408 (online)
- Inamorato dos Santos, A. (2019). Practical guidelines on open education for academics: Modernising higher education via open educational practices based on the OpenEdu framework (No. JRC115663). Joint Research Centre (JRC), The European Commission Science and Knowledge Service. https://doi.org/10.2760/55923
- Internet Encyclopedia of Philosophy. (n.d.). Hunhu/Ubuntu. Retrieved February 15, 2020, from https://www.iep.utm.edu/hunhu/
- Ito, M., Baumer, S., Bittanti, M., boyd, danah, Cody, R., Herr-Setphenson, B., Horst, H. A., Lange, P. G., Mahendran, D., Martinez, K. Z., Pascoe, C. J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. The MIT Press. https://clalliance.org/wp-content/uploads/files/Hanging_Out.pdf
- Izadinia, M. (2014). Teacher educators’ identity: A review of the literature. European Journal of Teacher Education, 37(4), 426–441. https://doi.org/10.1080/02619768.2014.947025
This page has paths:
- 1 2020-01-11T14:30:11+00:00 hjdewaard c6c8628c72182a103f1a39a3b1e6de4bc774ea06 References hjdewaard 36 This is a full reference list for the comprehensive portfolio, also available in alphabetic notes. plain 3 2020-05-02T17:15:10+00:00 hjdewaard c6c8628c72182a103f1a39a3b1e6de4bc774ea06
This page is referenced by:
This is a full reference list for the comprehensive portfolio, also available in alphabetic notes.
A B C D E F G H I J K L M N O, P Q, R S T U, V W, X, Y, Z
Albion, P., Jones, D., Campbell, C., & Jones, J. (2017). Open educational practice and preservice teacher education: Understanding past practice and future possibilities. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/177356/
Alevizou, G. (2015). From OER to MOOCs: Critical perspectives on the historical mediation trajectories of open education. International Journal of Media & Cultural Politics, 11(2), 203–224.
Archer, M. S. (2008, June 19). Structure, agency and the internal conversation. http://www.journaldumauss.net/IMG/article_PDF/article_362.pdf
Armellini, A., & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning, 28(1), 7–20. https://doi.org/10.1080/02680513.2013.796286
Baker, F. (2016). Media literacy in the K-12 classroom (2nd ed.). ISTE.
Bakhtin, M. M. (1981). Discourse in the novel. In M. Holquist (Ed.), & C. Emerson & M. Holquist (Trans.), The dialogic imagination: Four essays by M. M. Bahktin (pp. 259–422). University of Texas Press. https://hdl-handle-net.ledproxy2.uwindsor.ca/2027/heb.09354
Bali, M., Caines, A., Hogue, R., DeWaard, H., & Friedrich, C. (2019). Intentionally equitable hospitality in hybrid video dialogue: The context of virtually connecting. ELearn Magazine. https://elearnmag.acm.org/archive.cfm?aid=3331173
Barrett, M. J. (2014). Responding to environmental crises through multi-media hypertextual research representation. In M. A. Peters, E. P. Hart, & A. Reid (Eds.), A Companion to Research in Education (pp. 569–574). Springer.
Bates, T. (2019, May 30). The coming crisis in Canadian post-secondary education: 3 – Some strategies for survival. Contact North: Online Learning and Distance Education Resources. https://www.tonybates.ca/2019/05/30/the-coming-crisis-in-canadian-post-secondary-education-3-some-strategies-for-survival/
Bayne, S., Knox, J., & Ross, J. (2015). Open education: The need for a critical approach. Learning, Media and Technology, 40(3), 247–250. https://doi.org/10.1080/17439884.2015.1065272
Beetham, H., Falconer, I., McGill, L., & Littlejohn, A. (2012). Open practices: Briefing paper [Wiki]. https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
Belshaw, D. (2012, July 12). On the important differences between literacies, skills and competencies. Open Educational Thinkering. https://dougbelshaw.com/blog/2012/07/12/on-the-important-differences-between-literacies-skills-and-competencies/
Blomgren, C. (2018). OER awareness and use: The affinity between higher education and K-12. International Review of Research in Open and Distributed Learning, 19(2).
Boote, D. N., & Biele, P. (2006). On “Literature reviews of, and for, educational research”: A response to the critique by Joseph Maxwell. Educational Researcher, 35(9), 32–35.
boyd, d. (2010). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi (Ed.), Self: Identity, Community, and Culture on Social Network Sites. (pp. 39–58). Routledge.
Boyd, L. (2015, December 15). After watching this, your brain will not be the same | Lara Boyd. https://youtu.be/LNHBMFCzznE
Bozkurt, A., Koseoglu, S., & Singh, L. (2019). An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere. Australasian Journal of Educational Technology, 35(4). https://ajet.org.au/index.php/AJET/article/view/4252/1564
Brockmann, M. (2011). Problematising short-term participant observation and multimethod ethnographic studies. Ethnography and Education, 6(2), 229–243.
Burrell, J. (2009). The field site as a network: A strategy for locating ethnographic research. Field Methods, 21(2), 181–199. https://doi.org/10.1177/1525822X08329699
Buss, R. R., Foulger, T. S., Wetzel, K., & Lindsey, L. (2018). Preparing teachers to integrate technology into K–12 instruction II: Examining the effects of technology-infused methods courses and student teaching. Journal of Digital Learning in Teacher Education, 34(3), 134–150. https://doi.org/10.1080/21532974.2018.1437852
Caines, A. (2016, June 19). LOOM’in Large (or perhaps small) at T3 and NMC16. Retrieved May 2, 2020, from http://autumm.edtech.fm/2016/06/19/loom/
Caldwell, S. (2013). Statistics Unplugged (4th ed.). Wadsworth Cengage Learning.
Calvino, I. (1979). A winter’s night a traveler. Harcourt Brace Jovanovich. https://literariness.org/wp-content/uploads/2019/07/Calvino-Italo-If-on-a-winters-night-a-traveler.pdf
Carretero Gomez, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use (EUR 28558 EN). Publications Office of the European Union. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/digcomp-21-digital-competence-framework-citizens-eight-proficiency-levels-and-examples-use
Carter, S., & Little, M. (2007). Justifying knowledge, justifying method, taking action: Epistemologies, methodologies, and methods in qualitative research. Qualitative Health Research, 17(10), 1316–1328. https://doi.org/doi: 10.1177/1049732307306927
Chen, D. T., Wang, Y. M., & Lee, W. C. (2016). Challenges confronting beginning researchers in conducting literature reviews. Studies in Continuing Education, 38(1), 47–60. https://doi.org/10.1080/0158037X.2015.1030335
Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 121, 143–161.
Clandinin, D. J. (2015). Stories to live by on the professional knowledge landscape. Waikato Journal of Education, Special 20th Edition Anniversary Collection, 183–193.
Council of Ministers of Education, Canada (CMEC). (2020). Pan-Canadian systems-level framework on global competencies: Literature review. https://www.cmec.ca/Publications/Lists/Publications/Attachments/402/Pan-Canadian%20framework%20on%20Global%20Competencies%20Literature%20Review_EN.pdf
Codington-Lacerte, C. (n.d.). Cognitivism (psychology). In Salem Press Encyclopedia. https://ezproxy.lakeheadu.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=90558264&site=eds-live&scope=site.
Collier, D. R. (2018). Doodling, borrowing, and remixing: Students inquiring across digitized spaces. The Reading Teacher, 72(1), 125–130. https://doi.org/doi:10.1002/trtr.1717
Combs, J. P., Bustamante, R. M., & Onwuegbuzie, A. J. (2010). An interactive model for facilitating development of literature reviews. International Journal of Multiple Research Approaches, 4(2), 159–182.
Competency. (2020). OED Online. Oxford University Press. www.oed.com/view/Entry/37569
Connelly, F. M., Clandinin, D. J., & Ming, F. H. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665–674. https://doi.org/10.1016/S0742-051X(97)00014-0
Cormier, D. (2008, October 2). The CCK08 MOOC – Connectivism course, 1/4 way – Dave’s Educational Blog. Retrieved May 2, 2020, from http://davecormier.com/edblog/2008/10/02/the-cck08-mooc-connectivism-course-14-way/
Couros, A. (2006). Examining the open movement: Possibilities and implications for education [Dissertation, University of Regina]. http://educationaltechnology.ca/publication_files/research/Dissertation-Couros-FINAL-06-WebVersion.pdf
Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 109–127). Athabasca University Press.
Couros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications. Athabasca University Press. http://www.aupress.ca/books/120258/ebook/09_Veletsianos_2016-Emergence_and_Innovation_in_Digital_Learning.pdf
Covey, D. T. (2013). Opening the Dissertation: Overcoming Cultural Calcification and Agoraphobia. TripleC, 11(2), 543–557.
Crawley, J. (2018). “Mapping backward” and “looking forward” by the ’invisible educators’—Reimaging research seeking “common features of effective teacher preparation.” Research in Post-Compulsory Education, 23(1), 23–34. https://doi.org/10.1080/13596748.2018.1420684
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.
Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127–143.
Cronin, C. (2016). OER16: A critical turn. https://catherinecronin.net/conferences/thoughts-on-oer16/
Cronin, C. (2017a). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning, 18(5). http://www.irrodl.org/index.php/irrodl/article/view/3096/4301
Cronin, C. (2017b, May 11). Open Education Risks and Rewards [Audio Podcast Episode]. In Teaching in Higher Ed. http://teachinginhighered.com/podcast/open-education-risks-rewards/
Dalton, B., Perez, L., & Grant, K. (2015). SOOC course overview [Course site]. Retrieved May 2, 2020, from https://learningresouces.wixsite.com/sooc-udl/week-2-webinar
Daviet, B. (2016). Revisiting the principle of education as a public good (ED-2016/WP/1). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245306
de Vries, E. (2003). Educational technology and multimedia from a cognitive perspective: Knowledge from inside the computer, onto the screen, and into our heads? In H. van Oostendorp (Ed.), Cognition in a digital world (pp. 155–174). Psychology Press.
Denzin, N. K., & Lincoln, Y. S. (2005). The Sage Handbook of qualitative research (3rd Edition). Sage.
Denzin, N. K. (2017). Critical qualitative inquiry. http://journals.sagepub.com/doi/abs/10.1177/1077800416681864
Denzin, N. K, & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. In Norman K Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 1–20). Sage Publications Inc.
Denzin, N. K, & Lincoln, Y. S. (Eds.). (2013). Collecting and interpreting qualitative materials (4th ed.). SAGE Publishing Inc.
DeVries, R. (2008). Piaget and Vygotsky: Theory and Practice in Early Education. In 21st century education: A reference handbook (pp. 184–193). SAGE Publications, Inc. https://doi.org/10.4135/9781412964012.n20
DeWaard, H. (2016a). Using video to humanize online instruction. In W. Kilgore (Ed.), Humanizing online teaching and learning. Pressbooks. https://humanmooc.pressbooks.com/chapter/using-video-to-humanize-online-instruction/
DeWaard, H. (2016b). Voice and video instructor feedback to enhance instructor presence. In W. Kilgore (Ed.), Humanizing online teaching and learning. Pressbooks. https://humanmooc.pressbooks.com/chapter/voice-and-video-instructor-feedback-to-enhance-instructor-presence/
DeWaard, H. (2019, February 13). You’ve been cited! Step By Step. https://stepbystep.hjdewaard.ca/blog/courses/6511-sdl/youve-been-cited/
Dewey, J. (1916). Chapter 7: The democratic conception in education. In Democracy and Education (pp. 85–104). Penn State.
Dixon, D. (2014). Endless Question: Endless Questions: How to think while playing. Endless Question: Youth Becomings and the Anti-Crisis of Kids in Global Japan. [Dissertation]. http://scalar.usc.edu/students/endlessquestion/index
Eco, U. (1984). Semiotics and the philosophy of language. Indiana University Press.
Ehlers, U.-D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1–10.
Ellingson, L. L. (2009). Engaging crystallization in qualitative research: An introduction. Sage Publications Inc.
Ellingson, L. L. (2014). “The truth must dazzle gradually”: Enriching relationship research using a crystallization framework. Journal of Social and Personal Relationships, 31(4), 442–450. https://doi.org/10.1177/0265407514523553
Ellingson, L. L. (2017). Authoring: Telling a research story. In M. Allen (Ed.), The SAGE encyclopedia of communication research methods (pp. 66–69). SAGE Publications, Inc. http://dx.doi.org/10.4135/9781483381411.n27
Exploratorium EDU. (n.d.). Liminality: Art on the threshold. [website]. https://www.exploratorium.edu/liminality/exhibition.html
Eze, M. O. (2010). Intellectual history in contemporary South Africa (1st ed). Palgrave Macmillan.
Farrow, R. (2015). Open education and critical pedagogy. Learning, Media & Technology, 42(2), 130–146. http://www.tandfonline.com/doi/full/10.1080/17439884.2016.11139 91.
Farrow, R. (2016). Constellations of openness In M. Deimann & M. Peters, (Eds.). In The philosophy and theory of open education. Peter Lang Publishing.
Federman, M. (2004, July 23). What is the Meaning of The Medium is the Message? The McLuhan Program in Culture and Technology. http://individual.utoronto.ca/markfederman/article_mediumisthemessage.htm
Fine, M. (1994). Working the hyphens: Re-inventing Self and Other in Qualitative Research. In N. Denzin & Y. Lincoln (Eds.), Handbook of Qualitative Research. SAGE Publications, Inc.
Fluency. (2020). OED Online. Oxford University Press. www.oed.com/view/Entry/72066
Forkosh-Baruch, A., & Avidov-Ungar, O. (2019). ICT implementation in colleges of education: A framework for teacher educators. Journal of Information Technology Education: Research, 18, 207–229. https://doi.org/10.28945/4312
Foucault, M. (1988). Technologies of the self. https://foucault.info/documents/foucault.technologiesOfSelf.en/
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
Freire, P. (2009). From pedagogy of the oppressed. Race/Ethnicity: Multidisciplinary Global Contexts, 2(2), 163–174.
Gallagher, T., & Rowsell, J. (2017). Untangling Binaries: Where Canada sits in the “21st century debate.” McGill Journal of Education, 52(2), 383–407.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
Gatin, G. (2013). Keeping your distance. Grounded Theory Review, 12(1), 9–25.
Gee, J. P. (2015). Literacy and education. Routledge.
Gee, J. P. (2017). Teaching, learning, literacy in our high-risk high-tech world: A framework for becoming human. Teachers College Press.
Geller, L. (1982). The Failure of Self-Actualization Theory: A Critique of Carl Rogers and Abraham Maslow. Journal of Humanistic Psychology, 22(2), 56–73. https://doi.org/10.1177/0022167882222004
Geser, G. (Ed.). (2012). Open educational practices and resources: OLCOS roadmap 2012. Research EduMedia. https://www.olcos.org/cms/upload/docs/olcos_roadmap.pdf
Ghosh, V., & Gilboa, A. (2014). What is a memory schema? A historical perspective on current neuroscience literature. Neuropsychologia, 53, 104–114. https://doi.org/https://doi.org/10.1016/j.neuropsychologia.2013.11.010
Giroux, H. A. (2010). Lessons from Paulo Freire. Chronicle of Higher Education, 57(9), B15–B16.
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17, 334–346.
Gorodetsky, M., & Barak, J. (2016). Becoming learners/teachers in nomadic space. Teachers and Teaching: Theories and Practice, 22(1), 84–100. https://doi.org/10.1080/13540602.2015.1023030
Graff, G., & Birkenstein, C. (2018). They say, I say: The moves that matter in academic writing (4th ed.). W. W. Norton & Company, Inc. https://www.academia.edu/40783143/They_Say--I_Say_The_Moves_That_Matter_In_Academic_Writing_Fourth_Edition_by_Gerald_Graff_Cathy
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your "house”. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12–26.
Grizzle, A., & Singh, J. (n.d.). MIL five laws english.png. UNESCO. Retrieved April 17, 2020, from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/mil_five_laws_english.png
Grizzle, A., Torras Calvo, M. C., Moore, P., Dzuanni, M., Asthana, S., Wilson, C., Banda, F., & Onumagh, C. (2013). Media and information literacy: Policy and strategy guidelines. UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000225606
Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In Norman K. Denzin & Y. S. Lincoln (Eds.), Sage Handbook of Qualitative Research (3rd ed., pp. 191–215). Sage Publications.
Guiney Yollop, J. (2008). Out of place: A poetic journey through the emotional landscape of a gay person’s identities within/without communities. [PhD dissertation]. Western University.
Gupta, S. (2017). Ethical Issues in Designing Internet-Based Research: Recommendations for Good Practice. Journal of Research Practice, 13(2), 1–14.
Halbert, K., & Chigeza, P. (2015). Navigating Discourses of Cultural Literacy in Teacher Education. Australian Journal of Teacher Education, 40(40). https://doi.org/10.14221/ajte.2015v40n11.9
Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
Hart, C. (1998). Doing a literature review: Releasing the social science imagination. Sage Publications.
Harwood, D., & Collier, D. R. (2017). The matter of the stick: Storying/ (re)storying children’s literacies in the forest. Journal of Early Childhood Literacy, 17(3), 336–352. https://doi.org/10.1177/1468798417712340
Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology, 11.
Hine, C. (2015). Ethnography for the Internet: Embedded, embodied and everyday. Bloomsburg Academic. http://stc2.uws.edu.au/CRproj/Ethnographic_Strategies.pdf
Hobbs, R. (2017). Create to Learn: Introduction to digital literacy. John Wiley & Sons, Inc.
Hobbs, R. (2019, February 10). Defining Digital Literacy. Renee Hobbs at the Media Education Lab. https://mediaedlab.com/2019/02/10/defining-digital-literacy-2/
Hodgkinson-Williams, C., & Gray, E. (2009). Degrees of Openness: The emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development using Information and Communication Technology, 5(5), 101–116.
Hoechsmann, M. (2019). Pedagogy, Precarity, and Persuasion: The Case for Re/mix Literacies. The International Journal of Critical Media Literacy, 93–101.
Hoechsmann, M., & Poyntz, R. S. (2012). Media literacies: A critical introduction. Wiley.
Hoechsmann, M., & DeWaard, H. (2015). Mapping digital literacy policy and practice in the Canadian education landscape. Media Smarts Canada. http://mediasmarts.ca/sites/mediasmarts/files/publication-report/full/mapping-digital-literacy.pdf
hooks, bell. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Horton, F. W. (2008). Understanding information literacy: A primer. UNESCO Digital Library [Document Archives]. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000157020
Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change (B. Bell, J. Gaventa, & J. Peters, Eds.). Temple University Press.
Hoy, W. K., & Adams, C. M. (2016). Quantitative Research in Education: A Primer (2nd ed.). SAGE Publications Inc.
Huss, O., & Keudel, O. (2020). Open government in education: Clarifying concepts and mapping initiatives. UNESCO International Institute for Educational Planning. https://unesdoc.unesco.org/ark:/48223/pf0000373142
Ihde, D. (1978). Technics and praxis (Vol. 24). Springer Netherlands. https://doi.org/10.1007/978-94-009-9900-8
Ihde, D. (2004). Has the philosophy of technology arrived? A state‐of‐the‐art review. Philosophy of Science, 71(1), 117–131. https://doi.org/10.1086/381417
Ihde, D. (2011). Stretching the in-between: Embodiment and beyond. Foundations of Science, 16(2–3), 109–118. https://doi.org/10.1007/s10699-010-9187-6
Ihde, D. (2012). Postphenomenological re-embodiment. Foundations of Science, 17(4), 373–377. https://doi.org/10.1007/s10699-011-9244-9
Ihde, D., & Malafouris, L. (2019a). Homo faber Revisited: Postphenomenology and Material Engagement Theory. Philosophy & Technology, 32(2), 195–214. https://doi.org/10.1007/s13347-018-0321-7
Inamorato dos Santos, A., Punie, Y., & Castaño Muñoz, J. (2016). Opening up education: A support framework for higher education institutions (EUR 27938; p. 79). https://doi.org/10.2791/293408 (online)
Inamorato dos Santos, A. (2019). Practical guidelines on open education for academics: Modernising higher education via open educational practices based on the OpenEdu framework (No. JRC115663). Joint Research Centre (JRC), The European Commission Science and Knowledge Service. https://doi.org/10.2760/55923
Ito, M., Baumer, S., Bittanti, M., boyd, danah, Cody, R., Herr-Setphenson, B., Horst, H. A., Lange, P. G., Mahendran, D., Martinez, K. Z., Pascoe, C. J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. The MIT Press. https://clalliance.org/wp-content/uploads/files/Hanging_Out.pdf
Izadinia, M. (2014). Teacher educators’ identity: A review of the literature. European Journal of Teacher Education, 37(4), 426–441. https://doi.org/10.1080/02619768.2014.947025
Jacobs, D. T. (2008). “Flight of Ducks”: Electronic dissertations Simon Pockley’s story with Glen Gatin. In D. T. Jacobs (Ed.), The authentic dissertation: Alternative ways of knowing, research and representation (pp. 244–250). Routledge.
Jacobs, D. T. (2008). The authentic dissertation: Alternative ways of knowing, research, and representation. Taylor & Francis Inc. https://www.academia.edu/3717886/The_Authentic_Dissertation_-_Alternative_ways_of_knowing_research_and_representation
Jaipal-Jamani, K., Figg, C., Collier, D., Gallagher, T., Winters, K., & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Journal of Educational Technology. https://doi.org/10.17471/2499-4324/984
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.
Jenkins, H. (2010, June 21). Transmedia Education: The 7 Principles Revisited. Henry Jenkins. http://henryjenkins.org/blog/2010/06/transmedia_education_the_7_pri.html
Jhangiani, R., & DeRosa, R. (2018, March 16). Open Pedagogy. Open Pedagogy Notebook. http://openpedagogy.org/open-pedagogy/
Jones, J. K. (2013). Into the labyrinth: Persephone’s journey as metaphor and method for research. In W. Midgley, K. Trimmer, & A. Davies (Eds.), Metaphors for, in and of education research (pp. 66–90). Cambridge Scholars Publishing. https://eprints.usq.edu.au/23418/
Jožef Stefan Institute Centre for Knowledge Transfer in Information Technologies (CT3). (2020). Open Education for a Better World – International online mentoring program. http://oe4bw.ijs.si/
Keats, P. A. (2009). Multiple text analysis in narrative research: Visual, written, and spoken stories of experiences. Qualitative Research, 9(2), 181–195.
Kennedy, J. (2016). Being, Belonging, and Becoming in Immersive Complexity: A Post-Intentional Phenomenological Analysis of Connectedness in Doctoral Students’ Personal Learning Networks [PhD Dissertation, University of Minnesota]. http://conservancy.umn.edu/handle/11299/183356
Kilbourne, B. (2001). The art and structure of a first paragraph. Teachers College Record.
Kim, D. (2018). A framework for implementing OER-based lesson design activities for pre-service teachers. International Review of Research in Open and Distributed Learning, 19(4).
Kimmons, R. (2016). Expansive Openness in Teacher Practice. Teachers College Record, 118(9), 1–26.
Kirschner, P., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213–232. https://doi.org/10.1007/s11412-018-9277-y
Korteweg, L. (2014). Representations 1.0, 2.0, 3.0. In A. Reid, P. Hart, & M. Peters (Eds.), A companion to research in education (pp. 575–582). Springer Science+Business Media.
Kosnik, C., Miyata, C., Cleovoulou, Y., Fletcher, T., & Menna, L. (2015). The education of teacher educators. In T. Falkenberg (Ed.), Handbook of Canadian Research in Initial Teacher Education, 207–224. Retrieved from https://cate-acfe.ca/wp-content/uploads/2019/05/Handbook-of-Canadian-Research-in-ITE-2015-1.pdf
Kranzler, J. H. (2018). Statistics for the terrified (6th ed.). Rowman & Littlefield.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24. https://doi.org/10.1080/095183998236863
Lankshear, C., & Knobel, M. (Eds.). (2007). Digital literacies: Concepts, policies and practices. Peter Lang.
Law, N., Woo, D., de la Torre, J., & Wong, G. (2018). A global framework of reference on digital literacy skills for indicator 4.4.2. UNESCO Institute for Statistics. http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
Lemos, G., & Nascimbeni, F. (2016). ELINET position paper on digital literacy. European Literacy Policy Network. http://www.eli-net.eu/fileadmin/ELINET/Redaktion/Amsterdam_conference/ELINET_Position_Paper_on_Digital_Literacy.pdf
Literat, I., Conover, A., Herbert-Wasson, E., Kirsch Page, K., Riina-Ferrie, J., Stephens, R., Thanapornsangsuth, S., & Vasudevan, L. (2018). Toward multimodal inquiry: Opportunities, challenges and implications of multimodality for research and scholarship. Higher Education Research & Development, 37(3), 565–578. https://doi.org/10.1080/07294360.2017.1389857
Lohnes Watulak, S. (2016). Reflection in action: Using inquiry groups to explore critical digital literacy with pre-service teachers. Educational Action Research, 24(4), 503–518. http://dx.doi.org/10.1080/09650792.2015.1106957
Lohnes Watulak, S. (2018). Making space for preservice teacher agency through connected learning in preservice educational technology courses. Journal of Digital Learning in Teacher Education, 34(3), 166–178. https://doi.org/10.1080/21532974.2018.1453894
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.
Lowenthal, P., & Muth, R. (2009). Constructivism. In E. F. Provenzo Jr. & A. B. Provenzo (Eds.), Encyclopedia of the Social and Cultural Foundations of Education (pp. 178–179). Sage. http://dx.doi.org.ezproxy.lakeheadu.ca/10.4135/9781412963992.n86
Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51(4), 4–11. https://doi.org/10.1080/00405841.2012.636324
Luse, A., Mennecke, B., & Townsend, A. (2012). Selecting a research topic: A framework for doctoral students. International Journal of Doctoral Studies, 7, 143–152.
Luttrell, W. (2000). “Good enough” methods for ethnographic research. Harvard Educational Review, 70(4), 499.
Markham, A. N. (2016, January 20). Ethnography in the digital internet era: From fields to flows, descriptions to interventions [Online article]. http://jeremydean.org/blog/wp-content/uploads/2016/02/ethnographyinthedigitalera2016finaldraft.pdf
Markham, A. N. (2008). Internet in qualitative research. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (pp. 455–458). Sage Publications Inc. http://dx.doi.org/10.4135/9781412963909.n231
Markham, A. N., & Buchanan, E. (2012). Ethical Decision-Making and Internet Research: Recommendations from the AoIR Ethics Working Committee (Version 2.0) AOIR Ethics Working Committee. http://aoir.org/reports/ethics2.pdf
Mayer, R. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33, 403–423. https://doi.org/10.1111/jcal.12197
McAndrew, P., & Farrow, R. (2013). Open Education Research: From the Practical to the Theoretical. In R. McGreal, W. Kinuthia, & S. Marshall (Eds.), Open educational resources: Innovation, research and practice (pp. 65–78). Commonwealth of Learning and Athabasca University; http://oro.open.ac.uk/37756/. http://oro.open.ac.uk/37756/1/OER-IRP-mcandrew-farrow.pdf
McLuhan, M. (1964). The medium is the message. In Understanding media: The extension of man. MIT Press. https://web.mit.edu/allanmc/www/mcluhan.mediummessage.pdf
McLuhan, M. (1997). Media research, technology, art, communication (M. A. Moos, Ed.). Routledge.
McLuhan, M., & McLuhan, E. (1992). Laws of media: The new science. University of Toronto Press. https://monoskop.org/images/e/ec/McLuhan_Marshall_McLuhan_Eric_Laws_of_Media_The_New_Science.pdf
Mewburn, I., & Thomson, P. (2018). Towards an academic self? Blogging during the doctorate. In D. Lupton, I. Mewburn, & P. Thomson (Eds.), The digital academic: Critical perspectives on digital technologies in higher education. Routledge.
Midgley, W., & Trimmer, K. (2013). “Walking the labyrinth”: A metaphorical understanding of approaches to metaphors for, in and of educational research. In W. Midgley, K. Trimmer, & A. Davies (Eds.), Metaphors for, in and of educational research (pp. 1–9). Cambridge Scholars Publishing. https://www.cambridgescholars.com/download/sample/59592
Mills, K. A., & Comber, B. (2013). Space, Place, and Power: The Spatial Turn in Literacy Research. In K. Hall, T. Cremin, B. Comber, & L. C. Moll (Eds.), International Handbook of Research on Children’s Literacy, Learning, and Culture (pp. 412–423). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118323342.ch30
Montoya, S. (2018, September 12). Meet the SDG 4 data: Indicators on school conditions, scholarships and teachers. UNESCO.Org. http://uis.unesco.org/en/blog/meet-sdg-4-data-indicators-school-conditions-scholarships-and-teachers
Nardi, P. M. (2018). Doing survey research: A Guide to quantitative methods (4th ed.). Routledge, Taylor & Francis Group.
Nascimbeni, F. (2018). Rethinking digital literacy for teachers in open and participatory societies. International Journal of Digital Literacy and Digital Competence (IJDLDC), 9(3), 1-11. doi:10.4018/IJDLDC.2018070101
Nascimbeni, F., & Burgos, D. (2016). In search for the open educator: Proposal of a definition and a framework to Increase openness adoption among university educators. The International Review of Research in Open and Distributed Learning, 17(6). http://dx.doi.org/10.19173/irrodl.v17i6.2736
Noddings, N., & Enright, D. S. (1983). The promise of open education. Theory into Practice, 22(3), 182–189.
Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional learning through personal learning networks. International Review of Research in Open and Distributed Learning, 20(3). https://doi.org/10.19173/irrodl.v20i4.4082
OECD. (2018). Education at a Glance 2018: OECD Indicators. OECD Publishing, Paris, France. http://dx.doi.org/10.1787/eag-2018-en
Online Etymology Dictionary. (n.d.). Liminal. [website]. https://www.etymonline.com/word/liminal#etymonline_v_30840
Ovens, A., Strom, K., & Garbett, D. (2016). A rhizomatic reading of becoming-teacher educator. In Enacting self-study as methodology for professional inquiry (pp. 181–188). S-STEP.
Pahl, K., & Rowsell, J. (2011). Artifactual critical literacy: A new perspective for literacy education. Berkeley Review of Education, 2(2), 121–151.
Palmer, P. J. (1997). Teaching & Learning in Community. About Campus. https://doi.org/10.1177/108648229700200503
Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (20th Anniversary Edition). John Wiley & Sons, Inc.
Papert, S., & Harel, I. (1991). Situating Constructionism. http://www.papert.org/articles/SituatingConstructionism.html
Paskevicius, M. (2017). Conceptualizing open educational practices through the lens of constructive alignment. Open Praxis, 9(2), 125–140.
Paskevicius, M. (2018). Exploring educators experiences implementing open educational practices [PhD Dissertation: University of Victoria]. https://dspace.library.uvic.ca//handle/1828/10414 https://doi.org/10.5683/SP2/CA77BB
Paskevicius, M., & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Journal of Interactive Media in Education, 2019(1), 10. https://doi.org/10.5334/jime.512
Pasquinelli, E. (n.d.). Are Digital Devices Altering Our Brains? Scientific American. Retrieved September 13, 2018, from https://www.scientificamerican.com/article/are-digital-devices-altering-our-brains/
Petrarca, D., & Kitchen, J. (2017). A time of change in Ontario’s initial teacher education. In D. Petrarca & J. Kitchen (Eds.), Initial teacher education in Ontario: The first year of four-semester teacher education programs. Canadian Association of Teacher Education (CATE). https://drive.google.com/file/d/0B-36OcipMmoPU2kyNzJ0ZWU1WlE/view
Phuong, T. T., Cole, S. C., & Zarestky, J. (2018). A systematic literature review of faculty development for teacher educators. Higher Education Research & Development, 37(2), 373–389.
Pink, S. (2015). Going forward through the world: Thinking theoretically about first person perspective digital ethnography. Integrative Psychological & Behavioural Studies, 49(2), 239–252. https://doi.org/10.1007/s12124-014-9292-0
Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2015). Digital ethnography: Principles and practices. SAGE Publications Inc.
Plourde, M. (2013). MOOC: Every letter is negotiable. [Image]. https://www.flickr.com/photos/mathplourde/8620174342/sizes/o/in/photostream/
Postill, J., & Pink, S. (2012). Social media ethnography: The digital researcher in a messy web. Media International Australia, 145(1), 123–134. https://doi.org/10.1177/1329878X1214500114
Randolph, J. J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research and Evaluation, 14(13), 1–13.
Research Council of Canada. (2014). Tri-Council policy statement: Ethical conduct for research involving humans. Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council. http://www.pre.ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2018.html
Ribble, M. (n.d.). Nine elements of digital citizenship. Digital Citizenship. Retrieved April 25, 2020, from http://digitalcitizenship.net/nine-elements.html
Richardson, L. (2001). Getting personal: Writing stories. Qualitative Studies in Education, 14(1), 33–38.
Roberts, V. (2019). Open educational practices (OEP): Design-based research on expanded high school learning environments, spaces, and experiences [Doctoral, University of Calgary]. https://prism.ucalgary.ca/bitstream/handle/1880/110926/ucalgary_2019_roberts_verena.pdf?sequence=6&isAllowed=y
Roberts, V., Blomgren, C., Ishmael, K., Graham, L., & Ferdig, R. E. (2018). Open educational practices in K-12 online and blended learning environments. In K. Kennedy (Ed.), Handbook of Research on K-12 Online and Blended Learning (2nd ed., pp. 527–544). Carnegie Mellon University: ETC Press. https://kilthub.cmu.edu/articles/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_/6686813
Rogow, F. (2019). Media resource review: Crash course in media literacy. Journal of Media Literacy Education, 11(1), 120–126. https://doi.org/10.23860/JMLE-2019-11-1-7
Rolfe, V. (2012). Open educational resources: Staff attitudes and awareness. Research in Learning Technology, 20(0). https://doi.org/10.3402/rlt.v20i0.14395
Rolfe, V. (2017). Striving Toward Openness: But What Do We Really Mean? The International Review of Research in Open and Distributed Learning, 18(7), 75–88.
Roth, W.-M., & Lee, Y.-J. (2007). “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory. Review of Educational Research, 77(2), 186–232. https://doi.org/10.3102/0034654306298273
Russell, T., & Dillon, D. (2015). The design of Canadian teacher education programs. In Falkenberg, T (Ed.), Handbook of Canadian research in initial teacher education (pp. 151–165). Canadian Association for Teacher Education. https://cate-acfe.ca/wp-content/uploads/2019/05/Handbook-of-Canadian-Research-in-ITE-2015-1.pdf
Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
Saldaña, J. & Omasta, M. (2018). Qualitative research: Analyzing life. SAGE Publications, Inc.
Schmidt-Crawford, D., Lindstrom, D., & Thompson, A. (2018). Addressing the “Why” for integrating technology in teacher preparation. Journal of Digital Learning in Teacher Education, 34(3), 132–133. https://doi.org/10.1080/21532974.2018.1465783
Seely Brown, J. (2006). New learning environments for the 21st century: Exploring the edges. Change, 38(5), 18–24.
Seely Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032
Seko, Y., & Lewis, S. (2017). “We tend to err on the side of caution”: Ethical challenges facing Canadian research ethics boards when overseeing internet research. In M. Zimmer & K. Kinder-Kurlanda (Eds.), Internet Research Ethics for the Social Age (pp. 133–150). Peter Lang.
Sellers, J. (2016). Introduction: The heart of learning. In J. Sellers & B. Moss (Eds.), Learning with the labyrinth: Creating reflective space in higher education (pp. 1–13). Red Globe Press, Macmillan International Higher Education.
Senn, C. F. (2002). Journeying as Religious Education: The Shaman, the Hero, the Pilgrim, and the Labyrinth Walker. Religious Education, 97(2), 124–140. https://doi.org/10.1080/00344080290060897
Seward, T. P., & Nguyen, H. T. (2019). The digital imperative in the 21st century classroom: Rethinking the teacher-learner dynamic. Issues in Teacher Education, 28(1), 80–98.
Siemens, G. (2012). Orientation: Sensemaking and wayfinding in complex distributed online information environments [Doctoral Dissertation, University of the Highlands and Islands]. https://pure.uhi.ac.uk/portal/files/3077978/George_Siemens_thesis.pdf
Siemens, G. (2018). Connectivism: A learning theory for the digital ages. In R. E. West (Ed.), Foundations of learning and instructional design technology (1st ed.). Pressbooks. https://lidtfoundations.pressbooks.com/
Singh, J., Kerr, P., & Hamburger, E. (2016). MILID Yearbook 2016 Media and information literacy: Reinforcing human rights, countering radicalization and extremism. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000246371
Smith, M. K. (2001, 2011). Donald Schon (Schön): Learning, reflection and change | infed.org. INFED. https://infed.org/mobi/donald-schon-learning-reflection-change/
Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education. https://doi.org/10.1080/2331186X.2018.1519143
Stagg, A. (2017). The ecology of the open practitioner: A conceptual framework for open research. Open Praxis, 9(4), 363–374.
Stewart, B. (2015). Open to influence: What counts as academic influence in scholarly networked Twitter participation. Learning, Media and Technology, 40(3), 287–309.
Stewart, H., Gapp, R., & Harwood, I. (2017). Exploring the alchemy of qualitative management research: Seeking trustworthiness, credibility and rigor through crystallization. The Qualitative Report, 22(1), 1–19.
Stokes-Beverley, C., & Simoy, I. (2016). Advancing educational technology in teacher preparation: Policy brief (pp. 1–22). Department of Educational Technology. https://tech.ed.gov/files/2016/12/Ed-Tech-in-Teacher-Preparation-Brief.pdf
Stordy, P. H. (2015). Taxonomy of literacies. Journal of Documentation, 71(3), 456–476. http://dx.doi.org/10.1108/JD-10-2013-0128
Strom, K., & Martin, A. D. (2017). Becoming-teacher: A rhizomatic look at first year teaching. Rotterdam, Netherlands: Sense Publishers. Retrieved from https://www.academia.edu/30667111/Becoming-teacher_A_rhizomatic_look_at_first-year_teaching
Style, E. (1988). Curriculum as Window and Mirror. National SEED Project. https://nationalseedproject.org/Key-SEED-Texts/curriculum-as-window-and-mirror
Sukovic, S. (2016). Transliteracy: The Art and Craft of “Moving Across”. SciTech Connect. http://scitechconnect.elsevier.com/transliteracy-art-of-moving-across/
Sword, H. (2012, October 31). Beware of nominalizations (AKA zombie nouns). [You Tube]. https://www.youtube.com/watch?time_continue=24&v=dNlkHtMgcPQ&feature=emb_logo
The Cape Town open education declaration. (2007). www.cape-towndeclaration.org
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Thomas, A., Peterson, D., & Abebe, F. (2019). Adopting TETCs in Integrated Elementary Mathematics and Technology Coursework: A Collaborative Self-Study of Two Teacher Educators. Journal of Technology and Teacher Education, 27(4), 499–525.
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837–851. https://doi.org/10.1177/1077800410383121
Tschofen, C., & Mackness, J. (2012). Connectivism and dimensions of individual experience. The International Review of Research In Open And Distributed Learning, 13(1), 124–143. http://dx.doi.org/10.19173/irrodl.v13i1.1143
Tur, G., Havemann, L., Marsh, D., Keefer, J. M., & Nascimbeni, F. (2020). Becoming an open educator: Towards an open threshold framework. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2338
Ullyatt, T. (2011). “Gestures of approach”: Aspects of liminality and labyrinths. Liberator, 32(2), 103–134.
UNESCO. (n.d.). Leading SDG 4—Education 2030. UNESCO News. https://en.unesco.org/themes/education2030-sdg4
UNESCO. (2012). 2012 Paris OER Declaration. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/WPFD2009/English_Declaration.html
UNESCO. (2012). Shaping the education of tomorrow: 2012 report on the UN Decade of Education for Sustainable Development, abridged—UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000216606
UNESCO. (2019a). Draft recommendation on open educational resources [UNESCO General Conference, 40th Session]. UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000370936
UNESCO. (2019b). The initiative | Unesco Futures of Education. UNESCO. https://en.unesco.org/futuresofeducation/initiative
USC: Learning and Teaching. (2014, January 21). Overview of connectivism—Dr. George Siemens. https://www.youtube.com/watch?v=yx5VHpaW8sQ
Van Den Eede, Y., Goeminne, G., & Van den Bossche, M. (2015). The art of living with technology: Turning over philosophy of technology’s empirical turn. Foundations of Science, 22, 235–246. https://doi.org/10.1007/s10699-015-9472-5
van Merrienboer, J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2). https://doi.org/10.1007/s10648-005-3951-0
Veletsianos, G. (2015). A Case Study of Scholars’ Open and Sharing Practices. Open Praxis, 7(3), 199–209.
Vloet, K., & van Swet, J. (2010). “I can only learn in dialogue!” Exploring professional identities in teacher education. Professional Development in Education, 36(1), 149–168.
Voithofer, R., Nelson, M., Han, G., & Caines, A. (2019). Factors that influence TPACK adoption by teacher educators in the US. Education Technology Research Development, 1–27. https://doi.org/10.1007/s11423-019-09652-9
Watt, D. (2007). On becoming a qualitative researcher: The value of reflexivity. The Qualitative Report, 12(1), 82–101.
Watt, Diane. (2019). Video production in elementary teacher education as a critical digital literacy practice. Media and Communication, 7(2), 82–99. https://doi.org/10.17645/mac.v7i2.1967
Weisgerber, C., & Butler, S. H. (2016). Curating the Soul: Foucault’s concept of hupomnemata and the digital technology of self-care. Information, Communication & Society, 19(10), 1340–1355. https://doi.org/10.1080/1369118X.2015.1088882
Weller, M. (2014). The Battle for Open: How openness won and why it doesn’t feel like victory – Martin Weller [Online book]. Ubiquity Press. https://www.ubiquitypress.com/site/books/10.5334/bam/read/#epubcfi(/6/2[cover.xhtml]!/4/1:0)
Weller, M. (2016, December 13). The paradoxes of open scholarship – The Ed Techie. http://blog.edtechie.net/openness/the-paradoxes-of-open-scholarship/
Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Ruud de Moor Centrum. https://bit.ly/2VOHvmh
West-Puckett, S., Smith, A., Cantrill, C., & Zamora, M. (2018a). The Fallacies of Open: Participatory Design, Infrastructuring, and the Pursuit of Radical Possibility. Contemporary Issues in Technology & Teacher Education, 18(2), 203–232.
Wiley, D., & Hilton, J. (2018). Defining OER-enabled pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). http://www.irrodl.org/index.php/irrodl/article/view/3601/4769
Willingham, D. T. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom (1st ed). Jossey-Bass.
Winthereik, B. R., & Verran, H. (2012). Ethnographic stories as generalizations that intervene. Science Studies, 25(1), 37–51.
Woloshyn, V. E., Kaefer, T., Savage, M., & Ratkovic, S. (2017). Exploring research methodologies: Mapping the Canadian education landscape as represented through two national journals. In S. Opic, B. Bognar, & S. Ratkovic (Eds.), New Approaches to Research Methodology in Education (pp. 223–266). University of Zagreb.
Yuan, L., & Powell, S. (2015). Partnership Model for Entrepreneurial Innovation in Open Online Learning. ELearning Papers, 41, 1–9. Retrieved from https://e-space.mmu.ac.uk/619528/1/Innovation_entrepreneurship_and_education_In-Depth_41_3.pdf
Zaidi, R., & Rowsell, J. (Eds.). (2017). Literacy lives in transcultural times. Routledge.
Zimmer, B. (2018). Democracy under threat: Risks and solutions in the era of disinformation and data monopoly. Report of the standing committee on access to information, privacy and ethics [Proceedings of the Canadian House of Commons]. Government of Canada. http://www.ourcommons.ca/Content/Committee/421/ETHI/Reports/RP10242267/ethirp17/ethirp17-e.pdf