Doctoral proposal reference list (incomplete)

Not really a post, but the easiest way to share…


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Bliss, T. J., Hilton III, J., Wiley, D., & Thanos, K. (2013). The cost and quality of online open textbooks: Perceptions of community college faculty and students. First Monday, 18(1).

Bliss, T. J., & Smith, M. (2017). A brief history of open educational resources. Open: The philosophy and practices that are revolutionizing education and science, 9-27.

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Bogost, I. (2017). The Secret Lives of MOOCs. MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, 271.

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Cottom, T. M. (2016). Black CyberFeminism: Intersectionality, Institutions and Digital Sociology. Digital Sociologies, 14.

Crissinger, S. (2015). A critical take on OER practices: Interrogating commercialization, colonialism, and content. the Library with the Lead Pipe.

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Daniel, J., & Killion, D. (2012). Are open educational resources the key to global economic growth. Guardian Online.

Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in education, 2012(3).

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Downes, S. (2010). New technology supporting informal learning. Journal of emerging technologies in web intelligence, 2(1), 27-33.

Downes, S. (2012). Connectivism and Connective Knowledge Essays on meaning and learning networks. Retrieved from:

Downes, S. (2013). What Makes a MOOC Massive? Retrieved from:

Edwards, R. (2015). Learning, Media and Technology Knowledge infrastructures and the inscrutability of openness in education.

Eisner, E. W. (2001). What does it mean to say a school is doing well? In D. J. Flinders & S. J. Tornton (Eds.), The curriculum studies reader (2nd ed., pp. 279–287). New York, NY, USA: Taylor and Francis.

Elias, T. (2017a). Thinking small. Mastodon’s approach to scale [Unpublished paper].

Elias, T. (2017b). A ‘pedagogy of small’: An exploration of two small, open communities [Unpublished paper].

Elias, T. (2019a). Troubling “technologies”: Exploring the Global Learning XPRIZE using the frameworks of Skinner and Foucault.

Elias, Ritchie, Bowles and Gevault (2019). A “pedagogy of small”: Exploring two small open online communities.

Farrow, R. (2015). Open education and critical pedagogy. Learning, media and technology, 42(2), 130–146.

Friesen, N. (2009). Open educational resources: New possibilities for change and sustainability. The International Review of Research in Open and Distributed Learning, 10(5).

Funes, M., & Mackness, J. (2018). When inclusion excludes: a counter narrative of open online education. Learning, Media and Technology43(2), 119-138.

Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A Data analysis of the MOOC Research Initiative. The International Review of Research in Open and Distributed Learning, 15(5).

Gajjala, Radhika. 2003. South Asian Digital Diasporas and Cyberfeminist Webs: Negotiating Globalization, Nation, Gender, and Information Technology Design. Contemporary South Asia, 12(1), 41-56.

Gajjala, R., & Birzescu, A. (2011). Digital Imperialism through Online Social/Financial Networks. Economic and Political Weekly, 46(13), 95-102.

Gajjala, R. et al. Epistemologies of doing: Engaging online learning through feminist pedagogy. In E. Losh (Ed.) MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, 135-

Gilliard, C. (2017a). Educon 2.9 and “student voice” or “finding a glimmer of hope in a time of chaos.” Retrieved from:

Gilliard, C. (2017b). Pedagogy and the logic of platforms, Educause Review, 2, 64–65. Retrieved from:

Giroux, H. A. (2002). Neoliberalism, corporate culture, and the promise of higher education: The university as a democratic public sphere. Harvard Educational Review, 72(4).

Gourlay, L. (2015). Open education as a ‘heterotopia of desire’. Learning, Media and Technology40(3), 310-327.

Guzdial, M. (2013). Results from the first-year course MOOCs: Not there yet. Communications of the ACM, 57(1), 18-19.

Haber, J. (2013, December 2). ‘The MOOC backlash – Udacity’s Pivot [Web log post]. Retrieved from

Haßler B & Jackson A M 2010, Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide, IEEE Transactions on Learning Technologies.

Hamon et al. (2015). Writing the unreadable untext: A collaborative autoethnography of #rhizo14. Hybrid Pedagogy.

Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology. Retrieved from:

Haider, J., & Bawden, D. (2006). Pairing information with poverty: traces of development discourse in LIS. New Library World, 107(9/10), 371-385.

Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. Instructional-design theories and models: A new paradigm of instructional theory, 2, 115-140.

Hickey, D. T., & Uttamchandani, S. L. (2017). Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course.In E. Losh (Ed.) MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, 13.

Honeychurch, S., Stewart, B., Bali, M., Hogue, R. J., & Cormier, D. (2016). How the community became more than the curriculum: participant experiences in# RHIZO14. Current issues in emerging eLearning, 3(1).

Huijser, H. J., Bedford, T., & Bull, D. (2008). OpenCourseWare, Global Access and the Right to Education: Real access or marketing ploy?. The International Review of Research in Open and Distributed Learning, 9(1).

Hylén, J. (2006). Open educational resources: Opportunities and challenges. Proceedings of Open Education, 4963.

Jones, C. R. (2014). The politics of networked learning in an age of austerity. In Proceedings of the 9th International Conference on Networked Learning.

Kanwar, A., Kodhandaraman, B., & Umar, A. (2010). Toward sustainable open education resources: A perspective from the global south. The American Journal of Distance Education, 24(2), 65-80.

Katz, L. G. (1972). Research on open education: Problems and Issues. ERIC Clearinghouse on Early Childhood Education. Urbana, IL, USA.

Kember, S. (2014). Opening out from open access: Writing and publishing in response to neoliberalism. Ada New Media.

Knox, J. (2013). Five critiques of the open educational resources movement, Teaching in Higher Education. Teaching in Higher Education, 18(8), 821–832.

Knox, J. (2014). Digital culture clash:“massive” education in the E-learning and Digital Cultures MOOC. Distance Education, 35(2), 164-177.

Knox, J. (2017). How goes the revolution? Three themes in the shifting MOOC landscape. Educação e Tecnologia: Abordagens Criticas, 1, 386-408.

Knox, J. (2018). Beyond the “c” and the “x”: Learning with algorithms in massive open online courses (MOOCs). International Review of Education, 64(2), 161-178.

Koch, K. (2012, September 21). A president next door. The Harvard Gazette. Retrieved from:

Koh, A. (2017). Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs. In E. Losh (Ed.) MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, 123.

Kolowich, S. (2013). The Professors behind the MOOC Hype. Chronicle of Higher Education. Retrieved from

Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distributed Learning, 12(7), 74-93.

Lane, A. (2009). The impact of openness on bridging educational digital divides. The International Review of Research in Open and Distributed Learning, 10(5).

Levine, A. (2013). DS106: Not a course, not like any MOOC. Educause Review Online. Retrieved from:

Levine, A., Lamb, B., Groom, J., & Minguillón Alfonso, J. (2012). Analyzing and supporting interaction in complex scenarios: the case of DS106.

Lewin, T. (2012, September 19). Education Site Expands Slate of Universities and Courses. Retrieved from: 

Losh, E. (2017). Digital Universalism and MOOC Affects. In E. Losh (Ed.) MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, 215.

Lyotard, J. F. (1984). The postmodern condition: A report on knowledge (Vol. 10). U of Minnesota Press.

Mackness, J. & Bell, F. (2015). Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade. Open Praxis. 7(1), p. 25-38

Mackintosh, W., McGreal, R., & Taylor, J. (2011). Open Education Resources (OER) for assessment and credit for students project: Towards a logic model and plan for action.

Manifold, M. (2009). What art educators can learn from the fan-based artmaking of adolescents and young adults. Studies in Art Education, 50(3), 257-271.

McRae, P. (2013). Rebirth of the teaching machine through the seduction of data analytics. Alberta Teachers’ Association Magazine, 93.

Meyer, R. (2012). What it’s like to teach a MOOC (and what the heck’s a MOOC?)
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Moe, R. (2015). OER as online edutainment resources: a critical look at open content, branded content, and how both affect the OER movement. Learning, Media and Technology, 40(3), 350–364.

Morgan, T. (2016). Open pedagogy and a very brief history of the concept – explorations in the ed tech world. Retrieved from:

Morris, S. M., & Stommel, J. (2013). MOOCagogy: Assessment, networked learning, and the meta-MOOC. Hybrid Pedagogy.

Nikoi, S., & Armellin, A. (2010). The OER mix in higher education: purpose, process, product, and policy.: EBSCOhost. Distance Education, 33(2), 165–184.

Olcott, D. (2012). OER perspectives: emerging issues for universities. Distance Education, 33(2), 283–290.

Paquette, C. (1979). Quelques fondements d’une pédagogie ouverte. Québec français 36, 20–21 (T. Morgan, Trans.) Retrieved from:

Paquette, C. (2005). La pédagogie ouverte et interactive: une brève histoire. Retrieved from:

Peter, S., & Deimann, M. (2013). On the role of openness in education: A historical reconstruction. Open Praxis, 5(1), 7-14.

Peter & Farrell, 2013

Raneri, A., & Young, L. (2016). Leading the Maricopa Millions OER Project. Community College Journal of Research and Practice, 40(7), 580–588.

Rhoads, R. A. (2015). MOOCs, high technology, and higher learning. JHU Press.

Rhoads, R. A., Camacho, M. S., Toven-Lindsey, B., & Lozano, J. B. (2015). The Massive Open Online Course Movement, xMOOCs, and Faculty Labor. The Review of Higher Education, 38(3), 397–424.

Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital development: personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, 31(4), 405-420.

Rodriguez, C. O. (2012). MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open, Distance and E-Learning.

Rolfe, V. (2016). Open, but not for criticism? [Slide presentation]. Presented at #opened16, Richmond VA. Retreived from:

Roll, I., Russell, D. M., & Gašević, D. (2018). Learning at Scale. International Journal of Artificial Intelligence in Education, 28(4), 471–477.

Rolfe, V. (2017). Striving Toward Openness: But What Do We Really Mean? International Review of Research in Open and Distributed Learning, 18.

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Schofer, E., & Meyer, J. W. (2005). The worldwide expansion of higher education in the twentieth century. American sociological review, 70(6), 898-920.

Sclater, N. (2010). The organizational impact of open educational resources. In Changing cultures in higher education (pp. 485-497). Springer, Berlin, Heidelberg.

Seely Brown, J., & Adler, R. P. (2008). Open education, the long tail, and learning 2.0. Educause review, 43(1), 16-20.

Selwyn, N. (2000). The National Grid for Learning: Panacea or Panopticon? British Journal of Sociology of Education, 21(2), 243–255.

Selwyn, N., & Facer, K. (Eds.). (2013). The politics of education and technology: Conflicts, controversies, and connections. Springer.

Shah, N. (2017). Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education. In E. Losh (Ed.) MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, 300.

Siemens, G. (2014). Connectivism: A learning theory for the digital age.

Siemens, G., & Matheos, K. (2010). Systemic changes in higher education.

Siemens, G., & Weller, M. (2011). Higher education and the promises and perils of social network. Revista de Universidad y Sociedad del Conocimiento (RUSC), 8(1), 164-170.

Silver, L. S., Stevens, R. E., & Clow, K. E. (2012). Marketing professors’ perspectives on the cost of college textbooks: A pilot study. Journal of Education for Business, 87(1), 1-6.

Simpson, L. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 3(3), 1-25.

Smith, M. S., & Casserly, C. M. (2006). The promise of open educational resources. Change: The Magazine of higher learning, 38(5), 8-17.

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Stewart, B. (2013). Massiveness+ openness= new literacies of participation. Journal of Online Learning and Teaching, 9(2), 228-238.

Suiter, T. (2013). “Why ‘Hacking’?” In D. J Cohen and T. Tom Scheinfeldt  (Eds.) Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities (pp. 6–12). Ann Arbor: University of Michigan Press.

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Vaidhyanathan, S. (2017). MOOCs, Second Life, and the White Man’s Burden. In E. Losh (Ed.) MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, 287.

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Weller, M. (2010). Big and little OER. Retrieved from:

Weller, M. (2011). A pedagogy of abundance. Revista española de pedagogía, 223-235.

Weller, M. (2015). Battle for Open: How openness won and why it doesn’t feel like victory. Ubiquity Press.

Weller, M., de los Arcos, B., Farrow, R., Pitt, R., & McAndrew, P. (2017). What can OER do for me? Evaluating the claims for OER.

Wiley, D., Hilton III, J. L., Ellington, S., & Hall, T. (2012). A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes. The International Review of Research in Open and Distributed Learning, 13(3), 262-276.

Wiley, D., Recker, M. M., & Gibbons, A. (2004). The reusability paradox.

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Worth, J. (2017). The Learning Cliff: Peer Learning in a Time of Rapid Change. In E. Losh (Ed.) MOOCs and their Afterlives: Experiments in scale and access in higher education, 81.

Zamora, M. (2017). Reimagining Learning in CLMOOC. In E. Losh (Ed.) MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education, 104.

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