Publications

My research activity centres on four main areas :

  • Digital Cultures and Cultural Heritage
  • Digital Higher Education and Online Distance Learning
  • Research methods and methodology
  • MOOCs and Open Education

2019:

Ross, J., Bayne, S. and Lamb, J. (2019). Critical approaches to valuing digital education: learning with and from the Manifesto for Teaching Online. Digital Culture and Education, 11/1.

Ross, J. (2019). Casting a line: digital co-production, hospitality and mobilities in cultural heritage settingsCurator: The Museum Journal, 61/4. 575-592

2018:

Ross, J., Knox, J., Sowton, C.& Speed, C. (2018) Mobilising connections with art: Artcasting and the digital articulation of visitor engagement with cultural heritageInternational Journal of Heritage Studies.

Ross, J., Beamer, A. and Ganley, C. (2018). Digital Collections, Open Data And The Boundaries Of Openness: A Case Study From The National Galleries Of Scotland. Proceedings of the Museums and the Web conference, 2018, Vancouver. https://mw18.mwconf.org/paper/digital-collections-open-data-and-the-boundaries-of-openness-a-case-study-from-the-national-galleries-of-scotland/

Ross, J. and Macleod, H. (2018). Surveillance, (dis)trust and teaching with plagiarism detection technology. Proceedings of the 11th International Conference on Networked Learning 2018, Edited by: Bajić, M, Dohn, NB, de Laat, M, Jandrić, P & Ryberg, T. ISBN 978-1-86220-337-2.

Ross, J (2018). Speculative Method as an Approach to Researching Emerging Educational Issues and Technologies. In L Hamilton and J Ravenscroft (eds) Building Research Design in Education. London: Bloomsbury.

Bell, A., Curwood, J.S., & Ross, J. (2018). Assessment in a digital age: Rethinking multimodal artefacts in higher education. In J. Kay and R. Luckin (Eds.), Proceedings of the 13th International Conference of the Learning Sciences – Volume 3(pp. 1713-1714). London, UK: International Society of the Learning Sciences.

2017:

Ross, J (2017). Speculative method in digital education research. Learning, Media and Technology. 42/2. http://www.tandfonline.com/doi/full/10.1080/17439884.2016.1160927

Ross, J., Sowton, C., Knox, J. and Speed, C. (2017). Artcasting, mobilities, and inventiveness: engaging with new approaches to arts evaluation. Cultural Heritage Communities: Technologies and Challenges(eds L Ciolfi, A Damala, E Hornecker, M Lechner, L Maye). Routledge.

Ross, J. (2017). If it’s creative, it doesn’t feel like evaluation: implications for practice from the Artcasting project. The Museum Review, 2/1. https://themuseumreview.atavist.com/vol2no1ross

Ross, J., & Sheail, P. (2017). The ‘campus imaginary’: online students’ experience of the masters dissertation at a distance. Teaching in Higher Education22, 1–16. http://www.tandfonline.com/doi/full/10.1080/13562517.2017.1319809

Collier, A. and Ross, J. (2017). For whom, and for what? Not- yetness and thinking beyond open content. Open Praxis, 9/1https://openpraxis.org/index.php/OpenPraxis/article/view/406

2016:

Knox, J. and Ross, J., (2016). “where does this work belong?” new digital approaches to evaluating engagement with art. Proceedings of the Museums and the Web conference, 2016, Los Angeles. http://mw2016.museumsandtheweb.com/proposal/where-does-this-work-belong-new-digital-approaches-to-evaluating-engagement-with-art/

Ross, J. and Collier, A. (2016). Complexity, mess and not-yetness: teaching online with emerging technologies. In G. Veletsianos (ed), Emergence and Innovation in Digital Learning: Foundations and Applications. Athabasca University Press.

Ross, J. and Bayne, S. (2016) Manifesto Redux: making a teaching philosophy from networked learning research. Proceedings of the 10th International Conference on Networked Learning 2016, Edited by: Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA.

Sheail, P. and Ross, J. (2016). ‘Hospitality at a distance’: supervisory practices and student experiences of supervision in online Masters dissertations. Proceedings of the 10th International Conference on Networked Learning 2016, Edited by: Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA.

2015 and earlier

Ross, J. and Bayne, S. (editors, 2015) Spotlight Issue: Digital Education at the University of Edinburgh. TechTrends. 59/1. http://link.springer.com/journal/11528/59/1/page/1

Bayne, S., Knox, J. and Ross, J. (2015). Open education: the need for a critical approach. Introduction to special issue – critical approaches to open education. Learning, Media and Technology, 40/3. http://www.tandfonline.com/toc/cjem20/40/3

Bayne, S. and Ross, J. (2015). MOOC Pedagogy. In Massive Open Online Courses: The MOOC Revolution(P. Kim, ed). Routledge. http://www.routledge.com/books/details/9780415733090/

Fawns, T., Bayne, S., Ross, J. et al., 2015. Socially reconstructing history: the Social History Timestream application. Continuum, online first, pp.1–12. http://www.tandfonline.com/doi/full/10.1080/10304312.2015.1051802

Ross, J. (2014). Engaging with “webness” in online reflective writing practices. Computers and Composition, 34, 96-109. http://www.sciencedirect.com/science/article/pii/S8755461514000632

Ross, J. (2014). Performing the reflective self: audience awareness in high-stakes reflection.Studies in Higher Education, 39/2. http://www.tandfonline.com/doi/abs/10.1080/03075079.2011.651450

Ross, J., Sinclair, C., Knox, J., Bayne, S. and Macleod, H. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. Journal of Online Learning and Teaching, 10/1. http://jolt.merlot.org/vol10no1/ross_0314.pdf

Bayne, S. and Ross, J. (2014) The Pedagogy of the MOOC: the UK View. York: Higher Education Academy. http://www.heacademy.ac.uk/resources/detail/elt/the_pedagogy_of_the_MOOC_UK_view

Ross, J., Gallagher, M. and Macleod, H. (2013). Making distance visible: assembling nearness in an online distance learning programme. International Review of Research in Online and Distance Learning, 14/4. http://www.irrodl.org/index.php/irrodl/article/view/1545

Bayne, S. and Ross, J. (2013) Posthuman literacy in heterotopic space: a pedagogical proposal. In R Goodfellow and M Lea (eds) Literacy in the Digital University. Taylor and Francis. http://www.routledge.com/books/details/9780415537971/

Ross, J. (2012). The spectacle and the placeholder: digital futures for reflective practices in higher education. Proceedings of the 8th International Conference on Networked Learning 2012, eds Hodgson V, Jones C, de Laat M, McConnell D, Ryberg T & Sloep P. http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2012/abstracts/pdf/ross.pdf

Ross, J. (2012). Just what is being reflected in online reflection?: new literacies for new media learning practices. in L Dirckinck-Holmfeld, V Hodgson, D McConnell (eds), Exploring the Theory, Pedagogy and Practice of Networked Learning. New York: Springer, pp.191-207. http://www.springerlink.com/content/q13101092v13125j/

Ross, J. (2011). Traces of self: online reflective practices and performances in higher educationTeaching in Higher Education, 16/1.

Bayne, S., & Ross, J. (2011). ‘Digital Native’ and ‘Digital Immigrant’ Discourses: A Critique. In R. Land & S. Bayne (Eds.), Digital difference:  perspectives on online learning. Rotterdam: Sense. pp. 159-170. http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-94-6091-580-2

Macleod, H., & Ross, J. (2011). Structure, Authority and Other Noncepts: Teaching in Fool-ish Spaces. In R. Land & S. Bayne (Eds.), Digital Difference: Perspectives on Online Learning. Rotterdam: Sense. pp. 15-28. http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-94-6091-580-2

Ross, J. (2010). Was that Infinity or Affinity? Applying Insights from Translation Studies to Qualitative Research Transcription. Forum: Qualitative Social Research, 11/2. http://www.qualitative-research.net/index.php/fqs/article/view/1357

Bayne, S., Ross, J. and Williamson, Z. (2009), Objects, subjects, bits and bytes: learning from the digital collections of the National MuseumsMuseum and Society, 7/2.