Ross, J. (2014, in press). Engaging with “webness” in online reflective writing practices. Computers and Composition.
Ross, J., Gallagher, M. and Macleod, H. (under submission). Making distance visible: assembling nearness in an online distance learning programme. University of Edinburgh.
Ross, J., Sinclair, C., Knox, J., Bayne, S. and Macleod, H. (2013, under review). Teacher experiences and academic identity: the missing components of MOOC pedagogy. Invited submission to the Journal of Online Learning and Teaching, MOOC special issue.
Bayne, S. and Ross, J. (2013, in press) Posthuman literacy in heterotopic space: a pedagogical proposal. In R Goodfellow and M Lea (eds) Literacy in the Digital University. Taylor and Francis.
Knox, J., Bayne, S., Macleod, H., Ross, J. and Sinclair, C. (2012). MOOC pedagogy: the challenges of developing for Coursera. Association for Learning Technology Newsletter, August 2012. http://newsletter.alt.ac.uk/2012/08/mooc-pedagogy-the-challenges-of-developing-for-coursera/
Ross, J. (2012). Performing the reflective self: audience awareness in high-stakes reflection. Studies in Higher Education, 39/7. Available online now with iFirst: http://www.tandfonline.com/doi/abs/10.1080/03075079.2011.651450
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.networkedlearningconference.org.uk/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., Bayne, S., Macleod, H., & O’Shea, C. (2011). Manifesto for teaching online. University of Edinburgh. Retrieved: 29 February 2012. http://onlineteachingmanifesto.wordpress.com/
Ross, J. (2011). Traces of self: online reflective practices and performances in higher education. Teaching 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
Ross, J., 2009, Review: Making Digital Cutures: Access, Interactivity and Authenticity, http://rccs.usfca.edu/bookinfo.asp?BookID=444&ReviewID=643.
Bayne, S., Ross, J. and Williamson, Z. (2009), Objects, subjects, bits and bytes: learning from the digital collections of the National Museums, Museum and Society 7/2.
Bayne, S., Ross, J., Williamson, Z. (2009) National Museums Online Learning Project final report. V&A/University of Edinburgh.
Macleod, H., Ross, J. and Bayne, S., 2009, Co-creating a programme: the MSc in E-learning at the University of Edinburgh, proceedings from Learners in the Co-creation of Knowledge. Edinburgh: Napier University.
Ross, J., Bayne, S., and Williamson, Z. (2008). Reach, Relevance, Relationship and Recontextualisation: The 4 Rs of Inclusive Online Museum Learning. International Journal of the Inclusive Museum, Vol 1.
Ross, J., 2006, Review: Handbook of Research on ePortfolios, http://www.ics.heacademy.ac.uk/publications/book_reviews/full_review.php?id=421
