Publications

In press:

Ross, J., Sowton, C., Knox, J. and Speed, C. (in press). 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.

2017:

2016:

 

2015:

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

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. 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

2014:

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

2013

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/

2012

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). 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/

2011

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

2010 and earlier

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.