My research activity centres on four main areas – please see the sections below for publications corresponding to each.
- Digital Cultures and Cultural Heritage
- Digital Higher Education and Online Distance Learning
- Research methods and methodology
- MOOCs and Open Education
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
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/
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.
Ross, J., & Sheail, P. (2017). The ‘campus imaginary’: online students’ experience of the masters dissertation at a distance. Teaching in Higher Education, 22, 1–16. http://www.tandfonline.com/doi/full/10.1080/13562517.2017.1319809
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.
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
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. (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 (2017). Speculative method in digital education research. Learning, Media and Technology. 42/2. http://www.tandfonline.com/doi/full/10.1080/17439884.2016.1160927
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. (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
Collier, A. and Ross, J. (2017). For whom, and for what? Not- yetness and thinking beyond open content. Open Praxis, 9/1. https://openpraxis.org/index.php/OpenPraxis/article/view/406
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/
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
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/