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Open Scholarship Press Collections: Training/Complete Alphabetical List of References

< Open Scholarship Press Collections: Training
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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

A

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  • Álvarez Sánchez, Adriana, and Miriam Peña Pimentel. 2017. “DH for History Students: A Case Study at the Facultad de Filosofía y Letras (National Autonomous University of Mexico).” Digital Humanities Quarterly 11 (3). http://digitalhumanities.org/dhq/vol/11/3/000312/000312.html
  • Anderson, Katrina, Lindsey Bannister, Janey Dodd, Deanna Fong, Michelle Levy, and Lindsey Seatter. 2016. “Student Labour and Training in Digital Humanities.” Digital Humanities Quarterly 10 (1). https://hcommons.org/deposits/item/hc:18075/

B

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  • Bali, Maha A., and Shyam Sharma. 2017. “Envisioning Post-Colonial MOOCs: Critiques and Ways Forward.” In Massive Open Online Courses and Higher Education: What Went Right, What Went Wrong and Where to Next?, edited by Rebecca Bennett and Mike Kent, 26–44. New York: Routledge. https://doi.org/10.4324/9781315594248-3
  • Ball, John Clement. 2010. “Definite Article: Graduate Student Publishing, Pedagogy, and the Journal as Training Ground.” Canadian Literature 204: 160–62.
  • Barnes, Jessica V., Emily L. Altimare, Patricia A. Farrell, Robert E. Brown, C. Richard Burnett III, LaDonna Gamble, and James Davis. 2009. “Creating and Sustaining Authentic Partnerships with Community in a Systemic Model.” Journal of Higher Education Outreach and Engagement 13 (4): 15–29.
  • Battershill, Claire, and Shawna Ross, eds. 2017. Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students. London; New York: Bloomsbury Academic.
  • Bell, Christina. 2015. “In Practice and Pedagogy. Digital Humanities in a Small College Environment.” In Digital Humanities in The Library: Challenges and Opportunities for Subject Specialists, edited by Arianne Hartsell-Gundy, Laura Braunstein, and Liorah Golomb, 103-26. Chicago: Association of Research Libraries.
  • Bennett, Rebecca, and Mike Kent. 2017. “Any Colour as Long as It’s Black! MOOCs, (Post)-Fordism and Inequality.” In Massive Open Online Courses and Higher Education: What Went Right, What Went Wrong and Where to Next?, edited by Rebecca Bennett and Mike Kent, 11–25. New York: Routledge. https://doi.org/10.4324/9781315594248-2
  • Bennett, W. Lance, ed. 2008. Civic Life Online: Learning How Digital Media Can Engage Youth. John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA; London: MIT Press.
  • Birnbaum, David J., and Alison Langmead. 2017. “Task-Driven Programming Pedagogy in the Digital Humanities.” New Directions for Computing Education, edited by S. Fee, A. Holland-Minkley, and T. Lombardi, 63–85. Cham: Springer. https://doi.org/10.1007/978-3-319-54226-3_5
  • Bonds, E. Leigh. 2014. “Listening in on the Conversations: An Overview of Digital Humanities Pedagogy.” CEA Critic 76 (2): 147–57. Baltimore, MD: Johns Hopkins University Press. https://doi.org/10.1353/cea.2014.0017
  • Braun, Steven. 2018. “Critically Engaging with Data Visualization through an Information Literacy Framework.” Digital Humanities Quarterly 12 (4). http://www.digitalhumanities.org/dhq/vol/12/4/000402/000402.html
  • Brennan, Sheila A. 2016. “Public, First.” In Debates in the Digital Humanities 2016, edited by Matthew K. Goldman and Lauren F. Klein, 384–90. Minneapolis: University of Minnesota Press. http://dhdebates.gc.cuny.edu/debates/text/83
  • Brier, Stephen. 2012. “Where’s the Pedagogy? The Role of Teaching and Learning in the Digital Humanities.” In Debates in the Digital Humanities, edited by Matthew K. Gold, 390–401. Minneapolis: University of Minnesota Press. https://doi.org/10.5749/minnesota/9780816677948.001.0001
  • Broekman, Pauline van Mourik, Gary Hall, Ted Byfield, Shaun Hides, and Simon Worthington. 2014. Open Education: A Study in Disruption. London: Rowman & Littlefield.
  • Burg, Jacob. 2020. “Pedagogy of and for the Public: Imagining the Intersection of Public Humanities and Community Literacy.” Community Literacy Journal 14 (2): 130–37.

C

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  • Caswell, Tom, Shelley Henson, Marion Jensen, and David Wiley. 2008. “Open Content and Open Educational Resources: Enabling Universal Education.” The International Review of Research in Open and Distributed Learning 9 (1). https://doi.org/10.19173/irrodl.v9i1.469
  • Clement, Tanya. 2012. “Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind.” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 365–88. Cambridge: Open Book Publishers.
  • Colligan, C., and Kandice Sharren. (2020). Notes from the Field: Student Perspectives on Digital Pedagogy. Digital Studies / Le champ numérique, 10 (1): n.p. https://doi.org/ 10.16995/dscn.382
  • Conole, Gráinne, and Mark Brown. 2018. “Reflecting on the Impact of the Open Education Movement.” Journal of Learning for Development—JL4D 5 (3): 187–203.
  • Contact North. 2011. Open Educational Resources (OER) Opportunities for Ontario. https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/Contact%20North%20-%20OER%20Opportunities%20for%20Ontario.pdf
  • Cordell, Ryan. 2016. “How Not to Teach Digital Humanities.” In Debates in the Digital Humanities 2016, edited by Matthew K. Gold and Lauren F. Klein, 459–74. Minneapolis: University of Minnesota Press. https://doi.org/10.5749/j.ctt1cn6thb.39
  • Crompton, Constance. 2017. “Teaching About and Through Computing: Victorian Record Keeping, Data Management, and the Class Edition.” In Teaching Victorian Literature in the Twenty-First Century: A Guide to Pedagogy, 211–27. New York: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-58886-5_15
  • Cummings, James. 2019. “Building DH Training Events.” In Doing More Digital Humanities, edited by Constance Crompton, Richard J. Lane, and Ray Siemens, 264–77. London: Routledge. https://doi.org/10.4324/9780429353048-18

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E

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  • Ehlers, Ulf-Daniel. 2011. “Extending the Territory: From Open Educational Resources to Open Educational Practices.” Journal of Open, Flexible and Distance Learning 15 (2): 1–10.
  • Enhancement via Serious Game: Implementing Game-Based Learning Framework in Blended Learning Environment.” 5th International Conference on IT Convergence and Security (ICITCS), 24–27 August. https://doi.org/10.1109/ICITCS.2015.729299
  • Estill, Laura. 2017. “Collaborative Knowledge Creation and Student-Led Assignment Design: Wikipedia in the University Literature Class.” Digital Humanities Quarterly 11 (3). http://www.digitalhumanities.org/dhq/vol/11/3/000320/000320.html

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G

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  • Gajjala, Radhika, ACS 7700 Team 1, and ACS Team 2. 2020. “New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy.” South Asian Review 41 (1): 95–98. https://doi.org/10.1080/02759527.2019.1575080
  • Glass, Chris R., and Hiram E. Fitzgerald. 2010. “Engaged Scholarship: Historical Roots, Contemporary Challenges.” In Institutional Change, edited by Hiram E. Fitzgerald, Cathy Burack, and Sarena D. Seifer, 1: 9–24. East Lansing: Michigan State University Press.
  • Gold, Matthew K. 2012. “Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy.” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 151–76. Cambridge: Open Book Publishers. https://doi.org/10.11647/OBP.0024.07
  • Green, Cable. 2017. “Open Licensing and Open Education Licensing Policy.” In Open: The Philosophy and Practices That Are Revolutionizing Education and Science, edited by Rajiv S. Jhangiani and Robert Biswas-Diener, 29–41. London: Ubiquity Press.
  • Grimaldi, Phillip J., Debshila Basu Mallick, Andrew E. Waters, and Richard G. Baraniuk. 2019. “Do Open Educational Resources Improve Student Learning? Implications of the Access Hypothesis.” PLoS ONE 14 (3): e0212508. https://doi.org/10.1371/journal.pone.0212508

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  • Harris, Katherine D. 2013. “Play, Collaborate, Break, Build, Share: ‘Screwing Around’ in Digital Pedagogy.” Polymath: An Interdisciplinary Arts and Sciences Journal 3 (3). https://ojcs.isg.siue.edu/ojs/index.php/polymath/article/view/2853
  • Hart, Angie, and Simon Northmore. 2011. “Auditing and Evaluating University–Community Engagement: Lessons from a UK Case Study.” Higher Education Quarterly 65 (1): 34–58. https://doi.org/10.1111/j.1468-2273.2010.00466.x
  • Haßler, Björn, and Alan M. Jackson. 2010. “Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide.” IEEE Transactions on Learning Technologies 3 (2): 110–15. https://doi.org/10.1109/TLT.2010.8
  • Hilton, John. 2016. “Open Educational Resources and College Textbook Choices: A Review of Research on Efficacy and Perceptions.” Educational Technology Research and Development 64 (4): 573–90. https://doi.org/10.1007/s11423-016-9434-9
  • Hirsch, Brett D. 2012. “</Parentheses>: Digital Humanities and the Place of Pedagogy.” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 3–30. Cambridge: Open Book Publishers. https://doi.org/10.11647/OBP.0024.01
  • Hirsch, Brett D., ed. 2012. Digital Humanities Pedagogy: Practices, Principles and Politics. Cambridge: Open Book Publishers. https://doi.org/10.2307/j.ctt5vjtt3
  • Hoy, Arrane, and M. Johnson, eds. 2013. Deepening Community Engagement in Higher Education: Forging New Pathways. 2013 edition. New York: Palgrave Macmillan.
  • Hsu, Wendy F. 2016. “Lessons on Public Humanities from the Civic Sphere.” In Debates in the Digital Humanities 2016, edited by Matthew K. Goldman and Lauren F. Klein, 280–86. Minneapolis: University of Minnesota Press. http://dhdebates.gc.cuny.edu/debates/text/75
  • Huang, Ronghuai, Ahmed Tlili, Ting-Wen Chang, Xiangling Zhang, Fabio Nascimbeni, and Daniel Burgos. 2020. “Disrupted Classes, Undisrupted Learning during COVID-19 Outbreak in China: Application of Open Educational Practices and Resources.” Smart Learning Environments 7 (1): 19. https://doi.org/10.1186/s40561-020-00125-8
  • Hubbard, Melanie, and Dermot Ryan. 2018. “Digital Humanities as Community Engagement: The Digital Watts Project.” In Digital Humanities, Libraries, and Partnerships: A Critical Examination of Labor, Networks, and Community, edited by Robin Kear and Kate Joranson, 139–47. Cambridge, MA: Chandos Publishing. https://doi.org/10.1016/B978-0-08-102023-4.00010-0
  • Huijser, Henk, Tas Bedford, and David Bull. 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). https://doi.org/10.19173/irrodl.v9i1.446

I

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  • Israel, Maria Joseph. 2015. “Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students.” International Review of Research in Open and Distributed Learning 16 (5): 102–18. https://doi.org/10.19173/irrodl.v16i5.2222

J

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  • Jay, Gregory. 2010. “The Engaged Humanities: Principles and Practices of Public Scholarship and Teaching.” Journal of Community Engagement and Scholarship 3 (1): 51–63.
  • Jhangiani, Rajiv S., and Robert Biswas-Diener. 2017. Open: The Philosophy and Practices that are Revolutionizing Education and Science. London: Ubiquity Press. https://doi.org/10.5334/bbc
  • Jhangiani, Rajiv S., Farhad N. Dastur, Richard Le Grand, and Kurt Penner. 2018. “As Good or Better than Commercial Textbooks: Students’ Perceptions and Outcomes from Using Open Digital and Open Print Textbooks.” Canadian Journal for the Scholarship of Teaching and Learning 9 (1). https://eric.ed.gov/?id=EJ1176381
  • Jhangiani, Rajiv Sunil, and Surita Jhangiani. 2017. “Investigating the Perceptions, Use, and Impact of Open Textbooks: A Survey of Post-Secondary Students in British Columbia.” The International Review of Research in Open and Distributed Learning 18 (4). https://doi.org/10.19173/irrodl.v18i4.3012
  • Jing, Tee Wee, Yue Wong Seng, and Raja Kumar Murugesan. 2015. “Learning Outcome
  • Johanson, Chris, Elaine Sullivan, Janice Reiff, Diane Favro, Todd Presner, and Willeke Wendrich. 2012. “Teaching Digital Humanities through Cultural Mapping.” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 121–50. Cambridge: Open Book Publishers. https://doi.org/10.2307/j.ctt5vjtt3.10
  • Johnson, Annie. 2020. “Rediscovering an Old Genre: Open Textbook Publishing and University Presses.” The Journal of Electronic Publishing 23 (1). https://doi.org/10.3998/3336451.0023.103
  • Jones, Christopher. 2015a. “Institutional Supports for Openness.” In Networked Learning: An Educational Paradigm for the Age of Digital Networks, 124–26. Cham, Switzerland: Springer. https://link.springer.com/content/pdf/10.1007%2F978-3-319-01934-5.pdf
  • ———. 2015b. “Openness, Open Educational Resources and the University.” In Networked Learning: An Educational Paradigm for the Age of Digital Networks, 120–24. Cham, Switzerland: Springer. https://link.springer.com/content/pdf/10.1007%2F978-3-319-01934-5.pdf
  • Journal of Interactive Technology and Pedagogy. 2012. https://jitp.commons.gc.cuny.edu/

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  • Kennedy, Kara. 2017. “A Long-Belated Welcome: Accepting Digital Humanities Methods into Non-DH Classrooms.” Digital Humanities Quarterly 11 (3). http://www.digitalhumanities.org/dhq/vol/11/3/000315/000315.html
  • Keralis, Spencer D. C. 2018. “Disrupting Labor in Digital Humanities; or, The Classroom Is Not Your Crowd.” In Disrupting the Digital Humanities, edited by Jesse Stommel and Dorothy Kim. Santa Barbara: Punctum Books. https://doi.org/10.2307/j.ctv19cwdqv
  • Keskin, Nilgün Özdamar, Apostolos Koutropoulos, Inge de Waard, David Metcalf, Michael Gallagher, Yayoi Anzai, and Köksal Buyuk. 2018. “National Strategies for OER and MOOCs from 2010 to 2020: Canada, Japan, South Korea, Turkey, UK, and USA.” In Administrative Leadership in Open and Distance Learning Programs, 188–212. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-2645-2.ch008
  • King, Monty, Mark Pegrum, and Martin Forsey. 2018. “MOOCs and OER in the Global South: Problems and Potential.” The International Review of Research in Open and Distributed Learning 19 (5). https://doi.org/10.19173/irrodl.v19i5.3742
  • Kouppanou, Anna. 2016. “‘...Einstein’s Most Rational Dimension of Noetic Life and the Teddy Bear...’ An Interview with Bernard Stiegler on Childhood, Education and the Digital.” Studies in Philosophy and Education 35 (3): 241–49. https://doi.org/10.1007/s11217-015-9504-1

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  • Lewin, David. 2016. “The Pharmakon of Educational Technology: The Disruptive Power of Attention in Education.” Studies in Philosophy and Education 35 (3): 251–65. https://doi.org/10.1007/s11217-016-9518-3
  • Lewin, David, and David Lundie. 2016. “Philosophies of Digital Pedagogy.” Studies in Philosophy and Education 35 (3): 235–40. https://doi.org/10.1007/s11217-016-9514-7
  • Lightman, Harriet, and Ruth N. Reingold. 2005. “A Collaborative Model for Teaching E-Resources: Northwestern University’s Graduate Training Day.” Libraries and the Academy 5 (1): 23–32. https://doi.org/10.1353/pla.2005.0008
  • Littlejohn, Allison, and Chris Pegler. 2012. Reusing Open Resources: Learning in Open Networks for Work, Life and Education. London: Routledge.

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  • Mahony, Simon, and Elena Pierazzo. 2012. “Teaching Skills or Teaching Methodology?” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 215–26. Cambridge: Open Book Publishers. https://doi.org/10.2307/j.ctt5vjtt3.13
  • Mann, Rachel. 2019. “Paid to Do but Not to Think: Reevaluating the Role of Graduate Student Collaborators.” In Debates in the Digital Humanities 2019, edited by Matthew K. Gold and Lauren F. Klein, 268–78. Minneapolis: University of Minnesota Press. https://doi.org/10.5749/j.ctvg251hk.25
  • Mapes, Kristen. 2020. “Discovering Digital Humanities Methods through Pedagogy.” In Routledge International Handbook of Research Methods in Digital Humanities, edited by Kristen Schuster and Stuart Dunn, 331–52. London: Routledge. https://doi.org/10.4324/9780429777028-24
  • McGrath, Jim. 2020. “Teaching Digital Public Humanities with the Public Library.” In Doing Public Humanities, edited by Susan Smulyan, 39–54. New York: Routledge. https://doi.org/10.4324/9781003058038-3
  • McKenna, Colleen, and Jane Hughes. 2013. “Values, Digital Texts, and Open Practices—a Changing Scholarly Landscape in Higher Education.” In Literacy in the Digital University, edited by Robin Goodfellow and Mary R. Lea. London, UK: Routledge.
  • Montero-Colbert, Arianna, Natalie Delia Deckard, Bonnie Stewart, Sundi Richard, and Alexa Nanan. 2019. “Learning Together in Public and in Private: Exploring Learner Interactions and Engagement in a Blended-Platform MOOC Environment.” Current Issues in Emerging ELearning 6 (1): 23.
  • Montfort, Nick. 2016. “Exploratory Programming in Digital Humanities Pedagogy and Research.” In A New Companion to Digital Humanities, edited by Susan Schreibman, Ray Siemens, and John Unsworth, 98–109. Oxford: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118680605.ch7
  • Morgan, Paige C. 2018. “The Consequences of Framing Digital Humanities Tools as Easy to Use.” College & Undergraduate Libraries 25 (3): 211–31. London, UK: Routledge. https://doi.org/10.1080/10691316.2018.1480440
  • Murphy, Emily C., and Shannon R. Smith. 2017. “Undergraduate Students and Digital Humanities Belonging: Metaphors and Methods for Including Undergraduate Research in DH Communities.” Digital Humanities Quarterly 11 (3). http://www.digitalhumanities.org/dhq/vol/11/3/000305/000305.html

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  • Okamoto, Karen. 2013. “Making Higher Education More Affordable, One Course Reading at a Time: Academic Libraries as Key Advocates for Open Access Textbooks and Educational Resources.” Public Services Quarterly 9 (4): 267–83. https://doi.org/10.1080/15228959.2013.842397
  • Orr, Dominic, Michele Rimini, and Dirk Van Damme. 2015. Open Educational Resources: A Catalyst for Innovation, Educational Research and Innovation. Paris: OECD Publishing. https://doi.org/10.1787/9789264247543-en
  • Ossiannilsson, Ebba. 2021. “Some Challenges for Universities, in a Post Crisis, as Covid-19.” In Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning, edited by Daniel Burgos, Ahmed Tlili, and Anita Tabacco, 99–112. Lecture Notes in Educational Technology. Singapore: Springer. https://doi.org/10.1007/978-981-15-7869-4_7

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  • Peters, Michael A., Tze-Chang Liu, and David J. Ondercin. 2012. “Creative Economy and Open Education.” In The Pedagogy of the Open Society: Knowledge and the Governance of Higher Education, edited by Michael A. Peters, Tze-Chang Liu, and David J. Ondercin, 1–16. Open Education. Rotterdam: SensePublishers. https://doi.org/10.1007/978-94-6091-967-1_1
  • Programming Historian Team. 2008. Programming Historian. https://programminghistorian.org/

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  • Raposo-Rivas, Manuela, Esther Martínez-Figueira, and José Antonio Sarmiento-Campos. 2015. “A Study on the Pedagogical Components of Massive Online Courses.” Comunicar 22 (44): 27–35. https://doi.org/10.3916/C44-2015-03
  • Rasmussen, Hannah, Brian Croxall, and Jessica Otis. 2017. “Exploring How and Why Digital Humanities is Taught in Libraries.” In A Splendid Torch: Learning and Teaching in Today’s Academic Libraries, edited by Jodi Reeves Eyre, John C. Maclachlan, and Christa Williford. Washington, DC: Council on Library and Information Resources.
  • Risam, Roopika. 2018. “Postcolonial Digital Pedagogy.” In New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy, 89–114. Chicago: Northwestern University Press.
  • Robin, Bernard R. 2007. “The Effective Uses of Digital Storytelling as a Teaching and Learning Tool.” In Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II: A Project of the International Reading Association, edited by James Flood, Shirley Brice Heath, and Diane Lapp, 429–40. Abingdon: Routledge. https://doi.org/10.4324/9781315759616
  • Rogers, Katina L. 2020. Putting the Humanities PhD to Work: Thriving in and beyond the Classroom. Durham: Duke University Press. https://read-dukeupress-edu.ezproxy.library.uvic.ca/books/book/2757/Putting-the-Humanities-PhD-to-WorkThriving-in-and
  • Ross, Claire. 2012. “Social Media for Digital Humanities and Community Engagement.” In Digital Humanities in Practice, edited by Claire Warwick, Melissa Terras, and Julianne Nyhan, 23–46. https://doi.org/10.29085/9781856049054.003
  • Ruipérez-Valiente, José A., Sergio Martin, Justin Reich, and Manuel Castro. 2020. “The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs.” Sustainability 12 (18): 7346. https://doi.org/10.3390/su12187346
  • Russell, John E., and Merinda Kaye Hensley. 2017. “Beyond Buttonology: Digital Humanities, Digital Pedagogy, and the ACRL Framework.” College & Research Libraries 78 (11). https://doi.org/10.5860/crln.78.11.588

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  • Saklofske, Jon, Estelle Clements, and Richard Cunningham. 2012. “They Have Come, Why Won’t We Build It? On the Digital Future of the Humanities.” In Digital Humanities Pedagogy: Practices, Principles and Politics, edited by Brett D. Hirsch, 311–30. Cambridge: Open Book Publishers. https://doi.org/10.11647/OBP.0024.14
  • San Martin, Patricia Silvana, Paolo Caroline Bongiovani, Ana Casali, and Claudia Deco. 2015.
  • “Study on Perspectives Regarding Deposit on Open Access Repositories in Context of Public Universities in the Central-Eastern Region of Argentina.” Scholarly and Research Communication 6 (1): n.p. http://src-online.ca/index.php/src/article/view/145
  • Sanford, Kathy, and Sarah Bonsor Kurki. 2014. “Videogame Literacies: Purposeful Civic Engagement for 21st Century Youth Learning.” In Everyday Youth Literacies, edited by Kathy Sanford, Theresa Rogers, and Maureen Kendrick, 29–45. Singapore: Springer. https://doi.org/10.1007/978-981-4451-03-1_3
  • Shen, Chien-wen, and Chin-Jin Kuo. 2015. “Learning in Massive Open Online Courses: Evidence from Social Media Mining.” Computers in Human Behavior, Computing for Human Learning, Behaviour and Collaboration in the Social and Mobile Networks Era, 51 (October): 568–77. https://doi.org/10.1016/j.chb.2015.02.066
  • Stommel, Jesse. 2018. “The Public Digital Humanities.” In Disrupting the Digital Humanities, edited by Dorothy Kim and Jesse Stommel, 79–90. Santa Barbara: Punctum Books. https://doi.org/10.2307/j.ctv19cwdqv.8
  • Sturm, Susan, Timothy Eatman, John Saltmarsh, and Adam Bush. 2011. Full Participation: Building the Architecture for Diversity and Public Engagement in Higher Education (white paper). Columbia University Law School: Center for Institutional and Social Change.
  • Sula, Chris Alen, Sarah E. Hackney, and Phillip Cunningham. 2017. “A Survey of Digital Humanities Programs.” The Journal of Interactive Technology & Pedagogy. https://jitp.commons.gc.cuny.edu/a-survey-of-digital-humanities-programs/
  • Taylor, Laurie N., Poushali Bhadury, Elizabeth Dale, Randi K. Gill-Sadler, Leah Rosenberg, Brian W. Keith, and Prea Persaud. 2018. “Digital Humanities as Public Humanities: Transformative Collaboration in Graduate Education.” In Digital Humanities, Libraries, and Partnerships: A Critical Examination of Labor, Networks, and Community, edited by Robin Kear and Kate Joranson, 31–44. Cambridge, MA: Chandos Publishing. https://doi.org/10.1016/B978-0-08-102023-4.00003-3
  • Toledo, Amalia. 2017. “Open Access and OER in Latin America: A Survey of the Policy Landscape in Chile, Colombia and Uruguay.” In Adoption and Impact of OER in the Global South, edited by Cheryl Hodgkinson-Williams and Patricia B. Arinto, 121–41. Cape Town and Ottawa: African Minds. https://doi.org/10.5281/zenodo.602781
  • Toven-Lindsey, Brit, Robert A. Rhoads, and Jennifer Berdan Lozano. 2015. “Virtually Unlimited Classrooms: Pedagogical Practices in Massive Open Online Courses.” The Internet and Higher Education 24 (January): 1–12. https://doi.org/10.1016/j.iheduc.2014.07.001

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  • Van Allen, Jennifer, and Stacy Katz. 2020. “Teaching with OER during Pandemics and Beyond.” Journal for Multicultural Education 14 (3/4): 209–18. https://doi.org/10.1108/JME-04-2020-0027
  • Van Staalduinen, Jan-Paul, and Sara de Freitas. 2011. “A Game-Based Learning Framework: Linking Game Design and Learning Outcomes.” In Learning to Play: Exploring the Future of Education with Video Games, edited by Myint Swe Khine, 29–54. New York: Peter Lang.
  • Veletsianos, George. 2021. “Open Educational Resources: Expanding Equity or Reflecting and Furthering Inequities?” Educational Technology Research and Development 69 (1): 407–10. https://doi.org/10.1007/s11423-020-09840-y
  • Veletsianos, George, and Royce Kimmons. 2012. “Assumptions and Challenges of Open Scholarship.” The International Review of Research in Open and Distributed Learning 13 (4): 166–89. https://doi.org/10.19173/irrodl.v13i4.1313

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  • Walsh, John A., Peter J. Cobb, Wayne de Fremery, Koraljka Golub, Humphrey Keah, Jeonghyun Kim, Joseph Kiplang’at, et al. 2021. “Digital Humanities in the ISchool.” Journal of the Association for Information Science and Technology 73 (2): 188–203. https://doi.org/10.1002/asi.24535
  • Waltzer, Luke. 2012. “Digital Humanities and the ‘Ugly Stepchildren’ of American Higher Education.” In Debates in the Digital Humanities, edited by Matthew K. Gold, 335–49. Minneapolis: University of Minnesota Press. https://doi.org/10.5749/minnesota/9780816677948.003.0035
  • Weinhardt, Justin M., and Traci Sitzmann. 2019. “Revolutionizing Training and Education? Three Questions Regarding Massive Open Online Courses (MOOCs).” Human Resource Management Review 29 (2): 218–25. https://doi.org/10.1016/j.hrmr.2018.06.004
  • Weller, Martin. 2013. “The Battle for Open—A Perspective.” Journal of Interactive Media in Education 3 (part 15). https://doi.org/10.5334/2013-15.
  • ———. 2014. The Battle for Open: How Openness Won and Why It Doesn’t Feel Like Victory. London: Ubiquity Press. https://doi.org/10.5334/bam
  • Welsh, Michael. 2013. “From Knowledgeable to Knowledge-Able.” In Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities, edited by Daniel J. Cohen and Tom Scheinfeldt, 69–77. Ann Arbor: University of Michigan Press. https://doi.org/10.3998/dh.12172434.0001.001
  • Wiley, David, T. J. Bliss, and Mary McEwen. 2014. “Open Educational Resources: A Review of the Literature.” In Handbook of Research on Educational Communications and Technology, edited by J. Michael Spector, M. David Merrill, Jan Elen, and M. J. Bishop, 781–89. New York: Springer. https://doi.org/10.1007/978-1-4614-3185-5_63
  • Wiley, David, and John Hilton. 2018. “Defining OER-Enabled Pedagogy.” The International Review of Research in Open and Distributed Learning 19 (4). https://doi.org/10.19173/irrodl.v19i4.3601
  • Woodward, Kathleen. 2009. “The Future of the Humanities—in the Present & in Public.” Daedalus 138 (1): 110–23. https://doi.org/10.1162/daed.2009.138.1.110

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  • Zhang, Ke, Curtis J. Bonk, Thomas C. Reeves, and Thomas H. Reynolds, eds. 2019. MOOCs and Open Education in the Global South: Challenges, Successes, and Opportunities. New York: Routledge. https://doi.org/10.4324/9780429398919
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