Publications

Funes, M. & Mackness, J. (2018): When inclusion excludes: a counter narrative of open online education, Learning, Media and Technology, DOI: 10.1080/17439884.2018.1444638 When Inclusion Excludes MF:JM 280218

Mackness, J. (2017). ‘Learners’ experiences in cMOOCs (2008-2016)’  PhD thesis Jenny Mackness PhD (Pub) 2017

Bell, F., Mackness, J. & Funes, M. (2016). Participant association and emergent curriculum in a MOOC: Can the community be the curriculum? Research in Learning Technology.

Mackness, J. & Pauschenwein, J. (2016). Visualising structure and agency in a MOOC using the Footprints of Emergence framework. Tenth International Conference on Networked Learning.Lancaster.

Mackness, J., Bell, F. & Funes, M. (2016). The Rhizome: a problematic metaphor for teaching and learning in a MOOC. 32(1), p.78-91 Australasian Journal of Educational Technology. 

Williams, R., Mackness, J. & Pauschenwein, J. (2015). Using visualization to understand transformations in learning and design in MOOCs. In: Further Higher Education Possibilities through Massive Open Online Courses. (Eds. Paula Peres & Anabela Mesquita). IGI Global. (see http://www.igi-global.com/chapter/using-visualization-to-understand-transformations-in-learning-and-design-in-moocs/137322).

Mackness, J. & Bell, F. (2015). Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade. Open Praxis. 7(1), p. 25-38

Williams, R., Gumtau, S. & Mackness, J. (2015).  Synesthesia: from cross-modal to modality-free learning and knowledge.  Leonardo Journal 

Mackness, J. (2014). The slow disruption of ageing. In: Exploring Resilience and Disruption in the Social Age. (Eds. Jan Gajeel & Keith Chandler). Issue 12. p.37 Lifewide Magazine. Available at: http://www.lifewidemagazine.co.uk/

Williams, R. & Mackness, J. (2014). Surfacing, sharing and valuing tacit knowledge in open learning. 13. ELearning Tag  FH JOANNEUM am 17. September 2014

Mackness, J., Waite, M., Roberts, G., & Lovegrove, E. (2013). Learning in a small, task-oriented, connectivist MOOC: Pedagogical Issues and Implications for Higher Education. [S.l.], v. 14, n. 4. IRRODL

Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (2013). Liminal participants & skilled orienteers: A case study of learner participation in a MOOC for new lecturers. JOLT

Guldberg, K., Mackness, J., Makriyannis, E. & Tait, C. (2013). Knowledge Management and value creation in a third sector organisation.  Knowledge and Process Management

Roberts, G., Mackness, J., Waite, M., & Lovegrove, E.  (2013). x v c: Hybrid learning in, through and about MOOCs. In Proceedings of OER13: Creating a Virtuous Circle. Nottingham, England (PDF 176k, x v c: Hybrid learning in MOOCs)

Williams, R. & Mackness, J. (2013). Open Research and Open Learning. Scientific Journal of Educational Technology. Vol. 2, No. 1.  Campus Virtuales.

Williams, R., Mackness, J. & Gumtau, S. (2012) Learning Across Cultures. SEAD White Paper

Williams, R., Mackness, J. & Gumtau, S. (2012) Footprints of Emergence. Vol. 13, No. 4. International Review of Research in Open and Distance Learning.

Williams, R., Mackness, J. & Gumtau, S. (2012) Designing and Managing Open Learning, Conference paper for the European Council for Business Education (ECBE’s) 17^th Annual Conference – 25-27 May 2012 – Barcelona.

Williams, R., Gumtau, S. & Mackness, J. (2012) Synaesthesia and Embodied Learning. (Paper accepted for ‘Theorising Education 2012: The Future of Theory in Education: Traditions, Trends and Trajectories Conference which is taking place 7-9 June 2012, at University of Stirling). Synaesthesia and Embodied Learning

Williams, R., Mackness, J. & Gumtau, S. (2012) Footprints of Emergence: applying complexity theory to education. (Proposal for a Theory Clinic, accepted for ‘Theorising Education 2012: The Future of Theory in Education: Traditions, Trends and Trajectories Conference which is taking place 7-9 June 2012, at University of Stirling). Footprints of Emergence

Tschofen, C. & Mackness, J. (2011) Connectivism and Dimensions of Individual Experience. International Review of Research in Open and Distance Learning. http://www.irrodl.org/index.php/irrodl/article/view/1143

Williams, R., Karousou, R. &  Mackness, J. (2011) Emergent Learning and Learning Ecologies in Web 2.0. International Review of Research in Open and Distance Learning. Retrieved from – Special Issue: Connectivism – Design and Delivery of Social Networked Learning

Melcher, M. & Mackness, J. (2010). The Riddle of Online Resonance.  Retrieved from https://jennymackness.wordpress.com/2010/09/10/the-riddle-of-online-resonance/

Mackness, J., Mak, Sui Fai J. & Williams, R. (2010). The Ideals and Reality of Participating in a MOOC. In Networked Learning Conference, Aarlborg (pp. 266-274). Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Mackness.html

Mak, Sui Fai J., Williams, R. & Mackness, J. (2010). Blogs and Forums as Communication and Learning Tools in a MOOC. In Networked Learning Conference, Aarlborg (pp. 275-284). Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/Mak.html

Sharpe, R. & Mackness, J. (2010). Evaluating the development of a community of e-learning researchers: from short-term funding to sustainability. International Journal of Web Based Communities, 6(2), 148. https://radar.brookes.ac.uk/radar/file/cc59ef86-b37d-2975-d2fa-3a44a10807ea/1/sharpe2010evaluating.pdf 

Guldberg, K. & Mackness, J. (2009). Foundations of communities of practice: enablers and barriers to participation. Journal of Computer Assisted Learning. Wiley -Blackwell. https://research.birmingham.ac.uk/portal/en/publications/foundations-of-communities-of-practice-enablers-and-barriers-to-participation(7fc9cd0e-9513-437f-b9e5-390999f9a22c).html