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Professor Denise Mary Whitelock

Profile summary

  • Central Academic Staff
  • Professor of Technology Enhanced Assessment & Learning
  • Learning and Teaching Innovation
  • Institute of Educational Technology
  • Professoriat
  • denise.whitelock

Professional biography

I have over twenty years experience in designing, researching and evaluating online and computer-based learning in Higher Education. I am Professor of Technology Enhanced Assessment and Learning in the Open University’s Institute of Educational Technology. 

I am currently leading the UK’s contribution to the Adaptive Trust e-Assessment System for Learning (TeSLA) project, which started in January 2016 https://www.timeshighereducation.com/news/six-million-pound-european-union-eu-project-aims-to-stamp-out-cheating-in-online-assessment. The overall objective of the TeSLA project is to define and develop an e-assessment system, which ensures learners authentication and authorship in online and blended learning environments while avoiding the time and physical space limitations imposed by face-to-face examination. The TeSLA software will support any e-assessment model (formative, summative and continuous) covering teaching and learning processes as well as ethical, legal and technological aspects. TeSLA will offer to educational institutions, accrediting agencies and to society, an unambiguous proof of learners’ academic progression, authorship and authentication during the whole learning process.

I am also co PI for the HEFCE funded Learning Gains Project with Surrey and Oxford Brookes Universities.  It is a three year longitudinal study assessing the suitability and scalability of the Affective-Behaviour-Cognition (ABC) Learning Gains model across the HE sector in England.

 I have directed the SAFeSEA project. http://www.open.ac.uk/researchprojects/safesea/  The aim of this research was to provide an effective automated interactive feedback system that yields an acceptable level of support for university students writing essays in a distance or e-learning context. I have edited four special journal issues on e-Assessment for BJET, LMTECI, IJCELL and IJEA.I have chaired the International Computer Assisted Assessment Conference from 2010 until 2013. My work has received international recognition as I  hold visiting chairs at the Autonoma University, Barcelona and the British University in Dubai.  I have also served as a member of the governing council for the Society for Research into Higher Education, for the last nine years.

 

 

 

Research interests

My recent research specialises in building feedback models for eAssessment systems. The eAssessment research has been funded by the JISC, HEA, EPSRC and the EU. The most influential in informing policy was the eAssessment Roadmap which stressed the need for automated text recognition systems and which assisted the JISC with the planning of their eAssessment strand.

1. I am leading the UK’s contribution to the Adaptive Trust e-Assessment System for Learning (TeSLA) project, which started in January 2016. The overall objective of the TeSLA project is to define and develop an e-assessment system, which ensures learners authentication and authorship in online and blended learning environments while avoiding the time and physical space limitations imposed by face-to-face examination. The TeSLA software will support any e-assessment model (formative, summative and continuous) covering teaching and learning processes as well as ethical, legal and technological aspects. TeSLA will offer to educational institutions, accrediting agencies and to society, an unambiguous proof of learners’ academic progression, authorship and authentication during the whole learning process.

2.  I am PI for the Open University’s contribution to the CODUR (Creating an Online Dimension for University Rankings) project.  This work builds on the digital tools already developed to measure the quality of online education and integrate these into the EU’s existing international university ranking system, U-Multirank.

3. I am co PI for the HEFCE funded Learning Gains Project with Surrey and Oxford Brookes Universities.  It is a three year longitudinal study assessing the suitability and scalability of the Affective-Behaviour-Cognition (ABC) Learning Gains model across the HE sector in England.

4. I have completed leading the SAFeSEA (Supportive Automated Feedback for Short Essays) project. It was research funded by the EPSRC with Oxford University as our partner. It aimed to provide students with automatic feedback on electronic drafts of their TMAs when no other tutor support is available to them. It built on my work as the principal investigator of two JISC funded projects which developed OpenMentor. The latter was an electronic feedback system which provided tutors with feedback about the comments they have made on their students’ assignments and coursework. Assisting tutors to provide student feedback has become increasingly important because students want to receive enhanced, constructive and timely advice.  This current resurgence of interest led to a JISC funded project, namely OMtetra (OpenMentor Technology Transfer) which is transferring OpenMentor for use both in Southampton University and Kings College London. OMtetra, together with the TEACH (Technology Enhanced Activities for Learning Science for Children in Hospital), consolidated this work through both national and international collaboration with the Autonoma University in Barcelona and the British University in Dubai while also establishing eAssessment and feedback as a key research area within CREET and IET as part of the Next Generation in Distance Learning Programme. 

5. Technology enhanced activity for children with chronic illness: a series of projects from 2009 funded by the Spanish Government have addressed ways in which online materials with feedback can be used to support students with chronic illness who can attend school infrequently.  New areas developing from this work since Band 1 case awarded include how to study multidisciplinary support for children hospitalised with chronic conditions assisted by new technologies. 

6. I am a regular programme committee member of the Computer Assisted Assessment Conference which I chaired from 2010 to 2013 reflects a strong record in funded projects. International links were strengthened by a two month research visit at the Open Polytechnic of New Zealand which resulted in an Honorary Research Fellowship. In 2007 I was awarded a visiting chair at the Autonoma University, Barcelona resulting in grants from the Spanish Government and I was also awarded a visiting chair by the British University in Dubai. 

 

 

 

Teaching interests

 

I am the Associate Director, Quality Enhancement, Institute of Educational  Technology and lead the formulation of  QE strategy working closely with the PVCC(LT) Office and Head of Quality to embed a major portfolio of QE activity within the OU’s strategic priorities. I  lead the Asessment work carried out by IET and this links closely with my research into automatic feedback systems. I also chair the combined Open University Teaching Awards and NTFS Panel

There is a strong synergy between my teaching and research, particularly with respect to research methodology. My standng in this field has been recognised by invitations to present research methodology courses to Masters and Doctoral students at Christchurch College, Kent; the Federal University of Minas Gerais, Brazil and the Autonoma University, Barcelona.

I have a long-establish commitment to research capacity-building and served as programme director for the Masters in Research Methods in Educational Technology. I also headed the team which preparaed a successful case for ESRC recognition for this programme in 2003.  I have led courses supporting students seeking to produce a Master's thesis at a distance with work on H803 and D845.

I have supervised eleven PhD, one Ed.D and one M.A. student through to completion. Two of my research students obtained ESRC competitive scholarships and then went on to obtain research positions at Cambridge and the Open University.

 I have made sustained contributions to IET teaching that have developed from my research in assessment coupled with automatic feedback and research methodology.  My research findings were included in the H817 Masters module, 'Openness & Innovation in eLearning'.  I chaired this module which  also ran a MOOC (a first within a formal teaching context).

 

I am also responsible for the assessment section of the Innovating Pedagogies Report.

 

 

Impact and engagement

My research has precipitated innovation in two major areas (1) methods to evaluate and model good feedback practice which includes socio-emotive content and (2) formalising the models in working computer systems which allow the pedagogical theories to be open to test. Successful use of these formalised pedagogic working models led to my EPSRC grant, SAFeSEA , where I was PI, collaborating with the Natural Language group at Oxford University.  SAFeSEA  provided automatic feedback to students who  had submited electronic drafts of their essays before final submission. These findings are shaping  the debate into the power of automatic summarisation techniques as effective feedback.

I have had impact on the field, and demonstrated innovation in technology enhanced assessment, by developing simpler and more elegant solutions to what had been regarded as complex programming problems through the use of pedagogical heuristics. For example, I conceived and led two JISC-funded projects which developed OpenMentor, an electronic feedback system that provides tutors with feedback about the comments they make on their students’ assignments and course work, and which is now attracting serious interest across the UK. This interest has led to installing OpenMentor technology in Southampton University, where it is currently being used by tutors in the Computer Science and Engineering faculties; and Kings College London where it is being trialled with dentistry tutors. These two institutions are recognising that students are demanding more timely and constructive feedback as evidenced by the National Student Survey. The project OMtetra (OpenMentor Technology Transfer) was the third tranche of funding from JISC which laid the foundations for my most recent EPSRC award, SAFeSEA. 

As an educational technologist, I have also shaped and influenced debates across education, computer science and computational linguistics in order to communicate developments in a technology-dominated field to academic peers from many disciplines, opening them up to widespread practitioner innovation, as demonstrated by my research concerned with technology enhanced activity (Nefreduca) for children suffering from chronic illness. From 2009, I have taken a leading role in projects funded by the Catalan and Spanish research ministries which have addressed ways in which online materials with feedback can be used to support students with chronic illness who can attend school only infrequently. The Nefreduca software is currently in use by the Vall Hebron and Saint Joan de Deu Hospitals in Barcelona. New areas developing from this work include providing multidiscipline support for children hospitalised with chronic conditions assisted by new technologies.

 

 

Research Activity

Research groups

NameTypeParent Unit
Children and Young People Research GroupGroupFaculty of Health and Social Care
Computers and Learning Research Group (CALRG)GroupInstitute of Educational Technology
CREET: Technology Enhanced Learning ClusterClusterInstitute of Educational Technology

 

Externally funded projects

An Adaptive Trust-based e-assessment system for learning

RoleStart dateEnd dateFunding source
Lead01/Jan/201631/Dec/2018EC (European Commission): FP(inc.Horizon2020, H2020, ERC)
The overall objective of the TeSLA project is to define and develop an e-assessment system, which ensures learners authentication and authorship in online and blended learning environments while avoiding the time and physical space limitations imposed by face-to-face examination. The TeSLA project will support any e-assessment model (formative, summative and continuous) covering teaching and learning processes as well as ethical, legal and technological aspects. TeSLA will offer to educational institutions, accrediting agencies and to society, an unambiguous proof of learners academic progression, authorship and authentication during the whole learning process.

A longitudinal mixed method study of learning gain: applying Affective-Behaviour Cognition framework at 3 institutions

RoleStart dateEnd dateFunding source
Co-investigator01/Sep/201531/Aug/2018HEFCE
One of the challenges facing higher education is in understanding what counts for an excellent educational outcome, how students’ learning can be measured effectively, and how these measurements might be used to guide current investments and inform future developments. While there is a substantial body of research examining learning gains in the USA and in the Netherlands (Bowman, 2010; Pascarella, Blaich, Martin, & Hanson, 2011; Tempelaar, Rienties, & Giesbers, 2015a), recent review of the learning gain literature by McGrath, Guerin, Harte, Frearson, and Manville (2015) indicated that approaches to measuring learning gains are in their infancy in higher education in England. As such, developing an evidence-based approach of learning gains that can be applied across Higher Educational Institutions (HEIs) would be of value to students, institutions and national organisations. Most studies of learning gains have focussed solely on cognitive learning gains (Bowman, 2010; Liu, 2009; McGrath et al., 2015). In line with well-established educational psychology principles and recent learning analytics approaches, which enable greater insight to be achieved from large data sets, we propose an Affective-Behaviour-Cognition (ABC) model of learning, to broaden the concept of learning gain, and – more importantly – to develop, test, implement and evaluate a range of measurements for learning gains at each of the ABC levels. The ABC learning gains project seeks to address this issue by adopting a framework that allows an examination of three critical factors (affective, behavioural and cognitive) in a suitable and scalable way, to provide broadly-based and accurate information about students’ learning gains. The ABC model of learning gains will be tested through a longitudinal mixed-method study of learning gains by applying an ABC model. This model will be applied across three diverse institutions – The Open University (distance learning), Oxford Brookes University (campus based learning with large portfolio of vocational training), and University of Surrey (campus based learning and around half of students doing placements during their degree) - using principles of learning analytics. This three year longitudinal study builds on previous longitudinal design studies (Calvert, 2014; Richardson, 2012; Rienties & Nolan, 2014). The study will consist of two phases. The goal of Phase 1 is to compare the relative performance of the students’ learning gains using secondary data analysis of pre-existing ABC data for academic years 2013-2015. The goal of Phase 2 is to understand the complexities of learning gains by conducting a follow-upmixed-method analysis of new ABC quantitative and qualitative data for academic years 2015-2017. As such, the ABC learning gains project will scrutinise three forms of data allowing triangulation and considering different dimensions in learning gain. This study will run across three different institutions to access the suitability and scalability of the ABC learning gains in the HE sector in England.

Publications

Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships (2017)
Mittelmeier, Jenna; Rienties, Bart; Tempelaar, Dirk and Whitelock, Denise
Higher Education ((Early Access))
Online learning experiences of new versus continuing learners: a large scale replication study (2017)
Li, Nai; Marsh, Vicky; Rienties, Bart and Whitelock, Denise
Assessment & Evaluation in Higher Education, 42(4) (pp. 657-672)
Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course (2017)
Cross, Simon and Whitelock, Denise
Interactive Learning Environments, 25(4) (pp. 439-451)
Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates (2017)
Nguyen, Quan; Rienties, Bart; Toetenel, Lisette; Ferguson, Rebecca and Whitelock, Denise
Computers in Human Behavior ((Early Access))
创新教学报告2015 —探索教学、学习与评价的新形式 [Innovating Pedagogy 2015] (2016-04-23)
Sharples, M.; Adams, A.; Alozie, N.; Ferguson, R.; FitzGerald, E.; Gaved, M.; McAndrew, P.; Means, B.; Remold, J.; Rienties, B.; Roschelle, J.; Vogt, K.; Whitelock, D. and Yarnall, L.
开放学习研究 [Open Learning] (2016.1) (pp. 1-18)
#Design4Learning: Designing for the Future of Higher Education (2016-01-19)
Whitelock, Denise and Rienties, Bart
Journal of Interactive Media in Education, 2016(1) (pp. 1-3)
Pre-teens' informal learning with ICT and Web 2.0 (2015)
Ferguson, Rebecca; Faulkner, Dorothy; Whitelock, Denise and Sheehy, Kieron
Technology, Pedagogy and Education, 24(2) (pp. 247-265)
The role of feedback in the under-attainment of ethnic minority students: evidence from distance education (2015)
Richardson, John T. E.; Alden Rivers, Bethany and Whitelock, Denise
Assessment & Evaluation in Higher Education, 40(4) (pp. 557-573)
Student workload: a case study of its significance, evaluation and management at the Open University (2015)
Whitelock, Denise; Thorpe, Mary and Galley, Rebecca
Distance Education, 36(2) (pp. 161-176)
Meaning making as an interactional accomplishment: a temporal analysis of intentionality and improvisation in classroom dialogue (2014)
Twiner, Alison; Littleton, Karen; Coffin, Caroline and Whitelock, Denise
International Journal of Educational Research, 63 (pp. 94-106)
An exploration of the features of graded student essays using domain-independent natural language processing techniques (2014)
Field, Debora; Richardson, John T. E.; Pulman, Stephen; Van Labeke, Nicolas and Whitelock, Denise
International Journal of e-Assessment, 4, Article 69(1)
The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses (2014)
Cross, Simon; Whitelock, Denise and Galley, Rebecca
International Journal of e-Assessment, 4(1)
Using student experience as a model for designing an automatic feedback system for short essays (2014)
Alden, Bethany; Van Labeke, Nicolas; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Whitelock, Denise
International Journal of e-Assessment, 4, Article 68(1)
e-Assessment tales: what types of literature are informing day-to-day practice? (2013)
Whitelock, Denise; Gilbert, Lester and Gale, Veronica
International Journal of e-Assessment, 3(1)
Improving a tutor’s feedback assessment tool: transforming Open Mentor following two recent deployments (2013)
Recio Saucedo, Alejandra; Whitelock, Denise M.; Gilbert, Lester H.; Hatzipanagos, Stylianos; Gillary, Paul; Watt, Stuart and Zhang, Pei
International Journal of e-Assessment, 3(1)
CAA 2012: Pedagogy and technology: harmony and tensions (2013)
Whitelock, Denise
International Journal of e-Assessment, 3(1)
Authentic assessment: What does it mean and how is it instantiated by a group of distance learning academics? (2012-03)
Whitelock, Denise and Cross, Simon
International Journal of e-Assessment, 2(1) (Article 9)
Parents reading with their toddlers: the role of personalisation in book engagement (2012)
Kucirkova, Natalia; Messer, David and Whitelock, Denise
Journal of Early Childhood Literacy, 13(4) (pp. 445-470)
Assessment benchmarking: accumulating and accelerating institutional know - how for best practice (2011-07)
Whitelock, Denise and Cross, Simon
International Journal of e-Assessment, 1(1) (pp. 1-10)
Preface : CAA 2010: Computer assisted assessment: supporting student learning (2011-07)
Whitelock, Denise and Warburton, Bill
International Journal of e-Assessment, 1(1)
Modelling the teachers' feedback process for the design of an electronic interactive science tool with automatic feedback (2010-12)
Whitelock, Denise; Pinto, Roser and Saez, Marcel.la
International Journal of Continuing Engineering Education and Life-Long Learning, 20(2) (pp. 189-207)
Sharing personalised books: a practical solution to the challenges posed by home book reading interventions (2010-09)
Kucirkova, Natalia; Messer, David and Whitelock, Denise
Literacy Information & Computer Education Journal, 1(3) (pp. 263-272)
Multimodality, orchestration and participation in the context of classroom use of the interactive whiteboard: a discussion (2010-07)
Twiner, Alison; Coffin, Caroline; Littleton, Karen and Whitelock, Denise
Technology, Pedagogy and Education, 19(2) (pp. 211-223)
Improvable objects and attached dialogue: new literacy practices employed by learners to build knowledge together in asynchronous settings (2010-05-31)
Ferguson, Rebecca; Whitelock, Denise and Littleton, Karen
Digital Culture & Education, 2(1) (pp. 103-123)
e-Assessment: developing new dialogues for the digital age (2009-03)
Whitelock, Denise
British Journal of Educational Technology, 40(2) (pp. 199-202)
Reframing e-assessment: adopting new media and adapting oldframeworks (2008-09)
Whitelock, Denise and Watt, Stuart
Learning, Media and Technology, 33(3) (pp. 151-154)
Promoting creativity in PhD supervision: Tensions and dilemmas (2008-08)
Whitelock, Denise M.; Faulkner, Dorothy and Miell, Dorothy E.
Thinking Skills and Creativity, 3(2) (pp. 143-153)
Assessing the self-esteem of female undergraduate students: an issue of methodology (2007-06)
Knightley, Wendy M and Whitelock, Denise M
Educational Studies, 33(2) (pp. 217-231)
E-assessment: how can we support tutors with their marking of electronically submitted assignments? (2007-03)
Whitelock, Denise and Watt, Stuart
Ad-Lib, Journal for Continuing Liberal Adult Education(32) (pp. 7-8)
Pedagogical approaches for technology-integrated science teaching (2007-01)
Hennessy, Sara; Wishart, Jocelyn; Whitelock, Denise; Deaney, Rosemary; Brawn, Richard; la Velle, Linda; McFarlane, Angela; Ruthven, Kenneth and Winterbottom, Mark
Computers and Education, 48(1) (pp. 137-152)
Electronic assessment: marking, monitoring and mediating learning (2006)
Whitelock, Denise
International Journal of Learning Technology, 2(2-3) (pp. 264-276)
The negotiation and co-construction of meaning and understanding within a postgraduate online learning community (2005-07)
Littleton, Karen and Whitelock, Denise
Learning, Media and Technology, 30(2) (pp. 147-164)
'Would you rather collect data in the rain or attend a virtual field trip?': Findings from a series of virtual science field studies (2005)
Whitelock, Denise and Jelfs, Anne
International Journal of Continuing Engineering Education and Life-Long Learning, 15(1-2) (pp. 121-131)
Guiding the creation of knowledge and understanding in a Virtual Learning Environment (2004-04)
Littleton, Karen and Whitelock, Denise
Cyberpsychology and Behavior, 7(2) (pp. 173-181)
Analysing tutor feedback to students: first steps towards constructing an electronic monitoring system (2003)
Whitelock, Denise; Watt, Stuart; Raw, Yvonne and Moreale, Emanuela
ALT-J: Research in Learning Technology, 11(3) (pp. 31-42)
The notion of presence in virtual learning environments: what makes the environment "real" (2000)
Jelfs, Anne and Whitelock, Denise
British Journal of Educational Technology, 31(2) (pp. 145-152)
Frameworks for the evaluation of multimedia learning technologies: lessons learned and future directions? (2000)
Whitelock, Denise
Pesquisa em Educacao em Ciencias, 2(1) (pp. 57-74)
Perfect presence: what does this mean for the design of virtual learning environments? (2000)
Whitelock, Denise; Romano, Daniela; Jelfs, Anne and Brna, Paul
Education and Information Technologies, 5(4) (pp. 277-289)
Online educational counselling for students with special needs: building rapport (1999)
Debenham, Margaret; Whitelock, Denise M.; Fung, Pat and Emms, Judy M.
ALT-J: Association for Learning Technology Journal, 7(1) (pp. 19-25)
Investigating the role of task structure and interface support in two virtual learning environments (1999)
Whitelock, Denise
International Journal of Continuing Engineering Education and Life-Long Learning, 9(3/4) (pp. 291-301)
Changing roles: Comparing face to face and on-line teaching in the light of new technologies (1998-06-09)
Wilson, Tina and Whitelock, Denise
European Journal of Open, Distance and e-Learning
The roles of gaze, gesture and gender in Computer Supported Collaborative Learning (1998-06)
Whitelock, Denise and Scanlon, Eileen
Journal of Computer Assisted Learning, 14(2) (pp. 158-165)
Is it sustainable? A comparison of student and tutor online time across three distance-learning courses (1998)
Wilson, Tina and Whitelock, Denise
ALT-J: Research in Learning Technology, 6(1) (pp. 25-31)
What are the perceived benefits of participating in a computer-mediated communication (CMC) environment for distance learning computer science students? (1998)
Wilson, Tina and Whitelock, Denise
Computers and Education, 30(3-4) (pp. 259-269)
Supporting the learner in virtual field trips: the importance of feedback (1998)
Whitelock, Denise
Life Sciences Educational Computing, 9(3) (pp. 16-17)
Monitoring the on-line behaviour of distance learning students (1998)
Wilson, Tina and Whitelock, Denise
Journal of Computer Assisted Learning, 14(2) (pp. 91-99)
Hijacking hypermedia and other highways to learn computer science on a distance-learning course (1997)
Wilson, Tina and Whitelock, Denise
ALT-J: Association for Learning Technology Journal, 5(2) (pp. 52-58)
Come lo hanno usato? Il coinvolgimento degli studenti di informatica in un ambiente CMC creato per l'apprendimento a distanza (1997)
Wilson, Tina and Whitelock, Denise
Tecnologie Didattiche(12) (pp. 15-20)
Monitoring a CMC environment created for distance learning (1997)
Wilson, Tina and Whitelock, Denise
Journal of Computer Assisted Learning, 13(4) (pp. 253-260)
Opening up horizons: Providing on-line course material in cyberspace (1997)
Wilson, Tina and Whitelock, Denise
Displays, 17(3-4) (pp. 153-165)
Piloting a new approach: Making use of new technology to present a distance lerning computer science course? (1996)
Wilson, Tina and Whitelock, Denise
ALT-J: Research in Learning Technology, 4(1) (pp. 58-68)
The influence of audio communications technology on computer-supported collaborative learning (1996)
Whitelock, Denise; Scanlon, Eileen and Taylor, Josie
ALT-J: Research in Learning Technology, 4(1) (pp. 77-84)
Sound investments: some applications of computers in music teaching, and a revolutionary new program (1994-07)
Howard, Patricia; Holland, Simon and Whitelock, Denise
The Musical Times, 135(1817) (pp. 467-471)
Challenging models of elastic collisions with a computer simulation (1993-02)
Whitelock, Denise; Taylor, Josie; O'Shea, Tim; Scanlon, Eileen; Clark, Paul and O'Malley, Clare
Computers and Education, 20(1) (pp. 1-9)
Understanding children's common-sense reasoning about motion (1992)
Whitelock, Denise
Journal of Computer Assisted Learning, 8(1) (pp. 57-58)
Investigating a model of commonsense thinking about causes of motion with 7 to 16-year-old pupils (1991-07)
Whitelock, Denise
International Journal of Science Education, 13(3) (pp. 321-340)
Secondary school pupils' commonsense theories of motion (1989)
Bliss, Joan; Ogborn, John and Whitelock, Denise
International Journal of Science Education, 11(3) (pp. 261-272)
Assessment for learning (2017-05-14)
Perrotta, Carlo and Whitelock, Denise
In: Duval, Eric; Sharples, Mike and Sutherland, Rosamund eds. Technology Enhanced Learning: Research Themes (pp. 127-135)
ISBN : 978-3-319-02599-5 | Publisher : Springer | Published : Cham
The Promise and Potential of E-Assessment for Learning (2016-01)
Ras, Eric; Whitelock, Denise and Kalz, Marco
In: Reimann, Peter; Bull, Susan; Kickmeier-Rust, Michael D.; Vatrapu, Ravi and Wasson, Barbara eds. Measuring and Visualising Learning in the Information-Rich Classroom (pp. 21-40)
ISBN : 978-1-138-02112-9 | Publisher : Routledge | Published : London
Maximising Student Success with Automatic Formative Feedback for Both Teachers and Students (2015)
Whitelock, Denise
In: Ras, Eric and Joosten-ten Brinke, Desiree eds. Computer Assisted Assessment. Research into E-Assessment. Communications in Computer and Information Science (571) (pp. 142-148)
ISBN : 978-3-319-27703-5 | Publisher : Springer International Publishing | Published : Switzerland
Design narrative: Open Mentor (2014-03-21)
Whitelock, Denise
In: Mor, Yishay; Mellar, Harvey; Warburton, Steven and Winters, Niall eds. Practical Design Patterns for Teaching and Learning with Technology. Technology Enhanced Learning (8) (pp. 263-268)
ISBN : 978-94-6209-528-1 | Publisher : Sense Publishers | Published : Rotterdam
Pattern: feedback on feedback (2014-03-21)
Whitelock, Denise and Mellar, Harvey
In: Mor, Yishay; Mellar, Harvey; Warburton, Steven and Winters, Niall eds. Practical Design Patterns for Teaching and Learning with Technology. Technology Enhanced Learning (8) (pp. 311-314)
ISBN : 978-94-6209-528-1 | Publisher : Sense Publishers | Published : Rotterdam
Functional, frustrating and full of potential: learners' experiences of a prototype for automated essay feedback. (2014)
Alden Rivers, Bethany; Whitelock, Denise; Richardson, John T. E.; Field, Debora and Pulman, Stephen
In: Kalz, Marco and Ras, Eric eds. Computer Assisted Assessment: Research into E-Assessment. Communications in Computer and Information Science (439) (pp. 40-52)
ISBN : 978-3-319-08656-9 | Publisher : Springer | Published : Cham, Switzerland
Taking on different roles: how educators position themselves in MOOCs (2014)
Ferguson, Rebecca and Whitelock, Denise
In: Rensing, Christopher; de Freitas, Sara; Ley, Tobias and Muñoz-Merino, Pedro J. eds. Open Learning and Teaching in Educational Communities. Lecture Notes in Computer Science (8719) (pp. 562-563)
ISBN : 978-3-319-11199-5 | Publisher : Springer International Publishing | Published : Cham
GCP18: New forms of assessment for social TEL environments (2013)
Whitelock, Denise
In: Fischer, Frank; Wild, Fridolin; Sutherland, Rosamund and Zirn, Lena eds. Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous. (pp. 53-54)
ISBN : 978-3-319-01666-5 | Publisher : Springer | Published : Cham, Switzerland
GCP15: evaluating informal TEL (2013)
Whitelock, Denise
In: Fisher, Frank; Wild, Fridolin; Sutherland, Rosamund and Zim, Lena eds. Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous (pp. 47-49)
ISBN : 978-3-319-01666-5 | Publisher : Springer | Published : Cham
Towards a roadmap for implementing a socio-constructivist learning framework for chronically ill children to learn with their classmates while still in hospital (2011-12)
Pinto, R.; Whitelock, D. and Gutierrez, R.
In: Mendez-Vilas, A. ed. Education in a technological world: communicating current and emerging research and technological efforts (pp. 563-571)
ISBN : 9788493984335 | Publisher : Formatex Research Centre
Activating Assessment for Learning: Are We On the Way With WEB 2.0? (2010-07)
Whitelock, Denise
In: Lee, Mark J. W. and McLoughlin, Catherine eds. Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 319-342)
ISBN : 9781605662947 | Publisher : IGI Global
Supporting science studies for children with long term health problems using Nefreduca (2010-07)
Whitelock, Denise; Pinto, Roser and Saez, Marcella
In: Zacharia, Zacharias; Constantinou, Constantinos and Papaevripidou, Marios eds. Computer Based Learning in Science, Conference Proceedings 2010 (pp. 239-249)
ISBN : 978-9963-689-85-9 | Publisher : OEIiZK | Published : Warsaw, Poland
Towards a model for evaluating student learning via e-assessment (2010-07)
Hench, Thomas and Whitelock, Denise
In: Zacharia, Zacharias; Constantinou, Constantinos and Papaevripidou, Marios eds. Computer Based Learning in Science, Conference Proceedings 2010 (pp. 15-21)
ISBN : 978-9963-689-85-9 | Publisher : OEIiZK | Published : Warsaw, Poland
Putting Pedagogy in the driving seat with Open Comment: an open source formative assessment feedback and guidance tool for History Students (2008-07-08)
Whitelock, Denise and Watt, Stuart
In: Khandia, Farzana ed. Proceedings of the 12th CAA International Computer Assisted Assessment Conference (pp. 347-356)
ISBN : 0-9539572-7-6 | Publisher : Professional Development, Loughborough University | Published : Loughborough, UK
Key Factors for Effective Organisation of e-Assessment (2007-07)
Ruedel, Cornelia; Whitelock, Denise and Mackenzie, Don
In: Khandia, Farzana ed. Proceedings of the 11th CAA International Computer Assisted Assessment Conference (pp. 357-370)
ISBN : 09539572-6-8 | Publisher : Professional Development, Loughborough University | Published : Loughborough, UK
Computer assisted formative assessment: supporting students to become more reflective learners (2007)
Whitelock, Denise M.
In: Constantinou, Constantinos P.; Zacharia, Zacharias C. and Papaevripidou, Marios. eds. Proceedings of the 8th International Conference on Computer Based Learning in Science (CBLIS '07) (pp. 492-504)
ISBN : 978-9963-671-06-9 | Publisher : E-Media, University of Crete | Published : Crete, Greece
Identifying innovative and effective practice in e-assessment: findings from seventeen UK case studies (2006-07)
Whitelock, Denise M; Mackenzie, Don; Whitehouse, Christine; Ruedel, Cornelia and Rae, Simon
In: Danson, Myles ed. Proceedings of the 10th CAA International Computer Assisted Assessment Conference (pp. 505-511)
ISBN : 0-9539572-5-X | Publisher : Professional Development, Loughborough University | Published : Loughborough, UK
Developing a Roadmap for e-Assessment: Which Way Now? (2006-07)
Whitelock, Denise M. and Brasher, Andrew
In: Danson, Myles ed. Proceedings of the 10th CAA International Computer Assisted Assessment Conference (pp. 487-501)
ISBN : 0-9539572-5-X | Publisher : Professional Development, Loughborough University | Published : Loughborough, UK
Taking an electronic mathematics examination from home: what the students think (2003-07-05)
Whitelock, Denise and Raw, Yvonne
In: Constantinou, C and Zacharia, Z eds. New technologies and their applications in education (pp. 701-713)
ISBN : 9963-8525-1-3 | Publisher : Department of Educational Sciences, University of Cyprus | Published : Nicosia, Cyprus
Creating meaning through a community of collaborative learners (2003)
Littleton, Karen and Whitelock, Denise
In: Mason, Lucia; Andreuzza, Silvia; Arfè, Barbara and Del Favero, Laura eds. 10th European Conference for Research on Learning and Instruction (p 57)
ISBN : 88-7178-975-X | Publisher : Cooperativa Libraria Editrice Università di Padova | Published : Padova
What does a "good" essay look like? Rainbow diagrams representing essay quality (2017-10-05)
Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen
In : International Technology Enhanced Assessment Conference (TEA 2017) (5th - 6th October 2017, Barcelona, Spain)
What types of essay feedback influence implementation: Structure alone or structure and content? (2017)
Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen
In : The 2016 International Technology Enhanced Assessment Conference (TEA 2016) (5-6 October 2016, Tallinn, Estonia) (pp. 181-196)
Multilevel modelling of learning gains: The impact of module particulars on students’ learning in Higher Education (2016-12-07)
Rogaten, Jekaterina; Rienties, Bart; Whitelock, Denise; Cross, Simon; Littlejohn, Allison; Sharpe, Rhona; Lygo-Baker, Simon; Scott, Ian; Warburton, Stephen and Kinchin, Ian
In : SRHE International Annual Research Conference 2016 (7-9 December 2016, Celtic Manor Resort, Newport, South Wales, United Kingdom )
Using Social Network Analysis to predict online contributions: The impact of network diversity in cross-cultural collaboration (2016-05-22)
Mittelmeier, Jenna; Héliot, YingFei; Rienties, Bart and Whitelock, Denise
In : ACM Web Science 2016 (22 - 25 May, 2016, Hannover, Germany) (pp. 269-273)
Does the Quality and Quantity of Exam Revision Impact on Student Satisfaction and Performance in the Exam Itself?: Perspectives from Undergraduate Distance Learners (2016)
Cross, Simon; Whitelock, Denise and Mittelmeier, Jenna
In : 8th International Conference on Education and New Learning Technologies (EDULEARN16) (4-6 July 2016, Barcelona, Spain) (pp. 5052-5061)
A multi-level longitudinal analysis of 80,000 online learners: Affective-Behaviour-Cognition models of learning gains (2016)
Rogaten, Jekaterina; Rienties, Bart; Whitelock, Denise; Cross, Simon and Littlejohn, Allison
In : EARLI SIG 17: Qualitative and Quantitative Approaches to Learning and Instruction (17-19 Aug 2016, Maastricht, Netherlands.) (p 25)
Assessing learning gains (2016)
Rogaten, Jekaterina; Whitelock, Denise and Rienties, Bart
In : Technology Enhanced Assessment Conference 2016 (5-6 Oct 2016, Tallinn, Estonia)
The role culture and personality play in an authentic online group learning experience (2015-06)
Mittelmeier, Jenna; Heliot, Yingfei; Rienties, Bart and Whitelock, Denise
In : Proceedings of the 22nd EDINEB Conference: Critically Questioning Educational Innovation in Economics and Business: Human Interaction in a Virtualising World (03-05 June 2015, Brighton, UK) (pp. 139-149)
Correlations between automated rhetorical analysis and tutors’ grades on student essays (2015-03)
Simsek, Duygu; Sandor, Agnes; Buckingham Shum, Simon; Ferguson, Rebecca; De Liddo, Anna and Whitelock, Denise
In : 5th International Learning Analytics & Knowledge Conference (LAK15): Scaling Up: Big Data to Big Impact (16-20 March 2015, Poughkeepsie, NY, USA) (pp. 355-359)
OpenEssayist: a supply and demand learning analytics tool for drafting academic essays (2015-03)
Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen
In : 5th International Learning Analytics & Knowledge Conference (LAK15): Scaling Up: Big Data to Big Impact (16-20 March 2015, Poughkeepsie, NY, USA ) (pp. 208-212)
Feedback on Academic Essay Writing through pre-Emptive Hints: Moving Towards "Advice for Action" (2015)
Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debra and Pulman, Stephen
In : EDEN RW8 (2014) (pp. 1-15)
OpenEssayist: real-life testing of an automated feedback system for draft essay writing (2014)
Whitelock, Denise; Twiner, Alison; Richardson, John T. E.; Field, Debora and Pulman, Stephen
In : #design4learning: from blended learning to learning analytics in HE (26-27 November 2014, Milton Keynes, UK )
Designing and testing visual representations of draft essays for higher education students (2014)
Whitelock, Denise; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Van Labeke, Nicolas
In : 2nd International Workshop on Discourse-Centric Learning Analytics (24 March 2014, Indianapolis, Indiana, USA)
OpenEssayist: extractive summarisation and formative assessment of free-text essays (2013-04)
Van Labeke, Nicolas; Whitelock, Denise; Field, Debora; Pulman, Stephen and Richardson, John T. E.
In : 1st International Workshop on Discourse-Centric Learning Analytics (8 Apr 2013, Leuven, Belgium)
OpenEssayist: an automated feedback system that supports university students as they write summative essays (2013)
Whitelock, Denise; Field, Debora; Pulman, Stephen; Richardson, John T. E. and Van Labeke, Nicolas
In : 1st International Conference on Open Learning: Role, Challenges and Aspirations (25-27 November 2013, The Arab Open University, Kuwait)
Did I really mean that? Applying automatic summarisation techniques to formative feedback (2013)
Field, Debora; Pulman, Stephen; Van Labeke, Nicolas; Whitelock, Denise and Richardson, John T. E.
In : International Conference Recent Advances in Natural Language Processing, RANLP (7-13 September, 2013, Hissar, Bulgaria) (pp. 277-284)
What is my essay really saying? Using extractive summarization to motivate reflection and redrafting (2013)
Van Labeke, N.; Whitelock, D; Field, D.; Pulman, S. and Richardson, J. T. E.
In : AIED Workshop in Formative Feedback in Interactive Learning (2013, Memphis, TN)
A roadmap to employ new technologies to teach science to chronically ill children (2012-09)
Whitelock, Denise; Pinto, Roser and Gutierrez, Rufina
In : CBLIS 2012 (10th International Conference on Computer Based Learning in Science: Learning Science in the Society of Computers (26-29 June 2012, Barcelona, Spain)
Learning the concept of scientific model by means of analysing didactical scientific Simulations (2012-09)
Gutierrez, Rufina; Pinto, Roser and Whitelock, Denise
In : CBLIS 2012 (10th International Conference on a Computer Based Learning in Science): Learning Science in the Society of Computers (26-29 June 2012, Barcelona, Spain)
Supporting tutors with their feedback using OpenMentor in three different UK Universities (2012-08)
Whitelock, Denise; Gilbert, Lester; Hatzipanagos, Stylianos; Watt, Stuart; Zhang, Pei; Gillary, Paul and Sauedo, Alejandra
In : CBLIS 2012 (10th International Conference on Computer Based Learning in Science): Learning Science in the Society of Computers (26-29 June 2012, Barcelona, Spain)
Addressing the challenges of assessment and feedback in higher education: a collaborative effort across three UK universities (2012)
Whitelock, Denise; Gilbert, Lester; Hatzipanagos, Stylianos; Watt, Stuart; Zhang, Pei; Gillary, Paul and Saucedo, Alejandra
In : INTED 2012 6th International Technology Education & Development Conference (5 - 7 March 2012, Valencia, Spain) (pp. 3354-3359)
Improving a tutor’s feedback assessment tool: transforming Open Mentor following two recent deployments (2012)
Saucedo, Alejandra ; Gillary, Paul; Hatzipanagos, Stylianos; Watt, Stuart; Whitelock, Denise M.; Zhang, Pei and Gilbert, Lester H.
In : 2012 International Computer Assisted Assessment (CAA) Conference (10-11 July 2012, Southampton, UK)
Academics understanding of authentic assessment (2011-07)
Whitelock, Denise and Cross, Simon
In : 2011 International Computer Assisted Assessment (CAA) Conference, Research into e-Assessment (5/6 July 2011, Southampton)
Technology Enhanced Assessment and Feedback: How is evidence-based literature informing practice? (2011-07)
Whitelock, Denise; Gilbert, Lester and Gale, Veronica
In : 2011 International Computer Assisted Assessment (CAA) Conference, Research into e-Assessment (05-06 July 2011, Southampton)
Methods and models of next generation technology enhanced learning - White Paper (2011)
Mwanza-Simwami , Daisy; Kukulska-Hulme, Agnes; Clough, Gill; Whitelock, Denise; Ferguson, Rebecca and Sharples, Mike
In : Alpine Rendezvous 2011 (28-29 March 2011, La Clusaz, France)
Pulling all the pedagogic pieces together to provide good electronic feedback: an example from science education (2010-07-20)
Whitelock, Denise; Saez, Marcel.la and Pinto, Roser
In : 2010 International Computer Assisted Assessment Conference (CAA2010) (20-21 July 2010, Southampton, UK)
Benchmarking assessment: breaking down barriers and building institutional understanding (2010-07-20)
Cross, Simon and Whitelock, Denise
In : 2010 International Computer Assisted Assessment (CAA) Conference (20-21 July 2010, Southampton, UK)
Open mentor: Supporting tutors with their feedback to students (2007-07-10)
Whitelock, Denise and Watt, Stuart
In : 11th CAA International Computer Assisted Assessment Conference: Research into e-Assessment (10-11 July 2007, Loughborough, UK)
Exploring the social dimension of teaching and learning in online courses: issues and methods (2005)
Whitelock, D.; Littleton, K.; Miell, D.; LeVoi, M. and Wegerif, R.
In : CAL'05 Virtual Learning? (Apr 2005, University of Bristol, UK)
Innovating Pedagogy 2015: Open University Innovation Report 4 (2015-12-03)
Sharples, Mike; Adams, Anne; Alozie, N; Ferguson, Rebecca; FitzGerald, Elizabeth; Gaved, Mark; McAndrew, Patrick; Means, B; Remold, J; Rienties, Bart; Roschelle, J; Vogt, K; Whitelock, Denise and Yarnall, L
The Open University
99 Measures of Assessment Processes and Practice for use in Benchmarking and Reviewing Teaching and Learning (2011)
Whitelock, Denise and Cross, Simon

Accelerating the assessment agenda: thinking outside the black box (2008)
Whitelock, Denise M.
Luxembourg: Office for Official Publications of the European Communities, Luxembourg.
Ignite! Fellowship Programme for Young People: A Research Study (2004)
Craft, A; Miell, D; Vass, E; Whitelock, D; Littleton, K; Joubert, M and Murphy, P
National Endownment for Science Technology and the Arts (NESTA), London, UK.