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  • Central Academic Staff
  • Professor of Technology Enhanced Learning
  • Institute of Educational Technology
  • Professoriat
  • allison.littlejohn

Professional biography

I am Professor of Learning Technology at the Institute of Educational Technology and Academic Director of Learning and Teaching at the Open University, UK.

I've worked throughout my career in the area of learning innovation, technology, knowledge creation and academic-business partnerships. I work with multinational companies, including Shell, BP International and Conoco-Philips. I was Senior Researcher for Royal Dutch Shell in 2008-2010 when I led a university-industry partnership in technology enhanced learning.

My vision is to bring together ideas from higher education and industry, encouraging cross-sector thinking and working across traditional boundaries between sectors and disciplines to transform the ways professionals learn. 

Blog: littlebylittlejohn.com

Follow me on twitter @allisonl

Research interests

My research spans Professional & Digital Learning, raising questions around how people use technologies to learn for work. This work spans education and industry, working across the boundaries between sectors and disciplines to transform the ways professionals learn. My research has been focused around:

Professional learning, exploring how expertise development can be supported and enhanced by information and communication technologies, including social media.  Contexts for research have ranged from the Energy Sector, Finance Sector and Education Sector. A unique aspect of this research is exploration of learning at the intersection of the individual and the collective.

Organisational learning, analysing tensions between cost-efficiency, effective learning, and continuous innovative practice.  Recent work with Shell and BP examined how group learning can be translated into organisational effectiveness. Research examined how individuals, teams and organisations can learn from incidents to improve health and safety in highly hazardous environments. 

This work has generated new knowledge through over 40 projects funded by a range of research councils (eg ESRC), funding councils (eg EU, HEFCE, SFC), higher education organisations (eg JISC, HEA, QAA) and industry partners (eg Shell, Energy Institute, BP, Babcock).  Ideas have been disseminated through academic publications.  I am founding series editor for the Routledge book series, ‘Connecting with eLearning’ and have Fellowships from the Higher Education Academy (UK), ASCILITE (Australasia) and the Churchill Trust (UK).

Current and Recent Funded Projects

Publications

Books

Littlejohn, A. and Margaryan, A. (Eds) (2013) Technology-enhanced Professional Learning: processes, practices and tools, Routledge: New York. 

Littlejohn, A. and Pegler, C. (Eds) (2014) Reusing Open Resources: learning in open networks for work, life and education Routledge: New York. 

Littlejohn, A. and Pegler, C. (2007) Planning for blended e-learning, Routledge: New York. 

Littlejohn, A. (Ed) (2003) Reusing Online Resources:  A Sustainable Approach to eLearning, Routledge: New York. 

 

Selected peer reviewed journal articles

Littlejohn, A., Milligan, C., & Fontana, R.P. & Margaryan, A. (2015) Professional learning through everyday work: How finance professionals self-regulate their learning, Vocations & Learning, 1-20 http://link.springer.com/article/10.1007/s12186-015-9144-1 [impact factor 1.559]

Littlejohn, A., Hood, N, Milligan, C. & Mustain, P. (2015) Learning in MOOCs: Motivations and Self-Regulated Learning in MOOCs, Internet and Higher Education, 29, 40-48 http://dx.doi.org/10.1016/j.iheduc.2015.12.003 [impact factor 2.048]

Hood, N. & Littlejohn, A.  (2015) Bridging learning and teaching: the intertwining of socio-cognitive and sociocultural factors in adult-educators’ engagement with Open Education Resources, Journal of Computer Assisted Learning (JCAL) [impact factor = 1.36]

Littlejohn, A. & Hood, N. (2016) How Educators Build Knowledge and Expand their Practice: the case of open education resources, British Journal of Educational Technology  [impact factor 2.098]

Littlejohn, A. & Hood, N. (2016) Knowledge typologies for professional learning: educators’ (re)generation of knowledge when learning open educational practice, Learning Media & Technology [impact factor 1.569]

Hood, N., Littlejohn, A., & Milligan, C. (2015). Context counts: How learners' contexts influence learning in a MOOC. Computers & Education, 91, 83-91.  http://www.sciencedirect.com/science/article/pii/S0360131515300683  [impact factor 2.059]  

Falconer, I, Littlejohn, A. McGill, L. and Beetham, H.  (2016) Motives and tensions in the release of Open Educational Resources: the UKOER programme, Australasian Journal of Educational Technology [impact factor = 1.517]

Milligan, C., Littlejohn, A. & Hood, N. (2016) Learning in MOOCs: A Comparison Study, Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016) http://emoocs2016.eu/wp-content/uploads/2016/02/proceedings-emoocs2016.pdf  

Littlejohn, A. Lukic, D. and Margaryan, A. (2015) Comparing Safety Culture and Learning Culture, Risk Management (in press) [impact factor = 1.2]

Margaryan, A., Bianco, M., & Littlejohn, A. (2014). Instructional quality of Massive Open Online Courses (MOOCs)Computers and Education, 80, 77-83  [impact factor 2.059]

Milligan, C., Fontana, P., Littlejohn, A. and Margaryan, A. (2014). Self-regulated learning behaviour in the finance industry, Journal of Workplace Learning  

Milligan, C. and Littlejohn, A. (2014) Supporting professional learning in a massive open online course. The International Review of Research in Open and Distance Learning 15 (5) 197-213.  http://www.irrodl.org/index.php/irrodl/article/view/1855/3113

Fontana, P., Milligan, C., Littlejohn, A. and Margaryan, A. (2014) Measuring self-regulated learning in the workplace, International Journal of Training and Development, 19 (1)  

Milligan, C., Margaryan, A., and Littlejohn, A. (2014). Workplace learning in informal networksJournal of Interactive Media Environments, special issue 'Reusing Resources - Open for Learning. http://www-jime.open.ac.uk/article/2014-06/html

Pataraia, N., Falconer, I., Margaryan, A., Littlejohn, A., and Fincher, S. (2014).'Who do you talk to about your teaching?' Networking activities among university teachers. Frontline Learning Research, 2(2), 4-14.

Pataraia, N., Margaryan, A., Falconer, I., and Littlejohn, A. (2014) How and what do academics learn through their personal networks? Journal of Higher and Further Education. DOI: 10.1080/0309877X.2013.831041

Pataraia, N., Margaryan, A., Falconer, I., Littlejohn, A., and Falconer, J. (2014). Discovering academics' key learning connections: An ego-centric network approach to analysing learning about teaching. Journal of Workplace Learning, 26(1), 56-72.

Milligan, C., Margaryan, A., and Littlejohn, A. (2013). Patterns of engagement in connectivist MOOCs. Journal of Online Learning and Teaching, 9 (2) http://jolt.merlot.org/vol9no2/milligan_0613.htm

Lukic, D., Margaryan, A., and Littlejohn, A. (2013). Individual agency in learning from incidents. Human Resources Development International, 16 (3/4).

Sie­, R., Pataraia, N., Boursinou, E., Rajagopal, K., Margaryan, A., Falconer, I., Bitter, M., Littlejohn, A. and Sloep, P. (2013). Goals, motivation for, and outcomes of personal learning through networks. Educational Technology and Society, 16 (3), 59-75. http://www.ifets.info/journals/16_3/5.pdf  [impact factor = 1.066] 

Margaryan, A., Milligan, C., and  Littlejohn, A. (2013). Managers as workplace learning facilitators. International Journal of Human Resource Development and Management, 13 (2/3) 206-223 http://www.inderscience.com/offer.php?id=55397

Margaryan, A., Littlejohn, A., and Milligan, C. (2013). Self-regulated learning in the workplace: Learning goal attainment strategies and factors. International Journal of Training and Development, 17 (4) 254-259. http://onlinelibrary.wiley.com/doi/10.1111/ijtd.12013/abstract

Stepanyan, K., Littlejohn, A., and Margaryan, A. (2013). Sustainable eLearning: towards a coherent body of knowledge, Educational Technology and Society, 16 (2), 91-102. http://www.ifets.info/journals/16_2/9.pdf  [impact factor = 1.066] 

Milligan, C., Margaryan, A., and Littlejohn, A. (2013) Learning at transition for new and experienced staff, Journal of Workplace Learning, 25 (4) 217-230. http://www.emeraldinsight.com/journals.htm?articleid=17087614&show=abstract  

Littlejohn, A., Beetham, H., and McGill, L. (2012) Learning at the digital frontier: a review of digital literacies in theory and practice, Journal of Computer Assisted Learning (JCAL), 24(4), 333-347 [impact factor 1.25] http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2729/earlyview

Littlejohn, A., Milligan, C., and Margaryan, A. (2012) Charting collective knowledge: Supporting self-regulated learning in the workplace. Journal of Workplace Learning, 24(3), 226-238. http://www.emeraldinsight.com/journals.htm?issn=1366-5626&volume=24&issue=3&articleid=17010279&show=abstract

Lukic, D., Littlejohn, A., and Margaryan, A. (2012). A framework for learning from incidents in the workplace, Safety Science, 50 (4), 950-957 http://www.sciencedirect.com/science/article/pii/S0925753511003511 [impact factor = 1.7]

Margaryan, A., Littlejohn, A. and  Vojt. G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers and Education, 56(2), 429-440. http://tinyurl.com/6x92brf [impact factor 2.059]

Margaryan, A., Milligan, C. and Littlejohn, A.,  (2011).Validation of Davenport’s Classification Structure of Knowledge-intensive Processes, Journal of Knowledge Management, 15(4) http://www.emeraldinsight.com/journals.htm?articleid=1939680&ini=aob

Lukic, D., Margaryan, A., and Littlejohn, A., (2011). How organisations learn from safety incidents: A multifaceted problem. Journal of Workplace Learning, 22(7), 428-450. http://tinyurl.com/67tkz3j  

Littlejohn, A., I. Falconer and L. McGill (2008) Characterising effective eLearning resources, Computers and Education 50 (3), 757–771 http://tinyurl.com/63okour  [impact factor 2.059]

Margaryan, A., and  Littlejohn, A. (2008). Repositories and communities at cross-purposes: Issues in sharing and reuse of digital learning resources. Journal of Computer Assisted Learning, 24(4), 333-347 http://tinyurl.com/qxkp3dd [impact factor 1.25]

Normand, C., Littlejohn, A and Falconer, I. (2008) 'A model for effective implementation of flexible programme delivery', Innovations in Education and Teaching International, 45:1,25 — 36 [Impact factor  0.250] dx.doi.org/10.1080/14703290701757351

Falconer, I. and Littlejohn, A.(2007) ‘Designing for blended learning, sharing and reuse’, Journal of Further and Higher Education, 31(1), 41-52  

McGill, L., Nicol, D.J,  Littlejohn, A. and Greirson, H. (2005). "Creating an information-rich learning environment to enhance design student learning: challenges and approaches." British Journal of Educational Technology 36(4), 629-642 [impact factor 0.35]

Nicol, D.J.,  Littlejohn, A. and Grierson, H. (2005) The importance of structuring information and resources within shared workspaces during collaborative design learning, Journal of Open and Distance Learning, 20 (1), 31–49.

Littlejohn, A. (2003) Re-Using online resources: a sustainable approach to e-learning. Seven issues in the reuse and sharing of online resources, Journal of Interactive Media in Education http://www-jime.open.ac.uk/jime/article/view/2003-1-reuse-02Littlejohn, A. (2002) New lessons from past experiences: recommendations for improving continuing professional development in the use of ICT, Journal of Computer Assisted Learning, 18 (2), 166-174   [impact factor 1.25]

Creanor, L. and Littlejohn, A. (2000) Preparing for Online Learning and Teaching: A Cross-Institutional Approach to Staff Development in Internet Communication, Journal of Computer Assisted Learning, 16 (3), 271-279 [impact factor 1.25]

Stefani, L.A.J., Clarke, J. and Littlejohn, A. (2000) Developing A Student Centred Approach to Reflecting on Learning Innovations, Innovations in Education and Training International, 37(2), 163-171. [impact factor  0.250]

Littlejohn, A. and Sclater, N. (1999) The Virtual University as a Conceptual Model for Faculty Change and Innovation, Journal of Interactive Learning Environments, 7(2&3), 209-226.

Littlejohn, A. and Macrosson, W.K., (1999) Web Authoring: Transferable Skills for Graduates of the Future, Industry and Higher Education, 13(4), 277-281.

Lapthorn, A. J., Harris, D. C., Littlejohn, A., Lustbader, J. W., Canfield, R. E., Machin, K. J., and Isaacs, N. W. (1994). Crystal structure of human chorionic gonadotropin. Nature369 (6480), 455-461.

 

Selected Book Chapters

Littlejohn, A. and Margaryan, A. (2014) Technology-enhanced Professional Learning, International Handbook on Research in Professional and Practice-based Learning, (Eds. Billiet, S, Hartels, C & Gruber, H.) Springer  Verlag.

Littlejohn, A. and Pegler, C. (2014) Reusing Open Resources for Learning Chapter 1, Reusing Open Resources, Routledge, London: NY, Littlejohn, A.& Pegler, C. (Eds)

Littlejohn, A., Falconer, I., McGill, L. and Beetham, H. (2014) Open networks and bounded communities: tensions inherent in releasing Open Educational Resources, Chapter 4, Reusing Open Resources, Routledge, London: NY, Littlejohn, A.& Pegler, C. (Eds)

Milligan, C, Littlejohn, A. and Margaryan, A. (2014) Workplace learning in informal networks, Chapter 5, Reusing Open Resources, Routledge, London: NY, Littlejohn, A.& Pegler, C. (Eds)

Littlejohn, A., Falconer, I. and McGill, L. (2014) Open Lifewide Learning: a vision, Chapter 8, Reusing Open Resources, Routledge, London: NY, Littlejohn, A.& Pegler, C. (Eds)

Vale, K. and Littlejohn, A. (2014) Massive Open Online Courses: a Traditional or Transformative approach to learning? Chapter 10, Reusing Open Resources, Routledge, London: NY, Littlejohn, A.& Pegler, C. (Eds)

Margaryan, A., and Littlejohn, A. (2013). Technology-enhanced professional learning: Challenges and future directions. In Littlejohn, A., & Margaryan, A. (2013) (Eds.). Technology-enhanced professional learning: Processes, practices and tools.  London: Routledge.

Lukosch, H., Littlejohn, A. and Margaryan, A. (2013). Simulation games for workplace learning. In Littlejohn, A., & Margaryan, A. (2013) (Eds.). Technology-enhanced professional learning: Processes, practices and tools. London: Routledge.

Berendt, B., Vuorikari, R., Littlejohn, A., and Margaryan, A. (2013).  Learning analytics. In Littlejohn, A., & Margaryan, A. (2013) (Eds.). Technology-enhanced professional learning: Processes, practices and tools. London: Routledge.

Littlejohn, A., Beetham, H., & McGill, L. (2013) Digital literacies as situated knowledge practices: academics’ influence on learners behaviours, Learning in the Digital University, Routledge, London Goodfellow, R and Lea, M. (Eds)

Littlejohn, A. (2012) Open participatory learning ecosystems:  producing, reusing and recreating OERs, Open Educational Resources, IGI Global (Ed. Scott, P.)

Beetham, H., Littlejohn, A. and Milligan, C. (2012) Digital literacies for the research institution, Handbook of Digital Dissertations and Theses, SAGE Publications

Littlejohn, A. and Nicol, D.J. (2009) Supporting interdisciplinary studies using learning technologies, Chapter 3, Interdisciplinary Learning and Teaching:Theory and Practice in Contemporary Higher Education, Chandramohan, B and Fellows, S (Eds), Routledge:NY 30-43

Falconer, I, and Littlejohn, A. (2008) Representing models of practice, Handbook of Research on Learning Design and Learning Objects, (L. Lockyer, S.  Bennet, S. Agostinho, and B. Harper (eds) Idea Group. 

Littlejohn, A., Cook, J., Campbell, L., Sclater, N., Currier, S. and Davies, H. (2006) Managing Educational Resources, Chapter 9, Contemporary perspectives in e-learning research (Eds Conole, G and Oliver, M), pp134-147, Routledge: London ISBN978-0-415-39394-2

Conole, G., Oliver, M., Falconer, I., Littlejohn, A, and Harvey , J (2006) ‘Designing for learning’ in, Conole, G. and Oliver, M. (Eds). Learning Technologies - Multiple Perspectives on an Emerging Field. Oxford: Routledge

Littlejohn, A. (2005) Key issues in the design and delivery of learning and teaching, Chapter 5, Developing the new learning environment: the changing role of the academic librarian, (Eds Levy, P. and Roberts, S.), Routledge, London

Littlejohn, A. (2003) Issues in reusing online resources, Chapter 1, Reusing Online Resources:  A Sustainable Approach to eLearning, (Ed. Littlejohn, A.), Kogan Page, London, pp 1-8 ISBN 0749439491

Littlejohn, A. (2003) An incremental approach to staff development in the reuse of learning resources, Chapter 17, Reusing Online Resources:  A Sustainable Approach to eLearning, (Ed. Littlejohn, A.), Kogan Page, London, pp 221-233 ISBN 0749439491 

Littlejohn, A. and Peacock, S (2003), Chapter 6: From Pioneers to Partners: the changing voices of staff developers, in Learning Technology in Transition: from individual enthusiasm to institutional implementation (Ed Jane Seale),  pp 77-90, Swets and Zeitlinger, Lisse Netherlands  ISBN 90 265 1963 x

Littlejohn, A., Jung, I. and Broumley, E. (2003) A comparison of issues in the reuse of resources in  schools and colleges, Chapter 16, Reusing Online Resources:  A Sustainable Approach to eLearning,  (Ed. Littlejohn, A.), Kogan Page, London, pp 212-220 ISBN 0749439491  

 

 

Teaching interests

My teaching focuses on PhD supervision and professional development, leading to organisational change.

I'm currently working directly with the Open University's Pro Vice Chancellor to accelerate academic engagement in organisational change across the Open University, through the university's Learning & Teaching Vision and Plan. This work is being taken forward by a talented group of academics.  More on our progress to follow soon...

Research Activity

Externally funded projects

Sensemaking and Learning From Incidents

RoleStart dateEnd dateFunding source
Lead01/Aug/201631/Jul/2019Energy Institute
The Open University is partnering with the Energy Institute and Shell on a doctoral research fellowship on 'Learning From Incidents and implementing Action' (LFI-Action). The research forms an industry-academia partnership, sponsored by the Energy Institute through the Hearts and Minds programme aiming to improve health, safety, and environment (HSE) performance through implementing and measuring Learning From Incidents. This research extends a five year programme of work with the Energy Institute and Shell which led to the design and development of the Learning From Incidents Toolkit used by organisations to design, assess and improve Learning From Incidents (http://heartsandminds.energyinst.org/toolkit/learning-from-incidents). The work is taking place September 2016 to August 2019 in the Institute for Educational Technology at the Open University, working in partnership with industry partners across different energy organisations. The research takes place across three phases. The first sets out baseline data on factors that predict an individual’s engagement in learning, examining how social networks influence learning and criteria that determine actions identified are effective and sustainable. We use this data to design a learning intervention in tandem with industry partners in the energy sector. The intervention is implemented and tested in the second phase. The third phase outputs exercises designed to fit with and extend the existing LFI Framework ToolKit, which is part of the Energy Institute Hearts and Minds toolKit. These will be applicable within diverse organizations spanning the energy sector – and also in other sectors including health, construction, aerospace, finance - and will be made available via the Energy Institute. The project is led by Allison Littlejohn with Bart Rienties (both Open University) with Stuart King (Energy Institute), Razif Yousoff and Robin Bryden (both Shell) and the PhD candidate is Victoria Murphy.

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.

Improving social capital for learning

RoleStart dateEnd dateFunding source
Lead13/Jul/201531/Dec/2015University of Edinburgh
Researching how professionals self-regulate their learning through (and after) an editathon. Understanding how professional practice changes.

Publications

Professional Learning Through Everyday Work: How Finance Professionals Self-Regulate Their Learning (2016-07)
Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia and Margaryan, Anoush
Vocations and Learning: Studies in Vocational and Professional Education, 9(2) (pp. 207-226)
Learning in MOOCs: Motivations and self-regulated learning in MOOCs (2016-04)
Littlejohn, Allison; Hood, Nina; Milligan, Colin and Mustain, Paige
The Internet and Higher Education, 29 (pp. 40-48)
How educators build knowledge and expand their practice: The case of open education resources (2016)
Littlejohn, Allison and Hood, Nina
British Journal of Educational Technology ((Early Access))
Context counts: How learners' contexts influence learning in a MOOC (2015-12-15)
Hood, Nina; Littlejohn, Allison and Milligan, Colin
Computers & Education, 91 (pp. 83-91)
Designing MOOCs for professional learners: Tools and patterns to encourage self-regulated learning (2015-06-08)
Littlejohn, Allison and Milligan, Colin
eLearning Papers, 42, Article 4
Instructional quality of Massive Open Online Courses (MOOCs) (2015-01-01)
Margaryan, Anoush; Bianco, Manuela and Littlejohn, Allison
Computers & Education, 80 (pp. 77-83)
Comparing safety culture and learning culture (2014-11)
Littlejohn, Allison; Lukic, Dane and Margaryan, Anoush
Risk Management, 16(4) (pp. 272-293)
Learning from incidents (2014-06)
Margaryan, Anoush; Littlejohn, Allison and King, Stuart
Petroleum Review, 68
Workplace learning in informal networks (2014-06)
Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush
Journal of Interactive Media in Education, 1(6)
Self-regulated learning in the workplace: strategies and factors in the attainment of learning goals (2013-12)
Margaryan, Anoush; Littlejohn, Allison and Milligan, Colin
International Journal of Training and Development, 17(4) (pp. 245-259)
Patterns of engagement in connectivist MOOCs (2013-06)
Milligan, Colin; Littlejohn, Allison and Margaryan, Anoush
Journal of Online Learning and Teaching, 9(2) (pp. 149-159)
Goals, motivation for, and outcomes of personal learning through networks: results of a tweetstorm (2013)
Sie, Rory L. L.; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison and Sloep, Peter B.
Educational Technology & Society, 16(3) (pp. 59-75)
How and what do academics learn through their personal networks (2013)
Pataraia, Nino; Margaryan, Anoush; Falconer, Isobel and Littlejohn, Allison
Journal of Further and Higher Education, 39(3) (pp. 336-357)
Individual agency in learning from incidents (2013)
Lukic, Dane; Margaryan, Anoush and Littlejohn, Allison
Human Resource Development International, 16(4) (pp. 409-425)
Learning at transition for new and experienced workers (2013)
Milligan, Colin; Margaryan, Anoush and Littlejohn, Allison
Journal of Workplace Learning, 25(4) (pp. 217-230)
Managers as workplace learning facilitators (2013)
Margaryan, Anoush; Milligan, Colin and Littlejohn, Allison
International Journal of Human Resource Development and Management, 13(2/3) (pp. 206-223)
Sustainable e-learning: toward a coherent body of knowledge (2013)
Stepanyan, Karen; Littlejohn, Allison and Margaryan, Anoush
Educational Technology and Society, 16(2) (pp. 91-102)
Learning at the digital frontier: a review of digital literacies in theory and practice (2012-12)
Littlejohn, A.; Beetham, H. and McGill, L.
Journal of Computer Assisted Learning, 28(6) (pp. 547-556)
A framework for learning from incidents in the workplace (2012-04)
Lukic, Dane; Littlejohn, Allison and Margaryan, Anoush
Safety Science, 50(4) (pp. 950-957)
Charting collective knowledge: supporting self-regulated learning in the workplace (2012)
Littlejohn, Allison; Milligan, Colin and Margaryan, Anoush
Journal of Workplace Learning, 24(3) (pp. 226-238)
Preparing graduates for work in the creative industries: a collaborative learning approach for design students (2012)
Turnbull, Morag; Littlejohn, Allison and Allan, Malcolm
Industry and Higher Education, 26(4) (pp. 291-300)
Collective learning in the workplace: important knowledge sharing behaviours (2011-11)
Littlejohn, Allison; Milligan, Colin and Margaryan, Anoush
International Journal of Advanced Corporate Learning, 4(4) (pp. 26-31)
Are digital natives a myth or reality? University students, use of digital technologies (2011-02)
Margaryan, Anoush; Littlejohn, Allison and Vojt, Gabrielle
Computers & Education, 56(2) (pp. 429-440)
Validation of Davenport's classification structure of knowledge-intensive processes (2011)
Margaryan, Anoush; Milligan, Colin and Littlejohn, Allison
Journal of Knowledge Management, 15(4) (pp. 568-581)
Fattori che influenzano la diffusione di risorse educative aperte [Factors affecting the release of open educational resources] (2011)
Littlejohn, Allison; Beetham, Helen; McGill, Lou and Falconer, Isobel
TD Tecnologie Didattiche, 19(2) (pp. 72-79)
Creativity and collaborative learning and teaching strategies in the design disciplines (2010-04-01)
Turnbull, Morag; Littlejohn, Allison and Allan, Malcolm
Industry and Higher Education, 24(2) (pp. 127-133)
Exploring students, use of ICT and expectations of learning methods (2010)
Littlejohn, Allison; Margaryan, Anoush and Vojt, Gabrielle
Electronic Journal of e-Learning, 8(1) (pp. 13-20)
How organisations learn from safety incidents: a multifaceted problem (2010)
Lukic, Dane; Margaryan, Anoush and Littlejohn, Allison
Journal of Workplace Learning, 22(7) (pp. 428-450)
Sharing resources in educational communities (2010)
Littlejohn, Allison and Margaryan, Anoush
International Journal of Emerging Technologies in Learning, 5(2) (pp. 25-30)
Encouraging learning innovation: recognising and rewarding good practice (2009)
Nimmo, Alison and Littlejohn, Allison
Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 4(1) (pp. 41-55)
Repositories and communities at cross-purposes: issues in sharing and reuse of digital learning resources (2008)
Margaryan, Anoush and Littlejohn, Allison
Journal of Computer Assisted Learning, 24(4) (pp. 333-347)
Characterising effective e-learning resources (2008)
Littlejohn, Allison; Falconer, Isobel and Mcgill, Lou
Computers & Education, 50(3) (pp. 757-771)
A model for effective implementation of flexible programme delivery (2008)
Normand, Carey; Littlejohn, Allison and Falconer, Isobel
Innovations in Education and Teaching International, 45(1) (pp. 25-36)
Cultural issues in the sharing and reuse of resources for learning (2006-11)
Littlejohn, Allison and Margaryan, Anoush
Research and Practice in Technology Enhanced Learning, 1(3) (pp. 269-284)
Creating an information-rich learning environment to enhance design student learning: challenges and approaches (2005-07)
McGill, Lou; Nicol, David; Littlejohn, Allison; Grierson, Hilary; Juster, Neal and Ion, William J.
British Journal of Educational Technology, 36(4) (pp. 629-642)
The importance of structuring information and resources within shared workspaces during collaborative design learning (2005)
Nicol, David; Littlejohn, Allison and Grierson, Hilary
Open Learning: The Journal of Open, Distance and e-learning, 20(1) (pp. 31-49)
Improving continuing professional development in the use of ICT (2002-06)
Littlejohn, Allison
Journal of Computer Assisted Learning, 18(2) (pp. 166-174)
Preparing for Blended e-Learning (2007-05)
Littlejohn, Allison and Pegler, Chris
Connecting with e-Learning
ISBN : 9780415403610 | Publisher : Routledge | Published : Abingdon, UK
Ecologies of Open Resources and Pedagogies of Abundance (2015-07-29)
Littlejohn, Allison and McGill, Lou
In: Gros, Begoña; Kinshuk, and Maina, Marcelo eds. The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies. Lecture Notes in Educational Technology (pp. 115-130)
ISBN : 978-3-662-47723-6 | Publisher : Springer | Published : Berlin
Technology-enhanced Professional Learning (2014)
Littlejohn, Allison and Margaryan, Anoush
In: Billet, Stephen; Harteis, Christian and Gruber, Hans eds. International Handbook on Research in Professional and Practice-based Learning. Springer International Handbooks of Education (pp. 1187-1212)
ISBN : 978-94-017-8901-1 | Publisher : Springer | Published : Dordrecht
Digital literacies for the research institution (2012)
Beetham, Helen; Littlejohn, Allison and Milligan, Colin
In: Andrews, Richard; Borg, Erik; Davis, Stephen Boyd; Domingo, Myrrh and England, Jude eds. The SAGE Handbook of Digital Dissertations and Theses (pp. 63-80)
ISBN : 9780857027399 | Publisher : SAGE | Published : London
Supporting goal formation, sharing and learning of knowledge workers (2012)
Milligan, Colin; Margaryan, Anoush and Littlejohn, Allison
In: Ravenscroft, Andrew; Lindstaedt, Stefanie; Delgado Klooz, Carlos and Hernández-Leo, Davinia eds. 21st Century Learning for 21st Century Skills. Lecture Notes in Computer Science (7563) (pp. 519-524)
ISBN : 9783642332623 | Publisher : Springer | Published : Berlin
Supporting interdisciplinary studies using learning technologies (2009)
Littlejohn, Allison and Nicol, David
In: Chandramohan, Balasubramanyam and Fallows, Steve eds. Interdisciplinary Learning and Teaching in Higher Education: Theory and Practice (pp. 30-43)
ISBN : 9780415341318 | Publisher : Routledge | Published : Abingdon
Representing models of practice (2008-07-31)
Falconer, Isobel and Littlejohn, Allison
In: Lockyer, Lori; Bennett, Sue; Agostinho, Shirley and Harper, Barry eds. Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 20-40)
ISBN : 9781599048611 | Publisher : IGI Global | Published : Hershey, PA
Managing educational resources (2006-10-31)
Littlejohn, Allison; Cook, John; Sclater, Niall; Campbell, Lorna; Davis, Hugh and Currier, Sarah
In: Conole, Grainne and Oliver, Martin eds. Contemporary Perspectives in E-Learning Research: Themes, Methods and Impact on Practice. Open & Flexible Learning Series (pp. 134-146)
ISBN : 978-0-415-39394-2 | Publisher : Routledge | Published : London
Reusing Open Resources: Learning in Open Networks for Work, Life and Education (2014-07-17)
Littlejohn, Allison and Pegler, Chris eds.
Advancing technology enhanced learning
ISBN : 9780415838689 | Publisher : Routledge | Published : Abingdon
Technology-enhanced Professional Learning: Processes, Practices, and Tools (2013-10-23)
Littlejohn, Allison and Margaryan, Anoush eds.
ISBN : 978-0-415-85408-5 | Publisher : Routledge | Published : Abingdon
Learning in MOOCs: A Comparison Study, Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (2016-02-22)
Milligan, Colin; Littlejohn, Allison and Hood, Nina
In : 4th European MOOCs Stakeholder Summit 2016 (22-24 February 2016, Graz, Austria) (pp. 15-26)
Making the Production of Learning at Scale more Open and Flexible (2016)
Papathoma, Tina; Ferguson, Rebecca; Littlejohn, Allison and Coe, Angela
In : Learning at Scale 2016 (25-26 April, 2016, Edinburgh, Scotland) (pp. 273-276)
Transferability of learning from incidents (2012)
Lukic, Dane; Littlejohn, Allison and Margaryan, Anoush
In : OLKC 2012 : International Conference on Organisational Learning, Knowledge and Capabilities (25-27 April 2012, Valencia)
Key factors in effective approaches to learning from safety incidents in the workplace (2011)
Lukic, Dane; Margaryan, Anoush and Littlejohn, Allison
In : Hazards XXII: Process Safety and Environmental Protection (11-14 April 2011, Manchester)
University and industry interaction in learning from incidents (2011)
Lukic, Dane; Littlejohn, Allison and Margaryan, Anoush
In : 5th International Technology, Education and Development Conference (INTED2011) (7-9 March 2011, Valencia, Spain) (pp. 2165-2174)
Creativity in the design disciplines; learning from the practice of experts (2010)
Turnbull, Morag; Littlejohn, Allison and Allan, Malcolm
In : World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2010 (29 June 2010, Toronto, Canada) (pp. 1574-1578)
Charting collective knowledge: supporting self-regulated learning in the workplace (2009)
Littlejohn, Allison; Margaryan, Anoush and Milligan, Colin
In : 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT 2009) (15–17 July 2009, Riga, Latvia) (pp. 208-212)
Students, use of technologies to support formal and informal learning (2008)
Margaryan, Anoush; Nicol, David; Littlejohn, Allison and Trinder, Kathryn
In : World Conference on Educational Media and Technology 2008 (30 June 2008, Vienna, Austria) (pp. 4257-4266)