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Professor Martin Weller

Professor Martin Weller

Professor of Educational Technology

The Open University Institute of Educational Technology Professoriat


Martin's Blog

Profile

I've been involved in many of the OU's e-learning developments, including being director of the VLE, leading the SocialLearn project and chairing the first major online course (T171 with 12,000 students).  I am currently leading on a strategic project to bring a learning design approach to the University's module design systems, called Curriculum Business Models. 

My research area is in digital scholarship - I blog about this, and have recently written a book on the subject (published by Bloomsbury Academic under an open access licence). I have been involved in the open education movement for a number of years, being part of the original team that gained funding for the OpenLearn project. I have been the lead on a number of research projects in this area, including FLOSSCom (looking at open source models for education) and Sidecap (promoting open education resources in African, Caribbean and Pacific universities)

I'm a regular and reasonably well known blogger at Edtechie.net

 

Qualifications

BSc (Hons) Psychology

MSc Artificial Intelligence

PhD Artificial Intelligence

Teaching Interests

I am currently authoring on two courses in the MAODE - H817, where my block focuses on open education and will be run as an open course (or a MOOC), which anyone can access, and H818, the project based course.

I chaired the Masters course H806 Learning in the Connected Economy. This was the first, and as it turned out last, course to be launched by the UK e-University. It was the first OU course to be developed purely as learning objects. I joined IET in 2002, but prior to that I worked in the Telematics department, in the Faculty of Technology at the OU. My main work there was on the course T171, You, your computer and the Net. I chaired the production and presentation of the initial course and later co-chaired it. I also authored two of the modules. The course was based entirely online and had around 12,000 students annually. I also worked on T396 Artificial Intelligence for Technology which was my first course at the OU. I have also authored on H807 and H808.

Research Interests

Most of my research falls under the broad category of digital scholarship:

The impact of new technology on academic practice

Changing nature of academic identity in a networked world

Open education - the uptake of OERs, implementation of MOOCs, etc

I've published quite a few papers and three books, so if you're interested, see the publications page.

Publications

Authored Book
Weller, Martin (2011). The Digital Scholar: How Technology Is Transforming Scholarly Practice. Basingstoke: Bloomsbury Academic.
Weller, Martin (2007). Virtual Learning Environments: Using, Choosing and Developing your VLE. Oxford, UK: Routledge.
Weller, Martin (2002). Delivering Learning on the Net: the why, what and how of online education. Open and Flexible Learning. London, UK: RoutledgeFalmer.
Book Chapter
Weller, Martin and Dalziel, James (2009). Bridging the gap between Web 2.0 and higher education. In: Hatzipanagos, Stylianos and Warburton, Steven eds. Handbook of Research on Social Software and Developing Community Ontologies. PA, USA: IGI, pp. 1659–1671.
Weller, Martin (2003). E-learning. In: Jones, D. C. ed. The New economy handbook. San Diego, USA: Academic Press, pp. 1044–1068.
Conference Item
Weller, Martin (2010). Big and little OER. In: OpenED2010: Seventh Annual Open Education Conference, 2-4 November 2010, Barcelona, Spain.
Conole, Grainne ; Brasher, Andrew ; Cross, Simon ; Weller, Martin ; Nixon, Stewart ; Clark, Paul and Petit, John (2008). A new methodology for learning design. In: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA), 30 June - 4 July 2008, Vienna.
Cross, Simon ; Conole, Grainne ; Clark, Paul ; Brasher, Andrew and Weller, Martin (2008). Mapping a landscape of learning design: Identifying key trends in current practice at the Open University. In: 2008 European LAMS Conference, 25-27 June 2008, Cadiz, Spain.
Brasher, Andrew ; Conole, Gráinne ; Cross, Simon ; Weller, Martin ; Clark, Paul and White, Juliette (2008). CompendiumLD – a tool for effective, efficient and creative learning design. In: Proceedings of the 2008 European LAMS Conference: Practical Benefits of Learning Design, 25-27 June 2008, Cadiz, Spain.
Journal Article
Weller, Martin and Anderson, Terry (2013). Digital resilience in higher education. European Journal of Open, Distance and e-Learning, 16(1), p. 53.
Weller, Martin (2012). Digital scholarship and the tenure process as an indicator of change in universities. RUSC. Universities and Knowledge Society Journal, 9(2), pp. 347–360.
Weller, Martin (2012). The openness-creativity cycle in education: a perpsective. Journal of Interactive Media in Education
Weller, Martin (2011). A pedagogy of abundance. Spanish Journal of Pedagogy, 249 pp. 223–236.
Siemens, George and Weller, Martin (2011). Higher education and the promises and perils of social network. Revista de Universidad y Sociedad del Conocimiento (RUSC), 8(1), pp. 164–170.
Pearce, Nick ; Weller, Martin ; Scanlon, Eileen and Kinsley, Samuel (2010). Digital scholarship considered: how new technologies could transform academic work. In Education, 16(1),
Weller, Martin (2010). The centralisation dilemma in educational IT. International Journal of Virtual and Personal Learning Environments, 1(1), pp. 1–9.
Weller, Martin (2009). Using learning environments as a metaphor for educational change. On the Horizon, 17(3), pp. 181–189.
Conole, Grainne ; Brasher, Andrew ; Cross, Simon ; Weller, Martin ; Clark, Paul and Culver, Juliette (2008). Visualising learning design to foster and support good practice and creativity. Educational Media International, 45(3), pp. 177–194.
Conole, Grainne and Weller, Martin (2008). Using learning design as a framework for supporting the design and reuse of OER. Journal of Interactive Media in Education, 5
Weller, Martin (2007). The distance from isolation: Why communities are the logical conclusion in e-learning. Computers and Education, 49(2), pp. 148–159.
Weller, Martin (2007). Learning objects, learning design, and adoption through succession. Journal of Computing in Higher Education, 19(1), pp. 26–47.
McAndrew, Patrick ; Weller, Martin and Barret-Baxendale, Mark (2006). Learning Design and Service Oriented Architectures:a mutual dependency? Journal of Learning Design, 1(3), pp. 51–60.
Weller, Martin ; Little, Alex ; McAndrew, Patrick and Woods, Will (2006). Learning Design, generic service descriptions and universal acid. Educational Technology and Society, 9(1), pp. 138–145.
Weller, Martin ; Mason, Robin and Pegler, Chris (2005). Students’ experience of component versus integrated Virtual Learning Environments. Journal of Computer Assisted Learning, 21(4), pp. 253–259.
Mason, R D ; Pegler, C A and Weller, M J (2005). A learning object success story. Journal of Asynchronous Learning Networks, 9(1), pp. 97–105.
Weller, Martin ; Pegler, Chris and Mason, Robin (2005). Use of innovative technologies on an e-learning course. The Internet and Higher Education, 8(1), pp. 61–71.
Mason, Robin ; Pegler, Chris and Weller, Martin (2004). E-portfolios: an assessment tool for online courses. British Journal of Educational Technology, 35(6), pp. 717–727.
Weller, Martin and Robinson, Ley (2002). Scaling up an online course to deal with 12,000 students. Education, Communication and Information, 1(3), pp. 307–323.
Weller, Martin (2002). Assessment issues on a web-based course. Assessment & Evaluation in Higher Education, 27(2), pp. 109–116.
MacDonald, Janet; Weller, Martin and Mason, Robin (2002). Meeting the assessment demands of networked courses. International Journal on E-Learning, 1(1), pp. 9–18.
Weller, Martin J. (2000). The use of narrative to provide a cohesive structure for a web based computing course. Journal of Interactive Media in Education(1),
Other
Cross, Simon ; Galley, Rebecca ; Brasher, Andrew and Weller, Martin (2012). OULDI-JISC Project Evaluation Report: the impact of new curriulum design tools and approaches on institutional process and design cultures. OULDI Project (Open University).
Weller, Martin (2012). The Virtues of Blogging as Scholarly Activity. Chronicle of Higher Education, US.

Blog posts


14Aug

Quote of the day

I’m on holiday at the moment, in a cabin by Loch Ness with my daughter. Being a teenager she rarely sees pre-noon so this gives me the morning to have a run, and also to finish off my book edits. I have been collecting quotes to add to each chapter, but have been debating whether »more

08Aug

Infrared instead of sun

In case you missed it, The Association of Scientific, Technical and Medical Publishers have proposed some new open access(ish) licences for their research articles. They argue that: “CC licenses are intended to be used across the entire creative sector, and are not designed specifically for publishing, or for academic and scholarly publishing”. Well that was »more

06Aug

Battle for Open – references

I’m doing some revisions to the final text of my book The Battle for Open at the moment. When you’re going through it like this, you notice a few names keep cropping up. So I did a count for certain names, and this includes whether they are mentioned in the text and then in the »more

23Jul

Why don’t we talk about PLEs anymore

I know some people will immediately respond to this title by declaring “I do! And look at all these other people who do”. And yes, there is a PLE conference. But my sense is that we don’t use the term, or more significantly, discuss the concept of Personal Learning Environments, like we did in 2010 »more

18Jul

New home

I’ve finally (after 8 years) moved from Typepad to WordPress, and even more importantly, my own domain. Blame Jim Groom, that guy just wears you down until you say yes. Have tried a new theme, expect I’ll mess around with it and also widgets. If you’re here from the old place and use an RSS »more

07Jul

The iceberg model of OER engagement

I'm pretty sure I'm the first person to ever use the iceberg analogy… I've been pondering ways of thinking about open education awareness, and OER usage that might help shape OER policy. So here's one I want to try out. Open education in general, and OERs specifically, form a basis from which many other practices »more

04Jul

Flipped learning – why openness matters even if you think it doesn’t

As I mentioned a couple of posts back, we've been working with the Flipped Learning network in the US. My colleague Bea De Los Arcos, has a good post about FlipCon, their annual conference. As I argued, Flipped Learning has the whiff of a commercial brand about it, but that I felt it was a useful »more

04Jul

MOOC completion rates DO matter

It has become accepted practice amongst those who know about MOOCs to sniff at completion rates. Focusing on them (hell, even mentioning them) demonstrates just how constrained you are by the old ways of thinking daddio. I find this particularly from the cMOOC crowd, and I've stopped talking about them, because as David Kernohan suggests, »more

19Jun

Is ‘Flipping’ a useful concept?

As part of the OER Research Hub my colleague Bea De Los Arcos has been working with the Flipped Learning network in the US. If you don't know what 'flipped learning' is the basic idea is that you use classroom time for peer interaction, discussion, interaction, and homework for instruction (often via online video). From »more

17Jun

The ethics of digital scholarship

I was asked to give a presentation at the Higher Education Academy summit on ethics and teaching last week, from a digital scholarship perspective. Being a chap of low morals and vague ethics, it was interesting to consider digital scholarship purely from this angle. Like much of educational technology or open education, the tendency is »more

Other Interests

I'm a mediocre runner, I take photographs over at blip or flickr, and I'm studying for an MA in History.

last updated 06-Jul-2012