Dr Simon Cross

Professional biography

My work within IET is focused on several areas including learning design, adaptive and visual learning, trends in learning with mobile devices, assessment and digital badges, and international and open learning. I have worked in IET for around ten years and joined the academic team as lecturer in late 2014. My present four areas of interest are:

Open Online Learning

I have led or been involved in a number of open online courses. I am a member of the TESS-India academic team working on the design, facilitator training, delivery and evaluation of two teacher traineer MOOCs in India (2015 and 2016). These MOOC were delivered as part of the award winning TESS-India project (Best International Project, Guardian University Awards 2017). Our latest paper is: MOOC adaptation and translation to improve equity in participation (2017). I've also been involved in evaluating the 2013 OLDS MOOC, the 2013 Open Education MOOC and FutureLearn MOOCs, and led the delivery team of the 2009-10 OpenED OOC (EU funded project). I am currently contributing to the writing of two modules in the OU's MA in Online and Distance Education.

Analytics and use of learning technologies

I am a member of the ABC Learning Gains project team and am currently leading the analysis of quanltaitive data collected from in-depth student interviews. Of particular interest are the perceptions, framing and interpretations of the concept of making a 'learning gain'. Over the last three years I have been lead of a longitudinal survey seeking to monitor and understand student uses of handheld technologies. Working with Mike Sharples and Graham Healing, recent papers based on our 2013, 2014 and 2016 suveys include: Learning with Mobile Devices: the changing place and space of distance learners' study (2016). I am a principal member of the OU's Data Wrangler Group which has responsiblity for supporting faculties in the analysis and interpretation of student data and learning analytics. Since 2014 I have written reports in to the impact of studying concurrent study, module performance, and assessment banking. I also worked on the 2015-2016 OU Learning Anlaytics project.

Learning Design, Student Choice

I have a longstanding interest in learning design and visualisation. I first joined the OU's strategic Learning Design project in 2007 and was involved throughout the 2008-2012 JISC sponsored Open University Learning Design Initiate (OULDI) Project. At present I am interested in the role of learning design in developing adaptive and multi-path routes for students through distance learning and in the motivational and learning benefits to offering students choice in learning paths. A small scale pilot on a post-gradaute module is currently being evaluated.

Assessment and digital badges

I am currently involved in several projects related to the OU's institutional Assessment Programme. In 2014-16 I led the Student Experience of Aassessment, Feedback and Revision (SEFAR) project and made contributions to the institutional benchmarking of assessment practice. Recent work includes: Does the quality and quantity of exam revision impact on student satisfaction and performance in the exam itself? Perspectives from undergraduate distance learners (2106). I have a particular interest in exploring synergies between learning design, revision design, and learning/assessment analytics. Between 2016-2017 I have been co-investigator and Work Package lead for the EU funded TeSLA project and remain interested in the functional and roles of digital badges for learning and for learners.

Selected writing and presentations

Journal Papers and Book Chapters

Wolfenden, F., Cross, S. and Henry, F. (2017). MOOC adaptation and translation to improve equity in participation, Journal of Learning for Development - JL4D, 4(2)
Cross, S. and Whitelock, D. (2016) Similarity and Difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a MOOC, Interactive Learning Environments. DOI: 10.1080/10494820.2016.1138312
Rienties, B., Cross, S. and Zdrahal, Z. (2016). Implementing a Learning Analytics Intervention and Evaluation Framework: what works? In: Kei Daniel, Ben and Butson, Russell eds. Big Data and Learning Analytics in Higher Education: Current Theory and Practice. Heidelberg: Springer.
Rienties, B., Boroowa, A., Cross, S., Kubiak, C., Mayles, K. and Murphy, S. (2016). Analytics4Ation Evaluation Framework: a review of evidence-based learning analytics interventions at Open University UK. Journal of Interactive Media in Education.
Brasher, A. and Cross, S. (2015) Reflections on developing a tool for creating visual representations of learning designs: towards a visual language for learning designs. In: Maina, Marcelo; Craft, Brock and Mor, Yishay eds. The Art and Science of Learning Design. Technology Enhanced Learning (9). Rotterdam: Sense Publishers, pp. 169–180.
Cross, S., Whitelock, D. and Galley, R (2014) The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses. International Journal of e-Assessment, 4(1).
Cross, S. and Galley, R. (2013) Reflections on #oldsmooc, Computação Brasil, 22, 47-51.
Jones, C., Ramanau, R., Cross, S. and Healing, G. (2010) Net Generation or Digital natives: Is there a distinct new generation entering university? Computers and Education, 54(3).

Conference Papers

Cross. S. (2017) Designing effective exam revision experiences. Invited Speaker. New Technologies in Education 2016 Conference, Belgrade, 9-11 February 2017.
Cross, S. (2017). Improving student retention using TEL and course design. Invited Speaker. New Technologies in Education 2016 Conference, Belgrade, 9-11 February 2017.
Wolfenden, F., Cross, S. and Henry, F. (2016) Extending the MOOC Footprint: supporting capacity building in India. 8th Pan-Commonwealth Forum on Open Learning. Kuala Lumpur, 27-30 November 2016.
Cross, S., Sharples, M. and Healing, G. (2016) Learning with Mobile Devices: the changing place and space of distance learners' study. In EDULEARN16 Proceedings: 8th International Conference on Education and New Learning Technologies, Barcelona, Spain. July 4th-6th, 2016. IATED. pp. 5385-5393. ISBN: 978-84-608-8860-4. doi: 10.21125/edulearn.2016.
Cross, S., Whitelock, D. and Mittelmier, J. (2016) Does the quality and quantity of exam revision impact on student satisfaction and performance in the exam itself? Perspectives from undergraduate distance learners. In EDULEARN16 Proceedings: 8th International Conference on Education and New Learning Technologies, Barcelona, Spain. July 4th-6th, 2016. IATED. pp. 5052-5061. ISBN: 978-84-608-8860-4. doi: 10.21125/edulearn.2016.
Cross, S. (2016) The roles for digital badges in learning. BETT Conference, London. Invited speaker. 20 January 2016.
Cross, S. (2016). Making the most of learning analytics: achieving impact. Invited speaker. New Technologies in Education 2016 Conference, Belgrade. 26-27 February 2016.
Cross, S., Sharples, M, and Healing, G. (2016). Emerging patterns in distance learners' use of mobile devices. New Technologies in Education 2016 Conference, Belgrade. 26-27 February 2016.
Cross, S. and Whitelock, D. (2016) Exam revision, the student experience and ‘revision analytics’: understanding and designing for the student experience prior to examinations. CALRG Conference. 6-8 June, The Open Universtiy, UK.
Cross, S. (2014) Badges for Learning: a review of the formative role of badges in two open online courses. Transforming Assessment Seminar Series, Online Seminar. 5 March 2014.
Cross, S. and Whitelock, D. (2014) Contrasting the experiences of fee-paying students and free-learners in an 'opened' university taught module: case study of the 2013 Open Education MOOC, HEA Design4Learning Conference, 26-27 November 2014, Milton Keynes.
Cross, S., Healing, G. and Sharples, M. (2014) Findings from a Survey of Undergradaute Use of mobile Devices for OU Study, Computer Assisted Learning Research Group Conference, Milton Keynes, June 2014.
Cross, S. (2012) Defining the learning design problem space: creating a better learning solution, International Blended Learning Conference, 13-14 June 2012.
Cross, S., Masson, A., Everett, J., Bartholomew, P. (2011) What needs to change in curriculum design? JISC Innovating eLearning 2011 Conference, online, 24 November 2011.
Aczel, J., Cross, S., Meiszner, A., Hardy, Pascale., McAndrew, P. and Clow, D. (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland
Cross, S. and Whitelock, D. (2010). Benchmarking assessment: breaking down barriers and building institutional understanding. 2010 International Computer Assisted Assessment (CAA) Conference, 20-21 July 2010, Southampton, UK.
Cross, S., Clark, P. and Brasher, A. (2009). Preliminary findings from a series of staff surveys on perceptions, attitudes and practices of learning design. In: ALT-C 2009 “In Dreams Begins Responsibility”: Choice, Evidence and Change, 8-10 September 2009, Manchester, UK.
Conole, G., Wilson, T., McAndrew, P., Culver, J., Brasher, A. and Cross, S. (2009). New methods and approaches to the design and evaluation of open educational resources EDEN Annual Conference 2009, 10-13 June 2009, Gdansk, Poland.
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. 2008 European LAMS (and Learning Design) Conference, 25-27 June 2008, Cadiz, Spain.
Conole, G., Brasher, A., Cross, S., Weller, M., Nixon, S., and Clark, P. (2008). A new methodology for learning design. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 4585-4594), Chesapeake, VA: AACE.

Reports

Cross, S. (2016). Assessment Banking in the faculty of Maths Computing and Technology: How, Who, When. IET Data Wrangling Report (OU staff access only).
Cross, S., Whitelock, D., and Mittelmeier, J. (2015) Student Expeirence of Feedback, Assessment and Revision (SEFAR) Project: Final Report. (OU Staff only).
Cross, S., Sharples, M. and Healing , G. (2015) E-Pedagogy of Handheld Devices 2013 Survey: Patterns of student use for learning. IET Research and Innovation Report ISSN: 2058-9867, IET-2015-01.
Cross, S. (2013) Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences, IET Research and Innovation Report Series. Institute of Educational Technology, Milton Keynes, UK. IET-2013-04.
Cross, S. (2015). Comparison of concurrent- and single-study student performance and feedback in selected Level 1 modules. IET Data Wrangling Report (OU staff access only).
Whitelock, D. and Cross, S. (2014) Assessment: Practice and Promise (OU Staff only)
Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S., Waterhouse, P. (2013) Beyond Prototypes: Enabling innovation in technology-enhanced learning. Report
Cross, Simon; Galley, Rebecca; Brasher, Andrew and Weller, Martin (2012). OULDI-JISC Project Evaluation Report: the impact of new curriculum design tools and approaches on institutional process and design cultures. OULDI Project (Open University).
Cross, Simon; Galley, Rebecca; Brasher, Andrew and Weller, Martin (2012), Final Project Report of the OULDI-JISC Project: Challenge and Change in Curriculum Design Process, Communities, Visualisation and Practice, OULDI Project (Open University).
Cross, S. (2012) 40 Tips for running an Open Online Course or MOOC from those who have experienced them, 20 September 2012, Blog Post
Sharples, M. and Cross, S. (2012) Pedagogy of E-books: Report of a survey and Interviews with OU Taught Postgraduate Students.
Cross, S. (2011) Assessing the Potential for Adaptation and Personalisation of Teaching and Learning: initial review of benefits, uses and barriers (OU Staff only).
Cross, Simon and Conole, Grainne (2009) Learn About Learning Design, OU Learn About Series, Milton Keynes.
Cross, S. and Greaney, P. (2008) Review of Innovative Assessment Practices Across the OU.

External Projects

Whilst at the Open University I have been involved in the following externally funded projects:

TESS India Project .DfID (UK) (2015-2018).
TESLA Project European Commission H2020 (2016-2019). Co-investigator and WP8 (Evaluation) Lead 2016-2017.
Re:Form Project (2015).
LACE: Learning Analytics Community Exchange Project. European Commission FP7 (2014 -2015).
OLDS MOOC Project (Evaluation WP lead). JISC (2012-2013).
Beyond Prototypes Project. ESRC (2013).
OpenED Project: Business Compentencies in a Web 2 World Open Online Course. European Commission Lifelong Learning (2009-2012).
The Open University Learning Design Initive Project. JISC (2008-2012).
NetGen Project. ESRC (2008-2009).

Educational Background

My previous background is in Geography: Ph.D. (Cantab), M.A.(Cantab), F.R.G.S, and I have teaching and management qualifications: P.G.C.E. (Oxon.), Cert Mgmt. (Open). I have also taught as an Associate Lecturer and undergraduate supervisor. Recent blog postings are at my new blog address of: https://simonjcross.wordpress.com/

Teaching interests

Externally funded projects

An Adaptive Trust-based e-assessment system for learning

Role	Start date	End date	Funding source
Co-investigator	01 Jan 2016	31 Mar 2019	EC (European Commission): FP (inc. Horizon Europe, 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

Role	Start date	End date	Funding source
Co-investigator	01 Sep 2015	31 Aug 2018	HEFCE Higher Education Funding Council for England
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

Journal articles

Online exams in higher education: Exploring distance learning students' acceptance and satisfaction (2023-10-03)
Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton; Rees, Terri and Paci, Patrizia
Journal of Computer Assisted Learning ([Early Access])

The impact of online exams on the quality of distance learners' exam and exam revision experience: Perspectives from The Open University UK (2023)
Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew
Online Learning, 27(2) (pp. 27-45)

Taking in the complete picture: framing the use of 360-degree video for teacher education practice and research (2022-03)
Cross, Simon; Wolfenden, Freda and Adinolfi, Lina
Teaching and Teacher Education, 111, Article 103597

To what extent can graphical feedback from a ‘rainbow diagram’ help students develop coherence in their academic writing? (2022)
Foster, Stephen; Whitelock, Denise; Cross, Simon and Kear, Karen
PRISM, 4(1) (pp. 41-55)

Disrupted distance learning: the impact of Covid-19 on study habits of distance learning university students (2021-08-29)
Aristeidou, Maria and Cross, Simon
Open Learning: The Journal of Open, Distance and e-learning, 36(3) (pp. 263-282)

[Editorial] Open voices on COVID-19: covid challenges and opportunities driving the research agenda (2021)
Whitelock, Denise; Herodotou, Christothea; Cross, Simon and Scanlon, Eileen
Open Learning: The Journal of Open, Distance and e-Learning, 36(3) (pp. 201-211)

Exploring open digital badges in teacher education: a case study from India (2020-03-20)
Wolfenden, Freda; Adinolfi, Lina and Cross, Simon
Journal of Learning for Development - JL4D, 7(1) (pp. 108-115)

Distance Learners’ Use of Handheld Technologies: Mobile Learning Activity, Changing Study Habits, and the ‘Place’ of Anywhere Learning (2019-04-30)
Cross, Simon; Sharples, Mike; Healing, Graham and Ellis, Jim
International Review of Research in Open and Distributed Learning, 20(2) (pp. 223-241)

Reviewing affective, behavioural, and cognitive learning gains in higher education (2019)
Rogaten, Jekaterina; Rienties, Bart; Sharpe, Rhona; Cross, Simon; Whitelock, Denise; Lygo-Baker, Simon and Littlejohn, Allison
Assessment & Evaluation in Higher Education, 44(3) (pp. 321-337)

Learning Design for Student Retention (2018-10-24)
Weller, Martin; van Ameijde, Jitse and Cross, Simon
Journal of Perspectives in Applied Academic Practice, 6(2)

Dimensions of personalisation in technology-enhanced learning: a framework and implications for design (2018-01-10)
FitzGerald, Elizabeth; Kucirkova, Natalia; Jones, Ann; Cross, Simon; Ferguson, Rebecca; Herodotou, Christothea; Hillaire, Garron and Scanlon, Eileen
British Journal of Educational Technology, 49(1) (pp. 165-181)

MOOC adaptation and translation to improve equity in participation (2017-07-31)
Wolfenden, Freda; Cross, Simon and Henry, Fiona
Journal of Learning for Development - JL4D, 4(2)

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)

Making sense of learner and learning Big Data: reviewing 5 years of Data Wrangling at the Open University UK (2017)
Rienties, Bart; Cross, Simon; Marsh, Vicky and Ullmann, Thomas
Open Learning: The Journal of Open, Distance and e-learning, 32(3) (pp. 279-293)

Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK (2016)
Rienties, Bart; Boroowa, Avinash; Cross, Simon; , ; , and ,
Journal of Interactive Media in Education, Article 2(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)

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)

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)

Net generation or Digital Natives: Is there a distinct new generation entering university? (2010-04)
Jones, Chris; Ramanau, Ruslan; Cross, Simon and Healing, Graham
Computers & Education, 54(3) (pp. 722-732)

Visualising learning design to foster and support good practice and creativity (2008)
Conole, Grainne; Brasher, Andrew; Cross, Simon; Weller, Martin; Clark, Paul and Culver, Juliette
Educational Media International, 45(3) (pp. 177-194)

The experience of Owenite socialism and anti-socialism in Halifax, 1829-1845 (2007)
Cross, Simon
Transactions of the Halifax Antiquarian Society, 15 (pp. 91-111)

Book chapters

Spherical 360-degree video recording and viewing in educational research: a case-study from India (2022-06)
Cross, Simon; Wolfenden, Freda and Adinolfi, Lina
In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook of Digital Higher Education. Elgar Handbooks in Education
ISBN : 978 1 80088 848 7 | Publisher : Edward Elgar

Antecedents and consequences of uncertainties perceived by finance professionals (2022-01-26)
Chaudhari, Vasudha; Littlejohn, Allison and Cross, Simon
In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education (pp. 237-249)
ISBN : 9781003177098 | Publisher : Routledge | Published : New York, USA

Implementing a Learning Analytics Intervention and Evaluation Framework: what works? (2016-02)
Rienties, Bart; Cross, Simon and Zdrahal, Zdenek
In: Kei Daniel, Ben and Butson, Russell eds. Big Data and Learning Analytics in Higher Education: Current Theory and Practice (pp. 147-166)
ISBN : 978-3-319-06520-5 | Publisher : Springer | Published : Heidelberg

Reflections on developing a tool for creating visual representations of learning designs: towards a visual language for learning designs (2015)
Brasher, Andrew and Cross, Simon
In: Maina, Marcelo; Craft, Brock and Mor, Yishay eds. The Art and Science of Learning Design. Technology Enhanced Learning (9) (pp. 169-180)
ISBN : 9789463001021 | Publisher : Sense Publishers | Published : Rotterdam

Edited books

Open Voices on Covid-19: Covid challenges and opportunities driving the research agenda (2021-10-01)
Whitelock, Denise; Herodotou, Christothea; Cross, Simon and Scanlon, Eileen eds.
Publisher : Open Learning: The Journal of Open, Distance and E-learning | Published : England

Conference items

Students’ experiences of remote online exams at a distance learning university (2023-08)
Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter and Wood, Carlton
In : EARLI 2023: The 20th Biennial EARLI Conference for Research on Learning and Instruction (22-26 Aug 2023, Thessaloniki, Greece)

Examining university student satisfaction and barriers to taking online remote exams (2023-06-16)
Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter; Wood, Carlton and Paci, Patrizia
In : 9th International Conference on Higher Education Advances (HEAd’23) (19-22 Jun 2023, València, Spain) (pp. 1-8)

Challenges for Innovation and Educational Change in Digital Education in Low Resourced Settings: A Kenyan Example (2023-06)
Goshtasbpour, Fereshte; Pitt, Beck; Cross, Simon; Ferguson, Rebecca and Whitelock, Denise
In : European Distance and E-Learning Network (EDEN) 2023 Annual Conference (18-20 Jun 2023, Dublin, Ireland)

Online remote exams in higher education: distance learning students' views (2023-03-27)
Aristeidou, Maria; Cross, Simon; Rossade, Klaus-Dieter and Wood, Carlton
In : INTED 2023 Proceedings (6-8 Mar 2023, Valencia, Spain) (pp. 2556-2563)

Adapting OER: Addressing the Challenges of Reuse When Designing for HE Capacity Development (2022-10)
Goshtasbpour, Fereshte; Ferguson, Rebecca; Pitt, Rebecca; Cross, Simon and Whitelock, Denise
In : 21st European Conference on e-Learning (ECEL) (27-28 Oct 2022, Brighton)

Towards autonomous, confident academic writing : supporting students in developing their writing through a stand alone online tool (2022-06-22)
Edwards, Chris; Whitelock, Denise; Cross, Simon and Wild, Fridolin
In : AHE2022 (22-24 Jun 2022, Manchester, UK)

Developing automated ways to give essay writing feedback to students (2022)
Edwards, Chris; Whitelock, Denise; Cross, Simon and Wild, Fridolin
In : INTED2022: 16th International Technology, Education and Development Conference (7-8 Mar 2022, Virtual) (pp. 5446-5450)

Supporting practice-based teacher professional learning and assessment at scale in the Global South (2022)
Cross, Simon; Wolfenden, Freda; Charania, Amina; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba
In : 16th Annual International Technology, Education and Development Conference (7-8 Mar 2022, Online)

The impact of online exams on the quality of distance learners' exam and exam revision experience? perspectives from The Open University UK (2022)
Cross, Simon; Aristeidou, Maria; Rossade, Klaus-Dieter; Wood, Carlton and Brasher, Andrew
In : Innovating Higher Education Conference 2022 (19-21 Oct 2022, Athens, Greece)

Teacher Motivation and Aspiration for Online Mentoring their Fellow Teachers in the COVID Lockdown Period (2021-10-26)
Charania, Amina; Wolfenden, Freda; Sarkar, Durba; Cross, Simon; Sen, Sohini and Adinolfi, Lina
In : SITE Interactive 2021 (26-28 Oct 2021, Online)

The impact of the Covid-19 disruption on distance learning higher education students and activities (2021-07-15)
Aristeidou, Maria and Cross, Simon
In : 7th International Conference on Higher Education Advances (22-23 Jun 2021, Virtual) (pp. 695-702)

How handheld devices transform, augment and reinforce university students' study habits: emerging themes from a three-year study (2019)
Cross, Simon
In : EDULEARN: 11th annual International Conference on Education and New Learning Technologies (1-3 Jul 2019, Mallorca, Spain) (pp. 6028-6034)

Using VLEs to offer higher education students choice and differentiation in learning activities: Micro-pathway Learning Design implementation and opportunities (2019)
Cross, Simon
In : Proceedings of the 18th European Conference on e-Learning (7-8 Nov 2019, Copenhagen, Denmark)

Transforming classroom observation and professional development with 360-degree video and mobile VR (2018-11-07)
Cross, Simon; Wolfenden, Freda and Adinolfi, Lina
In : 8th Annual mEducation Alliance Symposium (6-8 Nov 2018, Washington DC, USA)

Understanding SEaM student comments from a Big(ger)Data perspective: what are students saying? (2018-06)
Ullmann, Thomas; Lay, Stephanie; Coughlan, Tim; Lister, Katharine; Cross, Simon; Rienties, Bart and Whitelock, Denise
In : CALRG Annual Conference 2018 (18-19 Jun 2018, The Open University, Milton Keynes) (pp. 39-39)

How do students understand and interpret learning gains? Perspectives from in-depth interviews of UK distance learners (2017-12-07)
Cross, Simon; Rogaten, Jekaterina; Bektik, Duygu; Whitelock, Denise and Rienties, Bart
In : SRHE Conference (6-8 Dec 2017, Newport, Wales, UK)

A European pilot study of a modular assessment system designed to authenticate the authorship of online learners (2017-05)
Bektik, Duygu; Cross, Simon; Holmes, Wayne; Aleksieva, Lyubka and Whitelock, Denise
In : CALRG Annual Conference 2017 (14-16 Jun 2017, The Open University, Milton Keynes, UK)

Extending the MOOC footprint: supporting capacity building in India (2017)
Wolfenden, Freda; Henry, Fiona and Cross, Simon
In : 8th Pan Commonwealth Forum on Open Learning (PCF8) (27-30 Nov 2016, Kuala Lumpur,)

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 Dec 2016, Celtic Manor Resort, Newport, South Wales, United Kingdom)

Learning with mobile devices: the changing place and space of distance learners' study (2016-07-04)
Cross, Simon; Sharples, Mike and Healing, Graham
In : 8th International Conference on Education and New Learning Technologies (EDULEARN16) (4-6 Jul 2016, Barcelona, Spain) (pp. 5385-5393)

Reviewing three case-studies of learning analytics interventions at the open university UK (2016-04-25)
Rienties, Bart; Boroowa, Avinash; Cross, Simon; Farrington-Flint, Lee; Herodotou, Christothea; Prescott, Lynda; Mayles, Kevin; Olney, Tom; Toetenel, Lisette and Woodthorpe, John
In : Sixth International Conference on Learning Analytics & Knowledge (LAK '16 ) (25-29 Apr 2016, Edinburgh) (pp. 534-535)

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 Jul 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)

Understanding mobile VLE usage in distance education: A pilot study (2013-06-27)
Mwanza-Simwami, Daisy; Kirkwood, Adrian; Thomas, Rhodri; Woods, William and Cross, Simon
In : World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2013 (24-27 Jun 2013, Victoria, Canada) (601 -610)

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 Jul 2011, Southampton)

Some issues affecting the sustainability of open learning courses (2011-06)
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug
In : EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge (19-22 Jun 2011, Dublin, Ireland)

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 Jul 2010, Southampton, UK)

Is there a net generation coming to university? (2009-09)
Jones, Chris and Cross, Simon
In : ALT-C 2009 “In Dreams Begins Responsibility”: Choice, Evidence and Change (8-10 Sep 2009, Manchester, UK)

New methods and approaches to the design and evaluation of open educational resources (2009)
Conole, Grainne; Wilson, Tina; McAndrew, Patrick; Culver, Juliette; Brasher, Andrew and Cross, Simon
In : EDEN Annual Conference 2009 (10-13 Jun 2009, Gdansk, Poland)

Preliminary findings from a series of staff surveys on perceptions, attitudes and practices of learning design (2009)
Cross, Simon; Clark, Paul and Brasher, Andrew
In : ALT-C 2009 “In Dreams Begins Responsibility”: Choice, Evidence and Change (8-10 Sep 2009, Manchester, UK)

Cloudworks: social networking for learning design (2008-12)
Conole, Grainne; Culver, Juliette; Williams, Perry; Cross, Simon; Clark, Paul and Brasher, Andrew
In : ASCILITE 2008 conference: Hello! Where are you in the landscape of educational technology? (30 Nov - 3 Dec 2008, Melbourne, Australia)

A new methodology for learning design (2008-07)
Conole, Grainne; Brasher, Andrew; Cross, Simon; Weller, Martin; Nixon, Stewart; Clark, Paul and Petit, John
In : Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) (30 Jun - 4 Jul 2008, Vienna)

Mapping a landscape of learning design: Identifying key trends in current practice at the Open University (2008-06)
Cross, Simon; Conole, Grainne; Clark, Paul; Brasher, Andrew and Weller, Martin
In : 2008 European LAMS Conference (25-27 Jun 2008, Cadiz, Spain)

CompendiumLD – a tool for effective, efficient and creative learning design (2008)
Brasher, Andrew; Conole, Gráinne; Cross, Simon; Weller, Martin; Clark, Paul and White, Juliette
In : Proceedings of the 2008 European LAMS Conference: Practical Benefits of Learning Design (25-27 Jun 2008, Cadiz, Spain)

Other

Digital Badges for TPD at scale in the Global South: a framework for implementation and field study in Assam, India (2022-08)
Cross, Simon; Charania, Amina; Wolfenden, Freda; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba
The Open University, Milton Keynes.

Teachers’ professional learning during and after Covid: A role for open digital badges (2021-02)
Cross, Simon; Adinolfi, Lina; Charania, Amina; Wolfenden, Freda; Ramchand, Mythili; Sen, Sohini; Paltiwale, Sumegh; Coughlan, Emily; Shende, Satej; Sarkar, Durba; Chatterjee, Ananya and Balli, Omkar
The Open University, Milton Keynes, UK.

The impact of Covid-19 disruption on the learning activities of OU students (Final Report) (2021)
Aristeidou, Maria and Cross, Simon
The Open University

Online remote exams: Open University students’ views around the nuances and variants of online exams (2021)
Aristeidou, Maria; Cross, Simon and Rossade, Klaus-Dieter
The Open University

Digital Badges for Teacher Professional Development in India: Interim Project Report (2020)
Cross, Simon; Adinolfi, Lina; Charania, Amina; Ramchand, Mythili; Wolfenden, Freda; Sen, Sohini; Paltiwale, Sumegh; Balli, Omkar and Chatterjee, Ananya
The Open University & Tata Institute of Social Sciences

Scholarly insight Winter 2019: a Data wrangler perspective (2019-03-11)
Clow, Doug; Coughlan, Tim; Cross, Simon; Edwards, Chris; Gaved, Mark; Herodotou, Christothea; Nguyen, Quan; Rienties, Bart; Thorne, Sam and Ullmann, Thomas
Open University, Milton Keynes.

TESS-India: An approach to supporting teacher development and improving classroom practice (2019)
Cross, Simon; Adinolfi, Lina and Wolfenden, Freda
The Open University, Milton Keynes, UK.

Scholarly insight Spring 2018: a Data wrangler perspective (2018-09-01)
Ullmann, Thomas; Lay, Stephanie; Cross, Simon; Edwards, Chris; Gaved, Mark; Jones, Edwina; Hidalgo, Rafael; Evans, Gerald; Lowe, Sue; Calder, Kathleen; Clow, Doug; Coughlan, Tim; Herodotou, Christothea; Mangafa, Chrysoula and Rienties, Bart
Open University UK, Milton Keynes.

Scholarly insight Autumn 2017:a Data wrangler perspective (2017-10-23)
Rienties, Bart; Clow, Doug; Coughlan, Tim; Cross, Simon; Edwards, Chris; Gaved, Mark; Herodotou, Christothea; Hlosta, Martin; Jones, Jan; Rogaten, Jekaterina and Ullmann, Thomas
Open University UK

Scholarly insight Spring 2017: A Data Wrangler Perspective (2017-06-01)
Rienties, Bart; Rogaten, Jekaterina; Nguyen, Quan; Edwards, Chris; Gaved, Mark; Holt, Deborah; Herodotou, Christothea; Clow, Doug; Cross, Simon; Coughlan, Tim; Jones, Jan and Ullmann, Thomas
Open University UK

Moving towards more participatory practice with Open Educational Resources: TESS-India Academic Review (2017-05)
Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya and Safford, Kimberly
The Open University, Milton Keynes.

Scholarly insight 2016: a Data wrangler perspective (2016-12-21)
Rienties, Bart; Edwards, Chris; Gaved, Mark; Marsh, Vicky; Herodotou, Christothea; Clow, Doug; Cross, Simon; Coughlan, Tim; Jones, Jan and Ullmann, Thomas
Open University UK

E-Pedagogy of Handheld Devices 2013 Survey: Patterns of student use for learning (2015-09)
Cross, Simon; Sharples, Mike and Healing, Graham
The Open University, UK

Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences (2013-06)
Cross, Simon
OLDS MOOC Project, Milton Keynes.

Beyond prototypes: Enabling innovation in technology-enhanced learning (2013)
Scanlon, Eileen; Sharples, Mike; Fenton-O'Creevy, Mark; Fleck, James; Cooban, Caroline; Ferguson, Rebecca; Cross, Simon and Waterhouse, Peter
Open University, Milton Keynes.

MOOC Badging and the Learning Arc (2012-11-16)
Cross, Simon and Galley, Rebecca
OLDS MOOC Blog Post

OULDI-JISC Project Evaluation Report: the impact of new curriculum design tools and approaches on institutional process and design cultures (2012-07-31)
Cross, Simon; Galley, Rebecca; Brasher, Andrew and Weller, Martin
OULDI Project (Open University)

99 Measures of Assessment Processes and Practice for use in Benchmarking and Reviewing Teaching and Learning (2011)
Whitelock, Denise and Cross, Simon

Research at The Open University

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