Recent publications with links where available.
Atkinson, S. P., & Fields, A (2023). The Continued Importance of Open Educational Resources (OER). Journal of Open, Flexible and Distance Learning, 27(1), pp 1-4
Atkinson, S. P. (2022). Definitions of the Terms Open, Distance, and Flexible in the Context of Formal and Non-Formal Learning. Journal of Open, Flexible and Distance Learning, 26(2) pp 18-28.
Fields, A., & Atkinson, S. P. (2022). Post-pandemic Trends: Readership and Research After COVID-19. Journal of Open, Flexible and Distance Learning, 26(2), pp 1-6.
Atkinson, S.P. (2022) Writing Good Learning Outcomes and Objectives: Short guide to creating well-structured intended learning outcomes that ensure effective course designs. Sijen Education.
Atkinson, S.P. (2019) Recoding Heritage Sites as Non-Formal Learning Institutions: enabling the self-directed adult learner. Doctoral Thesis, University of Leicester. http://hdl.handle.net/2381/44374
Atkinson, S.P. (2015). Using Learning Design to Unleash the Power of Learning Analytics. In T. Reiners, B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (pp. 358-364 / CP:6-CP:10).
Atkinson, S. (2015 Jul 9) Graduate Competencies, Employability and Educational Taxonomies: Critique of Intended Learning Outcomes. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education [Online] 10 (2) pp 154-177.
Atkinson, S. P. (2015) Adaptive Learning and Learning Analytics: a new design paradigm. BPP University Working Papers. London: BPP University.
Atkinson, S. P. (2014) Rethinking personal tutoring systems: the need to build on a foundation of epistemological beliefs. BPP University Working Papers. London: BPP University.
Atkinson, S. P. (2013) Taxonomy Circles: Visualizing the possibilities of intended learning outcomes. BPP Working Papers. London: BPP University College.
Atkinson, S. P. (2013) Re-visioning Learning Spaces: Evolving faculty roles and emerging learning spaces. BPP Working Papers. London: BPP University College.
Atkinson, S. P., & Irving, J. (2013). Reflective Practice: a non-negotiable requirement for an effective educator. BPP Working Papers. London: BPP University College
Atkinson, S. (2012). Developing Faculty to Integrate Innovative Learning into Their Practice with the SOLE Model (Pages 1-18). In S. Ferris, ed. Teaching, Learning and the Net Generation: Concepts and Tools for Reaching Digital Learners. Hershey, PA: Information Science Publishing.
Atkinson, S. (2011). Embodied and Embedded Theory in Practice: The Student-Owned Learning-Engagement (SOLE) Model. The International Review of Research in Open and Distance Learning, 12 (2), 1-18
Atkinson, S., & Burden, K. (2011). Using the 3V Model to Explore Virtuality, Veracity and Values in Liminal Spaces (Pages 199-215). In S. D’Agustino (Ed), Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education. Hershey, PA: Information Science Publishing.
Burden, K., & Atkinson, S. (2010). De-coupling groups in space and time’: evaluating new forms of social dialogue for learning. In L. Shedletsky & J. Aitken (Eds.), Cases on Online Discussion and Interaction: Experiences and Outcomes. Hershey, PA: Information Science Publishing.
Ragan, L., Burden, K., & Atkinson, S. (2010). Developing Course Content. In Learning Technologies. London: Epigeum. Retrieved from http://www.epigeum.co.uk/catalogue/learning-technologies
Atkinson, S. (2009a). Revolution and Pedagogy: Why e-Learning can still transform university teaching. In Z. Bekić (Ed.), Education Quality Improvement by e-Learning Technology (EQIBELT). Zagreb: University of Zagreb.
Atkinson, S. (2009b). Giving up Control – The Future of e-Learning. In Z. Bekić (Ed.), Education Quality Improvement by e-Learning Technology (EQIBELT). Zagreb: University of Zagreb.
Atkinson, S., & Burden, K. (2009). Virtuality, veracity and values: Exploring between virtual and real worlds using the 3V model. ICT: Providing choices for learners and learning: ASCILITE 2007. Retrieved from
Burden, K., & Atkinson, S. (2009). Personalising teaching and learning with digital resources: DiAL-e Framework case studies. In J. O’Donoghue (Ed.),Technology Supported Environment for Personalised Learning: Methods and Case Studies. Hershey, PA: IGI Global.
Burden, K., & Atkinson, S. (2008). Beyond Content: Developing Transferable Learning Designs with Digital Video Archives. Proceedings of ED-MEDIA.
Burden, K. & Atkinson, S. (2008). Evaluating pedagogical ‘affordances’ of media sharing Web 2.0 technologies: A case study. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008.