Recent publications with links where available.

BPP University College Graduation November 2012

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.

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 outcomesBPP 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) ModelThe 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

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.

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