Research & Publications
Investigations, research, reports, articles, book chapters and book projects undertaken by the BLE.
Publications
McIntyre, K., Dale, V., Weitz, N., & Sherman, S. (2025) 'Experiences of (re)developing an online digital skills awareness course: Practical implications for supporting widespread implementation of open educational resources' Journal of Perspectives in Applied Academic Practice 13 (2).
Graham, T. & Weitz, N. (2024) 'Hidden truths and collaborative development: How the process of creating a MOOC brought to light surprising aspects of doctoral study and took our course to a whole new level', Educational Developments, 25(3), pp.13-16.
McIntyre, K., Weitz, N., & Sherman, S. (2023) (Re)developing an online pre-entry course to support student transition into higher education, Journal of Perspectives in Applied Academic Practice 11(2).
Sherman, S. et al. (2022) 'Collaborative survival: the Bloomsbury Learning Exchange’s response to the pandemic', In Smith, M. & Traxler, T. (Eds.) Digital Learning in Higher Education: COVID-19 and Beyond, pp. 77-86. EE Elgar.
Kennedy, E. et al. (2022). 'Get Interactive: The Value of a MOOC for Continuing Professional Learning and Development'. In: Forbes, D., Walker, R. (Eds.) Developing Online Teaching in Higher Education. Professional and Practice-based Learning, vol 29. Springer, Singapore.
Havemann, L. & Sherman, S. (2017) Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury .
Graham, T. & Weitz, N. (2024) 'Hidden truths and collaborative development: How the process of creating a MOOC brought to light surprising aspects of doctoral study and took our course to a whole new level', Educational Developments, 25(3), pp.13-16.
McIntyre, K., Weitz, N., & Sherman, S. (2023) (Re)developing an online pre-entry course to support student transition into higher education, Journal of Perspectives in Applied Academic Practice 11(2).
Sherman, S. et al. (2022) 'Collaborative survival: the Bloomsbury Learning Exchange’s response to the pandemic', In Smith, M. & Traxler, T. (Eds.) Digital Learning in Higher Education: COVID-19 and Beyond, pp. 77-86. EE Elgar.
Kennedy, E. et al. (2022). 'Get Interactive: The Value of a MOOC for Continuing Professional Learning and Development'. In: Forbes, D., Walker, R. (Eds.) Developing Online Teaching in Higher Education. Professional and Practice-based Learning, vol 29. Springer, Singapore.
Havemann, L. & Sherman, S. (2017) Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury .
Reports, Research & investigations
Sherman, S. (2024) Investigation for LSHTM: Panopto editing and automatic recording.
Seddon, K. (2018) Review of the Bloomsbury Learning Environment MOOC Get Interactive: Practical Teaching With Technology
BLE Manifesto
Seddon, K. (2018) Review of the Bloomsbury Learning Environment MOOC Get Interactive: Practical Teaching With Technology
BLE Manifesto
