Harnessing digital technology and online learning to enhance inclusive teaching practices Professor Neil Morris T: @NeilMorrisDT Presentation at LaTrobe University, Melbourne, June 2022

1. Harnessing digital technology
and online learning to enhance
inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022

2. Acknowledgements

3. Get involved
 Padlet board – post your comments,
observations, questions, links etc.
 Scan the QR code with your camera
to access the Padlet or navigate to
https://bit.ly/3O38Vh1
 On the Padlet you will find a link to
a copy of my slides, and links to
papers and materials referred to in
this session.

4. Acknowledging the context
https://theconversation.com/where-has-the-joy-of-working-in-australian-universities-gone-184251

5. Implications for Higher Education post-
covid
Use of digital and online learning
to support campus-based and
online learners has become core
business
Language and terminology is
important – blended, hybrid,
multi-mode, HyFlex etc.
Previous research and practice in
distance and blended learning is
critically important to effective
embedding of future practice
Future trends are towards more
accessible, affordable, flexible,
bite-size HE learning
opportunities
Evidence of efficacy and
effectiveness will be crucial to
ensure adoption

6. High quality education at La Trobe

7. Defining the focus: multi-site, multi-mode,
flexible, inclusive education

8. UN Sustainable Development
Goal 4: Quality Education For
All

9. UN Sustainable Development
Goal 4: Quality Education For
All
https://www.un.org/sustainabledevelopment/education/

10. Market for professional learning
• COVID-19, global economic shock and shift to
digitization and automation all suggest that work
is going to continually change and evolve.
• This means that people in work, or seeking work,
will need to continually upskill and reskill.
• This will create a market for high-quality,
relevant and trusted professional learning
opportunities.
• Online training is growing very rapidly, due to
flexibility, increased acceptance post-covid,
improved platforms/outcomes and reduced
carbon impact.
https://www2.deloitte.com/us/en/insights/focus/human-capital-trends/2019/reskilling-upskilling-the-future-of-learning-and-development.html

11. Conflicting perceptions of the value of
online education

12. Impact of Covid on perceptions of
educational technology?
https://www.jisc.ac.uk/sites/default/files/ltr-report-change-and-challenge-for-students-staff-and-leaders-aug-2020.pdf
May 2020

13. Defining our terms: Post-Covid digital and
online education
 Modes of study:
Face-to-face (in-person)
Hybrid
Fully online
 Other terms:
Synchronous
Asynchronous
 Learning approaches:
Blended Learning
Multi-mode learning
Hyflex
Hyflex quick guide: https://library.educause.edu/-/media/files/library/2020/7/eli7173.pdf

14. The HE level student and learner continuum
 Occasional learner
 UG / PGT student
 Doctoral researchers (PhD etc.)
 Professional / executive learner
 Staff learners
 Lifelong learner

15. How do we meet these multiple, conflicting,
needs?
Flexibility Choice Inclusivity Personalisation
Digital enabled
adaptive learning
Designing learning
for outcomes
Digital capability
Appropriate
educational support

16. Example outside of HE:
Creating a personalized, adaptive learning environment
(Peloton)
 Interact live (synchronous) or
recorded (asynchronous content)
 Build community – friends,
followers, challenges
 Receive recommendations,
nudges etc.
 See activity analytics
 Gain achievements, awards
 Set goals and monitor progress
Picture © Peloton

17. Peloton (2): Managing multi-mode participation
 Recorded content, but live community
 Multi-mode activity (F2F, fully online)
 Instructor engages with community,
works with them, sets goals, celebrates
success
 Options to interact, communicate,
engage with community
 Personalised view (add/remove content)
 Live progress monitoring
Picture © Peloton

18. Example outside of HE:
Using digital technology to provide personalized,
adaptive, flexible learning (Duolingo)
Progress monitoring
Gamified
Goal oriented
Time planned
Mobile learning
Multimedia-based
learning
Multi-mode feedback
Reinforcement
Improvement nudges Repetition
Multi-approach
Recognition
Progress monitoring
Fun

19. Duolingo (2): Using digital technology to provide
personalized, adaptive, flexible learning
Mastery based
approach
Rehearsal
Audio cues
Repetition
Feedback
Colour coding
Support Gamified learning
Progress monitoring
Challenge
Share, collaborate

20. What can we learn from these examples in
the context of HE?
 Critical thinking
 Independent study
 Collaborative working
 Research-based learning
 Original thinking
 Knowledge creation
 Problem-solving
 Skills-based learning
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

21. A challenge to universities:
Provide a digitally-enhanced inclusive education
Learning
spaces
Learning
content
Learning
technology
Ensure ubiquitous digital literacy
Re-imagine assessment
Portfolio, curriculum and pedagogies review
Learning
experience
Re-imagine ‘student’
Remove digital inequalities

22. Overview
What do we know
about learning?
Implementing
changes in
practice
Offering flexible,
inclusive learning

23. Learning
Flexibility
Interaction
Collaboration
Digital skills
Employability
Globalisation Access
Sharing
Inclusiveness
Engagement
Motivation
Enjoyment
Literature on the
impact of digital
technology
demonstrates the
value it can have to
support learning.
Research also shows
that digital education
can enhance learning
outcomes.
Opportunities provided by digital technology

24. Conversational framework
 Laurillard’s Conversational
Framework:
“a continuing iterative dialogue between
teacher and student, which reveals the
participants’ conceptions and the
variations between them… There is no
escape from the need for dialogue, no
room for mere telling, nor for practice
without description, nor for
experimentation without reflection, nor
for student action without feedback”.
(Laurillard, 2002)
From Laurillard (2002) Rethinking university teaching : a conversational framework for the effective use of learning technologies

25. Active learning improves learning (Wieman,
2018)
https://www.youtube.com/watch?v=HioLgQ2KxsQ&feature=youtu.be
“There’s no point in lecturing any more, it’s clearly compelling that that’s not effective”
Carl Wieman, professor of physics and education at Stanford University
“Hundreds of articles show that
active learning instruction
consistently achieves better
student outcomes (learning and
completion) than lectures
across the many disciplines
studied.”
(Wieman, THE, 2018,
https://www.timeshighereducation.com/
blog/evidence-active-learning-more-
effective-lecturing-overwhelming)

26. Active learning improves learning outcomes
(Freeman)
 Freeman et al.'s. (2014) meta-analysis of over
200 studies exploring student performance in
STEM disciplines when experiencing traditional
lecturing versus active learning, which found
that on average performance increased in
active learning contexts and failure was more
likely when students were taught using
traditional lectures.
 The study proposed ‘abandoning traditional
lectures in favour of active learning’
(Freeman et al., 2014, p. 8410).

27. Definitions of active learning
“Instructional activities involving students in doing things and thinking about what they
are doing.” (Bonwell & Eison, 1990)
“Active learning engages students in the process of learning through activities and/or
discussion in class, as opposed to passively listening to an expert. It emphases higher-
order cognitive functions and often involves group work.” (Freeman et al, 2014)

28. Digital exclusion Inequality Technostress
Digital literacies
Technocentricity
Literature
demonstrates how
digital technology
can have
unintended
consequences and
create problems.
Problems with digital technology

29. Jisc Digital Student Experience Insights (2021)
https://repository.jisc.ac.uk/8318/1/DEI-P1-HE-student-briefing-2021-FINAL.pdf

30. Questions and comments so far?
 Padlet board for your contributions, thoughts and comments at:
https://bit.ly/3O38Vh1
Padlet

31. Learning experience:
Maximising value of ‘face-to-face, in-person’
 Education:
• Examine every learning activity and decide if it
should be offered online or in-person
• Ensure principles are met irrespective of mode
• Create and extend in-person activities that
foster community, sense of belonging and well-
being
• Use the campus facilities for high-value formal
learning and for social, informal, learning
opportunities
• Support professional development for staff, and
broaden educational support roles
Access
Flexibility
Inclusivity
Engagement
Well-being
Community

33. LaTrobe StudyFlex
 Offers flexible approaches to study
 Flexibility based around the
discipline (not necessarily the
learners needs)
 Multiple routes through StudyFlex –
clarity of offer and experience, and
consistency of approach will be
essential
 Availability of StudyFlex across all
disciplines will become a student
expectation

34. Elements of a blended learning approach
Blended Learning is ..“An appropriate
mix of face-to-face and online
learning activities, using traditional
instruction, guided support and
independent learning, underpinned by
the use of digital technologies and
designed using strong pedagogical
principles, to support learner
engagement, flexibility and success.”
(Morris & Laurillard, 2015)

35. Enriching hybrid learning with digital
technology
Hybrid delivery requires engaging multi-modal content in a
clearly narrated learning journey, with multiple
opportunities for interaction, questioning and feedback.
Creating an online community where students
and teachers can be their authentic selves and
learn together through directed tasks helps to
improve learning.

36. Enriching student engagement through active
learning
Regular opportunities for interaction,
debate and feedback help to guide
students through the learning
journey and build their confidence
and understanding.
Use of a consistent tool set builds
learner skills and engagement and
provides an on-going data set to
help support learners.

37. Uses of video in education
Image CC by Jenko, FlickR

38. At desk recording
capabilities used
extensively during
remote working
Automated
captioning for all
content
Audio and video resources to enhance
learning
76% of students use
recordings for note-
taking after lectures
74% of students use
recordings for writing
assessments
85% of students use
recordings to catch-up
after missing lectures
Morris et al., 2019
“Recording lectures and then putting them on the VLE should be
compulsory for every school within the university.”
“Record seminars not just lectures. Would be useful for revision near
exams as not possible to write notes for everything said in seminars.”
“Flip the classroom - if most lectures are recorded and change little from
year-to-year, why can't students watch the lecture beforehand and use
the time in class to broaden their understanding with the lecturer.”

39. Lecture capture reimagined: shifting to a
student-centred approach
https://jamworks.com/
 Shift to student-centred approaches for audio
and video learning materials
 Aim to give students more control over their
learning journey, enabling them to curate
learning content most relevant to their needs
 Tools to personalize, curate and enable
annotation, sharing and collaboration are
increasing in the market (e.g. Jamworks)
 Flexible software-based tools that enable
managed recording and publication of all
educational content

40. ePortfolios: a rich tool set to support
learning
Reflection
Learning activities/
journeys
Collaboration Practice
Competency-based
learning/assessment
Assessment and
feedback
Professional
development
Career support

41. Assessment and feedback in
the digital age
https://www.jisc.ac.uk/reports/the-future-of-assessment

42. Group-based authentic assessment
develops skills and competencies
https://edu2k.net/blog/assessment-whats-the-point/
https://sway.office.com/EX38m2nSXgaovY8m?ref=Link
Working in groups to co-
create new content based
on learning topics supports
self-regulated learning and
engagement, and supports
development of digital
literacy, team-working and
leadership skills.
Assessments of this kind
also reduce the possibility
of academic malpractice,
reduce marking time and
produce usable outputs.

43. Virtual classrooms: supporting multi-mode
learning approaches
 Virtual classrooms can offer a flexible, inclusive learning experience
for students who are classroom-based, campus-based, home-based
or international.
 Educational institutions should provide a consistent approach to the
use of virtual classrooms, and provide professional development to
support teachers (and learning mentors) to optimize the learning
experience for all participants.
 This will require careful learning design and session planning, to
ensure all participants can engage equitably in the learning activities,
and may necessitate increased educational support (e.g. online
mentors) for large multi-mode groups.
 Plan activities and approaches for students attending in the class in
all modes (i.e. in-room students will do activity A supported by in-
room teacher, online students will do activity B supported by online
learning mentor).
In-class
learners
Campus-based
(but not in-
class) learners
Fully online
learners

44. Learning spaces:
Preparing for active, social, engaging interactions
• Convert lecture theatres to active
learning spaces
• Equip spaces with tech facilities for
content sharing and interaction
• Equip spaces for ‘bring your own
device’
• Provide supported ‘demonstrator’ and
‘innovation’ labs with AR/VR
• Implement smart campus technology
for sustainability, efficiency and data
mining

45. Creating an integrated digital
education ecosystem
• Ensure consistency and human-
centred design are principles in
your ecosystem
• Ensure seamless movement
within the ecosystem
• Use the data collected to
support students’ learning, well-
being and outcomes, and to
redesign curricula
• Be wary of consolidating digital
education to a single platform
or system

46. Leveraging data to enhance student
learning and engagement
• Sharing learning engagement
information with students builds their
confidence and helps them to reflect.
• Building trust with students about
how their data is being collected and
used is essential.
• There are powerful opportunities to
use learning data to design more
inclusive, personalized, authentic
curricula.
• Use of these data can help direct
student support to those most in
need and avert difficult situations.

47. Embedding student-centred active
digitally-enabled pedagogies
Fully embed the use of digital
technologies and online learning
in pedagogical practice, focused
on student-centred co-created
curriculum approaches
Focus on inclusive, flexible,
active and engaging learning,
teaching and assessment
activities.
Make most effective use of
digital technologies to enhance
assessment practices and
processes, and encourage a
move to authentic digital
assessments.
Continue to evolve curricula to
deliver effective blended
learning for on-campus learners,
and be prepared to adapt
approach and pivot seamlessly
to hybrid and online learning in
the face of external forces.
Grow open educational practices
to support use, re-use and re-
purposing of high-quality digital
assets that can enhance student
learning

48. Principles for designing effective multi-
mode inclusive learning
Start with considering the learning outcomes, learners, learning environment, technology
availability and digital skills level
Ensure access, flexibility and inclusivity for every learner and every learning activity
Design learning activities suitable for each mode of study
Consider how to integrate learners studying in different modes to enable collaboration,
knowledge / experience / cultural sharing
Personalise the learning experience as far as possible with the available technology
Engage and include learners in co-creating their learning experiences
Provide authentic, adaptive, flexible assessment opportunities that offer valuable real-world
experience

49. A word on principles for use of educational
technology…
 Free web-based edtech tools are often readily accessible, (free) and functionality rich
 Many teachers like to try out new tools with their learners, in the hope it will support and enhance
learning
 However, educational technologies need to be:
 Safe… i.e. storing data securely and in line with local legislation
 Accessible i.e. meet the highest accessibility standards
 Secure.. i.e. meeting institutional regulations for cybersecurity
 Inclusive.. i.e. available on a wide range of devices, online and offline
 Supported.. i.e. first line and specialized IT support available 24/7, 365
 Integrated.. i.e. accessible via single-sign on from institutional systems
 This often means that teachers are encouraged to only use institutionally-approved / supported
systems
 Whilst this can be frustrating for teachers who just want ‘to get on with it’, there are good reasons
for this.

50. Evolving educational support to meet the
changing nature of education
Professional
development
Reward and
recognition
Leadership roles
Re-imagine role of
teacher, mentor,
learning support
Integrated academic
and professional
support
Professional support
roles

51. Measuring success – where are we now?
A digital and online environment scorecard
Strategy
Digital embedded
in pedagogical
approaches
Effective digital
education
ecosystem
Digital literacy
framework for staff
and students
Network of
champions
Professional
support available
Education spaces
transformation
Virtual spaces for
formal and informal
learning
Widespread
adoption
Effective support,
guidance and
training
Horizon scanning
and new initiatives
Online assessment
capabilities

52. Unified Theory of Acceptance and use of
Technology (UTAUT)
Venkatesh 2003; https://csdl-techreports.googlecode.com/svn/trunk/techreports/2005/05-06/doc/Venkatesh2003.pdf

53. Learning experience:
Maximising the quality of the overall experience
Experience:
• Digitise and automate all administrative
activities
• Offer seamless, multi-device, platform
agnostic, experiences
• Blend in-person and online experiences
• Enable high-quality chatbots for all
routine queries and direct to human for
complex queries
• Match the experience of the best non-
HE service providers
Access
Flexibility
Inclusivity
Engagement
Well-being
Community

54. Questions and comments so far?
 Padlet board for your contributions, thoughts and comments at:
https://bit.ly/3O38Vh1
Padlet

55. Learning content:
Prepare for multi-mode rebundled education
• Offer every course in three modes:
- On-campus, blended
- Hybrid (online with some campus activities)
- Fully online
• Prepare to enable students to choose (and change) mode of
study
• Encourage students to bring credits from elsewhere into your
programmes
• Offer all your online courses to learners globally, for credit and
for lifelong learning
• Partner for services you need, but keep the things you value
the most in-house

56. Shifting perspectives on the value of online
learning

57. Facets of ‘unbundling’
Process Products
Activities Services
An example of unbundled educational provision could be a
degree programme offered as individual standalone modules
available for credit via an online platform, to be studied at the
learners’ pace, in any order, on a pay-per-module model, with
academic content, tutoring and support being offered by the
awarding university, other universities and a private company.
Unbundling is the process of
disaggregating educational provision into
its component parts likely for delivery by
multiple stakeholders, often using digital
approaches and which can result in
rebundling.
Swinnerton et al 2020

58. Potential benefits and risks of unbundling
for learners and learning
Benefits
Access
Flexibility
Inclusiveness
Student-focused
Market-led costs
Risks
Fragmented curriculum
Quality / regulation
Misalignment with
employer requirements
Cannabilisation of HE
sector
Further inequality
Micro-credentials
Pay-as-you-study
Mix-and-match
Enhanced campus
education
Global education
offer
Impact on role of
academic
Complexity for learners
Further marketisation of
sector
Digital exclusion
Risk to status of ‘degree’

59. Micro-credentials to support upskilling

60. Lifelong Education Commission – focus on
micro-credentials (2022)
https://www.lifelongeducation.uk/_files/ugd/5e41e6_95429291b6d7456f833e29b145e2b43e.pdf

61. Building collections of online courses to
maximise reach, access and flexibility
• Full Masters degrees (flexible, 2 year part-time)
on internal or external platforms, in partnership
or alone;
• Modules from these degrees available as
standalone credit-bearing courses (stackable
modules ‘micro-credentials’) on external
platforms;
• Short courses from these modules available on
external platforms for professional learning or
lifelong learning.
Full degree
Credit-bearing
courses (‘stackable
modules’, paid)
Short courses
(paid) for
professionals
Short courses
(open) for lifelong
learning

62. Online education: risks to digital
inequality
Professor Narend Baijnath, Council on Higher Education, South Africa is
acutely aware of the issue of access in South Africa:
 “The danger I think is that those who are better endowed with access to
technology and resources and so on will do better and be able to benefit
from this more,… we have the potential of this inequality in our society
being exacerbated as a result.”
 …and this resonates very loudly in our current situation.

63. Online education: Opportunities for
employability
Serene Esuruoso, Leeds University Union Education Officer (2018/19) pointed
to concerns about provision across several institutions with:
 “lack of consistency with teaching”.
However, she also referred to potential opportunities:
 “I think that the main opportunities for unbundling lie within
employability…. once you graduate and you have a clearer idea of where
you want to go, being able to create or co-create your education by
picking and choosing the modules that fit with the career path that you’ve
identified will give you an edge.”
 .. Also very relevant for our current situation.

64. Implications of fully online education for
academics and teaching
 Growth of team-based digital content
production
 Increased need for professional support
teams
 Implications for intellectual property rights
and authorship rights
 Management of sharing and re-use of
digital assets
 Complex market-place for consumers
 Increased competition from the private
sector who are using market approaches to
develop educational offerings.
https://credentialengine.org/wp-
content/uploads/2021/02/Counting-Credentials-
2021.pdf

65. Scaling up online education: possible
implications for universities
Universities are looking to
rapidly upscale their online
education capabilities
A clear online education
strategy, investment in skills,
and buy-in from staff are
essential
Partnerships with private
companies and online platform
providers require detailed
thought
Online education strategies
should be aligned with on-
campus blended learning
delivery
Commercialisation of
academic-created teaching
materials for online education
needs to be navigated carefully
https://www.hepi.ac.uk/2020/04/29/scaling-up-online-education-more-haste-less-speed/

66. What’s next for digital and online education?
 Mobile, flexible, accessible social learning
 Unbundled credentialed online education
 Immersive educational experiences using XR
technologies (virtual reality, augmented reality
and mixed reality)
 Data informed personalised, adaptive learning
environments
 Online and physical communities for social and
formal learning
 Artificial intelligence based tutoring and
assessment
 Virtual laboratories and simulations
 Integrated, intelligent, digital education
ecosystems
Personalisation
Real time online
collaborative
learning
Social
learning
Game-
based
learning
Employer
focused
learning
Authentic electronic
assessment
Integrated
mobile
learning
Student
centred
learning
Widespread
blended
learning
Learning
analytics
Flexibility in pace,
place and mode

67. Example: Digital Transformation priorities
(University of Leeds)
Provide an institution-wide platform to enable
educators to use, evolve and evaluate
immersive technologies
Establish global networks to co-create, share
and enrich research findings through online
education and training
Transform our education spaces to support
active, collaborative in-person learning, hybrid
learning and informal interactions
Provide a digitally-enabled, data-informed,
active curriculum for on-campus students
Grow our portfolio of fully online education and
hybrid learning for new cohorts of students
Address digital poverty and inequalities, and
provide digital literacy support
Contribute to evidence-based practice through
research and scholarship
Provide a high quality student experience
enriched by digital technology

68. Summary
• Views about effective methods to support education and learning
will continue to evolve.
• As educators and researchers, we should focus on embedding digital
technology where pedagogically appropriate to support a student-
centred, flexible, inclusive, learning experience.
• We all need to focus on curriculum design and ask what we want our
learners to be able to do, or know, through learning activities.
• We need to continue to challenge, and critically evaluate, the value of
new technologies to ensure they are delivering tangible benefits to
all learners.

69. References
 Active learning
 Barnes, D. (1989). Active Learning. Leeds University TVEI Support Project, 1989. p. 19. ISBN 978-1-872364-00-1.
 Bonwell, C., Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. Information Analyses - ERIC Clearinghouse Products (071). pp. 3. ISBN 978-1-878380-08-1.
 Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111, 8410-8415.
 Laurillard, D. (2002). Rethinking university teaching : a conversational framework for the effective use of learning technologies. Taylor & Francis.
 Mazur, E (1997). Peer Instruction: A User's Manual Series in Educational Innovation. Prentice Hall, Upper Saddle River, NJ
 Mercer, N., Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory- Learning, culture and social interaction, 2012 - Elsevier
 Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society, 3 (2).
 Wieman C. (2019). Don’t lecture me! Nature. https://www.nature.com/articles/d42473-019-00339-6
 Digital education ecosystem
 Morris NP, Swinnerton B, Coop T. 2019. Lecture recordings to support learning: a contested space between students and teachers. Computers and Education. 140
 Clunie L, Morris N, Joynes VCT, Pickering JD. 2018. How Comprehensive are Research Studies Investigating the Efficacy of Technology-Enhanced Learning Resources in Anatomy Education? A Systematic Review. Anatomical Sciences Education. 11(3), pp. 303-319Goshtasbpour F, Swinnerton B, Morris NP. 2020. Look who’s talking:
Exploring instructors’ contributions to Massive Open Online Courses. British Journal of Educational Technology. 51(1), pp. 228-244
 Morris NP, Lambe J. 2017. Multimedia interactive eBooks in laboratory science education. Higher Education Pedagogies. 2(1), pp. 28-42
 Morris NP, Lambe J, Ciccone J, Swinnerton BJ. 2016. Mobile technology: students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning. 32(5), pp. 430-442
 Unbundled Higher Education
 Morris NP, Ivancheva M, Coop T, Mogliacci R, Swinnerton B. 2020. Negotiating growth of online education in higher education. International Journal of Educational Technology in Higher Education. 17(48)
 Ivancheva MP, Swartz R, Morris NP, Walji S, Swinnerton BJ, Coop T, Czerniewicz L. 2020. Conflicting logics of online higher education. British Journal of Sociology of Education. 41(5), pp. 608-625
 Unbundling and higher education curriculum: a Cultural-Historical Activity Theory view of process. (2020) Alan Cliff, Sukaina Walji, Rada Jancic Mogliacci, Neil Morris, Mariya Ivancheva. Teaching in Higher Education
 The Unbundled University: Researching emerging models in an unequal landscape. (2020) Preliminary findings from fieldwork in South Africa. B Swinnerton, M Ivancheva, T Coop, C Perrotta, NP Morris, R Swartz. Book: Mobility, data and learner agency in networked learning
 Between a rock and a hard place: dilemmas regarding the purpose of public universities in South Africa (2019) R Swartz, M Ivancheva, L Czerniewicz, NP Morris. Higher Education 77 (4), 567-583
 Unbundling education: Mapping the changing nature of Higher Education in South Africa. (2019) N Morris, B Swinnerton, L Czerniewicz. Impact 2019 (1), 44-46
 Negotiating the new normal: How senior decision makers in higher education perceive marketisation in the sector. (2018) L Czerniewicz, RJ Mogliacci, S Waljii, R Swartz, M Ivancheva, ... Research and Development in Higher Education:[Re] Valuing Higher Education 41
 Links available at: https://essl.leeds.ac.uk/education/staff/156/professor-neil-morris

70. Thank you
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