Johnson, M. (2008). Expanding the concept of Networked Learning (pp. 154-161). Sixth International Conference on Networked Learning, Halkidiki Greece
Johnson, M. (2010). Anonymity in online discussion forums: Does it promote connections? Seventh International Conference on Networked Learning, Aalborg, Denmark. http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Johnson.pdf
Johnson, M (2012). Promoting Connections through Community Equity. Eighth International Conference on Networked Learning, Maastricht, Netherlands. http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2012/abstracts/johnson.html
Johnson, M (2016). The role of human actors in legitimising informal networked learning of academic digital practice.. Tenth International Conference on Networked Learning, Lancaster, UK. http://www.networkedlearningconference.org.uk/abstracts/pdf/P58.pdf
Johnson, M (2018). Encounters with the mobilage (virtual or actual?), Eleventh International Conference on Networked Learning, Zagreb. http://orca.cf.ac.uk/111570
I chose this conference instead of print journals because I have always liked the way that the Networked Learning Conference makes all its proceedings freely available online.
In stark contrast, simply because the call came out at a good time when I was finishing my MSc with CSALT, I published a chapter in an IGI Global collection:
Johnson, M. R. (2008). Investigating & encouraging student nurses’ ICT engagement. In T. T. Kidd & I. Chen (Eds.), Social Information Technology: Connecting Society and Cultural Issues. Hershey, PA: Information Science Reference.You can download a copy of it to read from this link.
When interviewed in 2001 for my post at the then School of Nursing and Midwifery Studies, I was asked, 'How will you know you've done a good job?' I replied, 'by the amount of email I receive'. At that time the School had just received its first consignment of RM Workstations and HP networked printers. Before that it was a case of one 486 machine per room with four staff.
I observed early on that very few come along to the IT training sessions I organised. I decided to take a more strategic approach. I began to manage the networked shared drive and created email distribution lists, the 'Nur-Mid' lists. To my pleasure, this soon became a verb. To my regret, both the shared drive and email lists became victims of their own success. I've been heavily involved in the roll-out of paperless marking for similar reasons and now I'm backing a project to use MyProgress in our undergraduate programmes.
Somewhat to my chagrin, a lot of effort went into propping up Blackboard since it emerged here in 2003. When I was seconded to a year-long post as lecturer in medical education (who would do that?!) the School used the money to get us a learning technologist. I tried to reify IT things worth knowing about as a HE student in a UniversIT Information Fluency portfolios. The latter attempted to take a grounded approach to learning IT. This has not come off because students were pretty keen to become healthcare students and generally picked up the IT they needed in moments of crisis or curiosity. There was also a thing about not really having much purchase on the pedagogic device, AKA the curriculum. I supervise Systematic Review dissertations, collaborate in the delivery of a 'Transformational Leadership' module and am getting involved with PGR supervision.
From Jan 2014 I was back with Lancaster on their TEL and e-research doctoral programme; with cohort 7, 'The Magnificent'. My research took a phenomenological approach to healthcare students use of mobile phones for academic work - the thesis is here: https://doi.org/10.17635/lancaster/thesis/698