Publications
If you cannot see the papers (the wheels are spinning), please visit http://eduinf.eu/publications/. Last update 21 August 2024.
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Ullmann, T. D., Bektik, D., Edwards, C., Herodotou, C., & Whitelock, D. (2024). Teaching with Generative AI: moving forward with content creation. Annual Conference on European Distance and E-Learning Network, EDEN 2024, Graz, Austria. https://oro.open.ac.uk/97180/
Bektik, D., Ullmann, T. D., Edwards, C., Herodotou, C., & Whitelock, D. (2024). AI-Powered Curricula: Unpacking the Potential and Progress of Generative Technologies in Education. Annual Conference on European Distance and E-Learning Network, EDEN 2024, Graz, Austria. https://oro.open.ac.uk/98012/
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Ullmann, T. D., Bektik, D., Edwards, C., Herodotou, C., & Whitelock, D. (2024, April 7). Generative AI as your course materials writing assistant: Is it useful? 47th Computer and Learning Research Group Annual Conference (CALRG), The Open University, Milton Keynes, UK. https://www.open.ac.uk/blogs/CALRG/calrg-conference-2024-programme/
Ullmann, T. D., & Muc, M. (2024). Quarter 18 report (April – June 2024) (Fleming Fund Phase II: OpenLearn Create Analytics and Insights Report). The Open University.
Ullmann, T. D., & Muc, M. (2024). Quarter 17 report (January – March 2024) (Fleming Fund Phase II: OpenLearn Create Analytics and Insights Report). The Open University.
Ullmann, T. D. (2024). Quarter 16 report (October – December 2023) (Fleming Fund Phase II: OpenLearn Create Analytics and Insights Report). The Open University.
Leedham, M., Tuck, J., Shrestha, P., Ullmann, T., & Therova, D. (2024). Student Writing and Tutor Assessment Practices (SWaTAP) [Scholarship report]. The Open University Scholarship Exchange. https://www.scholarship-exchange.open.ac.uk/articles/report/Student_Writing_and_Tutor_Assessment_Practices_SWaTAP_/25837768/1
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Leedham, M., Tuck, J., Shrestha, P., Therova, D., & Ullmann, T. (2023, June). Student Writing and Assessment Practices: combining corpus linguistics and in-depth interviews to investigate assessment in a distance university context. Assessment in Higher Education, Manchester, UK. https://oro.open.ac.uk/90806/
Leedham, M., Tuck, J., Shrestha, P., Therova, D., & Ullmann, T. (2023, July). Student Writing and Assessment Practices: combining corpus linguistics and in-depth interviews to investigate written assessment in a distance university context. The twelfth international Corpus Linguistics conference (CL2023), Lancaster, UK. https://oro.open.ac.uk/92284/
Edwards, C., Bektik, D., Ullmann, T. D., & Herodotou, C. (2023). PVC-RI challenge: Summary report (PVC-Challenges Response) [Quality Enhancement and Innovation]. Institute of Educational Technology, The Open University.
Ullmann, T. D. (2023). Trialling Generative AI for course content production (PVC-Challenges Response) [Quality Enhancement and Innovation]. Institute of Educational Technology, The Open University. https://oro.open.ac.uk/96405/
Ullmann, T. D., & Edwards, C. (2023, June 29). Understanding student experience feedback of ethnic minority students with learning analytics. 46th Computer and Learning Research Group Annual Conference (CALRG), The Open University, Milton Keynes, UK. https://www.open.ac.uk/blogs/CALRG/calrg-conference-29-june-2023/
Ullmann, T. D. (2023). Artificial Intelligence in Support of Reflection (AIR) (Test & Learn Project Report) [Internal report]. Institute of Educational Technology, The Open University.
Ullmann, T. D. (2023). SEaM Text Analytics Reports (STAR) project Assessment Findings (Final Test & Learn Project Presentation) [Internal report]. Institute of Educational Technology, The Open University.
Ullmann, T. D., & Durgam, P. (2023). Approaches to understanding Asian, Black, and other ethnic minority students using big data (Quality Enhancement and Innovation Report). Institute of Educational Technology, The Open University.
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Alrashidi, H., Almujally, N., Kadhum, M., Ullmann, T. D., & Joy, M. (2022). Evaluating an Automated Analysis Using Machine Learning and Natural Language Processing Approaches to Classify Computer Science Students’ Reflective Writing. In G. Ranganathan, R. Bestak, & X. Fernando (Eds.), Pervasive Computing and Social Networking (pp. 463–477). Springer Nature. https://doi.org/10.1007/978-981-19-2840-6_36
Alrashidi, H., Almujally, N., Kadhum, M., Quqandi, E., Ullmann, T. D., & Joy, M. (2022). How to Assess Reflective Writing in Computer Science Education? A Critical Analysis. 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology (MIPRO), 677–682. https://doi.org/10.23919/MIPRO55190.2022.9803671
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Ullmann, T. D. (2021). Supporting student academic skills development – an evaluation of an English for Academic Purposes pilot: quantitative evaluation (Quality Enhancement Innovation Report Series) [QEI report]. Institute of Educational Technology, The Open University. https://openuniv.sharepoint.com/sites/units/lds/scholarship-exchange/documents/Ullmann_2021_Evaluation%20of%20an%20English%20for%20Academic%20Purposes%20project_final.pdf
Ullmann, T. D., Hidalgo, R., Van Ameijde, J., & Murphy, Y. (2021). SEaM Text Analytics for the Analytics for Action programme: A first small-scale exploration (Quality Enhancement Innovation Report Series) [QEI report]. Institute of Educational Technology, The Open University. https://openuniv.sharepoint.com/:b:/r/sites/units/lds/scholarship-exchange/documents/Ullmann_2021_TASC_A4A_report.pdf
Ullmann, T. D. (2021). Exploring differences in the student experience of ethnic minorities: insights from text analytics of student comments (Quality Enhancement Innovation Report Series) [QEI report]. Institute of Educational Technology, The Open University. https://openuniv.sharepoint.com/sites/units/lds/scholarship-exchange/documents/Ullmann%202021%20Exploring%20differences%20in%20the%20student%20experience%20of%20ethnic%20minorities.pdf
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Alrashidi, H., Joy, M., Ullmann, T. D., & Almujally, N. (2020). Validating the Reflective Writing Framework (RWF) for Assessing Reflective Writing in Computer Science Education Through Manual Annotation. In V. Kumar & C. Troussas (Eds.), Intelligent Tutoring Systems (pp. 323–326). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-49663-0_38
Alrashidi, H., Joy, M., Ullmann, T. D., & Almujally, N. (2020). Educators’ Validation on a Reflective Writing Framework (RWF) for Assessing Reflective Writing in Computer Science Education. In V. Kumar & C. Troussas (Eds.), Intelligent Tutoring Systems (pp. 316–322). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-49663-0_37
Alrashidi, H., Ullmann, T. D., Ghounaim, S., & Joy, M. (2020). A Framework for Assessing Reflective Writing Produced Within the Context of Computer Science Education. In Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20. Frankfurt, Germany.
Ullmann, T. D. (2020). Propensity score analysis of the L161 peer assessment activity (QEI report). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from https://openuniv.sharepoint.com/sites/units/lds/scholarship-exchange/documents/IET_QEI_Report_20_2_Peer_assessment_v1.pdf
Kubiak, C., & Ullmann, T. D. (2020). Student support advisors: context, practice and impact (QEI report). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from https://openuniv.sharepoint.com/sites/units/lds/scholarship-exchange/documents/IET_QEI_Report_20_1_Student_support_advisors_v1.pdf
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Alrashidi, H., Joy, M., & Ullmann, T. D. (2019). A Reflective Writing Framework for Computing Education. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 295–295). New York, NY, USA: ACM. https://doi.org/10.1145/3304221.3325580
Clow, D., Coughlan, T., Cross, S., Edwards, C., Gaved, M., Herodotou, C., … Ullmann, T. (2019). Scholarly insight Winter 2019: a Data wrangler perspective (Scholarly Insight Series) (pp. 1–47). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from http://oro.open.ac.uk/59646/1/DW_Scholarly_Insight_Report_Winter_4oro.pdf
Ullmann, T. D. (2019). Reflective writing analytics – Validating machine learning approaches. Presented at the CALRG Annual Conference 2019, The Open University, Milton Keynes: Computers and Learning Research Group. Retrieved from http://www.open.ac.uk/blogs/CALRG/wp-content/uploads/2019/06/CALRG-2019-Conference-proceedingsFinal.pdf
Ullmann, T. D. (2019). Automated Analysis of Reflection in Writing: Validating Machine Learning Approaches. International Journal of Artificial Intelligence in Education, 29(2), 217–257. https://doi.org/10.1007/s40593-019-00174-2
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Ullmann, T. D., Lay, S., Cross, S., Gaved, M., Jones, E., Hidalgo, R., … Rienties, B. (2018). Scholarly insight Spring 2018: a Data wrangler perspective (Scholarly Insight Series). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from http://oro.open.ac.uk/56732/
Ullmann, T. D., Lay, S., Coughlan, T., Lister, K., Cross, S., Rienties, B., & Whitelock, D. (2018). Understanding SEaM student comments from a Big(ger) Data perspective: what are students saying? (p. 39). Presented at the CALRG Annual Conference 2018, The Open University, Milton Keynes: Computers and Learning Research Group. Retrieved from http://www.open.ac.uk/blogs/CALRG/wp-content/uploads/2018/06/CALRG-2018-Conference-proceedings_v3.pdf
Charitonos, K., Collier, C., Edwards, C., Kukulska-Hulme, A., Marr, L., Mayles, K., … Ullmann, T. D. (2018). Group Tuition Policy – Academic Evaluation (Report of Education Committee Working Group on the Academic Evaluation of the Group Tuition Policy (GTP) to the Senate No. S-2018-01-10). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from http://css2.open.ac.uk/ecms/get.aspx?object_id=090173b48161457c&format=pdf
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https://eduinf.eu/wp-content/plugins/zotpress/
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Ullmann, T. D., Marsh, V., Slee, A., Cross, S., & Rienties, B. (2017). DW – Data wrangler’s key metric report for FASS (Key Metric reports). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from http://article.iet.open.ac.uk/D/Data%20Wranglers/Key%20Metrics%20Report%20Autumn%202016/
Ullmann, T. D. (2017). Group tuition policy – Analysis of SEaM open-ended questions (Report to the Group Tuition Policy evaluation working group). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from https://intranet9.open.ac.uk/collaboration/Scholarship-Exchange/Wiki/Document.aspx?DocumentID=2174
Ullmann, T. D., Marsh, V., Cross, S., & Rienties, B. (2017). DW – Data wrangler’s Nations report for Spring. Milton Keynes: The Open University. Retrieved from http://article.iet.open.ac.uk/D/Data%20Wranglers/Nation%20Report%20Spring%202017/DataWranglerNationReport_Spring_2017.html
Ullmann, T. D., Lay, S., & Rienties, B. (2017). DW – Data wrangler’s Nations report for Autumn. Milton Keynes: The Open University. Retrieved from http://article.iet.open.ac.uk/D/Data%20Wranglers/Nations%20Report%20Autumn%202017/DataWranglerNationsReport_Autumn_2017.html
Rienties, B., Rogaten, J., Nguyen, Q., Edwards, C., Gaved, M., Holt, D., … Ullmann, T. (2017). Scholarly Insight Spring 2017: a Data Wrangler Perspective (Scholarly Insight Series). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from http://oro.open.ac.uk/49648/
Rienties, B., Clow, D., Coughlan, T., Cross, S., Edwards, C., Gaved, M., … Ullmann, T. (2017). Scholarly insight Autumn 2017: a Data wrangler perspective (Scholarly Insight Series). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from http://oro.open.ac.uk/52226/
Rienties, B., Cross, S., Marsh, V., & Ullmann, T. (2017). Making sense of learner and learning Big Data: reviewing 5 years of Data Wrangling at the Open University UK. Open Learning: The Journal of Open, Distance and e-Learning. Retrieved from http://oro.open.ac.uk/49085/
Ullmann, T. D., Lay, S., & Rienties, B. (2017). DW – Data wrangler’s key metric report for LTI. Milton Keynes: The Open University. Retrieved from http://article.iet.open.ac.uk/D/Data%20Wranglers/Key%20Metrics%20Report%20Autumn%202017/
Kravcik, M., Mikroyannidis, A., Pammer, V., Prilla, M., & Ullmann, T. D. (Eds.). (2017). Special Issue on: Awareness and Reflection in Technology Enhanced Learning. International Journal of Technology Enhanced Learning, 9(3/4). Retrieved from http://www.inderscience.com/browse/getEditorial.php?articleID=5145
Coughlan, T., Ullmann, T. D., & Lister, K. (2017). Understanding Accessibility as a Process through the Analysis of Feedback from Disabled Students. In W4A’17 International Web for All Conference. New York, USA: ACM. Retrieved from http://oro.open.ac.uk/48991/
Ullmann, T. D. (2017). Reflective Writing Analytics: Empirically Determined Keywords of Written Reflection. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 163–167). New York, NY, USA: ACM. https://doi.org/10.1145/3027385.3027394
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Ullmann, T. D., Marsh, V., Slee, A., Cross, S., & Rienties, B. (2016). DW – Data wrangler’s key metric report for FASS (Key Metric reports). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from http://article.iet.open.ac.uk/D/Data%20Wranglers/Key%20Metrics%20Report%20Autumn%202016/
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Ullmann, T. D. (2016). FELS CYE IET Wranglers Report Spring 2016. In-depth analysis of ED841 in the context of its qualifications (Data Wrangler reports). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from http://article.iet.open.ac.uk/D/Data%20Wranglers/Spring%202016/FELS%20Education%20-%20IET%20Wranglers%20Report%20Spring%202016_final.pdf
Brasher, A., Cooper, A., Ferguson, R., Hillaire, G., Mittelmeier, J., Rienties, B., & Ullmann, T. D. (2016). LAEP – Inventory and literature review, including a proposal for the case study templates (Deliverable No. D2.2). Milton Keynes: Institute of Educational Technology, The Open University.
Brasher, A., Ferguson, R., Hillaire, G., Mittelmeier, J., Rienties, B., & Ullmann, T. D. (2016). LAEP – In-Depth Case Studies (Deliverable No. D3). Milton Keynes: Institute of Educational Technology, The Open University.
Ferguson, R., Brasher, A., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., & Ullmann, T. D. (2016). LAEP – The Implications and Opportunities of Learning Analytics for European Educational Policy (Deliverable No. D5.2). Milton Keynes: Institute of Educational Technology, The Open University.
Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., … Vuorikari, R. (2016). Research Evidence on the Use of Learning Analytics – Implications for Education Policy. (R. Vuorikari & J. Castano Munoz, Eds.). Publications Office of the European Union. Retrieved from https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/research-evidence-use-learning-analytics-implications-education-policy
Kravcik, M., Mikroyannidis, A., Pammer, V., Prilla, M., & Ullmann, T. D. (Eds.). (2016). Proceedings of the 6th Workshop on Awareness and Reflection in Technology Enhanced Learning In conjunction with the 11th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning. Lyon, France: CEUR-WS.org. Retrieved from http://ceur-ws.org/Vol-1736/
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Ullmann, T. D., Wild, F., & Scott, P. (2013). Reflection – quantifying a rare good. In M. Kravcik, B. R. Krogstie, A. Moore, V. Pammer, L. Pannese, M. Prilla, … T. D. Ullmann (Eds.), Proceedings of the 3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning (pp. 29–40). Paphos, Cyprus: CEUR-WS.org. Retrieved from http://ceur-ws.org/Vol-1103/paper2.pdf
Kravcik, M., Krogstie, B. R., Moore, A., Pammer, V., Pannese, L., Prilla, M., … Ullmann, T. D. (Eds.). (2013). Proceedings of the 3rd Workshop on Awareness and Reflection in Technology-Enhanced Learning. Paphos, Cyprus. Retrieved from http://ceur-ws.org/Vol-1103/
Meyer, P., Kelle, S., Ullmann, T. D., Scott, P., & Wild, F. (2013). Interdisciplinary Cohesion of TEL – An Account of Multiple Perspectives. In D. Hernández-Leo, T. Ley, R. Klamma, & A. Harrer (Eds.), Scaling up Learning for Sustained Impact (pp. 219–232). Springer Berlin Heidelberg. Retrieved from http://link.springer.com/chapter/10.1007/978-3-642-40814-4_18
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https://eduinf.eu/wp-content/plugins/zotpress/
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