Jeremy Knox
~ Technology, Culture, Education ~


coverKnox, J. (2016). Posthumanism and the MOOC: Contaminating the Subject of Global Education. Abingdon: Routledge.

Knox, J., Wang, Y. & Gallagher, M. (2019). Artificial Intelligence and Inclusive Education: speculative futures and emerging practices. Springer Nature.


Associate Editor Postdigital Science and Education with Springer

Editorial board: Teaching in Higher Education

A full and up to date list of publications can be found here


Knox, J. (2018). Beyond the ‘c’ and the ‘x’: learning with algorithms in the MOOC. International Review of Education. 64(2), pp. 161-178

Knox, J. (2017). How goes the revolution? Three themes in the shifting MOOC landscape. Educação e Tecnologia : Abordagens Criticas. Martins dos Santos Ferreira, G., Alexandre da Silva Rosado, L. & de Sá Carvalho, J. (eds.). 1 ed. Rio de Janeiro: Universidade Estacio De Sa, p. 386- 408.

Knox, J. (2017). De-colonising the MOOC: a critical view of the platform model for global education (Junhong Xiao trans.). Distance Education in China, 5. DOI:10.13541/j.cnki.chinade.20170420.001

Knox, J. (2017). Data Power in Education: exploring critical awareness with the ‘Learning Analytics Report Card’ (LARC). Special Issue: Data Power in Material Contexts, Journal of Television and Media.

Knox, J. (2016). Posthumanism and the MOOC: opening the subject of digital education. Studies in Philosophy and Education.

Knox, J. (2015) The ‘Tweeting Book’ and the question of ‘non-human data’ TechTrends, 59(1). pp.72-75

Knox, J. (2014). Active Algorithms: Sociomaterial Spaces in the E-learning and Digital Cultures MOOC. Campus Virtuales, University in the Cloud special issue, 3(1).

Knox, J. (2014). Digital Culture Clash: ‘massive’ education in the E-learning and Digital Cultures MOOC. Distance Education Special Issue on Massively Open Online Courses. DOI:10.1080/01587919.2014.917704

Knox, J. & Bayne, S. (2014) Multimodal Profusion in the literacies of the Massive Open Online Course. Research in Learning Technology, Special Issue: Scholarship and Literacies in a Digital Age.

Knox, J. (2013) Five Critiques of the Open Educational Resources Movement. Teaching in Higher Education, 18(8). pp. 821-832. DOI:10.1080/13562517.2013.774354

Knox, J. (2013). The Limitations of Access Alone: moving towards open processes in education. Open Praxis. 5(1). pp. 21-29.


Ross, J., Sinclair, C., Knox, J., Bayne, S. and Macleod, H. (2014). Teacher experiences and academic identity: the missing components of MOOC pedagogy. Journal of Online Learning and Teaching (JOLT), MOOC special issue, 10(1). pp. 57-69.

Book Chapters

Knox, J. (forthcoming 2015) What’s the matter with MOOCs? Sociomaterial methodologies for educational research. In C. Hine, Y. Morey, S. Roberts, H. Watson (Eds.) Digital Methods as Mainstream Methodology: Inspirational Digital/Social Research. Basingstoke: Palgrave Macmillan

Knox, J., Ross, J., Sinclair, C., Macleod, H., Bayne, S. (2014) MOOC Feedback: pleasing all the people?. In S. Krause & C. Lowe Invasion of the MOOC. Parlor Press


Knox, J. (2014). From MOOCs to Learning Analytics: Scratching the surface of the ‘visual’ eLearn Magazine, published by the Association for Computing Machinery (ACM).

Knox, J. (2014). Abstracting Learning Analytics. Code Acts in Education ESRC seminar series blog.

Knox, J. (2013). E-learning and Digital Cultures: a multitudinous open online course. eLearn Magazine, published by the Association for Computing Machinery (ACM).

Knox, J. (2013). Who is open education for? OER, MOOCs, and their subjects. Higher Education Development Association, University of Oslo

Knox, J. (2012). Open to Question Times Higher Education.

Knox, J., Bayne, S., Ross, J. MacLeod, H, Sinclair, C. (2012). MOOC pedagogy: the challenges of developing for Coursera Association for Learning Technology (ALT) Online Newsletter.  Issue 28.

Jeremy Knox is a member of Education on Mendeley.