Editors
James Lamb is a lecturer within the Moray House School of Education and Sport at the University of Edinburgh. His teaching and research focus on the relationship between learning spaces and digital technologies. This has included published studies exploring the ways that online students conceptualise the campus, the influence of sound in shaping personalised learning space, and the city as a digitally-mediated site of learning. He has also written about multimodal assessment and feedback, the emergence of sonic methods within social research, and the social topologies of higher education. He is a co-author of the Manifesto for Teaching Online (2020) and a member of the Centre for Research in Digital Education. james.lamb@ed.ac.uk
Lucila Carvalho is an associate professor at the Institute of Education, Massey University (Auckland), and co-director of the Equity Through Education Research Centre. Lucila’s research interests are at the intersection of design, digital technologies, and learning (in both formal and non-formal spaces for learning) – where she explores how knowledge, material and social structures shape the design and use of technology, and how technology influences social and educational experiences. Lucila has co-edited two books: Place-Based Spaces for Networked Learning (with Peter Goodyear and Maarten de Laat, Routledge 2017) and The Architecture of Productive Learning Networks (with Peter Goodyear, Routledge 2014). L.Carvalho@massey.ac.nz
Contributing authors (biographies to follow)
Suzanne Ewing (University of Edinburgh)
Maureen Finn (University of Edinburgh)
Anneli Frelin (University of Gävle)
Aline Frey (Independent Researcher)
Rita Gallego (University of São Paulo)
Jan Grannäs (University of Gävle)
Henry Jenkins (University of Southern California)
Paulina Lanz (University of Southern California)
Genaro Oliveira (Massey University)
David Overend (University of Edinburgh)
John Potter (University College London)
Sangita Shresthova (University of Southern California)
Dan Swanton (University of Edinburgh)
Javier Tejera (Alma Children’s Education Foundation and University of Edinburgh)
John Traxler (University of Wolverhampton)
Paula Vicentini (University of São Paulo)
Pamela Woolner (Newcastle University),
Pippa Yeoman (University of Sydney)
