Peer Reviewed Journals
Gallagher, M.; Najjuma, R. & Nambi, R. (2022 In Review). Bidi Bidi kind of creativity: the liminality of digital inclusion for displaced populations in Uganda.
Nambi, R.; Gallagher, M.; & Najjuma, R. (2022 In Review). Integrating refugee students into Ugandan higher education: communicative action, othering, everyday enactments of participation.
Gallagher, M.; Nicol, S. & Breines, M. (2022 In Press). Ghost hunting in the broken archives: re-historicizing digital education. Postdigital Science and Education.
Gallagher, M. & Breines, M. (2022 In Press). Unpacking the hidden curriculum in educational automation: a methodology for ethical praxis. Postdigital Science and Education.
Najjuma, R.; Gallagher, M. & Nambi, R. (2022). Institutional practice and the role of non-educational actors in shaping refugee student lifeworlds in Ugandan higher education. Transformation in Higher Education.
Mtebe, J. & Gallagher, M. (2022). Continued usage intentions of digital technologies post-pandemic through the Expectation-Confirmation Model: the case of a Tanzanian university. International Journal of Education and Development using Information and Communication Technology (IJEDICT) 18(1).
Lamb, J., Carvalho, L., Gallagher, M., & Knox, J. (2021). The Postdigital Learning Spaces of Higher Education. Postdigital Science and Education, 1-12.
Bayne, S. & Gallagher, M. (2021). Near Future Teaching: practice, policy and digital education futures. Policy Futures in Education, (19)5).
Mtebe, J.; Fulgence, K. & Gallagher, M. (2021). COVID-19 and technology enhanced teaching in higher education in sub-Saharan Africa: A Case of the university of Dar es Salaam, Tanzania. Journal of Learning for Development, 8(2).
Gallagher, M., Breines, M. & Blaney, M (2021). Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech. Postdigital Science and Education, 3: 425–443. https://doi.org/10.1007/s42438-020-00198-1
Gallagher, M. & Breines, M. (2020). Surfacing knowledge mobilities in higher education: Reconfiguring the teacher function through automation. Learning, Media, and Technology.
Breines, M. & Gallagher, M. (2020). A return to Teacherbot: Rethinking the development of educational technology at the University of Edinburgh. Teaching in Higher Education.
Gallagher, M. & Knox, J. (2019). Global Technologies, Local Practices. Learning, Media and Technology. 44(3): 225-234.
Gallagher, M.; Knox, J. & Lamb, J. (2018). On an excursion through EC1: multimodality, ethnography and urban walking. Qualitative Research, https://doi.org/10.1177/1468794118773294.
Gallagher, M. S. (2017). Mobile learning in an age of surveillance: the urban subversive as pedagogical position. Continuum, 31(2): 177-188.
Gallagher, M. (2015). Artfully Converting Open (Urban) Space to Learning Space: Mobile Learning and Korean Literature. Media Education: Studi, Ricerche, Buone Pratiche, 6(2): pp 294-307.
Gallagher, M. & Ihanainen, P. (2015). Aesthetic literacy: observable phenomena and pedagogical applications for (mobile) lifelong learning. European Journal of Open, Distance, and E-Learning, 2014(1).
Ihanainen, P. & Gallagher, M. (2015). Learning in the Open. Futura, Finnish Society for Future Studies, 2015 (1).
Bayne, S.; Gallagher, M.S. & Lamb, J. (2014). Being ‘at’ university: the social topologies of distance students. Higher Education,67(5), 569-583. Retrieved from http://link.springer.com/article/10.1007%2Fs10734-013-9662-4.
Ross, J.; Gallagher, M.; Macleod, H. (2013). Making distance visible: assembling nearness in an online distance learning programme. The International Review of Research in Open and Distance Education (IRRODL), 14(4).
de Waard, I., Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N. Ö., Rodriguez, C. O., & Gallagher, M. S. (2012). Merging MOOC and mLearning for Increased Learner Interactions. International Journal of Mobile and Blended Learning (IJMBL), 4(4), 34-46.
Gallagher, M.S.; de Waard, I., Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N. Ö., & Rodriguez, C. O. (2012). Emotive Vocabulary in MOOCs: Context and Participant Retention. European Journal of Open, Distance, and E-Learning, 11(2).
de Waard, I., Gallagher, M.S.; Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N. Ö., & Rodriguez, C. O. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Education, November, 2011.
Edited Book Chapters
Ismail, M.; Yunus, S.; and Gallagher, M. (2022 Forthcoming). Digital Pedagogies, Sites of Transformation, and Sites of Resistance: The Case of the State University of Zanzibar (SUZA). In Hannah Moscovitz, Michele Martini and Susan Robertson (eds.) Building the Post-Pandemic University.
Fawns, T; Gallagher, M.; and Bayne, S. (2021). Institutional contexts in supporting quality online postgraduate education: lessons learned from two initiatives at the University of Edinburgh. In T. Fawns, G. Aitken, and D. Ford (eds.) Online Postgraduate Education in a Postdigital World: Beyond Technology. London: Springer.
Gallagher, M. (2020). Distilling complexity through metastability and mobility: the networked learning spaces of Amara. In N. Bonderup Dohn, P. Jandric, M. de Laat & T. Ryberg Politics (Eds.), Mobility, Agency and Data in Networked Learning. London: Springer.
Gallagher, M. (2019). Artificial intelligence and the mobilities of inclusion: the accumulated advantages of 5G networks, machine learning, and surfacing outliers. In J. Knox, Y. Wang, M. Gallagher (Eds.) Inclusive Education, ICT, and Artificial Intelligence, London: Springer.
Knox, J.; Wang, Y. & Gallagher, M. (2019). AI, Inclusion, and ‘Everyone Learning Everything’. In Artificial Intelligence and Inclusive Education, London: Springer.
Gallagher, M. (2019). Moving Beyond Microwork: Rebundling Digital Education and Reterritorialising Digital Labour. In Peters, M. A.; Jandrić, P.; & Means, A. J. (Eds.). Education and Technological Unemployment. London: Springer.
Knox, J.; Wang, Y. & Gallagher, M. (2019). Artificial Intelligence and Inclusive Education: Speculative Futures and Emerging Practices. London: Springer.
Gallagher, M. (2019). AI, Chatbots, and Disconnects with Neo-Confucianism in South Korea. In M. Pegrum (Ed.) Mobile Lenses on Learning: Languages and Literacies on the Move. London: Springer.
Churchill, D.; Pegrum, M.; Churchill, N.; Gallagher, M… (2018). The Implementation of Mobile Learning in Asia: Key Trends in Practices and Research. In J. Voogt et al. (eds.), Second Handbook of Information Technology in Primary and Secondary Education, Springer International Handbooks of Education.
Gallagher, M. (2017). KakaoTalk meets the Ministry of Education: Mobile Learning in South Korean Higher Education. In J. Traxler & H. Crompton (Eds.) Mobile Learning and Higher Education: Case Studies in Practice. London: Routledge.
Keskin, N.; Koutropoulos, A.; Metcalf, D., de Waard, I., Gallagher, M.; Y. Anzai, & Büyük, K. (2017). National Strategies for OER and MOOC from 2010 to 2020: USA, UK, Canada, China, South Korea, Turkey. In K. Buyuk, S. Kocdar & A. Bozkurt (Eds.) Handbook of Research on Administrative Leadership in Open and Distance Learning Programs. Hershey: IGI Global
Gallagher, M.; Lamb, J. & Bayne, S. (2017). The sound spaces of online, distance learners. In L. Carvalho, P. Goodyear & M. de Laat (Eds.) Place-based Spaces for Networked Learning. Sydney: Routledge.
Gallagher, M., Lamb, J., & Bayne, S. (2016). The sonic spaces of online distance learners. Place-based Spaces for Networked Learning. Sydney: Routledge.
Gallagher, M. & Ihanainen, P. (2016). Towards an Auditory Pedagogy. SeOppi, The Association of the Finnish eLearning Centre.
Gallagher, M. & Ihanainen, P. (2016). Field Activity and the Pedagogy of Simultaneity to Support Mobile Learning in the Open. In Research, Boundaries and Policy in Networked Learning. S. Bayne, M. de Laat, T. Ryberg, & C. Sinclair (Eds.). New York: Springer.
Ihanainen, P. & Gallagher, M. (2014). From open to learning space-steps to open pedagogy. SeOppi, The Association of the Finnish eLearning Centre, 3 (2014).
Gallagher, M. & Ihanainen, P. (2013). Pedagogy supporting the simultaneous learning processes of open education: Pedagogy of Simultaneity (PoS). Open Education 2030: Higher Education, European Commission, Joint Research Centre: Information Society Unit.
Keskin, N; Gallagher, M.; Sarsar, F. (2013). E-Book Readers for Everyone: Fatih Project. Mobile Pedagogy and Perspectives on Teaching and Learning. IGI Global.
Gallagher, M. (2010). JSTOR Plant Science. Tools for Identifying Biodiversity: Progress and Problems, L’archivio istituzionale d’Ateneo.
Gallagher, Michael (University of Edinburgh); Akello, Martha (Refugee Law Project); Atherton El-Amine, Brooke (American University of Beirut); Cole, Georgia (University of Edinburgh); Egwalu, Robert (Refugee Law Project); Kompogo, Mary (Refugee Law Project); Lugala, Cosmos (Refugee Law Project); Miranda, Juan-Jose (University of Edinburgh); Mulondon, Apollo (Refugee Law Project); Nanyunja, Sandra (Refugee Law Project); Symons, Kate (Open University) (2021). Blended learning in refugee education: the case of the Foundations for All project in Kampala and Kiryandongo, Uganda. Africomm Conference 2021, Zanzibar.
Bayne, S. & Gallagher, M. (2020). Anticipating the near future of teaching. Networked Learning Conference 2020, Denmark.
Gallagher, M. (2018). Amira’s complexity and cosmopolitanism: the role of disposition in mobilities and mobile learning. Networked Learning Conference 2018, Zagreb, Croatia.
Lamb, J. & Gallagher, M. (2017). ‘Multimodality and Mobile Learning in Bremen‘, at The 3rd Bremen Conference on Multimodality, 20 September 2017.
Lamb, J.; Gallagher, M. & Knox, J. (2015). ‘Urban Flanerie as Multimodal Autoethnography’. At Multimodality: Methodological Explorations, London, 15 January 2015.
Gallagher, M. & Ihanainen, P. (2014). Mobile Learning Field Activity: Pedagogy of Simultaneity to Support Learning in the Open. Networked Learning Conference 2014, Edinburgh.
de Waard, I.; Gallagher, M.; Zelezny-Green, R.; Czerniewicz; Downes, S.; Kukulska-Hulme, A. & Willems, J. (2014). Challenges for conceptualising EU MOOC for vulnerable learner groups. EMOOCs 2014: European MOOCs Stakeholders Summit, Lausanne (Switzerland).
de Waard, I., Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N. Ö., Rodriguez, C. O., & Gallagher, M. S. (2011) Exploring the MOOC format as a pedagogical approach for mLearning. mLearn 2011 Conference Proceedings, October 2011
Sian Bayne, Michael Gallagher, Sotiria Grek, Juan-Jose Miranda, William C. Smith, June Xu, Shrikant Wad, Ben Williamson (2021). The 2023 Global Education Monitoring (GEM) Report Concept Note on Technology and Education: A Joint Response from the University of Edinburgh’s Centre for Research in Digital Education and Comparative Education and International Development (CEID) Research Group.
Grek, S, Zhang, S, Sabeti, S & Gallagher, M. (2021). Complex and intersecting barriers to access: some concluding thoughts. in W Smith, A Voight & Y Zhang (eds), In Smith, W.C., Voigt, A. & Zhang, Y. (Eds.), Barriers to Secondary Education in the Asia Pacific Region: A Scoping Review of Four Countries. : Final report of the Scotland Funding Council GCRF project Universal Secondary Education in the Asia Pacific Region.. pp. 65-69.
Bayne, S, Abaci, S, Choi, S, Davies, HC, Doonan, J, Evans, P, Ewins, R, Farrell, K, Gallagher, M, Knox, J, Lamb, J, Lawson, T, Manches, A, Miltner, KM, Nisbet, P, O’shea, C, Plowman, L, Robertson, J, Ross, J, Sheail, P, Spiller, J, Sowton, C & Williamson, B 2021, Centre Report 2021: Centre for Research in Digital Education. The Centre for Research in Digital Education.
Gallagher, MS; (2016) Charting Trajectories on the Peripheries of Community Practice: Mobile Learning for the Humanities in South Korea. Doctoral thesis , UCL (University College London).
Editorial Board. Postdigital Science and Education.
Guest Editor, Postdigital Science and Education. Special issue on The postdigital learning spaces of higher education.
Guest Editor, Learning, Media & Technology. Special Issue on Global technologies, Local Practices: redefining digital education with local, marginalised voices. 44 (3).
Knox, J.; Wang, Y.; and Gallagher, M. (2019). Artificial Intelligence and Inclusive Education: Speculative Futures and Emerging Practices. AICFE Future Schools 2030 book series. Springer Nature.
Current Issues in Emerging eLearning (CIEE): Volume 2, Issue 1 (2015) MOOC Theoretical Perspectives and Pedagogical Applications.
International Journal of Foreign Studies, Hankuk University of Foreign Studies, Seoul, Korea.
Fogdog Review (editor). Wright State University. 1 (1).