Overview of publications including books and book chapters, journal papers and published conference papers, and short articles, case studies, reports and book reviews.
Forthcoming
Johnston, B., MacNeill, S. and Smyth, K. (2024, in press) Futures past and present: A critical consideration of digital transformation in and of higher education. In P. Durston and A. Thanaraj (Eds) The Digital Transformation of Higher Education. McGraw-Hill.
Rennie, F. and Smyth, K. (2024, in press) Reflections on the design of heutagogical learning in online higher education modules. In F.V. Lim and M. Querol-Julián (Eds) Designing learning with digital technologies: Perspectives from multimodality in education. Routledge.
Smyth, K. and Smith. J. (2024, in press) Managing place and space in the context of blended and hybrid learning. In G. Ó Súilleabháin, T. Farrelly and Lanclos, D. (Eds) How to use digital learning with confidence and creativity: A practical Introduction. Edward Elgar Publishing.
Books and book chapters
Smyth, K. (2021) Distancing the (privileged) male from the machine: supporting gender balance and representation through acts of allyship in academic processes and practices. In A. Walker (Ed.) Gender equality, representation and balance within and beyond the University of the Highlands and Islands: A book in celebration of International Women’s Day 2021. eTIPS, pp.109-150. Available online https://omp.uhi.ac.uk/uhim/catalog/book/iwd2021
Smyth, K. (2020) Benchmarking and developing educational research: from establishing shared understandings to enhancing practice. In F. Rennie (Ed.) Bhutan: Ways of learning and teaching (e-book). eTIPS/University of the Highlands and Islands/Royal University of Bhutan, pp.16-43. Available online https://etextbooks.ac.uk/bhutan-learning-teaching/
Rennie, F. and Smyth, K. (2019) Digital learning: The key concepts (2nd Edition). Routledge.
Johnston, B., MacNeill, S. and Smyth, K. (2019). Conceptualising the Digital University: The intersection of policy, pedagogy and practice. Switzerland: Palgrave MacMillan.
Smyth, K., Rennie, F., Davies, G., Sillars, M. and Woolvin, A. (2016) Undertaking your research project: Essential guidance in getting started for undergraduates and postgraduates (e-book). Published by eTIPS.
The above e-textbook was produced through the Jisc funded eTIPS project. It is complemented by a companion website of additional resources at https://etextbooks.ac.uk/.
Smyth, K., MacNeill, S. and Hartley, P. (2016) Technologies and academic development. In D. Baume and C. Popovic (Eds.) Advancing Practice in Academic Development. Routledge, pp.121-141.
Rennie, F. and Smyth. K. (2015) How to write a research dissertation: Essential guidance in getting started for undergraduates and postgraduates (e-book). Published by eTIPS.
The above e-textbook was produced through the Jisc funded eTIPS project. It is complemented by a companion website of additional resources at https://etextbooks.ac.uk/.
Smyth, K. (2013) Sharing and shaping effective institutional practice in TEL through the 3E Framework. In S. Greener (Ed) Case studies in e-learning. Reading: Academic Publishing International, pp.141-159.
Bovill, C., Sheward, L. and Smyth, K. (2013) Underground and undervalued: a survey of Scottish pedagogic research in higher education. In C. Rust (Ed) Improving Student Learning through research and scholarship: 20 years of ISL. Oxford: The Oxford Centre for Staff and Educational Development, Chapter 1 pp. 27-39.
Smyth, K., Whitton, N. and Fotheringham, J. (2011) Write-TEL (Writing for publication in technology-enhanced learning). In Engaging hearts and minds: engaging with academics in the use of technology-enhanced learning. UCISA Best Practice Guide, pp. 52-58. Oxford: UCISA.
Smyth, K. and Mainka, C. (2010) Pedagogy and learning technology: a practical guide (revised e-book edition). Edinburgh: Edinburgh Napier University. This revised e-book edition of original 2006 publication is published Creative Commons and offers a range of reusable guidelines, activities, and rubrics.
Comrie, A., Smyth, K. and Mayes, T. (2009) Learners in control: the TESEP approach. In T. Mayes, D. Morrison, H. Mellar, P. Bullen and M. Oliver (Eds) Transforming higher education through technology-enhanced learning, pp. 208-234. York: Higher Education Academy. Available via https://www.advance-he.ac.uk/knowledge-hub/transforming-higher-education-through-technology-enhanced-learning.
Smyth, K. (2006) Contributed ‘second thoughts’ commentary to Chapter 9: Why and how should we start innovating nowadays? of Cowan, J. (2006). On becoming an innovative university teacher: reflection in action (2nd edition). Maidenhead: OU Press, pp. 134-158.
Smyth, K. and Mainka, C. (2006) Pedagogy and learning technology: a practical guide. Edinburgh: Napier University.
Journal and published conference papers
Smyth, K. (2023) Challenging male homophily and bias in academic research and practice. In Breaking the Gender Bias in Academia and Academic Practice, Special Issue of Journal of Perspectives in Applied Academic Practice, Vol. 11, No. 1, pp. 18-20. Available online DOI https://doi.org/10.56433/jpaap.v11i1.550.
Walker, A. and Smyth, K. (Eds) (2023) Breaking the Gender Bias in Academia and Academic Practice. Special Issue of Journal of Perspectives in Applied Academic Practice, Vol. 11, No. 1. Available online https://jpaap.ac.uk/JPAAP/issue/view/34.
Muirhead, K., Macaden, L., Smyth, K., Chandler, C., Clarke, C.L., Polson, R. and O’Malley, C.T. (2022) The characteristics of effective technology-enabled dementia education: A systematic review and mixed research synthesis. Systematic Reviews, Vol. 11, Article 34. Available online DOI https://doi.org/10.1186/s13643-021-01866-4.
Walker, A. and Smyth, K. (2021) Developing online learning through the pandemic: Digitally enabled approaches to student and staff peer support within a distributed university. Educational Developments, Vol. 22, No. 1, pp. 13-18.
Muirhead, K., Macaden, L., Smyth, K., Chandler, C., Clarke, C., Polson, R. and O’Malley, C. (2021), Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review. Systematic Reviews, Vol. 10, Article 252. Available online DOI https://doi.org/10.1186/s13643-021-01781-8
Rayner, M., Smyth, K. and Fotheringham, H. (2020) Academics’ conceptions of and approaches to research-teaching linkages: Challenges for realising the curriculum as praxis. Journal of Perspectives in Applied Academic Practice, Vol. 8, No. 2, pp. 25-38. Available online DOI https://doi.org/10.14297/jpaap.v8i2.461
Smyth, K., Rennie, F., Davies, G. and Tobgay, S. (2020) Transnational collaboration in building educational research capacity in a new university: An applied phenomenographic investigation. Journal of Perspectives in Applied Academic Practice, Vol. 8, No. 2, pp. 39-49. Available online DOI https://doi.org/10.14297/jpaap.v8i2.460
Smyth, K. and Connor, S. (2020) Linking dialogue to data and data to dialogue: from analytics to understanding student engagement. Paper presented at QAA Scotland’s International Enhancement Conference 2020, Building resilient learning communities: using evidence to support student success. Online, 3rd-5th November. Available online https://www.enhancementthemes.ac.uk/docs/ethemes/conference/linking-dialogue-to-data-and-data-to-dialogue-from-analytics-to-understanding-student-engagement.pdf
MacNeill, S., Johnston, B. and Smyth, K. (2020) Critical engagement for active participation and reflection in the digital university in an age of populism. In E. Michelson and A. Mandell (Eds) (2020) Adult learning in the age of Trump and Brexit. New Directions for Adult and Continuing Education, No 165, Spring 2020, pp. 115-127. Available online DOI https://doi.org/10.1002/ace.20372
Muirhead, K., Macaden, L., Clarke, C., Smyth, K., Polson, R. and O’Malley, C. (2019) The characteristics of effective technology-enabled dementia education for health and social care practitioners: protocol for a mixed studies systematic review. Systematic Reviews, Vol 8, Article No 316. Available online DOI https://doi.org/10.1186/s13643-019-1212-4
Smyth, K. (2018) Linking engagement indicators to supportive interventions. Paper presented at QAA Scotland 15th Enhancement Conference – Evaluation, Evidence & Enhancement: Inspiring Staff and Students, Glasgow Caledonian University, 7th June. Copy available.
Nicoll, P., MacRury, S., van Woerden, H. C. and Smyth, K. (2018) Evaluation of technology-enhanced learning programs for health care professionals: Systematic review. Journal of Medical Internet Research, Vol 20, No 4, e.131. Available online DOI https://doi.org/10.2196/jmir.9085
Patterson, L., Rivera, E., Smyth, K., Rennie, F. and Connor, S. (2018) Challenges for the university as an e-textbook publisher of scholarly work. INTED2018 Proceedings, pp. 8281-8292.
Rennie, F., Smyth, K., Davies, G., Connor, S. and Patterson, L. (2017). Exploring the university as an e-textbook provider of scholarly work. Journal of Perspectives in Applied Academic Practice, Vol. 5, No. 3. Available online DOI http://doi.org/10.14297/jpaap.v5i3.246
Anderson, L., Bamber, V. and Smyth, K. (2017) (Eds) Student Transitions. Special Issue of Journal of Perspectives in Applied Academic Practice, Vol. 5, No. 2. Published in partnership with QAA Scotland. Available online https://jpaap.ac.uk/index.php/JPAAP/issue/view/20
Hall, R. and Smyth, K. (2016) Dismantling the Curriculum in Higher Education. Open Library of Humanities. Vol 2, No 1. Available online DOI: http://doi.org/10.16995/olh.66
Smyth, K. and Bain, Y. (Eds) (2016) Early career research. Special Issue of Education in the North, Vol. 23, No. 2. Available online https://www.abdn.ac.uk/education/research/eitn/journal/archive/48/.
MacNeill, S., Smyth, K. and Johnston, B. (2015) Constructing the Digital University – Open, collaborative models for strategic pedagogic and technical change. In Expanding learning scenarios: Opening out the educational landscape. Proceedings of the European Distance and E-Learning Network 2015 Annual Conference. Barcelona, 9th to 12th June. Available online https://proc.eden-online.org/index.php/PROC/article/view/1403/1111.
Smyth, K., MacNeill, S., and Johnston, B. (2015) Visioning the Digital University – from institutional strategy to academic practice. Educational Developments, Vol. 16, No. 2, pp. 13-17.
Gunn, C., Creanor, L., Lent, N. and Smyth, K. (2014) Representing academic development. Journal of Perspectives in Applied Academic Practice, Vol.2, No.2. Available online http://jpaap.ac.uk/index.php/JPAAP/article/view/92/html.
Adamson, E. and Smyth, K. (2014) Enhancing the student experience through innovation in assessment and feedback. Core paper in Educational innovation and enhancement theme of NET (Networking for Education in Healthcare) 2014 conference, Churchill College, Cambridge, 2-4 September.
Smyth, K., Vlachopoulos, P., Walker, D. and Wheeler, A. (2013) Cross-institutional development of an online open course for educators: confronting current challenges and imagining future possibilities. In M. Gosper, J. Hedberg, and H. Carter (Eds.) Electric Dreams. Proceedings of ascilite Sydney 2013, pp.826-829. Available online via https://ascilite.org/conferences/sydney13/program/handbookproceedings.php
The above paper won the Ascilite 2013 Best Paper Award in the category of ‘Imagining the Future’.
Strickland, K., Smyth, K., Vlachopoulos, V., and Walker, D. (2013) Perspectives in applied academic practice: development of a cross-institutional open access journal to support early career academics. Proceedings of the International Enhancement Themes Conference: Enhancement and Innovation in Higher Education, Crowne Plaza Hotel, Glasgow,11-13 June. Glagow: QAA Scotland, pp.525-529. Available online https://openair.rgu.ac.uk/handle/10059/937
Smyth, K., Vlachopoulos, P., Walker, D. and Wheeler, A. (2013) Promoting global collaboration in academic development though OERs: challenges and opportunities. Proceedings of OER13: Creating a Virtuous Circle, University of Nottingham, 26-27 March.
Fotheringham, J. and Smyth, K. (2013) Student generated content: pedagogy and practice. Social media: challenges and opportunities for education in modern society, Social Media Research Papers, Vol.1, No.1. Lithuania: Mykolo Romerio Universitetas/ISTUS (Institutional Strategies Targeting the Uptake of Social Networking in Adult Education), pp. 5-8.
Smyth, K. (2012) Sharing and shaping effective institutional practice in TEL through the 3E Framework. Proceedings of the 11th European Conference on e-learning ECEL), University of Groningen, Groningen, The Netherlands, 26-27 October. Academic Conferences International, pp.523-531.
Smyth, K. and Bruce, S. (2012) Employing the 3E Framework to underpin institutional practice in the active use of technology. Educational Developments, 13(1), pp. 17-21.
Gray, C. and Smyth, K. (2012) Collaboration creation: Lessons learned from establishing an online professional learning community. Electronic Journal of e-Learning, Vol.10, No.1, pp. 60‑75. Available online https://academic-publishing.org/index.php/ejel/article/view/1616
Gray, C. and Smyth, K. (2011) Social not-working? Evaluating and building an online learning community. In P. Balcean (Ed), Proceedings from the 6th International Conference on e-learning (ICEL), University of British Columbia, Kelowna, Canada, 27th-28th June. Academic Conferences International, pp. 137-147.
Johnson, M. and Smyth, K. (Eds) (2011) Learning technology and institutional strategy. Special issue of Campus-Wide Information Systems on Learning Technology and Institutional Strategy, Vol. 28, No. 4. This features the paper Johnson, M. and Smyth, K. (2011) Diversity, value and technology: exposing value pluralism in institutional strategy, pp. 211-220.
Smyth, K., Comrie, A., Gray, M. and Mayes, T. (2010). Embedding and sustaining change in technology-enhanced education: lessons learned from a cross-institutional transformation project. Invited paper for Education in the North, Issue 18, Available online https://www.abdn.ac.uk/education/research/eitn/journal/74/.
Comrie, A., Mayes, J.T., Mayes, N. and Smyth, K. (Eds) (2009) Learners in the co-creation of knowledge: proceedings of the LICK 2008 Symposium. Edinburgh: Napier University in association with TESEP.
Smyth, K. (2009) Transformative online education for educators: cascading progressive practice in teaching, learning and technology. In D.Remenyi (Ed), Proceedings from the 8th European conference on e-learning, University of Bari, Italy, 29th-30th October. Academic Conferences International, pp. 549-557.
Smyth, K. and Mainka, C. (2009) Embedding the TESEP 3E Approach in the professional development of educators: a case study of the MSc Blended and Online Education. In Comrie, A., Mayes, J.T., Mayes, N. and Smyth, K. (Eds) Learners in the co-creation of knowledge: proceedings of the LICK 2008 Symposium. Edinburgh: Napier University in association with TESEP, pp. 98-108.
Smyth, K., Mainka, C. and Brown, N. (2007). Teacher’s conceptions of and approaches to online teaching. In D.Remenyi (Ed), Proceedings from the 6th European conference on e-learning, Copenhagen Business School, Copenhagen, 4th-5th October. Academic Conferences International, pp. 583-590.
Smyth, K., Comrie, A., Foulis, L., Mayes, T. and McCran, J. (2007) Pedagogical transition through technology-enhanced learning, In The Times they are A-changin’: Researching Transitions in Lifelong Learning, Proceedings of the Centre for Research into Lifelong Learning (CRLL) Conference 2007, Stirling University, UK, 22nd-24th June.
Brown, N., Smyth, K. and Mainka, C. (2006). Looking for evidence of deep learning in constructively aligned online discussions. In S. Banks, V. Hodgson, C. Jones, B. Kemp, D. McConnell and C. Smith (Eds), Proceedings of the Fifth International Conference on Networked Learning 2006. Lancaster: Lancaster University, pp. 315-322.
Mainka, C., Smyth, K. and Brown, N. (2005) Constructive alignment in the VLE. In D. Remenyi (Ed), Proceedings from the 4th European conference on e-learning, Amsterdam, 10th-11th November. Academic Conferences International, pp. 227-235.
Beasley, N. and Smyth, K. (2004) Expected and actual student use of an online learning environment: a critical analysis. Electronic Journal of E-Learning (EJEL). Vol 2 (1). Available online: https://academic-publishing.org/index.php/ejel/article/view/1444
Smyth, K. and Buckner, K. (2004) Towards a theoretical framework for understanding the nature of networked learning. Proceedings of the 2004 European Conference on eLearning, Universite Paris Dauphine, Paris, 25th – 26th November. Academic Conferences International, pp. 375-386
Beasley, N. and Smyth, K. (2003) Students’ selective use of a virtual learning environment: reflections and recommendations. Proceedings of the 2003 European Conference on eLearning, Glasgow Caledonian University 6th –7th November 2003. Academic Conferences International, pp. 71-80.
Smyth, K. and Buckner, K. (2000) Individual approaches to studying and the affordances of interacting with networked learning environments. In M. Asensio, J. Foster, V. Hodgson & D. McConnell (Eds.), Networked Learning 2000: Innovative approaches to lifelong learning and higher education through the internet. Lancaster University and The University of Sheffield, pp. 315-322.
Short articles, case studies, reports and book reviews
Walker, A. and Smyth, K. (Eds) (2023) Editorial. Special Issue of Journal of Perspectives in Applied Academic Practice, Vol. 11, No. 1, pp. 1-2. Available online DOI https://doi.org/10.56433/jpaap.v11i1.553.
Smyth, K. (2021). Editorial. Journal of Perspectives in Applied Academic Practice, Vol. 9, No. 3, pp. 1-2. Available online DOI https://doi.org/10.14297/jpaap.v9i3.522.
Johnston, B., MacNeill, S. and Smyth, K. (2021) Paulo Freire, university education and post pandemic digital praxis. Published by The Post-Pandemic University. Available online https://postpandemicuniversity.net/2021/11/09/paulo-freire-university-education-and-post-pandemic-digital-praxis/
Smyth, K. (2021). Editorial. Journal of Perspectives in Applied Academic Practice, Vol. 9, No. 1, p. 1. Available online DOI https://doi.org/10.14297/jpaap.v9i1.504.
Smyth, K. (2020). Editorial. Journal of Perspectives in Applied Academic Practice, Vol. 8, No. 2, pp. 1-2. Available online DOI https://doi.org/10.14297/jpaap.v8i2.459.
Duncan, H. and Smyth, K. (2017) Embedding equality and diversity in assessment and feedback policy and practice. Case study report for HEA Academy Embedding Equality and Diversity in the Curriculum Strategic Enhancement Programme. Available online https://www.advance-he.ac.uk/knowledge-hub/embedding-equality-and-diversity-assessment-and-feedback-policy-and-practice-0
Anderson, L., Bamber, V. and Smyth, K. (2017). Editorial. Student Transitions. Special Issue of Journal of Perspectives in Applied Academic Practice, Vol. 5, No. 2. Published in partnership with QAA Scotland. Available online DOI https://doi.org/10.14297/jpaap.v5i2.296.
Pitt, B. and Smyth, K. (2017) Creative open everyday practice: Thinking differently at UHI. Case study produced for Open Education Practice Scotland (OEPS) project. Available online https://www.open.edu/openlearncreate/course/view.php?id=2854
Smyth, K. (2015) Within, across and beyond: ‘third spaces’ in tertiary education. DECADE – A collection of reflections to mark 10 years of Architecture and Design Scotland. Edinburgh: Architecture and Design Scotland, p.31.
Smyth, K. (2014) Review of ‘Curriculum models for the 21st Century: Using learning technologies in Higher Education’ by M. Gosper and D. Ifenthaler (Eds.) (2014), Springer. Journal of Perspectives in Applied Academic Practice, Vol 2, No 3. Available online https://doi.org/10.14297/jpaap.v2i3.131
Smyth, K. (2013) Review of ‘The Marketisation of Higher Education and Student as Consumer’ by M. Molesworth, R. Scullion and E. Nixon (Eds.) (2010), Oxford: Blackwell. Ragged University. Available online https://www.raggeduniversity.co.uk/2013/10/14/marketisation-higher-education-student-consumer-suggested-keith-smyth/
Smyth, K. (2013) Review of ‘Philosophy of Education: An Anthology’ by R. Curren (Ed.) (2007), Oxford: Blackwell. Ragged University. Available online https://www.raggeduniversity.co.uk/2013/09/25/philosophy-education-anthology-suggested-keith-smythe/
Wheeler, A., Vlachopoulos, P., Smyth, K., Aitchison, K., Walker, D. and Walsh, L. (2013) Development and internationalization of an OER module: a case study examining the challenges, benefits and successes of the module team’s collaborative undertakings. Higher Education Academy.
Bovill, C., Sheward, L. and Smyth, K. (2012) Higher Education Research in Scotland: Report of a survey undertaken by Universities Scotland Educational Development Sub‐Committee. Edinburgh: Universities Scotland Educational Development Sub‐Committee. Available via http://eprints.gla.ac.uk/70770/
Smyth, K. (2012) MSc Blended and Online Education. Edinburgh Napier University Teaching Fellows Journal, March 2012, Feature Article, p.8.
Fotheringham, J. and Smyth, K. (2011) Using social media in education: for tutors in Centres. Commissioned guide for CIPD. CIPD.
Smyth, K., Whitton, N. and Fotheringham, J. (2011) Write-TEL – online supported scholarly writing in technology-enhanced learning. Edinburgh Napier Teaching Fellows Journal, October 2011, pp. 19-20.
Smyth, K. (2010) Towards a digitally inclusive Edinburgh Napier? Editorial for Edinburgh Napier Teaching Fellows Journal, June to September issue.
Smyth, K. (2010) Our space or theirs? Invited article for ICT Skills Briefing, Issue 14, March 2010, pp.4-5.
Smyth, K. (2008) Partnership, pedagogy and technology for transformational education. Proceedings of the 1st International Conference on Learning and Teaching: Enhancing Learning and Teaching in Higher Education. TAR College, Malaysia, 4th-5th August 2008.
3E Education 