Book chapters

Trede, F., Goodyear, P., Macfarlane, S., Markauskaite, L., & C, M. (under review). Learning in hybrid spaces: designing a mobile technology capacity-building framework for workplace learning. In T. Bowen & M. Drysdale (Eds.), Where are we headed? – Work Integrated Learning in the 21st Century

Bliuc, A-M., Goodyear, P., & Ellis, R. (forthcoming 2017, accepted 27-3-15). The role of students’ social identities in fostering high quality learning in higher education. Chapter 12 in Mavor, K., Platow, M. & Bizumic, B. (Eds.), Self and Social Identity in Educational Contexts. Abingdon: Routledge.

Carvalho, L., Goodyear, P., & de Laat, M. (2016). Place, space and networked learning. In L. Carvalho, P. Goodyear, & M. de Laat (Eds.), Place-based spaces for networked learning. New York: Routledge.

Goodyear, P., Carvalho, L., Hodgson, V., & de Laat, M. (2016). Place-based spaces for networked learning: emerging themes and issues. In L. Carvalho, P. Goodyear, & M. de Laat (Eds.), Place-based spaces for networked learning. New York: Routledge.

Goodyear, P., Carvalho, L., & Dohn, N. (2016). Artefacts and activities in the analysis of learning networks. In S. Bayne, M. de Laat, T. Ryberg & C. Sinclair (Eds.), Research, boundaries and policy in networked learning. New York: Springer.

Goodyear, P., Thompson, K., Ashe, D., Pinto, A., Carvalho, L., Parisio, M., Parker, P., Schwendimann, B., Wardak, D. & Yeoman, P. (2015) Analysing the structural properties of learning networks: architectural insights into buildable forms. In Maina, M., Craft, B., & Mor, Y. (Eds.) The art and science of learning design. Rotterdam, Sense. pp15-29.

Goodyear, P. (2015) Design of engaging informal learning places and spaces. In Spector, J. M. (Ed.) Encyclopedia of educational technology. Thousand Oaks, CA: Sage. pp184-8.

Markauskaite, L & Goodyear, P. (2014) Professional work and knowledge. In Billett, S. Harteis, C., Gruber, H. Eds. International handbook of research in professional and practice-based learning, Springer International Handbooks in Education series. pp79-106.

Yang, D-F & Goodyear, P (2014) Design narrative: a genre-based approach to the development of academic writing skills, In Mor, Y, Warburton, S, Winters, N & Mellar, H (eds) Practical design patterns for teaching and learning with technology. Rotterdam, Sense Publishers. pp41-47.

Yang, D-F & Goodyear, P (2014) Pattern: genre-based development of academic writing skills, In Mor, Y, Warburton, S, Winters, N & Mellar, H (eds) Practical design patterns for teaching and learning with technology. Rotterdam, Sense Publishers. pp83-92.

Goodyear, P. & Carvalho, L. (2014) Networked learning and learning networks. In Carvalho, L. & Goodyear, P. (Eds.) The architecture of productive learning networks. New York, Routledge. pp3-22.

Goodyear, P. (2014) Productive learning networks: The evolution of research and practice. In Carvalho, L. & Goodyear, P. (Eds.) The architecture of productive learning networks. New York, Routledge. pp23-47.

Goodyear, P. & Carvalho, L. (2014) Framing the analysis of learning network architectures. In Carvalho, L. & Goodyear, P. (Eds.) The architecture of productive learning networks. New York, Routledge. pp48-70.

Carvalho, L. & Goodyear, P. (2014) Set design, epistemic design and the functioning of learning networks. In Carvalho, L. & Goodyear, P. (Eds.) The architecture of productive learning networks. New York, Routledge. pp259-276.

Carvalho, L., Goodyear, P., Wardak, D. & Saunders, R. (2014) Peep: Peer support for programming. In Carvalho, L. & Goodyear, P. (Eds.) The architecture of productive learning networks. New York, Routledge. pp79-93.

Carvalho, L. & Goodyear, P. (2014) Virtual choir: Sharing experiences of singing together apart. In Carvalho, L. & Goodyear, P. (Eds.) The architecture of productive learning networks. New York, Routledge. pp209-224.

Goodyear, P., Jones, C. & Thompson, K. (2013) Computer-supported collaborative learning: Instructional approaches, group processes and educational design. In Spector, J. M., Merrill, D., Elen, J. & Bishop, M. (Eds.) Handbook of research on educational communications and technology. 4th New York, Springer. 439-451.

Goodyear, P & Carvalho, L (2013) The analysis of complex learning environments, Chapter 3 in Sharpe, R., Beetham, H (eds) Rethinking pedagogy for a digital age. London: Routledge. (2nd edition), 49-63.

McAndrew, P. & Goodyear, P. (2013) Representing practitioner experiences through learning design and patterns, Chapter 8 in Sharpe, R., Beetham, H (eds) Rethinking pedagogy for a digital age. London: Routledge. (2nd edition), 133-144. [updated version of McAndrew & Goodyear (2007).]

Goodyear, P. & Markauskaite, L. (2012) Pedagogic designs, technology and practice-based education. In Higgs, J., Barnett, R., Billett, S., Hutchings, M. & Trede, F. (Eds.) Practice‐based education: perspectives and strategies. Rotterdam, Sense Publishers. 131-144. (ISBN 978-94-6209-126-9)

Goodyear, P (2011) Affect, technology and convivial learning environments, In Calvo, R & D’Mello, S. (eds), New Perspectives on Affect and Learning Technologies, New York, Springer. 243-254.

Goodyear, P (2011) Emerging methodological challenges for educational research, In Markauskaite, L, Freebody, P & Irwin, J (eds) Methodological choice and design: scholarship, policy and practice in social and educational research, Dordrecht, Springer. 253-266.

Goodyear, P & Ellis, R. (2010) Expanding conceptions of study, context and educational design, in Sharpe, R., Beetham, H. & de Freitas, S (eds). Rethinking learning for the digital age: how learners shape their own experiences. New York, Routledge. 100-113.

Goodyear, P & Retalis, S. (2010) Learning, technology and design, Chapter 1 in Goodyear, P & Retalis, S (Eds) Technology-enhanced learning: design patterns and pattern languages. Rotterdam, Sense Publishers. 1-27.

Retalis, S., Bachfischer, A. & Goodyear, P. (2010) Design patterns for technology enhanced learning: achievements and opportunities, Chapter 18 in Goodyear, P & Retalis, S (Eds) Technology-enhanced learning: design patterns and pattern languages. Rotterdam, Sense Publishers. 311-318.

Goodyear, P & Yang, D.F. (2008) Patterns and pattern languages in educational design, In Lockyer, L., Bennett, S., Agostinho, S. & Harper, B (eds). Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies. Hershey PA: IGI Global, 167-187.

Goodyear, P. (2008) Flexible learning and the architecture of learning places, In Spector, M., Merrill, D., van Merrienboer, J & Driscoll, M., (eds). Handbook of Research on Educational Communications and Technology (3rd ed.), New York: Routledge. 251-257.

Goodyear, P & Ellis, R (2007) The development of epistemic fluency: learning to think for a living, Brew, A & Sachs, J, eds, Transforming a university: the scholarship of teaching and learning in practice, Sydney: University of Sydney Press, 57-68.

McAndrew, P., & Goodyear, P. (2007). Representing practitioner experience through learning design and patterns. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age (pp. 92-102). London: Routledge.

Goodyear, P (2005) The emergence of a networked learning community: lessons learned from research and practice, in Kearsley, G. (ed) Online learning, Englewood Cliffs NJ: Educational Technology Publications, 113-127.

Goodyear, P., Banks, S., Hodgson, V., McConnell, D (2004) Research on networked learning: an overview, Chapter 1 in Goodyear, P., Banks, S., Hodgson, V., McConnell, D (eds) Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers

Goodyear, P, Hodgson, V, Jones, C, Asensio, M, & Steeples, C (2004) Undergraduate students’ experiences of networked learning in UK higher education: a survey-based study, Chapter 5 in Goodyear, P., Banks, S., Hodgson, V., McConnell, D (eds) Advances in Research on Networked Learning, Dordrecht: Kluwer Academic Publishers

Goodyear, P & Jones, C (2003) Implicit theories of learning and change: their role in the development of eLearning environments for higher education, Chapter 2 in Naidu, S. (ed.) Learning and teaching with technology: principles and practices, London: Kogan Page, 29-41.

Goodyear, P (2002) Online learning and teaching in the arts and humanities: reflecting on purposes and design, Chapter 1 in Chambers, E.A. & Lack, K. (eds.) (2002) Online conferencing in the arts and humanities. Milton Keynes: Institute of Educational Technology, Open University 1-15. http://iet.open.ac.uk/research/herg/han/

Goodyear, P & Hativa, N (2002) Research on teacher thinking, beliefs and knowledge in higher education, Introduction to Hativa, N & Goodyear, P, eds, Teacher Thinking, Beliefs and Knowledge in Higher Education, Dordrecht: Kluwer Academic Publishers, 1-13

Goodyear, P (2002) Teaching online, Chapter 4 in Hativa, N & Goodyear, P, eds, Teacher Thinking, Beliefs and Knowledge in Higher Education, Dordrecht: Kluwer Academic Publishers, 79-101

Hativa, N & Goodyear, P (2002) Conceptualization of teachers’ thinking, beliefs and knowledge about teaching and learning in higher education, Chapter 14 in Hativa, N & Goodyear, P, eds, Teacher Thinking, Beliefs and Knowledge in Higher Education, Dordrecht: Kluwer Academic Publishers, 335-359

Goodyear, P (2002) Psychological foundations for networked learning, Chapter 4 in Steeples, C & Jones, C, eds, Networked Learning: Perspectives and Issues, Berlin: Springer Verlag, 49-75.

Steeples, C, Jones, C & Goodyear, P (2002) Beyond e-learning: a future for networked learning, Chapter 19 in Steeples, C & Jones, C, eds, Networked Learning: Perspectives and Issues, Berlin: Springer Verlag, 323-341.

Goodyear, P (2001) Learning and digital environments: lessons from European research, in O’Fathaigh, M, ed., Education and the information age: current progress and future strategies, Cork: Bradshaw Books, 1-25.

Goodyear, P (2000) Environments for lifelong learning: ergonomics, architecture and educational design, Chapter 1 in Spector, J.M. & Anderson, T.M., eds., Integrated and Holistic Perspectives on Learning, Instruction & Technology: Understanding Complexity, Dordrecht: Kluwer Academic Publishers, 1-18.

Kanselaar, G, de Jong, T, Andriessen, J & Goodyear, P (2000) New technologies, in Simons, P, van der Linden, J, Duffy, T, eds, New Learning, Dordrecht: Kluwer Academic Publishers, 55-81

Goodyear, P (1999) Educational technology, virtual learning environments and architectural practice, in Ely, D., Odenthal, L & Plomp, T, eds., Educational science and technology: perspectives for the future, Enschede: Twente University Press, 75-91

Goodyear, P. (1999). New technology in higher education: understanding the innovation process. In A. Eurelings, F. Gastkemper, P. Komers, R. Lewis, R. van Meel, & B. Melief (Eds.), Integrating Information and Communication Technology in Higher Education (pp. 107-136). Deventer: Kluwer.

Goodyear, P. (1997) Instructional design environments: methods and tools for the design of complex instructional systems, in Dijkstra, S, Seel, N, Schott, F & Tennyson, R (eds) Instructional design: international perspectives, Mahwah, New Jersey: Lawrence Erlbaum Associates, 83-111.

Goodyear, P. (1997) The ergonomics of learning environments: learner-managed learning and new technology, in Creacion de materiales para la innovacion educativa con nuevas tecnologias, Instituto de Ciencias de la Educacion, Universidad de Malaga, Malaga, 7-17

Kang, B & Goodyear, P. (1996) Representations of instructional purpose in courseware requirements engineering, In Diaz de Ilarraza Sanchez, A & Fernandez de Castro, I (eds) Computer aided learning in science and engineering, Springer Verlag, Berlin, 167-175

Stone, C. & Goodyear, P. (1995) Constructivismo y diseño instruccional: epistemologia y construccion del significado (Constructivism and Instructional Design: Epistemology and the Construction of Meaning.), Substratum: Temas Fundamentales en Psicologia y Educacion, (2,6), 55-76, Barcelona

Goodyear, P. (1995) Infrastructure for courseware engineering, Chapter Two in Tennyson, R & Barron, A. (eds) Automating Instructional Design: Computer-Based Development and Delivery Tools, Berlin: Springer Verlag, 11-31.

Goodyear, P. (1994) Foundations for courseware engineering, In Tennyson, R (ed) Automating instructional design, development and delivery, Berlin: Springer Verlag, 7-28

Goodyear, P. & Steeples, C. (1993) Computer-mediated communication in the professional development of workers in the advanced learning technologies industry, in Eccleston, J., Barta, B., Hambusch, R (eds) The computer-mediated education of information technology professionals and advanced end-users, Elsevier: Amsterdam, 239-247.

Goodyear, P. & Stone, C. (1992) Domain knowledge, epistemology and intelligent tutoring in social science, in Knowledge Negotiation, Eds. Moyse, R. & Elsom-Cook, M., Academic Press, London, 69-96.

Goodyear, P & duBoulay, B. (1992) Systems and architectures for instruction, in Jones, M & Winne, P. (eds) Adaptive learning environments: foundations and frontiers, Berlin: Springer Verlag, 13-17

duBoulay, B & Goodyear, P. (1992) Student-system interactions, in Jones, M & Winne, P. (eds) Adaptive learning environments: foundations and frontiers, Berlin: Springer Verlag, 319-324

duBoulay, B & Goodyear, P. (1992) Diagnosing students’ learning and adjusting plans for instruction, in Jones, M & Winne, P. (eds) Adaptive learning environments: foundations and frontiers, Berlin: Springer Verlag, 203-208.

Jones, M, Greer, J., Mandinach, E., duBoulay, B & Goodyear, P. (1992) Synthesising Instructional and Computational Science, in Jones, M & Winne, P. (eds) Adaptive learning environments: foundations and frontiers, Berlin: Springer Verlag, 383-401

Goodyear, P. (1992) The provision of tutorial support for learning with computer-based simulations, in de Corte, E., Linn, M., Mandl, H. &Verschaffel, L. (eds.) Computer-Based Learning Environments and Problem Solving, Berlin: Springer Verlag, 391-409.

Goodyear, P. & Tait, K. (1992) Learning with computer based simulations: tutoring and student modelling requirements for an intelligent learning advisor, in M. Carretero, M. Pope, R. Simons & J. Pozo (eds), Learning and Instruction, Vol. 3 Oxford: Pergamon Press, 463-481

Steeples, C, Johnson, R & Goodyear, P. (1992) The rationale and design of the MSc Information Technology and Learning course, in Holmes,G (ed) Integrating learning technology into the curriculum, Oxford: Computers in Teaching Initiative, 13-17.

Goodyear, P. (1991) Research on teaching and the design of intelligent tutoring systems, Chapter 1 in Goodyear, P. (ed) Teaching Knowledge and Intelligent Tutoring, Norwood, New Jersey: Ablex, 3-23

Goodyear, P. (1990) Tutoring strategies and tutoring knowledge, in Vivet, M. (ed) Les Tuteurs Intelligents, Universite du Maine, Le Mans, 255-7

Goodyear, P. (1989) Expert systems and intelligent tutoring: some issues in the engineering of pedagogic knowledge, in Oosthoek, H. & Vroeijenstijn, T. (eds) Higher Education and the New Technologies, Pergamon, Oxford, 45-51.

Dillenbourg, P. & Goodyear, P. (1989) Towards reflective tutoring systems: self-representation and self-improvement, in Bierman, D., Breuker, J & Sandberg, J. (eds), Artificial Intelligence and Education: Synthesis and Reflection, Springfield VA: IOS, 92-99.

Goodyear, P., (1987) Designing programming environments for young learners, In J. Moonen and T. Plomp (eds) Developments in Educational Software and Courseware, Pergamon Press, Oxford, 545-550.

Goodyear, P., (1987) A toolkit approach to computer-aided systems modelling, In R. Lewis & E.D. Tagg (eds) Trends in Computer Assisted Education, Blackwell Scientific, Oxford, 88-96.

Goodyear, P., and Barnard, A. (1982) Microcomputers and special education: survey and prospects, In C. Smith (ed), Microcomputers and Education, Ellis Horwood, Chichester, 61-73.