@article{huggins_kellogg_2020, title={Technology-enabled personalized learning: A promising practice in need of robust research}, volume={120}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12384}, number={1}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Huggins, Erin S. and Kellogg, Shaun}, year={2020}, month={Jan}, pages={1–3} }
 @article{kellogg_edelmann_2015, title={Massively Open Online Course for Educators (MOOC-Ed) network dataset}, volume={46}, ISSN={["1467-8535"]}, DOI={10.1111/bjet.12312}, abstractNote={Abstract This paper presents the Massively Open Online Course for Educators ( MOOC ‐ E d) network dataset. It entails information on two online communication networks resulting from two consecutive offerings of the MOOC called T he D igital L earning T ransition in K ‐12 S chools in spring and fall 2013. The courses were offered to educators from the USA and abroad. Though based on the same course, minor controlled variations were made to both MOOCs in terms of the course length, discussion prompts and group size. The dataset provides opportunities to examine how participants leverage online communication forums to support their learning. In particular, it allows modeling network mechanisms to better understand factors that facilitate or impede the exchange of information among educators.}, number={5}, journal={BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY}, author={Kellogg, Shaun and Edelmann, Achim}, year={2015}, month={Sep}, pages={977–983} }
 @article{booth_kellogg_2015, title={Value creation in online communities for educators}, volume={46}, ISSN={["1467-8535"]}, DOI={10.1111/bjet.12168}, abstractNote={The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of online communities to enhance and extend traditional professional development opportunities. Leveraging the potential of online communities requires an in-depth understanding of the value that members find through their participation. This study used Wenger, Trayner and de Laat's value creation framework to better understand cycles of value creation in online communities. Findings illuminate how members with varying perspectives and levels of expertise co-construct new forms of meaning and understanding in ways that are individually and collectively valuable, and how they apply that knowledge to their professional practice. Additionally, the study offers insight into the ways in which actions of community leaders and a sponsoring organization support and facilitate value creation through different types of activities, tools and interactions.}, number={4}, journal={BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY}, author={Booth, Sharon E. and Kellogg, Shaun B.}, year={2015}, month={Jul}, pages={684–698} }
 @article{kellogg_booth_oliver_2014, title={A social network perspective on peer supported learning in MOOCs for educators}, volume={15}, number={5}, journal={International Review of Research in Open and Distance Learning}, author={Kellogg, S. and Booth, S. and Oliver, K.}, year={2014}, pages={263–289} }
 @article{oliver_kellogg_townsend_brady_2010, title={Needs of elementary and middle school teachers developing online courses for a virtual school}, volume={31}, ISSN={["0158-7919"]}, DOI={10.1080/01587911003725022}, abstractNote={Eight teams of elementary and middle school teachers developed pilot online courses for the North Carolina Virtual Public School (NCVPS) in the USA. A qualitative case study with focus groups and a follow‐up survey helped to identify common needs of these non‐traditional course designers during course development efforts. Findings suggest virtual schools can better support non‐traditional course designers by providing leadership components such as technical expertise, regular feedback, and clear expectations, including an understanding of the target students. Findings further suggest designers need a range of bite‐sized professional development on replicating model courses, using course management systems, assessing learners online, designing with copyright and safety issues in mind, integrating Web tools, and developing course documentation for deployment. The article concludes with a discussion of support structures that may aid instructors tasked with online course development.}, number={1}, journal={DISTANCE EDUCATION}, author={Oliver, Kevin and Kellogg, Shaun and Townsend, Latricia and Brady, Kevin}, year={2010}, pages={55–75} }