Dr Nina Hood
BA, First Class Hons, (London); MA (NYU); GradDip (Sec); MSc distinction (Oxford); DPhil (Oxford)
Nina's research is focused on the role that digital technologies can play in supporting and enhancing education. She is particularly interested in the roles digital technologies can play in professional learning and supporting knowledge mobilisation.
Nina has a background as a secondary teacher in New Zealand. Prior to starting at Auckland University she was a member of the Learning and New Technologies Research Group at the University of Oxford, where she undertook her doctoral work exploring how teachers engaged in online knowledge sharing opportunities.
Alongside her work in online knowledge mobilisation, Nina has also undertaken research projects on open education resources (OER) and Massive Open Online Courses (MOOCs).
Research | Current
Nina is currently continuing her work on how technology can be used to support teacher learning and knowledge mobilisation.
Other research projects:
- Evaluation of the Masters of Teaching programmes at the University of Auckland
- Commonwealth of Learning project evaluating quality in MOOCs and creating guidelines for quality in MOOCs
- European Commission funded ExplOERer Project, focused on supporting the re-use of OER in higher education (http://www.exploerer.gu.se/about/)
Teaching | Current
Areas of expertise
MOOCs and OER
Selected publications and creative works (Research Outputs)
- Littlejohn, A., & Hood, N. (2018). Reconceptualising Learning in the Digital Age The [Un]democratising Potential of MOOCs. Springer. Pages: 108.
- Hood, N. (2018). Personalising and localising knowledge: how teachers reconstruct resources and knowledge shared online in their teaching practice. Technology, Pedagogy and Education10.1080/1475939X.2018.1535448
- Littlejohn, A., & Hood, N. (2018). Becoming an online editor: Perceived roles and responsibilities of Wikipedia editors. Information Research: An international electronic journal, 23 (1) Related URL.
- Hood, N. (2018). Re-imagining the nature of (student-focused) learning through digital technology. Policy Futures in Education, 16 (3), 321-326. 10.1177/1478210317742215
- Hood, N. E., & Littlejohn, A. (2017). Knowledge typologies for professional learning: Educators’ (re)generation of knowledge when learning open educational practice. Educational Technology Research and Development, 1583-1604. 10.1007/s11423-017-9536-z
- Kaatrakoski, H., Littlejohn, A., & Hood, N. (2017). Rethinking professional learning in higher education: A study on how the use of Open Educational Resources triggers the adoption of Open Educational Practice. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 12 (2), 46-63.
- Hood, N. E. (2017). Conceptualising online knowledge sharing: What teachers’ perceptions can tell us. Technology, Pedagogy and Education, 26 (5), 573-585. 10.1080/1475939X.2017.1348980
- Littlejohn, A., & Hood, N. (2017). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48 (2), 499-510. 10.1111/bjet.12438