Allison Littlejohn

Professor and Director of the UCL Knowledge Lab

University College London

United Kingdom

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Allison Littlejohn is a Professor and Director of the UCL Knowledge Lab at University College London, UK. Her research interests encompass adaptive teacher expertise, the impact of COVID-19 on university structures, and technology policy in educational settings. Recent articles reflect her focus on enhancing professional learning, addressing global challenges, and exploring sociotechnical aspects of education.

Articles (13)

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2025

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2024

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2024

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2023

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2021

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2021

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2020

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2020

Collaborators (9)

Martin Oliver

University College London

UNITED KINGDOM

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Rachel McMullan

Open University

UNITED KINGDOM

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Eileen Kennedy

University College London

UNITED KINGDOM

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Ruth CRICK

University of Sydney

AUSTRALIA

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Rhona Sharpe

University of Oxford

UNITED KINGDOM

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Fereshte Goshtasbpour

Open University

UNITED KINGDOM

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Kirsty Kitto

University of Sydney

AUSTRALIA

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Sue Bennett

University of Wollongong

AUSTRALIA

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Simon Buckingham Shum

University of Sydney

AUSTRALIA

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Allison Littlejohn

Research Interests

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Articles (13)

Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice

Sociotechnical Imaginaries of Sharing and Emerging Postdigital Meaning-Making Practices in the Astronomy Community

Addressing Global Challenges by Contextualising Learning at Scale: Future Professional Learning for the Health Sector

Constructing Accessible Technology Policy in a University Setting During COVID

Transforming educators’ practice: how university educators learned to teach online from home during the Covid-19 pandemic

Addressing the persistent disconnect between learning and work: Using a Logic Model to support negotiations of diverse actors during the design of digital learning systems

What prevents universities from ‘building back better’? Fault lines in university structures of care during the COVID-19 pandemic

Framing Professional Learning Analytics as Reframing Oneself

The Choices that Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic

Moving Teaching Online: Cultural Barriers Experienced by University Teachers During Covid-19

Learning to become an online editor: the editathon as a learning environment

Seeking and sending signals: Remodelling teaching practice during the Covid-19 crisis

A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior

Collaborators (9)

Martin Oliver

Rachel McMullan

Eileen Kennedy

Ruth CRICK

Rhona Sharpe

Fereshte Goshtasbpour

Kirsty Kitto

Sue Bennett

Simon Buckingham Shum

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