论文

[1] Currently, I am a consultant for UNESCO’s Technology and AI in Education Unit (5 years); I am lead expert (AI and Education) for the Council of Europe (2.5 years); and I am a senior researcher at the International Research Centre on AI, a Category 2 UNESCO centre (2 years).

[2] I co-authored UNESCO’s AI and Education: Guidance for Policy-makers; the Council of Europe’s Artificial Intelligence and Education. A critical view through the Lens of Human Rights, Democracy and the Rule of Law; and the European Union’s Citizens Interacting with AI Systems.

[3] I also led the writing of Artificial Intelligence in Education. Promise and Implications for Teaching and Learning, State of the Art and Practice in AI in Education, and The Ethics of AI in Education. Practices, Challenges and Debates

专著

[1] Holmes, W., Bialik, M., & Fadel, C. (2023). Artificial intelligence in education. Data ethics : building trust : how digital technologies can serve humanity (pp. 621-653). Globethics Publications. doi:10.58863/20.500.12424/4273108.

[2] Holmes, W., & Shiohira, K. (2023). Proceed with Caution. The Pitfalls and Potential of AI and Education. In D. Araya, P. Marber (Eds.), Augmented Education in the Global Age. New York: Routledge. doi:10.4324/9781003230762.

[3] Holmes, W. (2023). Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education. International Review of Research in Open and Distributed Learning. doi:10.19173/irrodl.v24i2.6089.

[4] Holmes, W., Persson, J., Chounta, I. -. A., Wasson, B., & Dimitrova, V. (2022). Artificial Intelligence and Education a Critical View Through the Lens of Human Rights, Democracy and the Rule of Law. Strasbourg. France: The Council of Europe.

[5] Tuomi, I., Holmes, W., & Miller, R. (2022). Charting the futures of artificial intelligence in education. EUROPEAN JOURNAL OF EDUCATION, 57 (4), 531-536. doi:10.1111/ejed.12530.

[6] Mavrikis, M., Rummel, N., Wiedmann, M., Loibl, K., & Holmes, W. (2022). Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Educational Technology Research and Development. doi:10.1007/s11423-022-10104-0.

[7] Brasher, A., Whitelock, D., Holmes, W., Pozzi, F., Persico, D., Manganello, F., . . . Sangra, A. (2022). Comparing the comparators: How should the quality of education offered by online universities be evaluated?. EUROPEAN JOURNAL OF EDUCATION, 57 (2), 306-324. doi:10.1111/ejed.12497.

[8] Porayska-Pomsta, K., & Holmes, W. (2022). Conclusions: Toward ethical AIED. The Ethics of Artificial Intelligence in Education: Practices, Challenges, and Debates (pp. 271-281). doi:10.4324/9780429329067-14.

[9] Iniesto, F., Coughlan, T., Lister, K., Devine, P., Freear, N., Greenwood, R., . . . Tudor, R. (2022). Creating ‘A Simple Conversation’: Designing a Conversational User Interface to Improve the Experience of Accessing Support for Study. ACM Transactions on Accessible Computing. doi:10.1145/3568166.

[10] Vuorikari, R., & Holmes, W. (2022). DigComp 2.2. Annex 2. Citizens Interacting with AI Systems. In R. Vuorikari, S. Kluzer, P. Yves (Eds.), DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes. Publication Office of the European Union. doi:10.2760/490274.

[11] Korir, M., Slade, S., Holmes, W., & Rienties, B. (2022). Eliciting students' preferences for the use of their data for learning analytics. A crowdsourcing approach. In B. Rienties, R. Hampel, E. Scanlon (Eds.), Open World Learning. Research, Innovation and the Challenges of High-Quality Education.. Routledge. doi:10.4324/9781003177098.

[12] Miao, F., Hinostroza, J. E., Lee, M., Isaacs, S., Orr, D., Senne, F., . . . Vergel de Dios, B. (2022). Guidelines for ICT in education policies and masterplans. Paris, France: UNESCO.

[13] Howson, O., Charlton, P., Iniesto, F., & Holmes, W. (2022). INSPIRE: Fourth Industrial Revolution Teaching in the Classroom. Presented at: 53rd Annual ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE). doi:10.1145/3478432.3499065.

[14] Miao, F., & Holmes, W. (2022). International Forum on AI and Education: Ensuring AI as a Common Good to Transform Education, 7-8 December; synthesis report. Paris: UNESCO.

[15] Holmes, W., & Porayska-Pomsta, K. (2022). Introduction to Part I. The Ethics of Artificial Intelligence in Education: Practices, Challenges, and Debates (pp. 21-23). doi:10.4324/9780429329067-2.

[16] Porayska-Pomsta, K., & Holmes, W. (2022). Introduction to Part II. The Ethics of Artificial Intelligence in Education: Practices, Challenges, and Debates (pp. 147-150). doi:10.4324/9780429329067-8.

[17] Korir, M., Slade, S., Holmes, W., Héliot, Y., & Rienties, B. (2022). Investigating the dimensions of students’ privacy concern in the collection, use, and sharing of data for learning analytics. Computers in Human Behavior Reports, 100262. doi:10.1016/j.chbr.2022.100262.

[18] Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education: research, development and policies. doi:10.1111/ejed.12533.

[19] Holmes, W., & Kharkova, I. (2022). The Challenge of Artificial Intelligence. In M. A. Yülek, J. G. Wissema (Eds.), Towards Third Generation Learning and Teaching Contours of the New Learning. Anthem Press.

[20] Holmes, W., & Porayska-Pomsta, K. (2022). The ethics of artificial intelligence in education: Practices, challenges, and debates. doi:10.4324/9780429329067

[21] Grawemeyer, B., Mavrikis, M., & Holmes, W. (2022). When the Going Gets Tough: Students' Perceptions on Affect-Aware Support in an Exploratory Learning Environment for Fractions. In M. M. Rodrigo, N. Matsuda, A. I. Cristea, V. Dimitrova (Eds.), null (pp. 483-487). SPRINGER INTERNATIONAL PUBLISHING AG. doi:10.1007/978-3-031-11647-6_98

[22] Miao, F., & Holmes, W. (2021). Artificial Intelligence and Education. Guidance for Policy-makers. Paris, France: UNESCO.

[23] Holmes, W., Bidarra, J., & Køhler Simonsen, H. (2021). Artificial Intelligence in Higher Education: A Roadmap and Future Perspectives. In H. Køhler Simonsen (Ed.), Forsøg med Uddannelsesdigitalisering og Hybride Formater. Copenhagen, Denmark: SmartLearning og forfatterne.

[24] Miao, F., & Holmes, W. (2021). Beyond disruption: technology enabled learning futures; 2020 edition of Mobile Learning Week, 12-14 October 2020 : report. Paris, France: UNESCO.

[25] Korir, M., Slade, S., Holmes, W., & Rienties, B. (2021). Eliciting students' preferences for the use of their data for learning analytics: A crowdsourcing approach. Open World Learning: Research, Innovation and the Challenges of High-Quality Education (pp. 144-156). doi:10.4324/9781003177098-13

[26] Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., . . . Koedinger, K. R. (2021). Ethics of AI in Education: Towards a Community-Wide Framework. International Journal of Artificial Intelligence in Education. doi:10.1007/s40593-021-00239-1

[27] Balkovic, M., Chavez Ocampo, M., Dhirathiti, N. S., Holmes, W., Ikeda, K., Negrescu, V., & Patrick, J. (2021). Inclusive Learning and Teaching in a Digital World. In L. Nagarajan, R. Tozsa (Eds.), ARC8 Outlook Report 2030: Inclusive and Diverse Higher Education in Asia and Europe. Singapore: Asia Europe Foundation.

[28] Miao, F., & Holmes, W. (2021). International Forum on AI and the Futures of Education, developing competencies for the AI Era, 7-8 December 2020: synthesis report. Paris, France: UNESCO.

[29] Holmes, W. (2020). Artificial Intelligence in Education. In A. Tatnall (Ed.), Encyclopedia of Education and Information Technologies. Cham: Springer International Publishing. doi:10.1007/978-3-030-10576-1_107

[30] Bidarra, J., Simonsen, H., & Holmes, W. (2020). Artificial Intelligence in Teaching (AIT): A road map for future developments. Presented at: EMPOWER Webinar Week (EADTU), null. doi:10.13140/RG.2.2.25824.51207

[31] Iniesto, F., Coughlan, T., Lister, K., & Holmes, W. (2020). Designing an Assistant for the Disclosure and Management of Information about Needs and Support: The ADMINS project.  ASSETS 2020 - 22nd International ACM SIGACCESS Conference on Computers and Accessibility. ACM. doi:10.1145/3373625.3418017.

[32] Neves, M., & Holmes, W. (2020). IA na Educação: Oportunidades e Preocupações. In J. B. Bottentuit Junior, J. M. N. Piedade, L. P. Wunsch, L. F. de Medeiros (Eds.), Formação no contexto do pensamento computacional, da robótica e da inteligência artificial na educação. Portugal: EDUFMA.

[33] Kukulska-Hulme, A., Beirne, E., Conole, G., Coughlan, T., Ferguson, R., FitzGerald, E., . . . Sharples, M. (2020). Innovating Pedagogy 2020. Milton Keynes, UK.

[34] Holmes, W., Chakroun, B., Miao, F., Mendes, V., Domiter, A., Fan, H., . . . Assouline, N. (2019). Artificial Intelligence for Sustainable Development Synthesis Report. Mobile Learning Week 2019. Paris, France: UNESCO.

[35] Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education Promises and Implications for Teaching and Learning (1st ed.). MA, USA: Center for Curriculum Redesign.

[36] Holmes, W., & Culver, J. (2019). Automating the Categorization of Learning Activities, to Help Improve Learning Design. In S. Isotani, E. Millan, A. Ogan, P. Hastings, B. McLaren, R. Luckin (Eds.), null (pp. 105-109). SPRINGER INTERNATIONAL PUBLISHING AG. doi:10.1007/978-3-030-23207-8_20

[37] Kizilkaya, L., Vince, D., & Holmes, W. (2019). Design Prompts for Virtual Reality in Education. In S. Isotani, E. Millan, A. Ogan, P. Hastings, B. McLaren, R. Luckin (Eds.), null (pp. 133-137). SPRINGER INTERNATIONAL PUBLISHING AG. doi:10.1007/978-3-030-23207-8_25

[38] Wilkinson, H. R., Smid, C., Morris, S., Farran, E., Dumontheil, I., Mayer, S., . . . Thomas, M. (2019). Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science. Journal of Cognitive Enhancement. doi:10.1007/s41465-019-00161-4

[39] Okada, A., Whitelock, D., Holmes, W., & Edwards, C. (2019). e-Authentication for online assessment: A mixed-method study. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 50 (2), 861-875. doi:10.1111/bjet.12608

[40] Holmes, W., Bektik, D., Di Gennaro, M., Woolf, B. P., & Luckin, R. (2019). Ethics in AIED: Who Cares?. Presented at: 20th International Conference on Artificial Intelligence in Education (AIED).

[41] Mavrikis, M., & Holmes, W. (2019). Intelligent Learning Environments: Design, Usage and Analytics for Future Schools. Shaping Future Schools with Digital Technology An International Handbook. Springer.

[42] Zhang, J., Gao, M., Holmes, W., Mavrikis, M., & Ma, N. (2019). Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools. Interactive Learning Environments. doi:10.1080/10494820.2019.1620290

[43] Holmes, W., Quan, N., Zhang, J., Mavrikis, M., & Rienties, B. (2019). Learning analytics for learning design in online distance learning. DISTANCE EDUCATION. doi:10.1080/01587919.2019.1637716

[44] Pozzi, F., Manganello, F., Passarelli, M., Persico, D., Brasher, A., Holmes, W., . . . Sangra, A. (2019). Ranking Meets Distance Education: Defining Relevant Criteria and Indicators for Online Universities. The International Review of Research in Open and Distributed Learning, 20 (5), 42-63. doi:10.19173/irrodl.v20i5.4391

[45] Holmes, W., & Anastopoulou, S. (2019). What do students at distance universities think about AI?.  L@S '19: PROCEEDINGS OF THE SIXTH (2019) ACM CONFERENCE ON LEARNING @ SCALE. ASSOC COMPUTING MACHINERY. doi:10.1145/3330430.3333659

[46] du Boulay, B., Poulovasillis, A., Holmes, W., & Mavrikis, M. (2018). Artificial Intelligence And Big Data Technologies To Close The Achievement Gap. In R. Luckin (Ed.), Enhancing Learning and Teaching with Technology What the Research Says. UCL Institute of Education Press.

[47] Nichols, M., & Holmes, W. (2018). Don’t Do Evil: Implementing Artificial Intelligence in Universities.

[48] Holmes, W., Bektik, D., Whitelock, D., & Woolf, B. P. (2018). Ethics in AIED: Who Cares?.  ARTIFICIAL INTELLIGENCE IN EDUCATION, PT II, 10948, 551-553. SPRINGER INTERNATIONAL PUBLISHING AG.

[49] Mavrikis, M., Holmes, W., Zhang, J., & Ma, N. (2018). Fractions Lab Goes East: Learning and Interaction with an Exploratory Learning Environment in China.  Artificial Intelligence in Education (AIED: International Conference on Artificial Intelligence in Education), 10948, 209-214. Cham, Switzerland: Springer Nature. doi:10.1007/978-3-319-93846-2_38

[50] Okada, A., Whitelock, D., Holmes, W., & Edwards, C. (2018). Student acceptance of online assessment with e-authentication in the UK.  Communications in Computer and Information Science, 829, 109-122. doi:10.1007/978-3-319-97807-9_9

[51] Edwards, C., Holmes, W., Whitelock, D., & Okada, A. (2018). Student Trust in e-Authentication.  PROCEEDINGS OF THE FIFTH ANNUAL ACM CONFERENCE ON LEARNING AT SCALE (L@S'18). ASSOC COMPUTING MACHINERY. doi:10.1145/3231644.3231700

[52] Holmes, W., Anastopoulou, S., & Mavrikis, E. (2018). Technology-enhanced Personalised Learning: Untangling the Evidence. Stuttgart, Germany: Robert Bosch Stiftung.

[53] Grawemeyer, B., Wollenschlaeger, A., Santos, S. G., Holmes, W., Mavrikis, M., & Poulovassilis, A. (2018). Using Graph-based Modelling to explore changes in students’ affective states during exploratory learning tasks.  Proceedings of the 10th International Conference on Educational Data Mining, 382-383. EDM.

[54] Rienties, B., Nguyen, Q., Holmes, W., & Reedy, K. (2017). A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK. Interaction Design and Architecture(s) (33), 134-154.

[55] Grawemeyer, B., Mavrikis, M., Holmes, W., Santos, S. G., Wiedmann, M., & Rummel, N. (2017). Affective learning: improving engagement and enhancing learning with affect-aware feedback. User Modeling and User-Adapted Interaction, 27, 119-158. doi:10.1007/s11257-017-9188-z

[56] Brasher, A., Holmes, W., & Whitelock, D. (2017). COMPARING ONLINE DISTANCE UNIVERSITIES.  9TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (EDULEARN17), 5411-5415. IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT.

[57] Vasalou, A., Khaled, R., Holmes, W., & Gooch, D. (2017). Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers and Education, 114, 175-192. doi:10.1016/j.compedu.2017.06.009

[58] Holmes, W. (2017). Digital games-based learning: Time to adoption: Two to three years?. Education and New Technologies: Perils and Promises for Learners (pp. 196-212). doi:10.4324/9781315644851.

[59] Luckin, R., Mavrikis, M., Cukurova, M., Porayska-Pomsta, K., Holmes, W., Rienties, B., . . . Forcier, L. (2017). How Do We Unleash AIEd at Scale to Benefit All Teachers and Learners?.  ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017, 10331, 665-667. SPRINGER INTERNATIONAL PUBLISHING AG.

[60] Sharples, M., Anastopoulou, S., Bradstock, C., Charitonos, K., Coe, A., Harrington, M., & Holmes, W. (2017). Project Minerva final report: Innovation in Teaching and Learning with Technology. Milton Keynes, UK: The Open University.

[61] Luckin, R., Baines, E., Cukurova, M., & Holmes, W. (2017). Solved! Making the case for collaborative problem-solving. London, UK.: Nesta.

[62] Holmes, W., Mavrikis, E., Rummel, N., Grawemeyer, B., Wiedmann, M., & Loibl, K. (2016). A Talk on the Wild Side: The Direct and Indirect Impact of Speech Recognition on Learning Gains.

[63] Grawemeyer, B., Mavrikis, M., Holmes, W., Sergio, G. S., Wiedmann, M., & Rummel, N. (2016). Affecting Off-Task Behaviour: How Affect-aware feedback can improve student learning.  Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 25-29-April-2016, 104-113. ACM. doi:10.1145/2883851.2883936

[64] Rummel, N., Mavrikis, M., Wiedmann, M., Loibl, K., Mazziotti, C., Holmes, W., & Hansen, A. (2016). Combining Exploratory Learning with Structured Practice to Foster Conceptual and Procedural Fractions Knowledge.  ICLS 2016 Proceedings, Volume 1. ISLS.

[65] Lazem, S., Webster, M., Holmes, W., & Wolf, M. (2016). Games and Diabetes: A Review Investigating Theoretical Frameworks, Evaluation Methodologies, and Opportunities for Design Grounded in Learning Theories. Journal of Diabetes Science and Technology, 10 (2), 447-452. doi:10.1177/1932296815604634

[66] Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed. An argument for AI in Education. London, UK.

[67] Howard-Jones, P., & Holmes, W. (2016). Neuroscience Research and Classroom Practice. In J. C. Horvath, J. Hattie (Eds.), From the Laboratory to the Classroom: Translating Science of Learning for Teachers. Routledge.

[68] Grawemeyer, B., Mavrikis, M., Holmes, W., & Gutiérrez-Santos, S. (2015). Adapting Feedback Types According to Students’ Affective States.  Artificial Intelligence in Education 17th International Conference, AIED 2015 Madrid, Spain, June 22–26, 2015 Proceedings, 9112, 586-590. Springer International Publishing.

[69] Grawemeyer, B., Mavrikis, M., Holmes, W., Hansen, A., Loibl, K., & Gutiérrez-Santos, S. (2015). Affect Matters: Exploring the Impact of Feedback during Mathematical Tasks in an Exploratory Environment.  Artificial Intelligence in Education, 595-599. Springer.

[70] Lazem, S., Webster, M., Holmes, W., & Wolf, M. (2015). Games and Diabetes: A Review Investigating Theoretical Frameworks, Evaluation Methodologies, and Opportunities for Design Grounded in Learning Theories. Journal of Diabetes Science and Technology, 1-6.

[71] Mavrikis, M., Grawemeyer, B., Holmes, W., Loibl, K., Hansen, A., Mavrikis, M., & Gutierrez-Santos, S. (2015). Light-Bulb Moment? : Towards adaptive presentation of feedback based on students' affective state.

[72] Holmes, W., Mavrikis, M., Hansen, A., & Grawemeyer, B. (2015). Purpose and Level of Feedback in an Exploratory Learning Environment for Fractions. Springer International Publishing.

[73] Mazziotti, C., Holmes, W., Wiedmann, M., Loibl, K., Rummel, N., Mavrikis, M., . . . Grawemeyer, B. (2015). Robust Student Knowledge: Adapting to Individual Student Needs as They Explore the Concepts and Practice the Procedures of Fractions (workshop paper).

[74] Grawemeyer, B., Gutierrez-Santos, S., Holmes, W., Mavrikis, M., Rummel, N., Mazziotti, C. J., & Janning, R. (2015). Talk, tutor, explore, learn: intelligent tutoring and exploration for robust learning.  Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED).

[75] Grawemeyer, B., Mavrikis, M., Holmes, W., Hansen, A., Loibl, K., & Gutiérrez-Santos, S. (2015). The impact of feedback on students' affective states.  CEUR Workshop Proceedings, 1446.

[76] Holmes, W. (2015). “Deconstructionism” - A Neglected Stage in the Constructivist Learning Process?. Constructivist Foundations, 10, 366-367.

[77] Hansen, A., Geraniou, E., & Mavrikis, M. (2014). Designing interactive representations for learning fractions.

[78] Howard-Jones, P., Holmes, W., Demetriou, S., Jones, C., Tanimoto, E., Morgan, O., . . . Davies, N. (2014). Neuroeducational research in the design and use of a learning technology. Learning, Media and Technology, 40, 1-20. doi:10.1080/17439884.2014.943237

[79] Holmes, W., & Dowker, A. (2013). Catch Up Numeracy: a targeted intervention for children who are low-attaining in mathematics. Research in Mathematics Education, 15, 249-265.

[80] Holmes, W., Howard-Jones, P., Tanimoto, E., Jones, C., Demetriou, S., Morgan, O., . . . Davies, N. (2013). Neuroeducational Research in the Design and Use of Games-based Teaching.

[81] Holmes, W., Reid, D., & Dowker, A. (2012). Early intervention to prevent long-term literacy difficulties: the case of Catch Up Literacy.  Procedia - Social and Behavioral Sciences, 46, 4498-4503. Elsevier. doi:10.1016/j.sbspro.2012.06.284

[82] Eynon, R., Davies, C., & Holmes, W. (2012). Supporting older adults in using technology for lifelong learning: the methodological and conceptual value of Wizard of Oz simulations.  Proceedings of the 8th International Conference on Networked Learning 2012, 66-73.

[83] Holmes, W. (2011). Using game-based learning to support struggling readers at home. Learning, Media and Technology, 36, 5-19.

[84] Davies, C., Carter, A., Cranmer, S., Eynon, R., Furlong, J., Good, J., . . . Holmes, W. (2008). The learner and their context – Interim report: Benefits of ICT use outside formal education. Coventry, UK: BECTA.

会议

[1] Holmes, W., Persson, J., Chounta, I. -. A., Wasson, B., & Dimitrova, V. (2022). Artificial Intelligence and Education a Critical View Through the Lens of Human Rights, Democracy and the Rule of Law. Strasbourg. France: The Council of Europe.

[2] Tuomi, I., Holmes, W., & Miller, R. (2022). Charting the futures of artificial intelligence in education. EUROPEAN JOURNAL OF EDUCATION, 57 (4), 531-536. doi:10.1111/ejed.12530

[3] Mavrikis, M., Rummel, N., Wiedmann, M., Loibl, K., & Holmes, W. (2022). Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Educational Technology Research and Development. doi:10.1007/s11423-022-10104-0

[4] Brasher, A., Whitelock, D., Holmes, W., Pozzi, F., Persico, D., Manganello, F., . . . Sangra, A. (2022). Comparing the comparators: How should the quality of education offered by online universities be evaluated?. EUROPEAN JOURNAL OF EDUCATION, 57 (2), 306-324. doi:10.1111/ejed.12497

[5] Iniesto, F., Coughlan, T., Lister, K., Devine, P., Freear, N., Greenwood, R., . . . Tudor, R. (2022). Creating ‘A Simple Conversation’: Designing a Conversational User Interface to Improve the Experience of Accessing Support for Study. ACM Transactions on Accessible Computing. doi:10.1145/3568166

[6] Vuorikari, R., & Holmes, W. (2022). DigComp 2.2. Annex 2. Citizens Interacting with AI Systems. In R. Vuorikari, S. Kluzer, P. Yves (Eds.), DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes. Publication Office of the European Union. doi:10.2760/490274

[7] Korir, M., Slade, S., Holmes, W., & Rienties, B. (2022). Eliciting students' preferences for the use of their data for learning analytics. A crowdsourcing approach. In B. Rienties, R. Hampel, E. Scanlon (Eds.), Open World Learning. Research, Innovation and the Challenges of High-Quality Education.. Routledge. doi:10.4324/9781003177098

[8] Miao, F., Hinostroza, J. E., Lee, M., Isaacs, S., Orr, D., Senne, F., . . . Vergel de Dios, B. (2022). Guidelines for ICT in education policies and masterplans. Paris, France: UNESCO.

[9] Howson, O., Charlton, P., Iniesto, F., & Holmes, W. (2022). INSPIRE: Fourth Industrial Revolution Teaching in the Classroom. doi:10.1145/3478432.3499065

[10] Miao, F., & Holmes, W. (2022). International Forum on AI and Education: Ensuring AI as a Common Good to Transform Education, 7-8 December; synthesis report. Paris: UNESCO.

[11] Korir, M., Slade, S., Holmes, W., Héliot, Y., & Rienties, B. (2022). Investigating the dimensions of students’ privacy concern in the collection, use, and sharing of data for learning analytics. Computers in Human Behavior Reports, 100262. doi:10.1016/j.chbr.2022.100262

[12] Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education: research, development and policies. doi:10.1111/ejed.12533

[13] Holmes, W., & Kharkova, I. (2022). The Challenge of Artificial Intelligence. In M. A. Yülek, J. G. Wissema (Eds.), Towards Third Generation Learning and Teaching Contours of the New Learning. Anthem Press.

[14] Grawemeyer, B., Mavrikis, M., & Holmes, W. (2022). When the Going Gets Tough: Students' Perceptions on Affect-Aware Support in an Exploratory Learning Environment for Fractions. In M. M. Rodrigo, N. Matsuda, A. I. Cristea, V. Dimitrova (Eds.), null (pp. 483-487). SPRINGER INTERNATIONAL PUBLISHING AG. doi:10.1007/978-3-031-11647-6_98

[15] Miao, F., & Holmes, W. (2021). Artificial Intelligence and Education. Guidance for Policy-makers. Paris, France: UNESCO.

[16] Holmes, W., Bidarra, J., & Køhler Simonsen, H. (2021). Artificial Intelligence in Higher Education: A Roadmap and Future Perspectives. In H. Køhler Simonsen (Ed.), Forsøg med Uddannelsesdigitalisering og Hybride Formater. Copenhagen, Denmark: SmartLearning og forfatterne.

[17] Miao, F., & Holmes, W. (2021). Beyond disruption: technology enabled learning futures; 2020 edition of Mobile Learning Week. Paris, France: UNESCO.

[18] Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B., . . . Koedinger, K. R. (2021). Ethics of AI in Education: Towards a Community-Wide Framework. International Journal of Artificial Intelligence in Education. doi:10.1007/s40593-021-00239-1

[19] Balkovic, M., Chavez Ocampo, M., Dhirathiti, N. S., Holmes, W., Ikeda, K., Negrescu, V., & Patrick, J. (2021). Inclusive Learning and Teaching in a Digital World. In L. Nagarajan, R. Tozsa (Eds.), ARC8 Outlook Report 2030: Inclusive and Diverse Higher Education in Asia and Europe. Singapore: Asia Europe Foundation.

[20] Miao, F., & Holmes, W. (2021). International Forum on AI and the Futures of Education, developing competencies for the AI Era. Paris, France: UNESCO.