External Publications
7 publications | Peter Whalley
Kelley, P., Tindle, D., Anand, D., Whalley, P., Hogan, P., Valentine, C., Pillinger, P., Gibson, E. and Schwenzer, S. (2011) The Open University-NASA Apollo Virtual Microscope - a tool for Education and Outreach, Poster at 42nd Lunar and Planetary Science Conference, The Woodlands, Texas, USA
Whalley, P., Kelley, S. and Tindle, A. (2011) The role of the Virtual Microscope in distance learning, Open Learning: The Journal of Open and Distance Learning, 26, 2, pp. 127-134, Routledge
Anand, M., Pearson, V., Kelley, S., Tindle, A., Whalley, P. and Koeberl, K. (2010) Virtual microscope for extra-terrestrial samples, European Planetary Science Congress 2010, Rome, Italy
Whalley, P. (2006) Representing parallelism in a control language designed for young children, 2006 IEEE Symposium on Visual Languages and Human-Centric Computing, Brighton, UK
Whalley, P. (2006) Modifying the metaphor in order to improve understanding of control languages- the little-person becomes a cast of actors, British Journal of Educational Technology, Blackwell
Whalley, P. (2004) Interacting with layered dynamic media some educational aspects of MPEG 4, British Journal of Educational Technology, 35, 4, pp. 489 495, Blackwell
Whalley, P. (2003) Interaction as enquiry learning with layered dynamic media, Human Computer Interaction (INTERACT '03), Zurich, Switzerland Human Computer Interaction, INTERACT '03, eds. M Rauterberg M Menozzi J Wesson, pp. 936 939, IOS Press, Amsterdam
ManagementMultimedia &
Information SystemsNarrative
HypermediaNew Media SystemsSemantic Web &
Knowledge ServicesSocial Software
Social Software is...

Interacting with other people not only forms the core of human social and psychological experience, but also lies at the centre of what makes the internet such a rich, powerful and exciting collection of knowledge media. We are especially interested in what happens when such interactions take place on a very large scale -- not only because we work regularly with tens of thousands of distance learners at the Open University, but also because it is evident that being part of a crowd in real life possesses a certain 'buzz' of its own, and poses a natural challenge. Different nuances emerge in different user contexts, so we choose to investigate the contexts of work, learning and play to better understand the trade-offs involved in designing effective large-scale social software for multiple purposes.
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