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Katy Jordan


Research associate, Faculty of Education

College research associate, Darwin College

E-mail Address


+ 44 (0)1223 768672


  • PhD, Institute of Educational Technology, The Open University, UK
  • MPhil, Faculty of Education, University of Cambridge
  • PGCert (Academic practice, technology-enabled), City University London
  • MSc, Imperial College London
  • MA, Oxford University

Membership of Professional Bodies/Associations

  • Fellow of the Higher Education Academy (FHEA)
  • Certified Member of the Association for Learning Technology (CMALT)
  • Member of the British Educational Research Association (BERA)
  • Editorial board member for the Journal of Interactive Media in Education (JIME)
  • Member of the Society for Research in Higher Education (SRHE)

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Katy is a Research Associate interested in educational technology and digital scholarship. At present, Katy is working on the 'EdTech Hub' (2019-2027), which will examine the research evidence surrounding the use of educational technology initiatives in low-income countries.

Previous research projects have addressed a range of topics in Educational Research and Educational Technology, including semantic web technologies for education, Massive Open Online Courses, and Open Education. In 2017, she received the SRHE Newer Researchers Award, which funded a project entitled ‘Networked publics: investigating the bounds of personal and professional selves presented by academics through social media platforms’, to build upon the findings from her doctoral research. Her PhD used an innovative mixed-methods social network analysis approach to understand the structure and function of academics’ online networks.

Before joining the Faculty in 2019 as a Research Associate, Katy was a Visiting Research Fellow in the Institute of Educational Technology at the Open University, and previously worked at Cambridge in the Centre for Applied Research in Educational Technology (CARET).

Academic Area/Links

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Research Topics

  • Digital scholarship
  • Educational technology
  • Mixed methods research
  • Open education
  • Social media for Higher Education
  • Social network analysis

Current Research Project(s)

  • The EdTech Hub - a £20m+ programme investigating how effective, culturally appropriate uses of EdTech do – and do not – help to accelerate, spread and scale system-level interventions that lead to better learning outcomes for children in low-income countries (DFCO 2019-27).

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Principal and Recent Publications

Pitt, B., Jordan, K., de los Arcos, B., Farrow, R. & Weller, M. (2020) Supporting open educational practices through Open Textbooks. Distance Education, early view. doi: 10.1080/01587919.2020.1757411

David, R., Pellini, A., Jordan, K. & Philips, T. (2020). Education during the COVID-19 crisis: opportunities and constraints of using EdTech in low-income countries (Version 1.0). Zenodo. doi: 10.5281/zenodo.3750976

Jordan, K. (2020) Educational technology and research impact: the two roles of e-learning and related terms in the 2014 REF impact case studies. Research in Learning Technology, 28. doi: 10.25304/rlt.v28.2306

Jordan, K. (2020) Imagined audiences, acceptable identity fragments and merging the personal and professional: how academic online identity is expressed through different social media platforms. Learning, Media and Technology, 45(2), 165-178.

Pitt, R., Farrow, R., Jordan, K., de los Arcos, B., Weller, M., Kernohan, D., & Rolfe, V. (2019). The UK Open Textbook Report 2019. Open Education Research Hub. The Open University (UK). Available from and

Jordan, K. (2019) From finding a niche to circumventing institutional constraints: Examining the links between academics’ online networking, institutional roles, and identity-trajectory. International Review of Research in Online and Distributed Learning, 20(2).

Jordan, K. (2019) Separating and merging professional and personal selves online: the structure and processes which shape academics’ ego-networks on academic social networking sites and Twitter. Journal of the American Society for Information Science and Technology, 70(8), 830-842.

Jordan, K. (2019) From social networks to publishing platforms: a review of the history and scholarship of academic social network sites. Frontiers in Digital Humanities, doi: 10.3389/fdigh.2019.00005

Jordan, K. & Howe, C. (2018) The perceived benefits and problems associated with teaching activities undertaken by doctoral students. Teaching in Higher Education, 23(4), 504-521.

Weller, M., Jordan, K., DeVries, I. & Rolfe, V. (2018) Mapping the open education landscape: Citation network analysis of historical open and distance education research. Open Praxis, 10(2), 109-126.

Jordan, K. (2018) Validity, reliability and the case for participant-centred research: Reflections on a multi-platform social media study. International Journal of Human-Computer Interaction, 34(10), 913-921.

Jordan, K. & Weller, M. (2018) Communication, collaboration and identity: Factor analysis of academics’ perceptions of online networking. Research in Learning Technology, 26:2013.

Jordan, K. & Weller, M. (2018) Academics and social networking sites: Benefits, problems and tensions in professional engagement with online networking. Journal of Interactive Media in Education, 2018(1), 1.

Jordan, K. (2017) Examining the UK Higher Education sector through the network of institutional accounts on Twitter. First Monday, 22(5), article 5.