|Creating personal meaning through technology-supported science inquiry learning across formal and informal settings|
S Anastopoulou, M Sharples, S Ainsworth, C Crook, C O'Malley, M Wright
International Journal of Science Education 34 (2), 251-273, 2012
|Uses of accelerometer data collected from a wearable system|
JF Knight, HW Bristow, S Anastopoulou, C Baber, A Schwirtz, TN Arvanitis
Personal and Ubiquitous Computing 11 (2), 117-132, 2007
|nQuire: technological support for personal inquiry learning|
P Mulholland, S Anastopoulou, T Collins, M Feisst, M Gaved, L Kerawalla, ...
IEEE Transactions on Learning Technologies 5 (2), 157-169, 2011
|How technology resources can be used to represent personal inquiry and support students' understanding of it across contexts|
E Scanlon, S Anastopoulou, L Kerawalla, P Mulholland
Journal of Computer Assisted Learning 27 (6), 516-529, 2011
|Personal inquiry: Orchestrating science investigations within and beyond the classroom|
M Sharples, E Scanlon, S Ainsworth, S Anastopoulou, T Collins, C Crook, ...
Journal of the Learning Sciences 24 (2), 308-341, 2015
|Assessing the wearability of wearable computers|
JF Knight, D Deen-Williams, TN Arvanitis, C Baber, S Sotiriou, ...
2006 10th IEEE International Symposium on Wearable Computers, 75-82, 2006
|An evaluation of multimodal interactions with technology while learning science concepts|
S Anastopoulou, M Sharples, C Baber
British Journal of Educational Technology 42 (2), 266-290, 2011
|Learning design Rashomon I–supporting the design of one lesson through different approaches|
D Persico, F Pozzi, S Anastopoulou, G Conole, B Craft, Y Dimitriadis, ...
Research in Learning Technology 21, 2013
|Learning 21st century science in context with mobile technologies|
S Anastopoulou, M Sharples, M Wright, H Martin, S Ainsworth, S Benford, ...
|Designing orchestration for inquiry learning|
M Sharples, S Anastopoulou
|Inquiry learning reconsidered; contexts, representations and challenges|
E Scanlon, S Anastopoulou, L Kerawalla
|Multimedia and multimodal systems: commonalities and differences|
S Anastopoulou, C Baber, M Sharples
5th Human Centred Technology Postgraduate Workshop, University of Sussex, 2001
|Personal Inquiry: linking the cultures of home and school with technology mediated science inquiry|
A Anastopoulou, M Sharples, S Ainsworth, C Crook
3rd WLE symposium on mobile learning. Institute of Education, London, 2009
|Assessing the physical loading of wearable computers|
JF Knight, C Baber
Applied ergonomics 38 (2), 237-247, 2007
|From design to narrative: the development of inquiry-based learning models|
G Conole, E Scanlon, L Kerawalla, P Mulholland, S Anastopoulou, ...
EdMedia+ Innovate Learning, 2065-2074, 2008
|Investigating multimodal interactions for the design of learning environments: a case study in science learning|
University of Birmingham, 2004
|Maintaining continuity of inquiry learning experiences across contexts: Teacher’s management strategies and the role of technology|
S Anastopoulou, Y Yang, M Paxton, M Sharples, C Crook, S Ainsworth, ...
European Conference on Technology Enhanced Learning, 17-29, 2010
|Multimodality and Learning: linking science to everyday activities|
S Anastopoulou, M Sharples, C Baber
HCII 2003, 2003
|Visualizing the invisible: The CONNECT Approach for teaching science|
S Sotiriou, S Anastopoulou, S Rosenfeld, O Aharoni, A Hofstein, F Bogner, ...
Sixth IEEE International Conference on Advanced Learning Technologies (ICALT …, 2006
|Technology-enhanced personalised learning: Untangling the evidence|
W Holmes, S Anastopoulou, H Schaumburg, M Mavrikis
Robert Bosch Stiftung GmbH, 2018