Jeremy Knox is Associate Professor of Digital Education at the Department of Education, University of Oxford, and an Official Fellow of Kellogg College.
His research interests include the relationships between education, data-driven technologies, and wider society, and he has led projects funded by the ESRC and the British Council in the UK. Jeremy has previously served as co-Director of the Centre for Research in Digital Education at the University of Edinburgh, and currently co-convenes the Society for Research in Higher Education Digital University network. His published work includes AI and Education in China(2023), Data Justice and the Right to the City (2022), The Manifesto for Teaching Online(2020), Artificial Intelligence and Inclusive Education (2019), and Posthumanism and the Massive Open Online Course (2016).
Research
Books
Bayne, S., Abaci, S., Choi, S., Davies, H., Doonan, J., Evans, P., Ewins, R., Farrell, K., Gallagher, M., Knox, J., Lamb, J., Lawson, T., Manches, A., Miltner, K., Nisbet, P., O’shea, C., Plowman, L., Robertson, J., Ross, J., Sheail, P., Spiller, J., Sowton, C., & Williamson, B. (2021). Centre Report 2021. The Centre for Research in Digital Education.
Bayne, S., Evans, P., Ewins, R., Knox, J., Lamb, J., Macleod, H., O’Shea, C., Ross, J., Sheail, P., & Sinclair, C. (2020). The Manifesto for Teaching Online. MIT Press.
Bayne, S., Abaci, S., Davies, H., Doonan, J., Evans, P., Ewins, R., Farrell, K., Gallagher, M., Ghazali-Mohammed, Z., Knox, J., Lawson, T., Lamb, J., Laurie, M., Manches, A., Menzies, J., Miltner, K., O’shea, C., Plowman, L., Robertson, J., Ross, J., Sheail, P., Sowton, C., Spiller, J., & Williamson, B. (2020). Centre Report 2020. The Centre for Research in Digital Education.
Bayne, S., Ewins, A., Evans, P., Gallagher, M., Ghazali-Mohammed, Z., Manches, A., Odai, L., Knox, J., Menzies, J., O’Shea, C., Plowman, L., Ross, J., Sowton, C., Robertson, J., Sheail, P., Tsai, Y., Wang, Y., Williamson, B., Farrell, K., Lawson, T., & Priztker, R. (2019). Centre Report 2019. The Centre for Research in Digital Education.
Bayne, S., Berliner, N., Evans, P., Ewins, A., Gallagher, M., Ghazali-Mohammed, Z., Knox, J., Manches, A., O’Shea, C., Menzies, J., Plowman, L., Robertson, J., Ross, J., Sheail, P., Sinclair, C., Sowton, C., Tsai, Y., Wang, Y., & Wood, A. (2018). Centre Report 2018. The Centre for Research in Digital Education.
Knox, J. (2016). Posthumanism and the Massive Open Online Course, Contaminating the Subject of Global Education. Taylor & Francis.
Book chapters
Knox, J. (2023). A political economy of AI and education in China. In World Yearbook of Education 2024: Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence (pp. 155-171).
Williamson, B., Eynon, R., Knox, J., & Davies, H. (2023). Critical perspectives on AI in education. In B. du Boulay, A. Mitrovic, & K. Yacef (Eds.), Political economy, discrimination, commercialization, governance and ethics (pp. 555-573). Edward Elgar Publishing Ltd.
Williamson, B., Eynon, R., Knox, J., & Davies, H. (2023). Critical perspectives on AI in education: political economy, discrimination, commercialization, governance and ethics. In Handbook of Artificial Intelligence in Education (pp. 553-570). Edward Elgar Publishing.
Knox, J. (2023). Educational Development in the Postdigital Era. In International Handbook on Education Development in Asia-Pacific (pp. 1-20). Springer Nature.
Currie, M., Knox, J., & Mcgregor, C. (2022). Data justice and the right to the city. In M. Currie, J. Knox, & C. Mcgregor (Eds.), An introduction. Edinburgh University Press.
Knox, J., Hoel, T., & Yuan, L. (2022). From Principles to Processes. In Strategy, Policy, Practice, and Governance for AI in Higher Education Institutions (pp. 101-125). IGI Global.
Knox, J., Wang, Y., & Gallagher, M. (2019). Introduction. In J. Knox, Y. Wang, & M. Gallagher (Eds.), AI, inclusion, and ‘everyone learning everything’ (pp. 1-13). Springer Singapore.
Knox, J. (2019). The ‘creative, problem-solving entrepreneur’. In M. Peters, P. Jandrić, & A. Means (Eds.), Alternative futures for education in the age of machine learning? (pp. 297-312). Springer Singapore.
Knox, J., Wang, Y., & Gallagher, M. (2019). Introduction: AI, Inclusion, and ‘Everyone Learning Everything’. In Artificial Intelligence and Inclusive Education (pp. 1-13). Springer Nature.
Knox, J. (2019). The ‘Creative, Problem-Solving Entrepreneur’: Alternative Futures for Education in the Age of Machine Learning?. In Education and Technological Unemployment (pp. 297-312). Springer Nature.
Ross, J., Sowton, C., Knox, J., & Speed, C. (2017). Artcasting, mobilities, and inventiveness. In L. Ciolfi, A. Damala, E. Hornecker, M. Lechner, & L. Maye (Eds.), Engaging with new approaches to arts evaluation (pp. 150-165). Routledge.
Knox, J. (2017). How goes the revolution?. In G. Martins dos Santos Ferreira, L. Alexandre da Silva Rosado, & J. de Sá Carvalho (Eds.), Three themes in the shifting MOOC landscape (pp. 386-408). Universidade Estacio De Sa.
Knox, J. (2016). What’s the matter with MOOCs?. In Sociomaterial methodologies for educational research. Palgrave Macmillan.
Knox, J. (2016). Posthuman Openings. In M. Deimann & M. Peters (Eds.), looking beyond technology instrumentalism (pp. 66-67). Peter Lang.
Knox, J. (2015). Massive Open Online Courses (MOOCs). In Springer Encyclopaedia of Educational Theory and Philosophy. Springer.
Knox, J. (2015). Critical Education and Digital Cultures. In Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Springer Nature.
Journal articles
Kuhn, C., Khoo, S.-M., Czerniewicz, L., Lilley, W., Bute, S., Crean, A., Abegglen, S., Burns, T., Sinfield, S., Jandrić, P., Knox, J., & MacKenzie, A. (2023). Understanding Digital Inequality: A Theoretical Kaleidoscope. Postdigital Science and Education, 5(3), 894-932.
Knox, J. (2023). (Re)politicising data-driven education: from ethical principles to radical participation. Learning Media and Technology, 48(2), 200-212.
van de Oudeweetering, K., Knox, J., & Decuypere, M. (2023). Problematizing feedback loops: ‘on’, ‘with’, and ‘beyond’ analytics dashboards in MOOCs. Learning Media and Technology, ahead-of-print(ahead-of-print), 1-16.
Jandrić, P., & Knox, J. (2022). The postdigital turn: Philosophy, education, research. Policy Futures in Education, 20(7), 780-795.
Knox, J. (2022). Book review: Jeremy Knox on Posthumanism and the digital university: Texts, bodies and materialities, by Lesley Gourlay, 2020. Educational Philosophy and Theory, 54(7), 1048-1050.
Lamb, J., Carvalho, L., Gallagher, M., & Knox, J. (2022). Correction to: The Postdigital Learning Spaces of Higher Education. Postdigital Science and Education, 4(2), 630-631.
Knox, J. (2022). The Metaverse, or the Serious Business of Tech Frontiers. Postdigital Science and Education, 4(2), 207-215.
Knox, J., Cui, X., Jin, Y., & Sun, B. (2022). Data, Artificial Intelligence, and the future of learning. The Chinese Journal of ICT in Education, 28(509), 5-12.
Jandrić, P., MacKenzie, A., & Knox, J. (2022). Postdigital Research: Genealogies, Challenges, and Future Perspectives. Postdigital Science and Education, 1-7.
Lamb, J., Carvalho, L., Gallagher, M., & Knox, J. (2022). The Postdigital Learning Spaces of Higher Education. Postdigital Science and Education, 4(1), 1-12.
Knox, J. (2021). How the ‘taming’ of private education in China is impacting AI. On Education: Journal for Research and Debate, 12.
Jandric, P., & Knox, J. (2021). The postdigital turn. Journal of Distance Education in China.
Knox, J. (2021). Refocusing Zuboff’s ‘division of learning’ on education. Seminar.Net, 17(2).
Gourlay, L., Rodríguez-Illera, J., Barberà, E., Bali, M., Gachago, D., Pallitt, N., Jones, C., Bayne, S., Hansen, S., Hrastinski, S., Jaldemark, J., Themelis, C., Pischetola, M., Dirckinck-Holmfeld, L., Matthews, A., Gulson, K., Lee, K., Bligh, B., Thibaut, P., Vermeulen, M., Nijland, F., Vrieling-Teunter, E., Scott, H., Thestrup, K., Gislev, T., Koole, M., Cutajar, M., Tickner, S., Rothmüller, N., Bozkurt, A., Fawns, T., Ross, J., Schnaider, K., Carvalho, L., Green, J., Hadžijusufović, M., Hayes, S., Czerniewicz, L., & Knox, J. (2021). Networked Learning in 2021: A Community Definition. Postdigital Science and Education, 3(2), 326-369.
Knox, J. (2020). Artificial intelligence and education in China. Learning Media and Technology, 45(3), 298-311.
Knox, J., Williamson, B., & Bayne, S. (2020). Machine behaviourism: future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning Media and Technology, 45(1), 31-45.
Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J. (2019). What’s next for Ed-Tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 45(1), 1-6.
Knox, J. (2019). What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice. Postdigital Science and Education, 1(2), 357-370.
Arndt, S., Asher, G., Knox, J., Ford, D., Hayes, S., Lăzăroiu, G., Jackson, L., Contreras, J., Buchanan, R., D’Olimpio, L., Smith, M., Suoranta, J., Pyyhtinen, O., Ryberg, T., Davidsen, J., Steketee, A., Mihăilă, R., Stewart, G., Dawson, M., Sinclair, C., & Peters, M. (2019). Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018). Postdigital Science and Education, 1(2), 446-474.
Knox, J. (2019). Postdigital as (Re)Turn to the Political. Postdigital Science and Education, 1(2), 280-282.
Gallagher, M., & Knox, J. (2019). Global technologies, local practices. Learning Media and Technology, 44(3), 225-234.
Ross, J., Knox, J., Sowton, C., & Speed, C. (2019). Mobilising connections with art: Artcasting and the digital articulation of visitor engagement with cultural heritage. International Journal of Heritage Studies, 25(4), 395-414.
Jandrić, P., Ryberg, T., Knox, J., Lacković, N., Hayes, S., Suoranta, J., Smith, M., Steketee, A., Peters, M., McLaren, P., Ford, D., Asher, G., McGregor, C., Stewart, G., Williamson, B., & Gibbons, A. (2019). Postdigital Dialogue. Postdigital Science and Education, 1(1), 163-189.
Mcgregor, C., & Knox, J. (2019). Reframing justice in a more-than-human world?. Theory, Culture & Society.
Lamb, J., Gallagher, M., & Knox, J. (2019). On an excursion through EC1: multimodality, ethnography and urban walking. Qualitative Research, 19(1), 55-70.
Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., & Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893-899.
Knox, J. (2018). Beyond the “c” and the “x”: Learning with algorithms in massive open online courses (MOOCs). International Review of Education, 64(2), 161-178.
Knox, J. (2017). Data Power in Education: Exploring Critical Awareness with the “Learning Analytics Report Card”. Television & New Media, 18(8), 734-752.
McGregor, C., & Knox, J. (2017). Activism and the academy. Ephemera: Theory & Politics in Organisation, 17(3), 509-532.
Knox, J. (2017). De-colonising the MOOC. Journal of Distance Education in China, 508, 1-15.
Jandrić, P., Knox, J., Macleod, H., & Sinclair, C. (2017). Learning in the age of algorithmic cultures. E-Learning and Digital Media, 14(3), 101-104.
Knox, J. (2016). Posthumanism and the MOOC: opening the subject of digital education. Studies in Philosophy and Education, 35(3), 305-320.
Bayne, S., Knox, J., & Ross, J. (2015). Open education: the need for a critical approach. Learning Media and Technology, 40(3), 247-250.
Knox, J. (2015). The ‘Tweeting Book’ and the question of ‘non-human data’. TechTrends, 59(1), 72-75.
Knox, J. (2014). Digital culture clash: “massive” education in the E-learning and Digital Cultures MOOC. Distance Education, 35(2), 164-177.
Knox, J. (2014). Active Algorithms: Sociomaterial Spaces in the E-learning and Digital Cultures MOOC. Campus Virtuales, 3(1), 42-55.
Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. Journal of Online Learning and Teaching, 10(1), 57-69.
Knox, J. (2013). Five critiques of the open educational resources movement. Teaching in Higher Education, 18(8), 821-832.
Knox, J. (2013). The limitations of access alone. Open Praxis, 5(1), 21.
Knox, J., & Bayne, S. (2013). Multimodal profusion in the literacies of the Massive Open Online Course. Research in Learning Technology, 21.
Knox, J., Bayne, S., Ross, J., Macleod, H., & Sinclair, C. (2012). MOOC pedagogy. Association for Learning Technology (ALT) Online Newsletter, 28.
Other
Knox, J. (2017). Playing with student data (S. Shehata & J. Tan, Eds.; pp. 43-49). SoLAR.
Bayne, S., Evans, P., Ewins, A., Knox, J., Lamb, J., Macleod, H., O’Shea, C., Ross, J., Sheail, P., & Sinclair, C. (2016). Manifesto for Teaching Online 2016. University of Edinburgh.
Isard, A., & Knox, J. (2016). Automatic Generation of Student Report Cards (pp. 207-211). Association for Computational Linguistics (ACL).
Knox, J. (2014). The global institution, the homely, and the overwhelming (S. Bayne, C. Jones, M. de Laat, T. Ryberg, & C. Sinclair, Eds.).
