Our Lab is invested in projects that address the ubiquitous nature of 21st Century media networks, and the new ways of living and learning that such networks make possible. With a focus on the biocultural and social policy implications of digital media technologies, this research area includes projects and publications that address contemporary learning environments, computational cultures, and calculated publics. 





M-Care: Mixed realities for health and social care education.

Neil Wilson, with David Rousell and Leah Greene

Funded by Health Education England

Enhancing students' theoretical literacy through collaborative text augmentation software (CTAS)

David Rousell, with Sam Sellar & Mathew Shardlow 

Funded by Centre for  Excellence in Teaching and Learning, MMU

Data infrastructure, mobilities and network governance in education (2015-2018)

Lingard, B., Gulson, K., Sellar, S., Takayama, K., Webb, T. & Lubienski, C.

Australian Research Council Discovery grant (150102098)

Children’s digital assemblages in schools: A nomadic study (2018-2019)
Riikka Hohti 
Funded by the Post Doc Pool (Finland)

Walking With Media:  Enhancing teaching and learning through mixed reality technologies (2015-2016)

David Rousell,  with Amy Cutter-Mackenzie, Lexi Cutcher, and Bill Boyd

Funded by the Centre for Teaching and Learning (Southern Cross University)

The CubeWalk Soundtrail (2016)

David Rousell, with Jeanti St Clair 

Higher Education Participation and Partnerships Programme (Australia)

·        Creative diagramming and embodied mathematics: Exploring middle school students interaction with dynamic graphing software (2012-2013)

Elizabeth de Freitas, Adelphi University Technology Grant


de Freitas, E., Sinclair, N. & Coles, A. (Eds.). (2017). What is a mathematical concept? Cambridge University Press. 

Kowaliw, T., Bredeche, N. & Doursat, R., (Eds.). (2014). Growing Adaptive Machines: Combining Development and Learning in Artificial Neural Networks. "Studies in Computational Intelligence" Series, Springer-Verlag. 

Doursat, R., Sayama, H. & Michel, O., (Eds.). (2012). Morphogenetic Engineering: Toward Programmable Complex Systems. "Understanding Complex Systems" Series. Springer-Verlag. 

Journal Articles  

Banzhaf, W., Baumgaertner, B., Beslon, G., Doursat, R., Foster, J. A., McMullin, B., de Melo, V. V., Miconi, T., Spector, L., Stepney, S. & White, R. (2016) Defining and simulating open-ended novelty: Requirements, guidelines and challenges. Theory in Biosciences 135, 131-161. 

Delile, J., Herrmann, M., Peyriéras, N. & Doursat, R. (2017). MecaGen: a cell-based computational model of embryogenesis coupling mechanical behavior and gene regulation. Nature Communications, 8(13929). 

de Freitas, E. & Dixon, E. (2017). The computational turn in educational research: Critical and creative perspectives on the digital data deluge. Research in Education, 98(1), 3-13.

de Freitas, E. (2017). The temporal fabric of research method: Posthuman social science and the digital data deluge. Research in Education, 98(1), 27-43.

de Freitas, E. (2016). Calculating matter and recombinant subjects: The infinitesimal and the fractal fold. Cultural Studies- Critical Methodologies, 16(5), 462-470.

de Freitas, E. (2016). The new empiricism of the fractal fold: Rethinking monadology in digital times. Cultural Studies - Critical Methodologies, 16(2), 224-234.

de Freitas, E. (2016). Number sense and calculating children: Multiplicity, measure and Mathematical monsters. Discourse: Studies in the Cultural Politics of Education, 37(5), 650-661.  

de Freitas, E. & Sinclair, N. (2014). The haptic nature of gesture: Rethinking gesture with new multi-touch digital technologies. Gesture Studies, 14(3), 351-374.

Doursat, R., Sayama, H. & Michel, O. (2013) A review of morphogenetic engineering. "Frontiers of Natural Computing" (FNC 2012) Special Issue. M. Lones, A. Tyrrell, S. Stepney & L. Caves (eds.) Natural Computing 12(2), 517-535. 

Sellar, S. (2017). Making network markets in education: The development of data infrastructure in Australian schooling. Globalisation, Societies and Education, 15(3), 341-351. 

Sellar, S., & Cole, D. R. (2017). Accelerationism: a timely provocation for the critical sociology of education. British Journal of Sociology of Education, 38(1), 38-48.

Sellar, S., & Thompson, G. (2016). The becoming-statistic: Information ontologies and computerized adaptive testing in education. Cultural Studies<=>Critical Methodologies, 16(5), 491-501.

Sellar, S. (2015). Data infrastructure: a review of expanding accountability systems and large-scale assessments in education. Discourse: Studies in the Cultural Politics of Education, 36(5), 765-777.

Lingard, B., Sellar, S. & Savage, G. (2014). Test-based accountabilities and data infrastructures: Rearticulations of social justice as equity in education policy. British Journal of Sociology of Education, 35(5), 710-730.

Varenne, F., Chaigneau, P., Petitot, P. & Doursat, R. (2015) Programming the emergence in morphogenetically architected complex systems. Acta Biotheoretica, 63(3), 295-308. 

Special Issues

de Freitas, E., Dixon-Ramon, E. & Lather, P. (2016). Alternative ontologies of number: Rethinking the quantitative in computational culture. Special issue of Cultural Studies – Critical Methodologies, 16(5).

Book Chapters

Rousell, D. (2019). Walking with Media: Toward a mixed reality pedagogy in university learning environments. In Schnadelbach, H., & Kirk, D. (eds.) People, Personal Data, and the Built Environment. Springer. 

Sellar, S. & Gulson, K. N. (in press). Governing dispositions and situations: The case of data infrastructure in Australian schooling. In A. Wilkins and A. Olmedo (Eds.), The Governance Turn: Applied Social Theory in Education Research. London: Bloomsbury.

Conference Presentations 

de Freitas, E. (2017). Biosocial becomings: Rethinking the biopolitics of mathematics education research. Keynote. 9th International Mathematics Education and Society Conference. Volos, Greece (April)

Sinclair, N. & de Freitas, E. (2017). Touch technologies and learning assemblages. European Congress for Mathematics Education Research. Dublin, February

de Freitas, E. (2016). New directions for biosocial research in education. British Education Research Association Annual Conference. Leeds, UK.

Hohti, R. (2017). From representing to relating to: Researching child - smart phone entanglements in classroom. Audio Visual Pedagogy Conference, Aalborg, 16.6.2017.

Hohti, R. (2017). Child-smartphone entanglements. Some methodological/ethical/material encounters in the classroom. NERA, Copenhagen, 23.3.2017.

Hohti, R., Ruckenstein, M. & Stenberg, K. (2016). ’Put your mobile phones away, please’ – Children’s digital assemblages and social justices 7.6.2016, Childhood2016, Turku.

Sawand, A., S. Djahel, Z. Zhang and F. Nait-abdesselam. (2014). Multidisciplinary Approaches to Achieving Efficient and Trustworthy eHealth Monitoring Systems. IEEE/CIC ICCC 2014, Shanghai, China.