Toro-Troconis, M., Alexander, Frutos-Perez, M., (2019). ‘Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics‘. International Journal of Higher Education; 8:6, pp 171-183. DOI: https://doi.org/10.5430/ijhe.v8n6p171
Toro-Troconis, M., Voce, J., Vasant, S., Aljafri, J., Alexander, J. and Frutos-Perez, M. (2019), ‘Using behaviour change as a critical frame of reference to understand the adoption of Learning Design methodologies’. In Proceedings of the Association for Learning Technology Annual Conference 2019 (ALT-C 2019), University of Edinburgh, UK, 3-5 September
Toro-Troconis, M., Coutts, L. and Frutos-Perez, M. (2019) ‘How learning analytics is supporting the changing roles of educators in higher education today’. 17th Academic Practice and Technology Conference (APT2019). Co-hosted by London School of Economics & Political Science, University College London and the University of Greenwich
Toro-Troconis, M., Aleksiev, A. (2018), ‘Does Learning Design have an effect on student performance? – Aligning Learning Design with Learning Analytics‘. In Proceedings of the Association for Learning Technology Annual Conference 2018 (ALT-C 2018), Manchester University, UK, 11-13 September.
Morton, C., Saleh, S., Smith, S., Hemani, A., Ameen, A., Bennie, T., Toro-Troconis (2016), ‘Blended Learning: how can we optimise undergraduate student engagement?’. BMC Medical Education Journal; 16:195. DOI10.1186/s12909-016-0716-z
Toro-Troconis, M., Bridson, JM., Halawa, A., Prescot, D., Edwards, S. (2016), ‘Course Design Sprint (CoDesignS) Framework’. In Proceedings of the Association for Learning Technology Annual Conference 2016 (ALT-C 2016), Coventry University, UK, 6-8 September.
Toro-Troconis, M. (2015), ‘Why we should pay more attention to E-learning’. Journal of Health Specialties; 3:191-7
Morton, C., Toro-Troconis, M. (2015), ‘Innovation or a threat to traditional teaching: How do medical students perceive blended learning?’. In Proceedings of the Developing Health Educators for the Future. London Deanery, UK, 7 July.
Imperial College London, World Health Organisation (2015), ‘eLearning for Undergraduate Professional Health Education – a systematic review informing a radical transformation of health workforce development’. http://whoeducationguidelines.org/content/elearning-report Accessed 1st September 2016.
Toro-Troconis, M., Hemani, A. and Murphy, K. (2014), ‘Learning Design in the 21st Century – Blended Learning Design Tool (BLEnDT© & MOOC-it©). In Proceedings of the #designforlearning: from blended learning to learning analytics in HE. Open University (OU), Higher Education Academy Conference, The Open University Milton Keynes, UK, 26-27 November. Best Paper Award!
Toro-Troconis, M. (2014), ‘Flipped Classrooms, Blended Learning and MOOCs – Learning Design in the 21st century’. http://wwwf.imperial.ac.uk/blog/learntechzone/2013/09/03/flipped-classrooms-blended-learning-and-moocs-learning-design-in-the-21st-century/ Accessed 1st September 2016.
Toro-Troconis, M., Bennie, T., Hemani, A., Parvizi, N., Murphy, K. (2014), ‘Designing a Blended Learning Tutorial for Undergraduate Medical Education supported by the use of iPads’. In Proceedings of the Medicine 2.0 ’14, Malaga, Spain, 9-10 October.
Toro-Troconis, M., Bennie, T., Hemani, A., Parvizi, N., Murphy, K. (2014), ‘A Blended Learning Tutorial supported by the use of iPads‘. Town Hall Meeting, 19th February 2014 – Shaping the Future of eLearning at Imperial. London, UK.
Toro-Troconis, M., Hemani, A. (2012), ‘Introduction to BLEnDT©: Blended Learning Design Tool. An instructional framework for the design of Blended Learning courses’. In Proceedings of the 19th international conference of the Association for Learning Technology (ALT-C 2012), Manchester University, UK, 11-13 September.
Toro-Troconis, M., Hemani, A. (2012), ‘Application of BLEnDT©: Blended Learning Design Tool in the curriculum of The Lee Kong Chian School of Medicine and Imperial College Faculty of Medicine’. In Proceedings of the International Association for Medical Education (AMEE 2012), Lyon, France, 25-29 August.