• Griffin, T., Armitage, L., Parker, P., & Hugman, S. (2016). Assessment dialogues: Perceptions of feedback and feed-forward. In S. F. Tang & L. Logonnothan (Eds.), Assessment for Learning Within and Beyond the Classroom (Taylor's 8th Teaching and Learning Conference 2015 Proceedings) (pp. 225–237). Selangor, Malaysia: Springer, Singapore.
• Goodyear, P., Thompson, K., Ashe, D., Pinto, A., Carvalho, L., Parisio, M., Parker, P., Schwendimann, B., Wardak, D, & Yeoman, P. (2015). Analysing the structural properties of learning networks: Architectural insights into buildable forms. In Maina, M., Craft, B. & Mor, Y. (Eds), The Art & Science of Learning Design (Ch. 2). Rotterdam: Sense Publishers.
• Parker, P., Schwendimann, B., Thompson, K. & Todd, M. (2014). The Synaptic Leap: Open science combating disease. In Carvahlo, L. & Goodyear, P. (Eds), The Architecture of Productive Learning Networks (Ch. 12). London: Routledge.
• Wardak, D., Parker, P & Shaw, T. (2014). ISQua Knowledge:Fostering a sense of community for the emerging field of quality in health care. In Carvahlo, L. & Goodyear, P. (Eds), The Architecture of Productive Learning Networks (Ch. 11). London: Routledge.

• Parker, P. (2013). From rules to judgment: Exploring the plagiarism threshold in academic writing. In Stockdell-Geisler, A., Castner Post, J., Morse, T., Ingalls, R. & Donnelly, M. (Eds), Critical Conversations About Plagiarism (Ch. 4). Anderson, SC: Parlor Press.

Current project with Dr James Deehan:
Investigating students’ feedback beliefs and perceptions of feedback value at a regional Australian university