Data Cultures in Higher Education: Emergent Practices and the Challenge Ahead

Contents
Chapter 1: Data Cultures in Higher Education: Acknowledging Complexity
Introduction
Datafication: A Recent Story…
What Is Your Position?
Data and the University
Data Through the Lens of Complexity
Understanding and Transforming Within Complexity: The Concept of Data Cultures
Building (Fair) Data Cultures in Higher Education
Why This Book?
The Book’s Structure
References
Chapter 2: Data, Society and the University: Facets of a Complex Problem
Characterising Data Practices’ Complexity
Modernisation or Managerialism in HEIs? The Role of Digital Technologies and Infrastructures
Managerialism and Platformisation in Higher Education
Open Data: False Promises and Broken Dreams?
The Universities as Generators of Open Data
The Universities as Users of Open Data
Artificial Intelligence: What Are the Implications for Higher Education?
Conclusions
References
Part I: Exploring Reactive Data Epistemologies in Higher Education
Chapter 3: Fair Learning Analytics: Design, Participation, and Trans-discipline in the Techno-structure
The Cornerstones of Fair Learning Analytics: Interdisciplinarity and Openness
Learning Analytics in a Nutshell
Applying LA in a Fair Way
Some Experiences Towards an Open and Inclusive LA
The Way Forward
References
Chapter 4: Beyond Just Metrics: For a Renewed Approach to Assessment in Higher Education
Introduction
Assessment for Learning: Beyond Grading
Assessment, Metrics, Credentials and the Crisis of Higher Education
Collecting Data for “Success” in Higher Education: From Techniques, Technologies and Professionalism to Critical Audiences
(Critical) Data Literacy and Assessment Literacy at the Juncture in the “Datafied” University
More Technology Will Not Change Assessment Nor the Quality of Education
New Systems, New Risks: The Bayesian Trap
Critical Data Literacy as Part of Assessment Literacy: The Need for Renewed Digital Scholarship
Conclusions
References
Chapter 5: “We Used to Have Fun But Then Data Came into Play…”: Social Media at the Crossroads Between Big Data and Digital Literacy Issues
Introduction
Conceptual Framework
Digital Literacy in Social Media World
Case Study 1: Teaching with Twitter – The Tension Between “Keeping It Real” and “Keeping Students Safe”
Platform Perspectives: Online Speech
Case Study 2: Going Viral – The Challenges of Content and Context in a Digital World
Data Literacy in a Social Media World
Case Study 3: Developing Data Literacy Through Strategies of Resistance and Creativity
Implications for Practice
Conclusion and Recommendations for Further Research
References
Part II: Exploring Proactive Data Epistemologies in Higher Education
Chapter 6: Why Does Open Data Get Underused? A Focus on the Role of (Open) Data Literacy
Introduction
The Value of Open Data for Open Knowledge
Issues in Open Data Usage
Open Data Usage
Open Data: Metadata Quality
The Relevance of Open Data Literacy
Engaging with Open Data in the Public Space: Open Data Literacy for a Critical Citizenship
Critical Data Literacy in Researchers’ Data Practices
Actions Supporting Literacies to Unleash the Power of Open Data
Lifelong Learning Strategies to Support Open Government Data Usage
Lifelong Learning Strategies to Support Open Research Data Usage
Discussion and Conclusions
References
Chapter 7: Responsible Educational Technology Research: From Open Science and Open Data to Ethics and Trustworthy Learning Analytics
Introduction
Efforts Towards Open Science in Educational Technology Research
Seeking Reproducibility
Open Data in Zenodo
Ethics in Educational Data Collection
Ethics Procedures in Educational Technology Research
Meta-Research on Ethics in Data Collection: Deficit in Participant Background Knowledge
Meta-Research on Ethics in Data Collection: Enhancing Consent Forms
Trustworthy Data-Driven Educational Technology
A Case Focused on Supporting Human Agency with Learning Analytics
Educational Technology and Human Well-being
Conclusions
References
Chapter 8: Exploring Possible Worlds: Open and Participatory Tools for Critical Data Literacy and Fairer Data Culture
Introduction
Diagnosis and Critique
Critical Realism and Realist Social Theory
Technological Determinism in the HE Context
The Managerial University
Contradictions and Opportunities Regarding Digital Practices and Culture
Opportunities Afforded by Open and Participatory Tools
The Land of Utopia: Viable Alternatives and “Real” Possibilities for the Future
Conclusion
References
Part III: The Challenge Ahead
Chapter 9: Toward an Ethics of Classroom Tools: Educating Educators for Data Literacy
Introduction
Educating Educators About Data: A Situated Reflection
Project 1: The Open Page
Project 2: Data Literacy Survey and Faculty Development Project
Conclusion
References
Chapter 10: How to Integrate Data Culture in HE: A Teaching Experience in a Digital Competence Course
Introduction
Context
The Contribution of the ICT Competence Course to the UOC’s Data Culture
Phase 1: Start of the Digital Group Project
Phase 2: Structuring of the Project and Consolidation of the Working Groups
Phase 3: Development of the Collaborative Digital Project
Phase 4: Closing and Dissemination of the Digital Projects
Conclusive Reflections
References
Educational Resources Cited in This Work
Chapter 11: Teaching Data That Matters: History and Practice
Introduction
A History of Power and Data
A Tool for Oppression
A Growing Critique of Data Practices
Teaching Data in Higher Ed
A Short Interlude on Pedagogy
Introducing Ethics and Responsibility
Classrooms with Community Impact
Alternate Learning Paths
Teach Data That Matters
References
Chapter 12: Critical Data Literacy in Higher Education: Teaching and Research for Data Ethics and Justice
Introduction
From Datafication to Data Justice
Building a Pedagogical Perspective
Open Data as OER
Ethics as Method
A Case Study: A Critical Approach to Data in Academic Development
Conclusion
References
Chapter 13: How Stakeholders’ Data Literacy Contributes to Quality in Higher Education: A Goal-Oriented Analysis
Introduction
Related Studies
Methodology
Goal-Based Modeling
The Framework of Data Literacy
Research Findings: A Holistic View of Goal-Oriented Analysis
Talent Fostering and Five Notions of Quality in HE
Stakeholders’ Data Literacy for Quality in Higher Education
Students
Faculty Members
Administrators
Professional and Support Staff
Employers
Government
Conclusions
References
Chapter 14: Data Centres in the University: From Tools to Symbols of Power and Transformation
Introduction
Theoretical and Contextual Approach
Theoretical Approach
Contextual Approach
Methodology
Procedure
Sample and Information Gathering
Process of Information Analysis and Presentation of Results
Results
Mapping the Characteristics of HE Datafication Centres
Analysis of the Dimensions: Research, Education, Political Strategy and Institutional Development
Research
Education
Political Strategy
Institutional Development
Discussion
Data as a Tool and/or as a Subject
The Multi-disciplinarity Nature of Data-Rich Analysis
A (More) Critical Perspective
Conclusions
Data-Savvy Institutions
The Role of Higher Education Institutions in Society
Network-Oriented Institutional Designs
Globalization But also Integration
References
Chapter 15: Conclusion: Building Fair Data Cultures in Higher Education
Data Practices in Higher Education: Uncovering Complexity
The Space of Complexity: Tensions Between Data Epistemologies and Data Access
Moving in a Space of Complexity: Exploring Cases
The Challenge Ahead: Building Fair Data Cultures in Higher Education to Embrace Complexity
A Case to Understand the Development of Data Cultures
Rethinking Professionalism Through the Lens of an Evolving Data Culture: Beyond Faculty Development
Concluding Remarks
References
Afterword: For: Data Cultures in Higher Education – Emergent Practices and the Challenge Ahead
Divisions and Tensions in Data Cultures
The University for Participation and Agonism in the Data Society?
Looking to the Future
References