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