Data Cultures in Higher Education

INTRODUCTION.- Chap 1. Data Cultures in higher education: acknowledging complexity.-Chap 2. Data, Society and the University: facets of a complex problem.- FIRST PART.-Exploring reactive data epistemologies in HE and the Society.- Chap 3. Fair learning analytics: design, participation and trans-discipline in the techno-structure.- Chap 4. Beyond just metrics: for a renewed approach to assessment in higher education.- Chap 5. "We used to have fun but then data came into play...": Social media at the crossroads between big data and digital literacy issues.- SECOND PART:.- Exploring proactive data epistemologies in HE and the Society.-Chap 6. Why does open data get underused? A focus on the role of (open) data literacy.-Chap 7. Responsible Educational Technology Research: From Open Science and Open Data to Ethics and Trustworthy Learning Analytics.- Chap 8. Exploring possible worlds: open and participatory tools forcritical data literacy and fairer data culture.- THIRD PART.- The challenge ahead.- Chap 9. Toward an ethics of classroom tools: Educating educators for data literacy.-Chap 10. How to integrate data culture in HE: A teaching experience in a Digital competence course.- Chap 11. Teaching Data That Matters: History and Practice.- Chap 12. Critical data literacy in higher education: teaching and research for data ethics and justice.- Chap 13. How stakeholders' data literacy contributes to quality in higher education: a goal-oriented analysis.- Chap 14. Data centres in the university. From tools to symbols of power and transformation.- Chap 15. Conclusion: Building Fair Data Cultures in Higher Education.-  AFTERWORD.- Chap 16. For: Data Cultures in Higher Education: Emergent Practices and the Challenge Ahead.

Juliana E. Raffaghelli is a Research Professor at the University of Padua, and an associated researcher at the Edul@b research group of the Universitat Oberta de Catalunya. In the last fifteen years, she has coordinated international research units, networks and projects in Latin America, the Balkans, Turkey and Western Europe in the field of educational technologies. Her work covered the topic of professional development for technological uptake in international/global contexts of collaboration through a socio-technical and post-colonial lens. Recently her research activities explored the emergent manifestations of data practices and artificial intelligence through critical, open and emancipatory pedagogies. She is currently leading the national project "Professional Learning Ecologies for Digital Scholarship: Modernizing Higher Education through Professionalism". She has coordinated six special issues for international journals and contributed to the field with two books and several research articles and chapters in English, Spanish, Italian and Portuguese.


Albert Sangrà Morer is Director for the UNESCO Chair in Education and Technology for Social Change, and Professor and researcher at the Universitat Oberta de Catalunya, Department of Psychology and Education. He is a member of the founder team of this university (1994-95), where he also served as the director of the eLearn Center. He has worked as a consultant and trainer in several online and blended learning projects in Europe, America, Asia, and Australia, focusing on implementation strategies for the use of technology in teaching and learning and its quality. He is the former Vice-president of the European Foundation of Quality on E-Learning (EFQUEL), and former member of the Executive Committee of EDEN. He contributes to different academic journals as a member of the editorial committee and as a reviewer. He has published several books on the integration of ICT inhigher