Data Cultures in Higher Education

1. Front Matter

   Pages i-vi

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2. Data Cultures in Higher Education: Acknowledging Complexity

   • Juliana E. Raffaghelli, Albert Sangrà

   Pages 1-39

3. Data, Society and the University: Facets of a Complex Problem

   • Juliana E. Raffaghelli, Albert Sangrà

   Pages 41-68

4. Exploring Reactive Data Epistemologies in Higher Education

   1. Front Matter

      Pages 69-69

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   2. Fair Learning Analytics: Design, Participation, and Trans-discipline in the Techno-structure

      • Regina Motz, Patricia Díaz-Charquero

      Pages 71-87

   3. Beyond Just Metrics: For a Renewed Approach to Assessment in Higher Education

      • Juliana E. Raffaghelli, Valentina Grion

      Pages 89-121

   4. “We Used to Have Fun But Then Data Came into Play…”: Social Media at the Crossroads Between Big Data and Digital Literacy Issues

      • Benjamin Gleason, Stefania Manca

      Pages 123-142

5. Exploring Proactive Data Epistemologies in Higher Education

   1. Front Matter

      Pages 143-143

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   2. Why Does Open Data Get Underused? A Focus on the Role of (Open) Data Literacy

      • Gema Santos-Hermosa, Alfonso Quarati, Eugenia Loría-Soriano, Juliana E. Raffaghelli

      Pages 145-177

   3. Responsible Educational Technology Research: From Open Science and Open Data to Ethics and Trustworthy Learning Analytics

      • Davinia Hernández-Leo, Ishari Amarasinghe, Marc Beardsley, Eyad Hakami, Aurelio Ruiz García, Patricia Santos

      Pages 179-200

   4. Exploring Possible Worlds: Open and Participatory Tools for Critical Data Literacy and Fairer Data Culture

      • Caroline Kuhn

      Pages 201-226

6. The Challenge Ahead

   1. Front Matter

      Pages 227-227

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   2. Toward an Ethics of Classroom Tools: Educating Educators for Data Literacy

      • Bonnie Stewart

      Pages 229-244

   3. How to Integrate Data Culture in HE: A Teaching Experience in a Digital Competence Course

      • Montse Guitert, Teresa Romeu, Marc Romero

      Pages 245-265

   4. Teaching Data That Matters: History and Practice

      • Rahul Bhargava

      Pages 267-292

   5. Critical Data Literacy in Higher Education: Teaching and Research for Data Ethics and Justice

      • Javiera Atenas, Leo Havemann, Caroline Kuhn, Cristian Timmermann

      Pages 293-311

   6. How Stakeholders’ Data Literacy Contributes to Quality in Higher Education: A Goal-Oriented Analysis

      • Nan Yang, Tong Li

      Pages 313-327

   7. Data Centres in the University: From Tools to Symbols of Power and Transformation

      • Pablo Rivera-Vargas, Cristóbal Cobo, Judith Jacovkis, Ezequiel Passerón

      Pages 329-353

   8. Conclusion: Building Fair Data Cultures in Higher Education

      • Juliana E. Raffaghelli, Albert Sangrà

      Pages 355-383

7. Back Matter

   Pages 385-394

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This collection focuses on the role of higher education institutions concerning datafication as a complex phenomenon.  It explores how the universities can develop data literac(ies) shaping tomorrow skills and “formae mentis” to face the most deleterious effects of datafication, but also to engage in creative and constructive ways with data. Notably, the book spots data practices within the two most relevant sides of academics’ professional practice, namely, research and teaching. Hence, the collection seeks to reflect on faculty’s professional learning about data infrastructures and practices.

The book draws on a range of studies covering the higher education response to the several facets of data in society, from data surveillance and the algorithmic control of human behaviour to empowerment through the use of open data. The research reported ranges from literature overviews to multi-case and in-depth case studies illustrating institutional and educational responses to different problems connected to data. 

The ultimate intention is to provide conceptual bases and practical examples relating to universities’ faculty development policies to overcome data practices and discourses' fragmentation and contradictions: in a nutshell, to build “fair data cultures” in higher education.

• data ethics
• Open Education
• privacy-by-design
• machine learning
• learning analytics
• Assessment Literacy
• teaching practices
• learning practices
• open science
• Open Source Software
• Open Government Data
• digital attitude
• digital competence
• social justice
• data storytelling
• transversal data skills
• goal-oriented analysis
• professional learning
• faculty development

• Universitat Oberta de Catalunya, Barcelona, Spain

  Juliana E. Raffaghelli, Albert  Sangrà

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 education with publishers such as Jossey-Bass, Springer, Octaedro and Gedisa. Recipient of the 2015 Award for Excellence in eLearning awarded by the World Education Congress and EDEN Senior Fellow.

Policies and ethics