Data Cultures in Higher Education

<div>INTRODUCTION.-</div><div>Data Cultures in higher education: acknowledging complexity.-</div><div>Introduction.-</div><div>Data and the University.-</div><div>Data through the lens of complexity.-</div><div>Understanding and transforming within complexity: the concept of data cultures.-</div><div>Building (fair) data cultures in higher education.-</div><div>Why this book?.-</div><div>The book’s structure.-</div><div>References.-</div><div>Data, Society and the University: facets of a complex problem.-</div><div>Characterising data practices’ complexity.-</div><div>Modernisation or managerialism in HEIs? The role of digital technologies and infrastructures.-</div><div>Managerialism and Platformisation in higher education.-</div><div>Open data: false promises and broken dreams?.-</div><div>The universities as generators of Open Data.-</div><div>The universities as users of open data.-</div><div>Artificial Intelligence: What are the implications for Higher Education?.-</div><div>Conclusions.-</div><div>References.-</div>FIRST PART.-<div>Exploring reactive data epistemologies in HE and the Society.-</div><div>Fair learning analytics: design, participation and trans-discipline in the techno-structure.-</div><div>The cornerstones of fair Learning Analytics: interdisciplinarity and openness.-</div><div>Learning analytics in a nutshell.-</div><div>Applying LA in a fair way.-</div><div>Some experiences towards an open inclusive LA.-</div><div>The way forward.-</div><div>References.-</div><div>Beyond just metrics: for a renewed approach to assessment in higher education.-</div><div>Introduction.-</div><div>Assessment for learning: beyond grading.-</div><div>Assessment, metrics, credentials and the crisis of higher education.-</div>Collecting data ‘for success’ in Higher Education: from techniques, technologies and professionalism to critical audiences.-<div>(Critical) Data Literacy and Assessment literacy at the juncture in the ‘datafied’ university.-&nbsp;</div><div>More technology will not change assessment nor the quality of education.-</div><div>New systems, new risks: The Bayesian trap.-</div><div>Critical data literacy as part of assessment literacy: the need for renewed digital scholarship.-</div>Conclusions.-<div>References.-</div><div>“We used to have fun but then data came into play...”: Social media at the crossroads between big data and digital literacy issues.-</div><div>Introduction.-</div><div>Conceptual framework.-</div><div>Digital literacy in social media world.-</div><div>Case Study 1. Teaching with Twitter: The tension between “keeping it real” and “keeping students safe”.-</div><div>Platform perspectives: online speech.-</div><div>Case Study 2. Going Viral: The Challenges of Content and Context in a Digital World.-</div><div>Data literacy in a social media world.-</div><div>Case study 3. Developing Data Literacy through Strategies of Resistance and Creativity.-</div><div>Implications for practice.-</div><div>Conclusion and recommendations for further research.-</div><div>References.-</div><div>SECOND PART:.-</div><div>Exploring proactive data epistemologies in HE and the Society.-</div><div>Why does open data get underused? A focus on the role of (open) data literacy.-</div><div>Introduction.-</div><div>The value of Open data for open knowledge.-</div><div>Issues in open data usage.-</div><div>Open Data Usage.-</div><div>Open Data: metadata quality.-</div><div>The relevance of open data literacy.-</div><div>Engaging with open data in the public space: open data literacy for a critical citizenship.-</div><div>Critical data literacy in researchers’ data practices.-</div><div>Lifelong learning strategies to support Open Government Data usage.-</div>Lifelong learning strategies to support Open Research Data usage.-<div>Discussion and conclusions.-</div><div>References.-</div><div>Responsible Educational Technology Research: From Open Science and Open Data to Ethics and Trustworthy Learning Analytics.-</div><div>Introduction.-</div><div>Efforts towards Open Science in Educational Technology Research.-</div><div>Seeking reproducibility.-</div><div>Open data in Zenodo.-</div><div>Ethics in Educational Data Collection.-</div><div>Ethics procedures in educational technology research.-</div><div>Meta-research on ethics in data collection: deficit in participant background knowledge.-</div><div>Meta-research on ethics in data collection: enhancing consent forms.-</div><div>Trustworthy Data-Driven Educational Technology.-</div><div>A case focused on supporting human agency with Learning Analytics.-</div><div>Educational technology and human well-being.-</div><div>Conclusions.-</div><div>Acknowledgements.-</div><div>References.-</div><div>Exploring possible worlds: open and participatory tools for critical data literacy and fairer data culture.-&nbsp;</div>Introduction.-<div>Diagnosis and critique.-</div><div>Critical Realism and Realist Social Theory.-</div><div>Technological determinism in the HE context.-</div><div>The managerial university.-</div><div>Contradictions and opportunities regarding digital practices and culture.-</div><div>Opportunities afforded by open and participatory tools.-</div><div>The land of Utopia: viable alternatives, ‘real’ possibilities for the future.-</div><div>Conclusion.-</div><div>References.-</div><div>THIRD PART.-</div><div>The challenge ahead.-</div><div>Toward an ethics of classroom tools: Educating educators for data literacy.-</div><div>Introduction.-</div><div>Educating Educators About Data: A Situated Reflection.-</div><div>Project 1: The Open Page.-</div><div>Project 2: Data Literacy Survey & Faculty Development Project.-</div><div>Conclusion.-</div><div>References.-</div><div>How to integrate data culture in HE: A teaching experience in a Digital competence course.-</div><div>Introduction.-</div><div>Context.-</div><div>The contribution of the ICT Competence course to the UOC's Data Culture.-</div><div>Phase 1: Start of the digital group project.-&nbsp;</div><div>Phase 2: Structuring of the project and consolidation of the working groups.-</div><div>Phase 3: Development of the collaborative digital project.-</div><div>Phase 4: Closing and dissemination of the digital projects.-</div><div>Conclusive reflections.-</div><div>References.-</div><div>Educational resources cited in this work.-</div><div>Teaching Data That Matters: History and Practice.-</div><div>Introduction.-</div><div>A History of Power and Data.-</div><div>A Tool for Oppression.-</div><div>A Growing Critique of Data Practices.-</div><div>Teaching Data in Higher Ed.-</div><div>A Short Interlude on Pedagogy.-</div><div>Introducing Ethics and Responsibility.-</div><div>Classrooms with Community Impact.-</div><div>Alternate Learning Paths.-</div><div>Teach Data That Matters.-</div><div>References.-</div><div>Critical data literacy in higher education: teaching and research for data ethics and justice.-</div><div>Introduction.-</div><div>From datafication to data justice.-</div><div>Building a pedagogical perspective.-</div><div>Open data as OER.-</div><div>Ethics as method.-</div><div>A case study - A critical approach to data in academic development.-</div><div>Conclusion.-</div><div>References.-</div><div>How stakeholders’ data literacy contributes to quality in higher education: a goal-oriented analysis.-</div><div>Introduction.-</div><div>Related studies.-</div><div>Methodology.-</div><div>Goal-based modeling.-</div><div>The framework of data literacy.-</div><div>Research findings: A holistic view of goal-oriented analysis.-</div><div>Talent fostering and five notions of quality in HE.-</div><div>Stakeholders’ data literacy for quality in higher education.-</div><div>Students.-</div><div>Faculty members.-</div>Administrators.-<div>Professional and support staff.-</div><div>Employers.-</div><div>Government.-</div><div>Conclusions.-</div><div>References.-</div><div>Data centres in the university. From tools to symbols of power and transformation.-</div><div>Introduction.-</div><div>Theoretical and contextual approach.-</div><div>Theoretical approach.-</div><div>Contextual approach.-</div><div>Methodology.-</div><div>Procedure.-</div><div>Sample and information gathering.-</div><div>Process of information analysis and presentation of results.-&nbsp;</div><div>Results.-</div><div>Mapping the characteristics of HE datafication centres.-</div><div>Analysis of the dimensions: research, education, political strategy, and institutional development.-</div><div>Discussion.-</div><div>Data as a tool and/or as a subject.-</div><div>The multi-disciplinarity nature of data rich analysis.-</div><div>A (more) critical perspective.-&nbsp;</div><div>Conclusions.-</div><div>Data savvy institutions.-</div><div>The role of higher education institutions in society.-</div><div>Network-oriented institutional designs.-</div><div>Globalization but also integration.-&nbsp;</div><div>References.-</div><div>Conclusion: Building Fair Data Cultures in Higher Education.-&nbsp;</div><div>Data practices in higher education: Uncovering complexity.-&nbsp;</div><div>The space of complexity: tensions between data epistemologies and data access.-</div><div>Moving in a space of complexity: exploring cases.-&nbsp;</div><div>The challenge ahead: Building fair data cultures in higher education to embrace complexity.-</div><div>A Case to understand the development of Data Cultures.-</div><div>Rethinking professionalism through the lens of an evolving data culture: Beyond faculty development.-</div><div>Concluding remarks.-</div><div>References.-&nbsp;</div><div>AFTERWORD.-&nbsp;</div><div>For: Data Cultures in Higher Education: Emergent Practices and the Challenge Ahead.-</div><div>Divisions and tensions in data cultures.-</div><div>The university for participation and agonism in the data society?.-</div><div>Looking to the future.-</div><div>References.-</div>