Inspiring work

  • Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-Centered Learning Analytics, Journal of Learning Analytics, 6(2), 1-9.

  • Cerratto Pargman, T. & McGrath, C. (2021). Mapping the Ethics of Learning Analytics in Higher Education. A systematic literature review of empirical research. The Journal of Learning Analytics. https://learning-analytics.info/index.php/JLA/article/view/7254/7545

  • Cox, A. (2021). Exploring the impact of Artificial Intelligence and robots on higher education through literature-based design fictions. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-020-00237-8

  • Ferguson, R. (2019). Ethical challenges for learning analytics. Journal of Learning Analytics, 6(3), 25-30.

  • Holstein, K & Doroudi, S. (2019). International LAK Workshop on Fairness and Equity in Learning Analytics Systems (FairLAK). https://sites.google.com/view/fairlak

  • Jones, K. (2019). Advising the whole student: eAdvising analytics and the contextual suppression of advisor values. Education and Information Technologies, 24(1), 437–458.

  • Kitto, K., & Knight, S. (2019). Practical ethics for building learning analytics. British Journal of Educational Technology, 50(6), 2855-2870.

  • Lawson, C., Beer, C., Rossi, D., Moore, T., & Fleming, J. (2016). Identification of 'at risk' students using learning analytics: the ethical dilemmas of intervention strategies in a higher education institution. Educational Technology Research and Development, 64(5), 957–968.

  • Pardo, A., & Siemens, G. (2014). Ethical and privacy principles for learning analytics. British Journal of Educational Technology, 45(3), 438–450.

  • Prieto-Alvarez, C., Martinez-Maldonado, R., & Buckingham Shum, S. (2020). LA-DECK: A card-based learning analytics co-design tool. In Proceedings of the tenth international conference on learning analytics & knowledge (pp. 63–72). Frankfurt: ACM.

  • Ochoa, X., & Wise, A. (2021). Supporting the shift to digital with student-centered learning analytics. Education Tech Research Dev 69, 357–361.

  • Sarmiento, J., Campos, F., & Wise, A. (2020). Engaging students as co-designers of learning analytics. In Companion Proceedings of the 10th international learning analytics and knowledge conference (pp. 29–32). Frankfurt: SoLAR.

  • Schuler, D., & Namioka, A. (1993). Participatory design: Principles and practices. Hillsdale: Lawrence Erlbaum.

  • Tanenbaum, J. (2014). Design fictional interactions. Interactions 21(5), 22-23.