Publications

2017

Kovanovic V, Joksimovic S, Mirriahi N, Blaine E, Gasevic D, Siemens G, Dawson S.  2017.  Understand students’ self-reflections through learning analytics.
Kovanovic V, Joksimovic S, Katerinopoulos P, Michail C, Siemens G, Gasevic D.  2017.  Developing a MOOC experimentation platform. Insights from a user study. :1-5.
Kovanovic V, Joksimovic S, Poquet O, Hennis T, Dawson S, Gasevic D.  2017.  Understanding the relationship between technology use and cognitive presence in MOOCs. :582-583.
[Anonymous].  2017.  Handbook of Learning Analytics.
Lodge J, Alhadad S, Lewis M, Gasevic D.  2017.  Inferring learning from big data. Technology, Knowledge and Learning. 22(3):385-400.
Manches A, Plowman L.  2017.  Computing education in children’s early years. British Journal of Educational Technology. 48(1):191-201.
Mcgregor C, Knox J.  2017.  Activism and the academy. Ephemera: theory & politics in organisation. 17(3):509-532.
Meriem EKaroui, Robertson J.  2017.  How to become a better scientific evaluator. :59-62.
Mirriahi N, Jovanovic J, Dawson S, Gasevic D, Pardo A.  2017.  Identifying engagement patterns with video annotation activities. Australasian Journal of Educational Technology. 34(1):57-72.
Moeller JJ, Fawns T.  2017.  Insights into teaching a complex skill. Medical teacher. :1-8.
Pardo A, Martinez-Maldonado R, Shum SBuckingham, Schulte J, McIntyre S, Gasevic D, Gao J, Siemens G.  2017.  Connecting data with student support actions in a course. A hands-on tutorial. :522-523.
Pardo A, Jovanovic J, Dawson S, Gasevic D, Mirriahi N.  2017.  Using learning analytics to scale the provision of personalised feedback. British Journal of Educational Technology. :1-11.
Plowman L.  2017.  The role of the proxy ethnographer. MethodsNews, journal of the National Centre for Research Methods. 2017:7.
Plowman L.  2017.  Revisiting ethnography by proxy. International Journal of Social Research Methodology. 20(5):443-454.
Prieto LP, Rodríguez-Triana MJesús, Martinez-Maldonado R, Gasevic D, Dimitriadis Y.  2017.  Orchestrating learning analytics. Learning analytics adoption at the classroom level.
Robertson J.  2017.  Student recruitment. planning visit days. :95-98.
Robertson J.  2017.  The current landscape at the University of Edinburgh. :16-28.
Robertson J, Manches A, Pain H.  2017.  “It's like a giant brain with a keyboard”. Childhood Education. 93(4):338-345.
Robertson J, Macvean A, Fawkner S, Baker G, Jepson R.  2017.  Savouring our mistakes. International Journal of Child-Computer Interaction.
Robertson J.  2017.  Be sceptical when researchers claim sex differences. :69-73.
[Anonymous].  2017.  EqualBITE. Gender Equality in Higher Education.
Robertson J.  2017.  Gender balancing staff recruitment. interviewing candidates. :104-107.
Robertson J.  2017.  Gender in higher education. the current landscape in the UK. :9-16.
Robertson J, Lovern B.  2017.  Raising your profile on a grant application. :56-58.
Robertson J, Williams A.  2017.  Salary negotiation. :136-139.
Robertson J.  2017.  Stereotype threat. :167-172.
Ross J.  2017.  If it’s creative, it doesn’t feel like evaluation. The Museum Review. 2(1):1-11.
Ross J, Sheail P.  2017.  The ‘campus imaginary’. Teaching in Higher Education. :1-16.
Ross J, Sowton C, Knox J, Speed C.  2017.  Artcasting, mobilities, and inventiveness. Engaging with new approaches to arts evaluation.
Ruipérez-Valiente JA, Joksimovic S, Gasevic D, Kovanovic V, Muñoz-Merino P, Kloos CDelgado.  2017.  A data-driven method for the detection of close submitters in online learning environments. :361-368.
Sheail P.  2017.  The digital university and the shifting time–space of the campus. Learning, Media and Technology. :1-14.
Sinclair A, Oberlander J, Gasevic D.  2017.  Finding the zone of proximal development. Student-tutor second language dialogue interactions. :134-142.
Sinclair C.  2017.  You've got mail. Knowledge Cultures. 5(2):11-27.
Tsai Y-S, Moreno-Marcos PManuel, Tammets K, Kollom K, Gasevic D.  2017.  SHEILA policy framework: informing institutional strategies and policy processes of learning analytics.
Tsai Y-S, Scheffel M, Gasevic D.  2017.  Developing an evidence-based institutional learning analytics policy. :1-4.
Tsai Y-S, Gasevic D, Muñoz-Merino P, Dawson S.  2017.  LA Policy. Developing an institutional policy for learning analytics using the RAPID outcome mapping approach. :494-495.
Tsai Y-S, Gasevic D.  2017.  Learning analytics in higher education – challenges and policies. A review of eight learning analytics policies. :233-242.