Publications

2017

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, 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.

2016

Bakharia A, Corrin L, de Barba P, Kennedy G, Gasevic D, Mulder R, Williams D, Dawson S, Lockyer L.  2016.  A conceptual framework linking learning design with learning analytics. :329-338.
Bakharia A, Kitto K, Pardo A, Gasevic D, Dawson S.  2016.  Recipe for Success - Lessons Learnt from using xAPI within the Connected Learning Analytics Toolkit. :378-382.
Bayne S.  2016.  Introduction. The Europa World of Learning. 1:6-8.
Bayne S, Evans P, Ewins A, Knox J, Lamb J, Macleod H, O'Shea C, Ross J, Sheail P, Sinclair C.  2016.  Manifesto for Teaching Online 2016.
Bayne S.  2016.  Posthumanism and research in digital education. :82-100.
Beynon M., Boyatt R., Foss J., Hall C., Hudnott E., Pope N., Russ S., Macleod H., Alimisis D., Alimisi R. et al..  2016.  Playing games with observation, dependency and agency in a new environment for making construals. :21-28.
Campbell P, Evans P.  2016.  Reciprocal benefits, legacy and risk. European Journal of Training and Development. 40(2)
Corrin L, Kennedy G, de Barba P, Lockyer L, Gasevic D, Williams D, Dawson S, Mulder R, Copeland S, Bakharia A.  2016.  Completing the Loop- Returning Meaningful Learning Analytics Data to Teachers. A Handbook for Educators and Learning Analytics Specialists.
Dawson S, Gasevic D, Mirriahi N.  2016.  Challenging Assumptions in Learning Analytics. Journal of Learning Analytics. 2(3):1-3.
Dawson S, Pardo A, Mirriahi N, Gasevic D, Kingstone A.  2016.  Using Video Annotation Software to Develop Student Self-Regulated Learning.
Edwards S, Nolan A, Henderson M, Mantilla A, Plowman L, Skouteris H.  2016.  Young children’s everyday concepts of the internet. British Journal of Educational Technology.
Gallagher M., Lamb J, Bayne S.  2016.  The sound spaces of online, distance learners.
Gasevic D, Dawson S, Jovanovic J.  2016.  Ethics and Privacy as Enablers of Learning Analytics. Journal of Learning Analytics. 3(1):1.
Gasevic D, Dawson S, Rogers T, Gasevic D.  2016.  Learning analytics should not promote one size fits all. Internet and Higher Education. 28:68-84.
Gasevic D, Pechenizkiy M.  2016.  Let’s grow together. Journal of Learning Analytics. 3(3):5-8.
Hershkovitz A, Knight S, Dawson S, Jovanovic J, Gasevic D.  2016.  About "Learning" and "Analytics". Journal of Learning Analytics. 3(2):1-5.
Isard A, Knox J.  2016.  Automatic Generation of Student Report Cards. :207-211.
Joksimovic S, Manataki A, Gasevic D, Dawson S, Kovanovic V, De Kereki IFriss.  2016.  Translating network position into performance. Importance of Centrality in Different Network Configurations. :314-323.
Knight S, Dawson S, Gasevic D, Jovanovic J, Hershkovitz A.  2016.  Learning analytics. Journal of Learning Analytics. 3(3):1-4.
Knox J.  2016.  Algorithms.
Knox J.  2016.  What’s the matter with MOOCs? Sociomaterial methodologies for educational research.
Knox J.  2016.  Posthumanism and the MOOC. Studies in Philosophy and Education. :1-16.
Knox J, Ross J.  2016.  “Where does this work belong?” New digital approaches to evaluating engagement with art.
Knox J.  2016.  Posthumanism and the Massive Open Online Course. Contaminating the subject of global education.
Kovanovic V, Joksimovic S, Gasevic D, Owers J, Scott A-M, Woodgate A.  2016.  Profiling MOOC course returners. How does student behavior change between two course enrollments?. :269-272.
Kovanovic V, Joksimovic S, Zak W, Gasevic D, Kitto K, Hatala M, Siemens G.  2016.  Towards Automated Content Analysis of Discussion Transcripts. A Cognitive Presence Case. :15-24.
Macfadyen LP, Dawson S, Prest S, Gasevic D.  2016.  Whose feedback? Assessment & Evaluation in Higher Education. 41(6):821-839.
Macleod H, Sinclair C, Haywood J, Woodgate A.  2016.  Massive Open Online Courses. Teaching in Higher Education.
Manches A, O'Malley C..  2016.  The effect of physical manipulatives on children’s numerical strategies. Cognition and Instruction. 34(1):27-50.
Mirriahi N, Liaqat D, Dawson S, Gasevic D.  2016.  Uncovering student learning profiles with a video annotation tool. Educational Technology Research and Development. 64(6):1083-1106.