Publications
2017
Williamson, B 2017, Digital methods and data labs: the redistribution of educational research to education data science. in D Lupton, I Mewburn & P Thomson (eds), The Digital Academic: Critical perspectives on digital technologies in higher education. Routledge, pp. 140-155. <https://www.routledge.com/The-Digital-Academic-Critical-Perspectives-on-Digital-Technologies-in/Lupton-Mewburn-Thomson/p/book/9781138202573>
[Publication details] Williamson, B 2017, Big Data in Education: The Digital Future of Learning, Policy and Practice. SAGE Publications, London.
[Publication details] Williamson, B 2017, 'Decoding ClassDojo: Psycho-policy, social-emotional learning and persuasive educational technologies', Learning, Media and Technology, vol. 42, no. 4, pp. 440-453. https://doi.org/10.1080/17439884.2017.1278020
[Publication details] Williamson, B 2017, 'Who owns educational theory? Big data, algorithms and the expert power of education data science', E-Learning and Digital Media, vol. 14, no. 3, pp. 105-122. https://doi.org/10.1177/2042753017731238
[Publication details] Williamson, B 2017, 'Educating Silicon Valley: Corporate education reform and the reproduction of the techno-economic revolution', Review of Education, Pedagogy and Cultural Studies, vol. 39, no. 3, pp. 265-288. https://doi.org/10.1080/10714413.2017.1326274
[Publication details] Lupton, D & Williamson, B 2017, 'The datafied child: The dataveillance of children and implications for their rights', New Media and Society, vol. 19, no. 5, pp. 780-794. https://doi.org/10.1177/1461444816686328
[Publication details] Williamson, B 2017, 'Computing brains: Learning algorithms and neurocomputation in the smart city', Information, Communication and Society, vol. 20, no. 1, pp. 81-99. https://doi.org/10.1080/1369118X.2016.1181194
[Publication details] Williamson, B 2017, 'Learning in the ‘platform society’: Disassembling an educational data assemblage', Research in Education, vol. 98, no. 1, pp. 59-82. https://doi.org/10.1177/0034523717723389
[Publication details] Williamson, B 2017, 'Moulding student emotions through computational psychology: Affective learning technologies and algorithmic governance', Educational Media International, vol. 54, no. 4, pp. 267-288. https://doi.org/10.1080/09523987.2017.1407080
[Publication details] Evans, P 2017, 'Precarious Gatherings of Professional Learning', Paper presented at Interweaving: Multidisciplinary Research in an Educational and Sporting Context, Edinburgh, United Kingdom, 6/09/17.
[Publication details] Coelho, M, Rodrigues, F, Evans, P, Menezes, I & Martin, B 2017, 'Student Auditing of University Social Responsibility - Reform through Reflective, Experiential Learning? English', Paper presented at 3rd International Conference on Higher Education Advances, Valencia, Spain, 21/06/17 - 23/06/17.
[Publication details] Knox, J 2017, How goes the revolution? Three themes in the shifting MOOC landscape. in G Martins dos Santos Ferreira, L Alexandre da Silva Rosado & J de Sá Carvalho (eds), Educação e Tecnologia: Abordagens Criticas. 1 edn, Universidade Estacio De Sa, Rio de Janeiro, pp. 386- 408. <https://ticpe.files.wordpress.com/2017/04/ebook-ticpe-2017.pdf>
[Publication details] Ross, J, Sowton, C, Knox, J & Speed, C 2017, Artcasting, mobilities, and inventiveness: Engaging with new approaches to arts evaluation. in L Ciolfi, A Damala, E Hornecker, M Lechner & L Maye (eds), Cultural Heritage Communities: Technologies and Challenges. 1 edn, Digital Research in the Arts and Humanities, Routledge, pp. 150-165. https://doi.org/10.4324/9781315522456
[Publication details] Jandric, P, Knox, J, Macleod, H & Sinclair, C 2017, 'Learning in the age of algorithmic cultures', E-Learning and Digital Media, vol. 14, no. 3, pp. 101-104. https://doi.org/10.1177/2042753017731237
[Publication details] McGregor, C & Knox, J 2017, 'Activism and the academy: Assembling knowledge for social justice', Ephemera: theory & politics in organisation, vol. 17, no. 3, pp. 509-532. <http://ephemerajournal.org/contribution/activism-and-academy-assembling-knowledge-social-justice>
[Publication details] Knox, J 2017, 'Data power in education: Exploring critical awareness with the ‘Learning Analytics Report Card’ ', Television and New Media, vol. 18, no. 8, pp. 734-752. https://doi.org/10.1177/1527476417690029
[Publication details] Knox, J 2017, 'De-colonising the MOOC: A critical view of the platform model for global education', Journal of Distance Education in China, no. 508, pp. 1-15. <http://en.cnki.com.cn/Article_en/CJFDTOTAL-DDJY201705001.htm>
[Publication details] Knox, J 2017, Playing with student data: The Learning Analytics Report Card (LARC). in S Shehata & JP-L Tan (eds), Practitioner Track Proceedings of the 7th International Learning Analytics & Knowledge Conference (LAK17). Society for Learning Analytics Research, Vancouver, pp. 43- 49.
[Publication details] 2016
Komljenovič, J & Miklavič, K 2016, Imagining higher education in the European knowledge economy: Discourse and ideas in communications of the EU. in P Zgaga, U Teichler & J Brennan (eds), The Globalisation Challenge for European Higher Education: Convergence and Diversity, Centres and Peripheries. Higher Education Research and Policy, vol. 4, Peter Lang Publishing, pp. 31-54.
[Publication details] Robertson, SL & Komljenovic, J 2016, 'Non-state actors, and the advance of frontier higher education markets in the global south', Oxford Review of Education, vol. 42, no. 5, pp. 594-611. https://doi.org/10.1080/03054985.2016.1224302
[Publication details]