Juliana E. Raffaghelli is a Research Professor at the University of Padua, and an associated researcher at the Edul@b research group of the Universitat Oberta de Catalunya. In the last fifteen years, she has coordinated international research units, networks and projects in Latin America, the Balkans, Turkey and Western Europe in the field of educational technologies. Her work covered the topic of professional development for technological uptake in international/global contexts of collaboration through a socio-technical and post-colonial lens. Recently her research activities explored the emergent manifestations of data practices and artificial intelligence through critical, open and emancipatory pedagogies. She is currently leading the national project "Professional Learning Ecologies for Digital Scholarship: Modernizing Higher Education through Professionalism". She has coordinated six special issues for international journals and contributed to the field with two books and several research articles and chapters in English, Spanish, Italian and Portuguese.

Albert Sangrà Morer is Director for the UNESCO Chair in Education and Technology for Social Change, and Professor and researcher at the Universitat Oberta de Catalunya, Department of Psychology and Education. He is a member of the founder team of this university (1994-95), where he also served as the director of the eLearn Center. He has worked as a consultant and trainer in several online and blended learning projects in Europe, America, Asia, and Australia, focusing on implementation strategies for the use of technology in teaching and learning and its quality. He is the former Vice-president of the European Foundation of Quality on E-Learning (EFQUEL), and former member of the Executive Committee of EDEN. He contributes to different academic journals as a member of the editorial committee and as a reviewer. He has published several books on the integration of ICT in higher education with publishers such as Jossey-Bass, Springer, Octaedro and Gedisa. Recipient of the 2015 Award for Excellence in eLearning awarded by the World Education Congress and EDEN Senior Fellow.

INTRODUCTION.-

Data Cultures in higher education: acknowledging complexity.-

Introduction.-

Data and the University.-

Data through the lens of complexity.-

Understanding and transforming within complexity: the concept of data cultures.-

Building (fair) data cultures in higher education.-

Why this book?.-

The book's structure.-

References.-

Data, Society and the University: facets of a complex problem.-

Characterising data practices' complexity.-

Modernisation or managerialism in HEIs? The role of digital technologies and infrastructures.-

Managerialism and Platformisation in higher education.-

Open data: false promises and broken dreams?.-

The universities as generators of Open Data.-

The universities as users of open data.-

Artificial Intelligence: What are the implications for Higher Education?.-

Conclusions.-

References.-

Exploring reactive data epistemologies in HE and the Society.-

Fair learning analytics: design, participation and trans-discipline in the techno-structure.-

The cornerstones of fair Learning Analytics: interdisciplinarity and openness.-

Learning analytics in a nutshell.-

Applying LA in a fair way.-

Some experiences towards an open inclusive LA.-

The way forward.-

References.-

Beyond just metrics: for a renewed approach to assessment in higher education.-

Introduction.-

Assessment for learning: beyond grading.-

Assessment, metrics, credentials and the crisis of higher education.-

(Critical) Data Literacy and Assessment literacy at the juncture in the 'datafied' university.-

More technology will not change assessment nor the quality of education.-

New systems, new risks: The Bayesian trap.-

Critical data literacy as part of assessment literacy: the need for renewed digital scholarship.-

References.-

"We used to have fun but then data came into play...": Social media at the crossroads between big data and digital literacy issues.-

Introduction.-

Conceptual framework.-

Digital literacy in social media world.-

Case Study 1. Teaching with Twitter: The tension between "keeping it real" and "keeping students safe".-

Platform perspectives: online speech.-

Case Study 2. Going Viral: The Challenges of Content and Context in a Digital World.-

Data literacy in a social media world.-

Case study 3. Developing Data Literacy through Strategies of Resistance and Creativity.-

Implications for practice.-

Conclusion and recommendations for further research.-

References.-

SECOND PART:.-

Exploring proactive data epistemologies in HE and the Society.-

Why does open data get underused? A focus on the role of (open) data literacy.-

Introduction.-

The value of Open data for open knowledge.-

Issues in open data usage.-

Open Data Usage.-

Open Data: metadata quality.-

The relevance of open data literacy.-

Engaging with open data in the public space: open data literacy for a critical citizenship.-

Critical data literacy in researchers' data practices.-

Lifelong learning strategies to support Open Government Data usage.-

Discussion and conclusions.-

References.-

Responsible Educational Technology Research: From Open Science and Open Data to Ethics and Trustworthy Learning Analytics.-

Introduction.-

Efforts towards Open Science in Educational Technology Research.-

Seeking reproducibility.-

Open data in Zenodo.-

Ethics in Educational Data Collection.-

Ethics procedures in educational technology research.-

Meta-research on ethics in data collection: deficit in participant background knowledge.-

Meta-research on ethics in data collection: enhancing consent forms.-

Trustworthy Data-Driven Educational Technology.-

A case focused on supporting human agency with Learning Analytics.-

Educational technology and human well-being.-

Conclusions.-

Acknowledgements.-

References.-

Exploring possible worlds: open and participatory tools for critical data literacy and fairer data culture.-

Diagnosis and critique.-

Critical Realism and Realist Social Theory.-

Technological determinism in the HE context.-

The managerial university.-

Contradictions and opportunities regarding digital practices and culture.-

Opportunities afforded by open and participatory tools.-

The land of Utopia: viable alternatives, 'real' possibilities for the future.-

Conclusion.-

References.-

THIRD PART.-

The challenge ahead.-

Toward an ethics of classroom tools: Educating educators for data literacy.-

Introduction.-

Educating Educators About Data: A Situated Reflection.-

Project 1: The Open Page.-

Project 2: Data Literacy Survey & Faculty Development Project.-

Conclusion.-

References.-

How to integrate data culture in HE: A teaching experience in a Digital competence course.-

Introduction.-

Context.-

The contribution of the ICT Competence course to the UOC's Data Culture.-

Phase 1: Start of the digital group project.-

Phase 2: Structuring of the project and consolidation of the working groups.-

Phase 3: Development of the collaborative digital project.-

Phase 4: Closing and dissemination of the digital projects.-

Conclusive reflections.-

References.-

Educational resources cited in this work.-

Teaching Data That Matters: History and Practice.-

Introduction.-

A History of Power and Data.-

A Tool for Oppression.-

A Growing Critique of Data Practices.-

Teaching Data in Higher Ed.-

A Short Interlude on Pedagogy.-

Introducing Ethics and Responsibility.-

Classrooms with Community Impact.-

Alternate Learning Paths.-

Teach Data That Matters.-

References.-

Critical data literacy in higher education: teaching and research for data ethics and justice.-

Introduction.-

From datafication to data justice.-

Building a pedagogical perspective.-

Open data as OER.-

Ethics as method.-

A case study - A critical approach to data in academic development.-

Conclusion.-

References.-

How stakeholders' data literacy contributes to quality in higher education: a goal-oriented analysis.-

Introduction.-

Related studies.-

Methodology.-

Goal-based modeling.-

The framework of data literacy.-

Research findings: A holistic view of goal-oriented analysis.-

Talent fostering and five notions of quality in HE.-

Stakeholders' data literacy for quality in higher education.-

Students.-

Faculty members.-

Professional and support staff.-

Employers.-

Government.-

Conclusions.-

References.-

Data centres in the university. From tools to symbols of power and transformation.-

Introduction.-

Theoretical and contextual approach.-

Theoretical approach.-

Contextual approach.-

Methodology.-

Procedure.-

Sample and information gathering.-

Process of information analysis and presentation of results.-

Results.-

Mapping the characteristics of HE datafication centres.-

Analysis of the dimensions: research, education, political strategy, and institutional development.-

Discussion.-

Data as a tool and/or as a subject.-

The multi-disciplinarity nature of data rich analysis.-

A (more) critical perspective.-

Conclusions.-

Data savvy institutions.-

The role of higher education institutions in society.-

Network-oriented institutional designs.-

Globalization but also integration.-

References.-

Conclusion: Building Fair Data Cultures in Higher Education.-

Data practices in higher education: Uncovering complexity.-

The space of complexity: tensions between data epistemologies and data access.-

Moving in a space of complexity: exploring cases.-

The challenge ahead: Building fair data cultures in higher education to embrace complexity.-

A Case to understand the development of Data Cultures.-

Rethinking professionalism through the lens of an evolving data culture: Beyond faculty development.-

Concluding remarks.-

References.-

AFTERWORD.-

For: Data Cultures in Higher Education: Emergent Practices and the Challenge Ahead.-

Divisions and tensions in data cultures.-

The university for participation and agonism in the data society?.-

Looking to the future.-

References.-