Publications

Recent publications by RED Team members

Czerniewicz, L., Agherdien, N.,  Badenhorst, J.,  Belluigi, D., Chambers, T., Chili, M., de Villiers, M., Felix, A., Gachago, D., Gokhale, C., Ivala, E., Kramm, N., Madiba, M., Mistri, M.,  Mgqwashu, E., Pallitt, N., Prinsloo, P., Solomon, K., Strydom, S., Swanepoel, M., Waghid, F., & Wissing. G. (2020). A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning. Postdigital Education and Science. https://doi.org/10.1080/13562517.2020.1723537

Hillman, T., Bergviken-Rensfeldt, A., & Ivarsson, J. (2020). Brave new platforms: A possible future for highly decentralized schooling. Learning, Media and Technology. 45(1), 7-16. https://dx.doi.org/10.1080/17439884.2020.1683748

Prinsloo, P. (2020). Data frontiers and frontiers of power in (higher) education: a view of/from the Global South. Teaching in Higher Education, 25(4), 366-383. https://doi.org/10.1080/13562517.2020.1723537

Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J.  (2020) What’s next for Ed-Tech? Critical hopes and concerns for the 2020s.  Learning Media and Technology. 45(1), 1-6. https://dx.doi.org/10.1080/17439884.2020.1694945

Bergviken-Rensfeldt, A. & Hillman, T. (2019). Inequalities of Professional Learning on Social Media Platforms. Proceedings of the 2nd Weizenbaum Conference “Challenges of Digital Inequality. Digital Education | Digital Work | Digital Life”. http://dx.doi.org/10.34669/wi.cp/2.24

More publications

Bergviken Rensfeldt, A., & Player-Koro, C. (2020). “Back to the future”: Socio-technical imaginaries in 50 years of school digitalization curriculum reforms. Seminar.net: Media, technology and lifelong learning, 16(2). https://doi.org/10.7577/seminar.4048

Nivala, M., Seredko, A., Osborne, T., & Hillman, T. (2020). Stack Overflow – Informal learning and the global expansion of professional development and opportunities in programming? In the proceedings of the 2020 IEEE Global Engineering Education Conference (EDUCON). https://dx.doi.org/10.1109/EDUCON45650.2020.9125165

Prinsloo, P. (2020). Of ‘black boxes’ and algorithmic decision-making in (higher) education – A commentary. Big Data & Society. https://doi.org/10.1177/2053951720933994

Prinsloo, P. (2020, August 12). Rethinking student vulnerability and risk: Researching student success and retention in open education contexts. [Web blog post]. https://opendistanceteachingandlearning.wordpress.com/2020/08/12/rethinking-student-vulnerability-and-risk-researching-student-success-and-retention-in-open-education-contexts/

Bergviken-Rensfeldt, A., Hillman, T., Lantz-Andersson, A., Lundin, M., & Peterson, L. (2019). A ‘situated ethics’ for researching teacher professionals emerging Facebook group discussions. In. Å. Mäkitalo, T. Nicewonger & M. Elam (Eds.), Designs for Experimentation and Inquiry: Approaching Learning and Knowing in Digital Transformation. Routledge.

Madge, C., Breines, M. R., Dalu, M. T. B., Gunter, A., Mittelmeier, J., Prinsloo, P., & Raghuram, P. (2019). Whatsapp use among African international distance education (IDE) students: transferring, translating and transforming educational experiences. Learning, Media and Technology, 1-16. https://doi.org/10.1080/17439884.2019.1628048

Peterson, L., Lantz-Andersson, A., Hillman, T., Lundin, M., & Bergviken-Rensfeldt, A. (2019). “Going on trial”: Teachers’ team performance in social media groups when facing problematic work-related issues. In Virtual Sites as Learning Spaces (pp. 241-268). Palgrave Macmillan.

Prinsloo, P. (2019). A social cartography of student data as performative politics. British Journal of Educational Technology (BJET), 50(6), 2810-2823. https://doi.org/10.1111/bjet.12872

Williamson, B., Bergviken Rensfeldt, A., Koro-Player, C., & Selwyn, N. (2019). Education recoded: Policy mobilities and expertise in the international learning to code agenda. Journal of Education Policy 34(5), 705-725. https://doi.org/10.1080/02680939.2018.1476735

Bergviken-Rensfeldt, A., Hillman, T., & Selwyn, N. (2018). Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups. British Educational Research Journal. 44(2), 230-250. https://dx.doi.org/10.1002/berj.3325

Prinsloo, P. (2018). Include us all! Directions for the adoption of learning analytics in the Global South: An African perspective. Digital Learning for Development (DL4D). Available at: http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/

Prinsloo, P. (2018, August 28). Zombie categories, broken data and biased algorithms: What else can go wrong? Ethics in the collection, analysis and use of student data – Seminar - Datafication of Higher Education: Considering an ethical approach to enhancing the student experience, University of Stirling, Scotland. Slides available at: https://www.slideshare.net/prinsp/zombie-categories-broken-data-and-biased-algorithms-what-else-can-go-wrong-ethics-in-the-collection-analysis-and-use-of-student-data-111886874

Solli, A., Mäkitalo, Å., & Hillman, T. (2018). Rendering controversial socioscientific issues legible through digital mapping tools. International Journal of Computer-Supported Collaborative Learning. 13(4), 391-418. https://dx.doi.org/10.1007/s11412-018-9286-x

Lantz-Andersson, A., Peterson, L., Hillman, T., Lundin, M., & Bergviken-Rensfeldt, A. (2017). Sharing repertoires in a teacher profession-based social media group. Learning, Culture and Social Interaction. https://dx.doi.org/10.1016/j.lcsi.2017.07.001

Prinsloo, P. (2016, November 14). Decolonising the collection, analyses and use of student data: A tentative exploration/proposal. [Web log post]. Retrieved from https://opendistanceteachingandlearning.wordpress.com/2016/11/14/decolonising-the-collection-analyses-and-use-of-student-data-a-tentative-explorationproposal/

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