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Browse recent publications and conference presentations from CIC academic staff and PhD students.

BooksJournalsConferencesChaptersEvents ChairedReports
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Selvin, A. and Buckingham Shum, S. (2015). Constructing Knowledge Art: An Experiential Perspective on Crafting Participatory Representations. Human-Centred Informatics Series. Morgan & Claypool.

This book is about how people (we refer to them as practitioners) can help guide participants in creating representations of issues or ideas, such as collaborative diagrams, especially in the context of Participatory Design (PD). At its best, such representations can reach a very high level of expressiveness and usefulness, an ideal we refer to as Knowledge Art. Achieving that level requires effective engagement, often aided by facilitators or other practitioners. Most PD research focuses on tools and methods, or on participant experience. The next source of advantage is to better illuminate the role of practitioners-the people working with participants, tools, and methods in service of a project’s larger goals. Just like participants, practitioners experience challenges, interactions, and setbacks, and come up with creative ways to address them while maintaining their stance of service to participants and stakeholders. Our research interest is in understanding what moves and choices practitioners make that either help or hinder participants’ engagement with representations. We present a theoretical framework that looks at these choices from the experiential perspectives of narrative, aesthetics, ethics, sensemaking and improvisation and apply it to five diverse case studies of actual practice..


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Okada, A., Buckingham Shum, S. and Sherborne, T. eds. (2008, 2nd Ed. 2014). Knowledge Cartography: Software Tools and Mapping Techniques. London, UK: Springer.

This book focuses on the process by which manually crafting interactive, hypertextual maps clarifies one’s own understanding, communicates it to others, and enables collective intelligence. The authors see mapping software as visual tools for reading and writing in a networked age. In an information ocean, the challenge is to find meaningful patterns around which we can weave plausible narratives. Maps of concepts, discussions and arguments make the connections between ideas tangible – and critically, disputable. With 22 chapters from leading researchers and practitioners (5 of them new for this edition), the reader will find the current state-of-the-art in the field. Part 1 focuses on knowledge maps for learning and teaching in schools and universities, before Part 2 turns to knowledge maps for information analysis and knowledge management in professional communities, but with many cross-cutting themes: · reflective practitioners documenting the most effective ways to map · conceptual frameworks for evaluating representations · real world case studies showing added value for professionals · more experimental case studies from research and education · visual languages, many of which work on both paper and with software · knowledge cartography software, much of it freely available and open source · visit the companion website for extra resources.  Knowledge Cartography will be of interest to learners, educators, and researchers in all disciplines, as well as policy analysts, scenario planners, knowledge managers and team facilitators. Practitioners will find new perspectives and tools to expand their repertoire, while researchers will find rich enough conceptual grounding for further scholarship.


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Deakin Crick R. Stringer C. & Ren K (Eds). (2014) Lifelong Learning for All: International Perspectives from Theory and Practice, London, Routledge. Currently being translated into Spanish.

Learning to Learn provides a much needed overview and international guide to the field of learning to learn from a multidisciplinary lifelong and lifewide perspective. A wealth of research has been flourishing on this key educational goal in recent years. Internationally, it is considered to be one of the key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting-edge overview of current thinking on learning to learn research, policy, and implementation in both formal and informal learning environments.

But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this ‘malleable side of intelligence’ are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements.

The book sets out to answer five main questions:

  • What is learning to learn?
  • What are its functions and how do we assess it?
  • What does it promise to the individual and society at large?
  • How is it conceived in national curricula internationally?
  • How can it be developed in a variety of contexts?

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Stephanie Hemelryk Donald, Theresa Dirndorfer Anderson, Damien Spry (2010). Youth, Society and Mobile Media in Asia. Routledge.

This book examines the influence of mobile media technology on the lives of young people in East and North Asia, South East Asia and Australia. It discusses the impact information communication technologies have today on social identity, well-being, participation and exclusion. It explores current media practices and their innovative, transformative and disruptive uses at the local, the regional, the national, and the global level. In particular, it analyses mobile media not as a discrete object, but rather as part of a dynamic communication and information environment in which human-object relations are constantly reconfigured. It covers key theoretical and conceptual themes in youth mobile media research focusing on social, cultural and political aspects, including coverage of key themes such as regulation and technology, practices, pedagogies, aesthetics, social change, and representations of mobile youth. The book includes new accounts of recent research into the uses of mobile media by young people, and how these are situated in a broader socio-political context. Case studies include mobile panics in Australia (the notorious Kings of Wirrabee sexual assault case) and Japan (the scandals of high school girls as teenage prostitutes) in which mobile media use has had significant impact. This book offers an up-to-date examination of the influence of information communication technologies on young people’s lives in the region.


Personalising Learning for DL
Deakin Crick, R. and Ritchie, R. (2008) Personalising Learning for Distributing Leadership, Continuum, London.

Essentially personalised learning, or ‘personalising learning’, is an ideology which inspires an education service to meet the diverse needs of individuals and groups, rather than operating a ‘one size fits all’ model of provision.  Education services must take a responsive approach and be ‘designed around the needs of each child’.  Personalising learning is the driver which moves us from a 19th century ‘educational imaginary’ to a 21st century ‘educational imaginary’ – from the unquestioned assumptions about the social and moral order of education which underpinned modernity to a changing set of social and moral assumptions which are more suited to the globalised, information age of ‘post modernity’. This is a movement from a from a Fordist metaphor of knowledge production to an ecological metaphor of sustainable learning.


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Deakin Crick, R., (2006) Learning Power in Practice: A Guide for Teachers, London, Paul Chapman.

What kind of learner are you? How can you become a better learner?

This book puts the findings of the well known Effective Lifelong Learning Inventory (ELLI) research programme into the practical context of the classroom, helping you to find answers to these questions. The book offers many suggestions for practical ways to improve the learning power of all the children in your class. It looks at • learning power – what it is and how it can be achieved • creating the right classroom environment for powerful learning • how learning power works in the primary and secondary school classroom • how animal metaphors can be used with children to explain concepts. This is an exciting read for anyone interested in how children learn, and how we can help them to learn more effectively. It fits in very well with the debate around such concepts as accelerated learning, thinking skills and learning styles.


Visualising Argumentation: Software Tools for Collaborative and Educational Sense-Making
Kirschner, P.A., Buckingham Shum, S.J. and Carr, C.S. eds. (2003). Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making. London, UK: Springer.

Computer Supported Argument Visualization is attracting attention across education, science, public policy and business. More than ever, we need sense-making tools to help negotiate understanding in the face of multi-stakeholder, ill-structured problems. In order to be effective, these tools must support human cognitive and discursive processes, and provide suitable representations, services and user interfaces. Visualizing Argumentation is written by practitioners and researchers for colleagues working in collaborative knowledge media, educational technology and organizational sense-making. It will also be of interest to theorists interested in software tools which embody different argumentation models. Particular emphasis is placed on the usability and effectiveness of tools in different contexts.


Deakin Crick, R., (2002) Transforming Visions Managing Values in Schools: A Case Study, Middlesex University Press, London

Martinez-Maldonado, R., Kay, J., Buckingham-Shum, S., and Yacef, K. (2017). Collocated Collaboration Analytics: Principles and Dilemmas for Mining Multimodal Interaction Data. Human-Computer Interaction, HCI, (Forthcoming).

Martinez-Maldonado, R., Goodyear, P., Carvalho, L., Thompson, K., Hernandez-Leo, D., Dimitriadis, Y., Prieto, L. P., and Wardak, D. (2017). Supporting Collaborative Design Activity in a Multi-User Digital Design EcologyComputers in Human Behaviour, CHB, 71 (June 2017): 327–342.

Martinez-Maldonado, R., Buckingham-Shum, S., Schneider, B., Charleer, S., Klerkx, J., and Duval, E. (2017). Learning Analytics for Natural User InterfacesJournal of Learning Analytics and Knowledge, JLA, 4(1), (March 2017): 24-57.

Knight, S., Buckingham Shum, S., Ryan, P., Sándor, Á., & Wang, X. (In Press). Designing Academic Writing Analytics for Civil Law Student Self-Assessment. International Journal of Artificial Intelligence in Education, (Special Issue on Multidisciplinary Approaches to Reading and Writing Integrated with Disciplinary Education, Eds. D. McNamara, S. Muresan, R. Passonneau & D. Perin). Open Access Reprint: http://dx.doi.org/doi:10.1007/s40593-016-0121-0

Knight, S., Littleton, K. (Forthcoming). Dialogue as Data in Learning Analytics for Productive Educational Dialogue. Journal of Learning Analytics. Available via The Open University Eprint Archive: oro.open.ac.uk/39255/

Knight, S., Mercer, N. (Forthcoming). The role of collaborative, epistemic discourse in classroom information seeking tasks. Technology, Pedagogy and Education. Available via The Open University Eprint Archive: oro.open.ac.uk/43562/

Clayphan, A., Martinez-Maldonado, R., Tomitsch, M., Atkinson, S., and Kay, J. (2016) An in-the-wild study of learning to brainstorm: comparing cards, tabletops and wall displays in the classroom. Interacting with Computers, IwC,28(6), (Feb. 2016): 788-810.

Deakin Crick, R. Barr, S., Green H. & Pedder, D (2016) Evaluating the Wider Outcomes of Schooling: Complex Systems Modelling for Leadership Decisioning, Educational Management, Administration and School Leadership. Published online, May 26 2016 DOI: dx.doi.org/10.1177/1741143215597233  PDF: Crick2015_EMASL.pdf

Martinez-Maldonado, R., Pardo, A., Mirriahi, N., Yacef, K., Kay, J. and Clayphan, A. (2016)  LATUX: an Iterative Workflow for Designing, Validating and Deploying Learning Analytics Visualisations.  Journal of Learning Analytics, JLA,, 2(3), (Feb. 2016): 9-39. 

Deakin Crick, R. Barr, S. & Green H. (2015) Evaluating the Wider Outcomes of Schooling: Hierarchical Process Modelling and School Leadership, Educational Management, Administration and School Leadership, (In Press).

Knight, S. and K. Littleton (2015). Discourse-centric learning analytics: mapping the terrain. Journal of Learning Analytics: (In press). http://oro.open.ac.uk/41712/

Martinez-Maldonado, R., Clayphan, A., Yacef, K. and Kay, J. (2015) MTFeedback: providing notifications to enhance teacher awareness of small group work in the classroomIEEE Transactions on Learning Technologies, TLT, 8(2): 187-200.

Martinez-Maldonado, R., Yacef, K., and Kay, J. (2015). TSCL: a Conceptual Model to Inform Understanding of Collaborative Learning Processes at Interactive Tabletops. International Journal on Human-Computer Studies, JHCS, 83(november 2015): 62-82.

Martinez-Maldonado, R., Clayphan, A., and Kay, J (2015). Deploying and Visualising Teacher’s Scripts of Small Group Activities in a Multi-Surface Classroom Ecology: a study in-the-wild. International Journal on Computer-Supported Cooperative Work, CSCW, 24(2): 177-221.

Knight, S. and N. Mercer (2015). The role of exploratory talk in classroom search engine tasks. Technology, Pedagogy and Education 24(3): 303-319. http://oro.open.ac.uk/39181/

Deakin Crick, R., S. Huang, A. Ahmed-Shafi and C. Goldspink (2015). Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies 63(2): 121- 160. http://dx.doi.org/10.1080/00071005.2015.1006574

Knight, S., S. Buckingham Shum and K. Littleton (2014). Epistemology, assessment, pedagogy: where learning meets analytics in the middle space. Journal of Learning Analytics 1(2): 23-47. http://oro.open.ac.uk/39226/

Deakin Crick R. and Goldspink G. (2014) Learning Dispositions, Self-theories and Student Engagement, British Journal of Educational Studies, 62,1,1-17.

Iandoli, L., I. Quinto, A. De Liddo and S. Buckingham Shum (2014). Socially-augmented argumentation tools: rationale, design and evaluation of a debate dashboard. International Journal of Human-Computer Studies 72(3): 298-319. http://oro.open.ac.uk/38551 / http://www.sciencedirect.com/science/article/pii/S1071581913001043

Godfrey, P. and R. Deakin Crick (2014). Systems Thinking, Systems Design and Learning Power. International Journal of Engineering Education 30(1): 112 -127.

Martinez-Maldonado, R., Dimitriadis, Y., Martinez-Mones, A., Kay, J. and Yacef, K. (2013). Capturing and analysing verbal and physical collaborative learning interactions at an enriched interactive tabletop. International Journal on Computer-Supported Collaborative Learning, ijCSCL, 8(4): 455-485.

Buckingham Shum, S. and R. Ferguson (2012). Social learning analytics. Journal of Educational Technology and Society 15(3): 3-26. http://oro.open.ac.uk/34092/

Buckingham Shum, S., K. Aberer, A. Schmidt, S. Bishop, P. Lukowicz, S. Anderson, Y. Charalabidis, D. Domingue, S. de Freitas, I. Dunwell, B. Edmonds, F. Grey, M. Haklay, M. Jelasity, A. Karpištšenko, J. Kohlhammer, J. Lewis, J. Pitt, R. Sumner and D. Helbing (2012). Towards a global participatory platform: democratising open data, complexity science and collective intelligence. European Physical Journal Special Topics 214(1): 109-152. http://oro.open.ac.uk/35897/

Deakin Crick, R., Haigney, D., Huang S., Coburn, T. & Goldspink C., (2012) Learning Power in the Work Place: the Effective Lifelong Learning Inventory (ELLI) and its reliability and validity and implications for Learning and Development, International Journal of Human Resource Management, Routledge, ISS  0958-5192, DOI 10.1080/09585192.2012.725075. (70% contribution)

Ren, K. & Deakin Crick, R.(2012)’探索有效身学之指:学能量”及其’.  高等学校文科学文       摘 China University Academic Abstracts) 29(3): 82-83.

Buckingham Shum, S., L. Cannavacciuolo, A. De Liddo, L. Iandoli and I. Quinto (2011). Using social network analysis to support collective decision-making process. International Journal of Decision Support System Technology (IJDSST) 3(2): 15-31. http://oro.open.ac.uk/29303/

Deakin Crick, R. & Jelfs, H.(2011)  Spirituality, Learning and Personalisation: exploring the relationship between spiritual development and learning to learn in a faith-based secondary school,  International Journal of Children’s Spirituality, 16, 3, 197-217.

Selvin, A. M., S. J. Buckingham Shum and M. Aakhus (2010). The practice level in participatory design rationale: studying practitioner moves and choices. Human Technology: An Interdisciplinary Journal of Humans in ICT Environments 6(1): 71-105. http://oro.open.ac.uk/20948/

Deakin Crick R. and Hoskins B. (2010) Competencies for Learning to Learn and Active Citizenship: different currency or two sides of the same coin? European Journal of Education, 45,1,121-137.

Deakin Crick, R. and K. Grushka (2010). Signs, Symbols and Metaphor: linking self with text in inquiry based learning. Curriculum Journal 21(1).

Bailey, H., M. Bachler, S. Buckingham Shum, A. Le Blanc, S. Popat, A. Rowley and M. Turner (2009). Dancing on the Grid: Using e-Science Tools to Extend Choreographic Research. Philosophical Transactions of the Royal Society A. 367(1898): 2793-2806.

Goodson, I. and R. Deakin Crick (2009). Curriculum as narration: tales from the children of the colonised. Curriculum Journal 20(3): 225-236. http://www.informaworld.com/10.1080/09585170903195852

Deakin Crick, R. (2009). Pedagogical challenges for personalisation: integrating the personal with the public through context-driven enquiry. Curriculum Journal 20(3): 185-306.

Deakin Crick, R. (2009). Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy. Curriculum Journal 20(1): 73-92.

Deakin Crick, R. (2009). Assessment in Schools – Dispositions. The International Encyclopedia of Education 3rd Edition. B. McGaw, P. Peterson and E. Baker. Amsterdam, Elsevier.

Deakin Crick, R. (2009). Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy. Curriculum Journal 20(1): 73 – 92. http://www.informaworld.com/10.1080/09585170902764021

Buckingham Shum, S. J., V. Uren, G. Li, B. Sereno and C. Mancini (2007). Modelling naturalistic argumentation in research literatures: representation and interaction design issues. International Journal of Intelligent Systems 22(1): 17-47. http://oro.open.ac.uk/6463/

Uren, V., S. Buckingham Shum, M. Bachler and G. Li (2006). Sensemaking tools for understanding research literatures: design, implementation and user evaluation. International Journal of Human-Computer Studies 64(5): 420-445. http://oro.open.ac.uk/2954 / http://www.sciencedirect.com/science/article/pii/S1071581905001709

Mancini, C. and S. J. Buckingham Shum (2006). Modelling discourse in contested domains: A semiotic and cognitive framework. International Journal of Human-Computer Studies 64(11): 1154-1171. http://oro.open.ac.uk/6441 / http://www.sciencedirect.com/science/article/pii/S1071581906001091

Deakin Crick, R. and K. Wilson (2005). Being a Learner: A Virtue for the 21st Century. British Journal of Educational Studies 53(5): 359-374.

Deakin Crick, R., P. Broadfoot, G. Claxton and G. Yu (2005). Developing ‘learning power’ in the Classroom: the Effective Lifelong Learning Inventory (ELLI) in Practice. Cambridge Journal of Education submitted.

Deakin Crick, R., P. Broadfoot and G. Claxton (2004). Developing an Effective Lifelong Learning Inventory: The ELLI Project. Assessment in Education 11(3): 248-272.

Gibson, A., Aitken, A., Sándor, Á., Buckingham Shum, S., Tsingos-Lucas, C. and Knight, S. (2017). Reflective Writing Analytics for Actionable Feedback. Proceedings of LAK17: 7th International Conference on Learning Analytics & Knowledge, March 13-17, 2017, Vancouver, BC, Canada. (ACM Press). DOI: http://dx.doi.org/10.1145/3027385.3027436. [Preprint]

Martinez-Maldonado, R., Power, T., Hayes, C., Abdipranoto, A., Vo, T., Axisa, C.,  and Buckingham-Shum, S. (2017) Analytics Meet Patient Manikins: Challenges in an Authentic Small-Group Healthcare Simulation Classroom. International Conference on Learning Analytics and Knowledge, LAK 2017, 90-94.

Knight, S., Martinez-Maldonado, R., Gibson, A. and Buckingham-Shum, S. (2017) Towards Mining Sequences and Dispersion of Rhetorical Moves in Student Written Texts. International Conference on Learning Analytics and Knowledge, LAK 2017, 228-232.

Martinez-Maldonado, R. and Goodyear, P. (2016) CoCoDeS: Multi-device Support for Collocated Collaborative Learning Design. Australian Computer-Human Interaction Conference, OZCHI 2016, 185-194. (Acceptance Rate 45%).

Santos, A., Martinez-Maldonado, R., and Yacef, K. (2016). Visualising Individual Profiles and Grouping Conditions in Collaborative Learning Activities. ASCILITE Conference: International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2016, 545-554.

Knight, S., Allen, L., Littleton, K., Rienties, B., & Tempelaar, D. T. (2016). Writing Analytics for Epistemic Features of Student Writing. Presented at the International Conference of the Learning Sciences, Singapore.

Martinez-Maldonado, R., Goodyear, J.Kay, Thompson, K., and Carvalho, L. (2016). An Actionable Approach to Understand Group Experience in Complex, Multi-surface Spaces.  SIGCHI Conference: Human Factors in Computing Systems (CHI 2016), San Jose, CA, USA. ACM Press, 2062-2074.

Pardo, A., Mirriahi, N., Martinez-Maldonado, R., Jovanovic, J., Dawson, S. and Gasevic, D. (2016). Generating Actionable Predictive Models of Academic Performance. 6th International Learning Analytics & Knowledge Conference (LAK16). Edinburgh, UK. ACM Press.

Martinez-Maldonado, R., Schneider, B., Charleer, S., Buckingham Shum, S., Klerkx, J. and Duval, E. (2016). Interactive Surfaces and Learning Analytics: Data, Orchestration Aspects, Pedagogical Uses and Challenges. 6th International Learning Analytics & Knowledge Conference (LAK16). Edinburgh, UK. ACM

Buckingham Shum, S., Ágnes Sándor, Rosalie Goldsmith, Xiaolong Wang, Randall Bass and Mindy McWilliams (2016, In Press). Reflecting on Reflective Writing Analytics: Assessment Challenges and Iterative Evaluation of a Prototype Tool. 6th International Learning Analytics & Knowledge Conference (LAK16). Edinburgh, UK. ACM Press, pp.213-222. http://dx.doi.org/10.1145/2883851.2883955 Preprint: http://bit.ly/LAK16paper

Martinez-Maldonado, R., Hernandez-Leo, D., and Pardo, A., Introduction to Cross LAK 2016: Learning Analytics Across Spaces (editor’s paper). In Workshop on Learning Analytics across Digital and Physical Spaces (Cross-LAK) – held at International Conference on Learning Analytics and Knowledge, (LAK 2016), Edinburgh, UK. 2016, pages 1-4.

Martinez-Maldonado, R., Anderson, T. D., Knight, S., and Buckingham Shum, S. Towards Supporting Awareness for Content Curation: The case of Food Literacy and Behavioural Change. In Workshop on Learning Analytics for Learners (LAL) – held at International Conference on Learning Analytics and Knowledge, (LAK 2016), Edinburgh, UK. 2016.

Martinez-Maldonado, R., Seeing Learning Analytics Tools as Orchestration Technologies for Learning Activities Across Physical and Digital Spaces.  In Workshop on Learning Analytics across Digital and Physical Spaces (Cross-LAK) – held at International Conference on Learning Analytics and Knowledge, (LAK 2016), Edinburgh, UK. 2016, pages 70-73.

Anderson, T. D., and Martinez-Maldonado, R., Building a ‘Qualified Self’ around Lifecycles of Experience and Thinking. In Workshop on Personal Information Management (PIM) – held at SIGCHI Conference: Human Factors in Computing Systems, (CHI 2016), San Jose, USA. 2016. 

Simsek, D., A. Sandor, S. Buckingham Shum, R. Ferguson, A. De Liddo and D. Whitelock (2015). Correlations between automated rhetorical analysis and tutors’ grades on student essays. 5th International Learning Analytics & Knowledge Conference (LAK15), pp. 355-359. Poughkeepsie, NY, USA. ACM Press. http://oro.open.ac.uk/42042 / http://dx.doi.org/10.1145/2723576.2723603

Knight, S., A. F. Wise, B. Chen and B. H. Cheng (2015). It’s About Time: 4th International Workshop on Temporal Analyses of Learning Data. The 5th International Learning Analytics & Knowledge Conference (LAK15): Scaling Up: Big Data to Big Impact, Poughkeepsie, NY, USA (Forthcoming). http://oro.open.ac.uk/41713/

Knight, S. and K. Littleton (2015). Developing a multiple-document-processing performance assessment for epistemic literacy. The 5th International Learning Analytics & Knowledge Conference (LAK15): Scaling Up: Big Data to Big Impact, Poughkeepsie, NY, USA (Forthcoming). http://oro.open.ac.uk/41711/

Martinez-Maldonado, R., Pardo, A., Mirriahi, N., Yacef, K., Kay, J. and Clayphan, A. (2015) The LATUX Workflow: Designing and Deploying Awareness Tools in Technology-Enabled Learning Settings. International Conference on Learning Analytics and Knowledge (LAK 2015) Poughkeepsie, NY, USA. ACM Press.

Martinez-Maldonado, R., Goodyear, P., Dimitriadis, Y., Thompson, K., Carvalho, L., Prieto, L.P. and Parisio, M. (2015) Learning about Collaborative Design for Learning in a Multi-Surface Design Studio. International Conference on Computer Supported Collaborative Learning (CSCL 2015), Goteborg, Sweeden

Thompson, K., Martinez-Maldonado, R., Wardak, D., Goodyear, P., and Carvalho, L. (2015) Analysing F2F Collaborative Design and Learning:Experiences in a Design Studio. In Workshop on The Orchestrated Collaborative Classroom: Designing and Making Sense of Heterogeneous Ecologies of Teaching and Learning Resources – held at International Conference on Computer-Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden.

Martinez-Maldonado, R., Clayphan, A., Kay, J. and Yacef, K. (2014) Towards Providing Notifications to Enhance Teacher’s Awareness in the Classroom. International Conference on Intelligent Tutoring Systems (ITS 2014), Hawaii, USA.

Lemonnier, C., Martinez-Maldonado, R. and Yacef, K.  (2014) Tell me about the process”: Exploring Visual Analytics to unveil Collaboration and Concept Mapping Processes. In Workshop on Intelligent Support for Learning in Groups (ISLG 2014) – held at International Conference on Intelligent Tutoring Systems (ITS 2014), Honolulu, Hawaii, US. 2014.

Moreno-Sabido, M. R., Moreno-Vazquez, D., Cano-Barron, D.  & Martinez-Maldonado, R. (2014) Building an Orchestrable Tool to Help Teachers Design and Conduct Collaborative ER Diagramming Activities. In Workshop on Intelligent Support for Learning in Groups (ISLG 2014) – held at International Conference on Intelligent Tutoring Systems (ITS 2014), Honolulu, Hawaii, US.

von Zadow, U., Martinez-Maldonado, R. and Dachselt, R. (2014)  Tabletop territoriality and social context: examining medical simulation. In Workshop on Collaboration Meets Interactive Surfaces: Walls, Tables, Tablets and Phones (CMIS) – held at International Conference on Interactive tabletops and Surfaces (ITS 2014), Dresden, Germany.

Martinez-Maldonado, R., Clayphan, A., Ackad, C. and Kay, J. (2014) Multi-touch Technology in a Higher Education Classroom: Lessons In-the-wild Australian Computer-Human Interaction Conference, OZCHI 2014, Sydney, Australia.

Knight, S., G. Arastoopour, D. Williamson Shaffer, S. Buckingham Shum and K. Littleton (2014). Epistemic networks for epistemic commitments. International Conference of the Learning Sciences (ICLS), Boulder, Colarado (forthcoming). http://oro.open.ac.uk/39254/

Martinez-Maldonado, R., Yacef, K. and Kay, J. (2013) Data Mining in the Classroom: Discovering Groups’ Strategies at a Multi-tabletop Environment. International Conference on Educational Data mining (EDM 2013), Memphis, USA.

Martinez-Maldonado, R., Kay, J. and Yacef, K. (2013) An automatic approach for mining patterns of collaboration around an interactive tabletop. International Conference on Artificial Intelligence in Education (AIED 2013), Memphis, USA.

Kharrufa, A., Martinez-Maldonado, R., Kay, J. and Olivier, P. (2013) Extending tabletop application design to the classroom. ACM International Conference on Interactive Tabletops and Surfaces, (ITS 2013), St. Andrews, Scotland, UK.

Martinez-Maldonado, R., Clayphan, A. and Kay, J. (2013) Towards the Integration of Collaboration Analytics and Interactive Surfaces. In Workshop on Collaboration meets Interactive Surfaces – held at International Conference on Interactive Tabletops and Surfaces (ITS 2013), St Andrews, Scotland, UK.

Clayphan, A., Martinez-Maldonado, R. and Kay, J. (2013) Open learner models to support reflection on brainstorming at interactive tabletops. International Conference on Artificial Intelligence in Education, AIED 2013, Memphis, USA. 

Clayphan, A., Martinez-Maldonado, R. and Kay, J. (2013) Designing OLMs for Reflection about Group Brainstorming at Interactive Tabletops. In Workshop on Intelligent Support for Learning in Groups (ISLG 2013) – held at International Conference on Artificial Intelligence in Education (AIED 2013), Memphis, USA.

Martinez-Maldonado, R., Dimitriadis, Y., Clayphan, A., Muñoz-Cristóbal, J. A., Kay, J., Prieto, L. P., and Rodríguez-Triana, M. J. (2013) Integrating orchestration of ubiquitous and pervasive learning environments. Australian Computer-Human Interaction Conference, OZCHI 2013, Adelaide, Australia.

Clayphan, A., Martinez-Maldonado, R., Ackad, C. and Kay, J. (2013) An approach for designing and evaluating a plug-in vision-based tabletop touch identification system. Australian Computer-Human Interaction Conference, OZCHI 2013, Adelaide, Australia.

Simsek, D., S. Buckingham Shum, A. Sandor, A. De Liddo and R. Ferguson (2013). XIP Dashboard: visual analytics from automated rhetorical parsing of scientific metadiscourse. 1st International Workshop on Discourse-Centric Learning Analytics, Leuven, Belgium. http://oro.open.ac.uk/37391/

Schreurs, B., C. Teplovs, R. Ferguson, M. De Laat and S. Buckingham Shum (2013). Visualizing social learning ties by type and topic: rationale and concept demonstrator. Third Conference on Learning Analytics and Knowledge (LAK 2013), Leuven, Belgium, ACM. http://oro.open.ac.uk/36891/

Knight, S. and K. Littleton (2013). Discourse, computation and context – sociocultural DCLA revisited. 1st International Workshop on Discourse-Centric Learning Analytics 2013, Leuven, Belgium. http://oro.open.ac.uk/36640/

Knight, S., S. Buckingham Shum and K. Littleton (2013). Collaborative sensemaking in learning analytics. CSCW and Education Workshop (2013): Viewing education as a site of work practice, co-located with the 16th ACM Conference on Computer Support Cooperative Work and Social Computing (CSCW 2013), San Antonio, Texas. http://oro.open.ac.uk/36582/

Knight, S., S. Buckingham Shum and K. Littleton (2013). Tracking epistemic beliefs and sensemaking in collaborative information retrieval. Collaborative Information Seeking Workshop 2013 (CIS’13): Consolidating the Past, Creating the future, co-located with the 16th ACM Conference on Computer Support Cooperative Work and Social Computing (CSCW 2013), San Antonio, Texas. http://oro.open.ac.uk/36553/

Knight, S., S. Buckingham Shum and K. Littleton (2013). Epistemology, pedagogy, assessment and learning analytics. Third Conference on Learning Analytics and Knowledge (LAK 2013), Leuven, Belgium. http://oro.open.ac.uk/36635/

Ferguson, R., Z. Wei, Y. He and S. Buckingham Shum (2013). An evaluation of learning analytics to identify exploratory dialogue in online discussions. Third Conference on Learning Analytics and Knowledge (LAK 2013), Leuven, Belgium, ACM. http://oro.open.ac.uk/36664/

Ferguson, R. and S. Buckingham Shum (2012). Towards a social learning space for open educational resources. Collaborative Learning 2.0: Open Educational Resources. Hershey, PA, IGI Global: 309-327.

Ferguson, R. and S. Buckingham Shum (2012). Social learning analytics: five approaches. 2nd International Conference on Learning Analytics & Knowledge, Vancouver, British Columbia, Canada. http://oro.open.ac.uk/32910/

De Liddo, A., S. Buckingham Shum, P. McAndrew and R. Farrow (2012). The open education evidence hub: a collective intelligence tool for evidence based policy. Cambridge 2012: Joint OER12 and OpenCourseWare Consortium Global 2012 Conference, Cambridge, UK. http://oro.open.ac.uk/33253/

Buckingham Shum, S. and R. Deakin Crick (2012). Learning dispositions and transferable competencies: pedagogy, modelling and learning analytics. 2nd International Conference on Learning Analytics & Knowledge, Vancouver, British Columbia, Canada. http://oro.open.ac.uk/32823/

Martinez-Maldonado, R., Yacef, K., Kay, J., and Schwendimann, B. (2012) An interactive teacher’s dashboard for monitoring multiple groups in a multi-tabletop learning environment. International Conference on Intelligent Tutoring Systems (ITS 2012) Crete, Greece.

Martinez-Maldonado, R., Kay, J., Yacef, K., Edbauer, M. and Dimitriadis, Y. (2012) Orchestrating a Multi-tabletop Classroom: from design to enactment and reflection. ACM International Conference on Interactive Tabletops and Surfaces (ITS 2012), Cambridge, MA, USA.

Martinez-Maldonado, R., Yacef, K., and Kay, J. (2012) Towards providing intelligent support to enhance collaborative learning at the tabletop. In Workshop on Intelligent Support for Learning in Groups (ISLG 2012) – held at International Conference on Intelligent Tutoring Systems (ITS 2012), Creete, Greece.

Martinez-Maldonado, R., Kay, J., Yacef, K., and Schwendimann, B. (2012)  Unpacking traces of collaboration from multimodal data of collaborative concept mapping at a tabletop.  International Conference of the Learning Sciences, ICLS2012, Sydney, Australia.

Martinez-Maldonado, R., Clayphan, A., Kay, J., and Yacef, K. (2012) Designing tools for supporting teachers’ orchestration and awareness at a multi-tabletop classroom. In Workshop on Classroom Orchestration – held at International Conference on Learning Sciences (ICLS 2012), Sydney, Australia.

Clayphan, A., Martinez-Maldonado, R., Kay, J. and Weinberger, A. (2012) Design for Negotiated Scripted Tabletop Collaboration. In Workshop on Digital Ecosystems for Collaborative Learning (DECL 2012) – held at International Conference on Learning Sciences (ICLS 2012), Sydney, Australia.

Martinez-Maldonado, R., Kay, J. and Yacef, K. (2012) Analysing knowledge creation and acquisition from individual and face-to-face collaborative concept mapping. (2012) International Conference on Concept Mapping, CMC2012,Valletta, Malta

Martinez-Maldonado, R., Clayphan, A., Yacef, K., Kay, J., and Ackad, C. (2012) Sensing, tracking and modelling with ignition – a framework for supporting classroom collaboration. In Workshop on Educational Interfaces, Software, and Technology 2012. held at CHI 2012, Austin, USA.

Ackad, C., Clayphan, A., Martinez-Maldonado, R., and Kay, J.(2012) Seamless and continuous user identification for interactive tabletops using personal device handshaking and body tracking. In Work-In-Progress CHI ‘2012, Austin, USA.

Ferguson, R. and S. Buckingham Shum (2011). Learning analytics to identify exploratory dialogue within synchronous text chat. LAK 2011: 1st International Conference on Learning Analytics & Knowledge, Banff, Alberta. http://oro.open.ac.uk/28955/

De Liddo, A., S. Buckingham Shum, I. Quinto, M. Bachler and L. Cannavacciuolo (2011). Discourse-centric learning analytics. LAK 2011: 1st International Conference on Learning Analytics & Knowledge, Banff, Alberta. http://oro.open.ac.uk/25829/

Martinez-Maldonado, R., Yacef, K., Kay, J., Kharrufa, A., and Al-Qaraghuli, A. (2011) Analysing frequent sequential patterns of collaborative learning activity around an interactive tabletop. 4th International Conference on Educational Data Mining (EDM2011). Eindhoven, the Netherlands.

Martinez-Maldonado, R., Kay, J., and Yacef, K. (2011) Visualisations for longitudinal participation, contribution and progress of a collaborative task at the tabletop.  International Conference on Computer Supported Collaborative Learning, CSCL 2011, Hong-Kong, China.

Martinez-Maldonado, R., Kay, J., Yacef, K., and Wallace, J. (2011) Modelling symmetry of activity as an indicator of collocated group collaboration.  19th International Conference on User Modeling, Adaptation and Personalization (UMAP 2011), Girona, Spain.

Martinez-Maldonado, R., Ackad, C., Yacef, K., and Kay, J. (2013) Designing tabletop-based systems for user modelling of collaboration. In Workshop on Adaptive Support for Team Collaboration (ASTC2011) held at International Conference on User Modeling, Adaptation and Personalization,(UMAP2011), Girona, Spain.

Martinez-Maldonado, R., Wallace, J., Kay, J., and Yacef, K. (2011) Modelling and identifying collaborative situations in a collocated multi-display groupware setting.  International Conference on Artificial Intelligence in Education, AIED 2011, Auckland, New Zealand.

Martinez-Maldonado, R., Collins, A., Kay, J., and Yacef, K. (2011) Who did what? who said that? Collaid: an environment for capturing traces of collaborative learning at the tabletopACM International Conference on Interactive Tabletops and Surfaces (ITS 2011), Kobe, Japan.

Martinez-Maldonado, R., Kay, J., and Yacef, K. (2010) Collaborative concept mapping at the tabletopACM International Conference on Interactive Tabletops and Surfaces, ITS 2010, Saarbrucken, Germany.

De Liddo, A. and S. Buckingham Shum (2010). Capturing and representing deliberation in participatory planning practices. Fourth International Conference on Online Deliberation (OD2010), Leeds, UK. http://oro.open.ac.uk/22279/

Buckingham Shum, S. and R. Ferguson (2010). Towards a social learning space for open educational resources. OpenED2010: Seventh Annual Open Education Conference, Barcelona, Spain. http://oro.open.ac.uk/23351/

Buckingham Shum, S. and A. De Liddo (2010). Collective intelligence for OER sustainability. OpenED2010: Seventh Annual Open Education Conference, Barcelona, Spain. http://oro.open.ac.uk/23352/

Groza, T., S. Handschuh, T. Clark, S. Buckingham Shum and A. de Waard (2009). A short survey of discourse representation models. Proceedings 8th International Semantic Web Conference, Workshop on Semantic Web Applications in Scientific Discourse. Lecture Notes in Computer Science, Springer Verlag: Berlin, Washington DC. http://oro.open.ac.uk/18565/

de Waard, A., S. Buckingham Shum, A. Carusi, J. Park, M. Samwald and Á. Sándor (2009). Hypotheses, evidence and relationships: The HypER approach for representing scientific knowledge claims. Proceedings 8th International Semantic Web Conference, Workshop on Semantic Web Applications in Scientific Discourse. Lecture Notes in Computer Science, Springer Verlag: Berlin, Washington DC. http://oro.open.ac.uk/18563/

Buckingham Shum, S. (2008). Cohere: Towards Web 2.0 Argumentation. Proc. COMMA’08: 2nd International Conference on Computational Models of Argument, Toulouse, France, IOS Press. http://oro.open.ac.uk/10421/

Clancey, W. J., M. Sierhuis, R. L. Alena, J. S. Graham, K. S. Tyree, R. L. Hirsh, W. B. Garry, A. Semple, S. J. Buckingham Shum, N. Shadbolt and S. M. Rupert (2007). Automating CapCom Using Mobile Agents and Robotic Assistants. 1st Space Exploration Conference: Continuing the Voyage of Discovery, Orlando, FL, US. http://oro.open.ac.uk/28668/

Knight, S., & Littleton, K. (2015). Learning through Collaborative Information Seeking. In P. Hansen, C. Shah, & C.-P. Klas (Eds.), Collaborative Information Seeking: Best practices, New Domains, New Thoughts. Springer.

Newman, K., Knight, S., Elbeshausen, S., & Hansen, P. (2015). Situating CIS – The importance of Context in Collaborative Information Seeking. In P. Hansen, C. Shah, & C.-P. Klas (Eds.), Collaborative Information Seeking: Best practices, New Domains, New Thoughts. Springer.

Knight, S., & Littleton, K. (2015). Thinking, Interthinking, and Technological Tools. In R. Wegerif, L. Li, & J. C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking. Routledge. Individual chapter from http://oro.open.ac.uk/39309/

Knight, S. (2014). Finding Knowledge: What Is It To “Know” When We Search? In Society of the Query Reader: Reflections on Web Search. Amsterdam, The Netherlands: Institute of Network Cultures. Whole book available online. Individual chapter from http://oro.open.ac.uk/39307

Knight, S. (2013). Promoting Dialogue in the Classroom. In S. Hennessy, P. Warwick, L. Brown, D. Rawlins, & C. Neale (Eds.), Developing Interactive Teaching and Learning Using the IWB. Open University Press. Available via The Open University Eprint Archive: http://oro.open.ac.uk/36484

Deakin Crick R. (2013) Learning to Learn A Systems Perspective, in (Deakin Crick, R., Stringer C., and Ren, K. (Eds) Lifelong Learning for All: International Perspectives from Theory and Practice, London, Routledge.

Deakin Crick R. & Green H. Barr, S. (2013) Evaluating the Wider Outcomes of Schooling, in Morris, A. Re-imagining Christian Education for the 21st Century, Chelmsford, Matthew James Publishing.

Deakin Crick, R. (2012). Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry, 675-694, in: Christenson, S., Reschly, A. & Wylie, C. (eds.) The Handbook of Research on Student Engagement. New York: Springer. DOI 10.1007/978-1-4614-2018-7_32

Deakin Crick, R. (2012). Student Engagement: Identity, Learning Power and Enquiry – A Complex Systems Approach. The Handbook of Research on Student Engagement. S. Christenson, A. Reschly and C. Wylie. New York, Springer

Deakin Crick R. & Joldersma. (2012) Obywatelstwo, etyka dyskursu I emancypacyjny model calozyciowego uczenia sie, in Naukowa R, Murphy, M.& Fleming T. (Eds) Haberma, teroia, krytyczna I educacja, Wydawnictwo, Naukowe, Wroclaw.

Deakin Crick, R. (2011) Personalisation: The challenge of integrating the personal with the public in pedagogy for social sustainability, in Mincu, M., (ed) A Ciascuno la Sua Sculoa, Teorie e Contesti della personalizzazione, Societa Editrice Internazionale, Torino.

Deakin Crick R. (2011) Integrating the personal with the public: assessing values and dispositions for learning and citizenship, in Lovat, T., Toomey, R. & Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing, Springer, New York.

Deakin Crick R. & Joldersma C. (2009) Habermas, citizenship education and lifelong learning in Murphy M. & Fleming T., (eds) Habermas, Critical Theory and Education, Routledge, New York. (50% contribution)

Deakin Crick, R. (2009a) Assessment in Schools – Dispositions. in Mcgaw, B., Peterson, P. & Baker, E. (eds.) The International Encyclopedia of Education 3rd Edition. Amsterdam, Elsevier.

Sierhuis, M. and S. Buckingham Shum (2008). Human-agent knowledge cartography for e-science: NASA field trials at the Mars Desert Research Station. Knowledge Cartography: Software Tools and Mapping Techniques. A. Okada, S. Buckingham Shum and T. Sherborne. London, Springer (Advanced Information and Knowledge Processing Series): 287–306.

Deakin Crick, R. (2008) Pedagogy for Citizenship, in Oser, F. and Veugelers, W. (eds) ‘Getting involved: Global citizenship development and sources of moral values’, Sense Publishers, Rotterdam.

Deakin Crick, R. (2005) Tomorrow’s Educators in Potter, J. & Alexander T., (eds) Education for a Change, Routledge.

Buckingham Shum, S. J., A. M. Selvin, M. Sierhuis, J. Conklin, C. B. Haley and B. Nuseibeh (2006). Hypermedia Support for Argumentation-Based Rationale: 15 Years on from gIBIS and QOC. Rationale Management in Software Engineering. A. Dutoit, R. McCall, I. Mistrik and B. Paech. Berlin, Springer-Verlag: 111-132.

Deakin Crick, R. (1997) Towards Structural and Confessional Pluralism In Shortt, J. & Cooling T. (eds) Agenda for Educational Change, Apollos, London

Deakin Crick, R. (1996a) Opting in to Grant Maintained Status: A Case Study, in Watson, K. Modgil C. & Modgil S. (eds) Educational Dilemmas: Debate and Diversity Volume Three, Power and Responsibility in Education, Cassell, London. pp254-264

Deakin Crick, R. (1996b) ‘Opting in’: A Case Study In Tasker M. & Carnie F., (eds) Freeing Education Steps towards real Choice and Diversity, Hawthorn Press, Stroud

Olsen, J., Martinez-Maldonado, R., Kim, J., Goldin, I., (2016). Fifth International Workshop on Intelligent Support for Learning in Groups (ISLG 2016), 13th International Conference on Intelligent Tutoring Systems, Zagrev, Croatia.

Prieto, L. P., Rodríguez-Triana, M. J., Martinez-Maldonado, R., Dimitriadis, Y., (2016). Orchestrating Learning Analytics Workshop (ORLA 2016), Learning Analytics Summer Institute (LASI) 2016, Bilbao, Spain.

Buckingham Shum, S., Knight, S., McNamara, D., Allen, L.K., Bektik, D., Crossley, S., (2016). Critical Perspectives on Writing Analytics, 6th ACM Learning Analytics and Knowledge Conference, Edinburgh, UK.

Chen, B., Wise, A.F., Knight, S., Cheng, B.H., (2016). It’s About Time: Putting Temporal Analytics into Practice: The 5th International Workshop on Temporality in Learning Data, 6th ACM Learning Analytics and Knowledge Conference, Edinburgh, UK.

Martinez-Maldonado, R., Hernandez-Leo, D., Pardo, A., Suthers, D., Kitto, K., Charleer, S., Aljohani, N.,  Ogata, H., (2016). International Workshop on Learning Analytics Across Physical and Digital Spaces (Cross-LAK 2016), 6th ACM Learning Analytics and Knowledge Conference, Edinburgh, UK.

Buckingham Shum, S., Knight, S., Gibson, A., Ryan, P., (2015). Writing Analytics, Australian Learning Analytics Summer Institute (ALASI), Sydney, AUS.

Buckingham Shum, S., (2016). Co-Chair: Doctoral Consortium, 6th ACM Learning Analytics and Knowledge Conference, Edinburgh, UK. 

Buckingham Shum, S., (2015). Co-Chair: Doctoral Consortium, 5th ACM Learning Analytics and Knowledge Conference, Poughkeepsie, USA.

Buckingham Shum, S., (2014). Co-Chair: Discourse-Centric Learning Analytics, 4th ACM Learning Analytics and Knowledge Conference, Indianapolis, USA.

Buckingham Shum, S., (2013). Co-Chair: Discourse-Centric Learning Analytics, 3rd ACM Learning Analytics and Knowledge Conference, Leuven, BE.

Buckingham Shum, S., (2012). Scientific Program Co-Chair: 2nd International Conf. Learning Analytics & Knowledge, Vancouver

Buckingham Shum, S., (2012). Co-Chair: Collective Intelligence as Community Discourse & Action workshop, ACM Conf. Computer-Supported Cooperative Work, Seattle

Buckingham Shum, S., (2010). Chair: Online Deliberation Emerging Tools Workshop, 4th International Conf. on Online Deliberation, Leeds

Buckingham Shum, S., (2007). Co-Chair: 2nd International Conf. on the Pragmatic Web, Tilburg

Buckingham Shum, S., (2006). Chair: Modelling Meetings, Argumentation & Discourse workshop, 1st International Conf. on Computational Models of Argument

Buckingham Shum, S., (2003). Chair: 1st International Workshop on Scholarly Hypertext, 14th ACM Conference on Hypermedia, Nottingham

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Buckingham Shum, S. (2012). Learning Analytics Policy BriefingUNESCO Institute for Information Technologies in Education.

Learning Analytics is a rapidly growing research field and commercial , with potentially disruptive potential. While educationalresearchers have for many years used computational techniques toanalyse learner data, generate visualizations of learning dynamics,and build predictive models to test theories — for the first time, these techniques are becoming available to educators, learners and policy makers. Learning analytics promise is to transform educational research into a data-driven science, and educational institutions into organisations that make evidence-based decisions. However, critical debate is needed on the limits of computational modelling, the ethics of analytics, and the educational paradigms that learning analytics promote.


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Putting Learners in Control of their DataThe Open University’s Knowledge Media Institute submission to the UK Dept. for Education, Educational Technology Action Group (ETAG), set up in February 2014 by three Ministers: Michael Gove, Matthew Hancock and David Willetts.

“The following are proposed as key principles to guide how we shape the emerging Learning Analytics landscape: 1. What data, for whom, for what purposes?; 2. Processes as well as products: analytics for ‘21st century learning qualities’; 3. Taking control of your data; 4. Create a living evidence base.”


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Wikimedia UK (WMUK) evidence submission to the House of Lords Digital Skills Committee (September 3rd 2014). All written submissions: PDF

Conclusion: There is an expectation that the fostering of digital skills in the 21st Century will take place in an ‘always on’ open environment. For the potential of such developments to come to fruition, legislative change around the opening of cultural heritage, and innovation around education design both need support. ‘Open’ practices are not simply about copyright reform and open licensing of public materials; they embody the kinds of literacies – informational and digital – required in the digital environment, and as such deserve consideration as important ‘digital skills’.”

 

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