Here you will find a list of academic publications relating to surveillance, data, privacy and higher education. If you know of other references that should be here, please email firstname.lastname@example.org.
Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1). https://eric.ed.gov/?id=EJ1254006
Collier, A., & Ross, J. (2020). Higher Education After Surveillance? Postdigital Science and Education, 2(2), 275–279. https://doi.org/10.1007/s42438-019-00098-z
Collins, H. J., Glover, H., & Myers, F. (2020). Behind the digital curtain: A study of academic identities, liminalities and labour market adaptations for the ‘Uber-isation’ of HE. Teaching in Higher Education, 1–16. https://doi.org/10.1080/13562517.2019.1706163
Costa, C., Murphy, M., Pereira, A. L., & Taylor, Y. (2018). Higher education students’ experiences of digital learning and (dis)empowerment. Australasian Journal of Educational Technology, 34(3), 140–152.
Cox, A. M. (2021) ‘Exploring the impact of Artificial Intelligence and robots on higher education through literature-based design fictions’, International Journal of Educational Technology in Higher Education, 18(1), p. 3. doi: 10.1186/s41239-020-00237-8.
Dawson, S. (2006). The impact of institutional surveillance technologies on student behaviour. Surveillance & Society, 4(1/2). https://doi.org/10.24908/ss.v4i1/2.3455
Duffy, B. E., & Chan, N. K. (2019). “You never really know who’s looking”: Imagined surveillance across social media platforms. New Media & Society, 21(1), 119–138. https://doi.org/10.1177/1461444818791318
Gilliard, C. (2017). Pedagogy and the Logic of Platforms. EDUCAUSE Review, July/August 2017. https://er.educause.edu/articles/2017/7/pedagogy-and-the-logic-of-platforms
Gregory, K., & singh, s. s. (2018). Anger in Academic Twitter: Sharing, Caring, and Getting Mad Online. TripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society, 16(1), 176–193. https://doi.org/10.31269/triplec.v16i1.890
Hall, R. (2013). Educational technology and the enclosure of academic labour inside public higher education. Journal for Critical Education Policy Studies, 11(3).
Hyslop-Margison, E., & Rochester, R. (2016). Assessment or Surveillance? Panopticism and Higher Education. Philosophical Inquiry in Education, 24(1), 102–109.
Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938. https://doi.org/10.1007/s11423-016-9477-y
Jones, K. M. L., & VanScoy, A. (2019). The syllabus as a student privacy document in an age of learning analytics. Journal of Documentation, 75(6), 1333–1355. https://doi.org/10.1108/JD-12-2018-0202
Kayas, O. G., Assimakopoulos, C., & Hines, T. (2020). Student evaluations of teaching: Emerging surveillance and resistance. Studies in Higher Education, 1–12. https://doi.org/10.1080/03075079.2020.1725875
Knox, D. (2010). A Good Horse Runs at the Shadow of the Whip: Surveillance and Organizational Trust in Online Learning Environments. Canadian Journal of Media Studies, 7(1).
Kwet, M., & Prinsloo, P. (2020). The ‘smart’ classroom: A new frontier in the age of the smart university. Teaching in Higher Education, 25(4), 510–526. https://doi.org/10.1080/13562517.2020.1734922
Land, R., & Bayne, S. (2002). Screen or Monitor? Surveillance and disciplinary power in online learning environments. In Improving Student Learning using Learning Technology (pp. 125–138). OCSLD.
Li, W., Sun, K., Schaub, F., & Brooks, C. (2020). Disparities in Students’ Propensity to Consent to Learning Analytics.https://doi.org/10.35542/osf.io/vnc9b
Lorenz, C. (2012). If You’re So Smart, Why Are You under Surveillance? Universities, Neoliberalism, and New Public Management. Critical Inquiry, 38(3), 599–629. https://doi.org/10.1086/664553
Macfarlane, B. (2013). The Surveillance of Learning: A Critical Analysis of University Attendance Policies: The Surveillance of Learning. Higher Education Quarterly, 67(4), 358–373. https://doi.org/10.1111/hequ.12016
Macfarlane, B. (2014). Student performativity in higher education: Converting learning as a private space into a public performance. Higher Education Research & Development, 34(2), 338–350.
Maistry, S. (2015). Accountability and surveillance: New mechanisms of control in higher education. Transformation: Critical Perspectives on Southern Africa, 88(1), 25–35. https://doi.org/10.1353/trn.2015.0018
Melgaço, L. (2015). Multiple Surveillance on the Digitized Campus. Radical Pedagogy, 12(1), 1524–6345.
Morris, S. M., & Stommel, J. (2017). A Guide for Resisting Edtech: The Case against Turnitin. Hybrid Pedagogy. https://hybridpedagogy.org/resisting-edtech/
O’Leary, M. (2013). Surveillance, performativity and normalised practice: The use and impact of graded lesson observations in Further Education colleges. Journal of Further and Higher Education, 37(5), 694–714. https://doi.org/10.1080/0309877X.2012.684036
Prinsloo, P. (2017). Fleeing from Frankenstein’s monster and meeting Kafka on the way: Algorithmic decision-making in higher education. E-Learning and Digital Media, 14(3), 138–163. https://doi.org/10.1177/2042753017731355
Prinsloo, P., & Slade, S. (2015). Student privacy self-management: Implications for learning analytics. Proceedings of the Fifth International Conference on Learning Analytics And Knowledge – LAK ’15, 83–92. https://doi.org/10.1145/2723576.2723585
Roberts, L. D., Howell, J. A., Seaman, K., & Gibson, D. C. (2016). Student Attitudes toward Learning Analytics in Higher Education: “The Fitbit Version of the Learning World”. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01959
Ross, J., & Macleod, H. (2018). Surveillance, (dis)trust and teaching with plagiarism detection technology. Proceedings of the 11th International Conference on Networked Learning 2018. Networked Learning, Zagreb. http://www.networkedlearningconference.org.uk/abstracts/ross.html
Rubel, A., & Jones, K. (2016a). Student privacy in learning analytics: An information ethics perspective. The Information Society, 32(2), 143–159.
Rubel, A., & Jones, K. M. L. (2016b). Student privacy in learning analytics: An information ethics perspective. The Information Society, 32(2), 143–159. https://doi.org/10.1080/01972243.2016.1130502
Slade, S., & Prinsloo, P. (2015). Student Perspectives on the Use of their Data: Between Intrusion, Surveillance and Care. European Journal of Open, Distance and E-Learning, 18(1), Article 1. https://www.eurodl.org/?p=special&sp=articles&inum=6&article=673&article=679
Slade, S., Prinsloo, P., & Khalil, M. (2019). Learning analytics at the intersections of student trust, disclosure and benefit. Proceedings of the 9th International Conference on Learning Analytics & Knowledge, 235–244. https://doi.org/10.1145/3303772.3303796
Swauger, S. (2020, April 2). Our Bodies Encoded: Algorithmic Test Proctoring in Higher Education. Hybrid Pedagogy. https://hybridpedagogy.org/our-bodies-encoded-algorithmic-test-proctoring-in-higher-education/
Tanczer, L. M., Deibert, R. J., Bigo, D., Franklin, M. I., Melgaço, L., Lyon, D., Kazansky, B., & Milan, S. (2020). Online Surveillance, Censorship, and Encryption in Academia. International Studies Perspectives, 21(1), 1–36. https://doi.org/10.1093/isp/ekz016
Traxler, J. (2016). Students and mobile devices. ALT-J Research in Learning Technology, 18(2), 149–160.
Tsai, Y.-S., Whitelock-Wainwright, A., & Gašević, D. (2020). The privacy paradox and its implications for learning analytics. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 230–239. https://doi.org/10.1145/3375462.3375536
Watson, C., Wilson, A., Drew, V., & Thompson, T. L. (2017). Small data, online learning and assessment practices in higher education: A case study of failure? Assessment & Evaluation in Higher Education, 42(7), 1030–1045. https://doi.org/10.1080/02602938.2016.1223834
Williamson, B., Bayne, S., & Shay, S. (2020). The datafication of teaching in Higher Education: Critical issues and perspectives. Teaching in Higher Education, 25(4), 351–365. https://doi.org/10.1080/13562517.2020.1748811
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641
Wilson, A., Watson, C., Thompson, T. L., Drew, V., & Doyle, S. (2017). Learning analytics: Challenges and limitations. Teaching in Higher Education, 22(8), 991–1007. https://doi.org/10.1080/13562517.2017.1332026