Showing results 42 to 58 of 58
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Issue Date | Title | Author(s) |
2010-01 | The practice level in participatory design rationale: studying practitioner moves and choices | Selvin, AM; Buckingham Shum, S; Aakhus, M |
2013-01 | The Practice Level in Participatory Design Rationale: Studying Practitioner Moves and Choices. | Selvin, AM; Buckingham Shum, S; Aakhus, M; Carroll, JM |
2022-03-21 | Questioning learning analytics? Cultivating critical engagement as student automated feedback literacy | Shibani, A; Knight, S; Buckingham Shum, S |
2003-01 | The roots of computer supported argument visualization | Buckingham Shum, S; Kirschner, PA; Buckingham Shum, SJ; Carr, CS |
2014-01-01 | Socially augmented argumentation tools: Rationale, design and evaluation of a debate dashboard | Iandoli, L; Quinto, I; De Liddo, A; Buckingham Shum, S |
2021 | Storytelling With Learner Data: Guiding Student Reflection on Multimodal Team Data | Fernandez-Nieto, GM; Echeverria, V; Buckingham Shum, S; Mangaroska, K; Kitto, K; Palominos, E; Axisa, C; Martinez-Maldonado, R |
2016 | Student retention and learning analytics: A snapshot of Australian practices and a framework for advancement | Colvin, C; Rogers, T; Wade, A; Dawson, S; Gasevic, D; Buckingham Shum, S; Nelson, K; Alexander, S; Lockyer, L; Kennedy, G; Corrin, L; Fisher, J |
2022-03-19 | Thinking with causal models: A visual formalism for collaboratively crafting assumptions | Hicks, B; Kitto, K; Payne, L; Buckingham Shum, S |
2012-12-01 | Towards a global participatory platform: Democratising open data, complexity science and collective intelligence | Buckingham Shum, S; Aberer, K; Schmidt, A; Bishop, S; Lukowicz, P; Anderson, S; Charalabidis, Y; Domingue, J; de Freitas, S; Dunwell, I; Edmonds, B; Grey, F; Haklay, M; Jelasity, M; Karpištšenko, A; Kohlhammer, J; Lewis, J; Pitt, J; Sumner, R; Helbing, D |
2012-01 | Towards a Social Learning Space for Open Educational Resources | Ferguson, R; Buckingham Shum, S; Okada, A; Connolly, T; Scott, P |
2017 | Towards Reflective Writing Analytics: Rationale, Methodology and Preliminary Results | Buckingham Shum, S; Sándor, Á; Goldsmith, R; Bass, R; McWilliams, M |
2018-01-01 | Understanding revisions in student writing through revision graphs | Shibani, A; Knight, S; Buckingham Shum, S |
2023-09-01 | Using causal models to bridge the divide between big data and educational theory | Kitto, K; Hicks, B; Buckingham Shum, S |
2023 | UTS Submission in response to the House Standing Committee on Employment, Education and Training’s inquiry into the use of generative artificial intelligence in the Australian education system | Buckingham Shum, S; Goh, E; Santow, E; Loble, L; Chen, F; McLean, J; Readman, K; Knight, S; Parfitt, A; Wightwick, G; Hunter, J; Farthing, S |
2003-01 | Visualizing internetworked argumentation | Buckingham Shum, S; Uren, V; Li, G; Domingue, J; Motta, E; Kirschner, PA; Buckingham Shum, SJA |
2021-04-13 | What Can Analytics for Teamwork Proxemics Reveal About Positioning Dynamics In Clinical Simulations? | Fernandez-Nieto, G; Martinez-Maldonado, R; Echeverria, V; Kitto, K; An, P; Buckingham Shum, S |
2021-04-09 | What Do You Mean by Collaboration Analytics? A Conceptual Model | Martinez-Maldonado, R; Gašević, D; Echeverria, V; Fernandez Nieto, G; Swiecki, Z; Buckingham Shum, S |