Academic publications

2023

Campos, F. C., & Blikstein, P. (2023). “I’m Not Trying to Sell Anything”: Technology Tycoons’ Discourses of Urgency and Heroism in the Shaping of Education Policies and Utopias. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 186-193. International Society of the Learning Sciences.

Chen, O. , Campos, F. C., Bergner, Y. (2023). A Makerspace walks into a high-school: a case study of the micropolitics of school reform. Education Technology Research and Development. https://doi.org/10.1007/s11423-023-10268-3

Campos, F., Nguyen, H., Ahn, J., & Jackson, K. (2023). Leveraging cultural forms in human‐centred learning analytics design. British Journal of Educational Technology.

2022

Hoadley, C., & Campos, F. C. (2022). Design-based research: What is it and why it matters to studying online learning. Educational Psychologist, 57(X)1-14. https://doi.org/10.1080/00461520.2022.2079128

2021

Campos, F. C., Ahn, J., DiGiacomo, D. K., Nguyen, H., & Hays, M. (2021). Making Sense of Sensemaking: Understanding How K–12 Teachers and Coaches React to Visual Analytics. Journal of Learning Analytics, 8(3), 60-80.

Campos, F. C. & Anderson, G. (2021). Paulo Freire’s Critical Influence on PAR. In Burns, D., Howard, J., and Ospina, S.M. (eds) (2021-forthcoming) The SAGE Handbook of Participatory Research and Enquiry, 55 City Road, London: SAGE Publications Ltd.

Campos, F. C., & Hoadley, C. (2021) Mapping Conceptual Tensions Around Civic Learning. Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. Bochum, Germany. 1039-1040

Nguyen H., Campos F., Ahn J. (2021) Discovering Generative Uncertainty in Learning Analytics Dashboards. In: Sahin M., Ifenthaler D. (eds) Visualizations and Dashboards for Learning Analytics. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-81222-5_21

Ahn, J., Campos, F., Nguyen, H., Hays, M., & Morrison, J. (2021, April). Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics. In LAK21: 11th International Learning Analytics and Knowledge Conference (pp. 55-65).

Ahn, J., Nguyen, H., & Campos, F. (2021). From visible to understandable: Designing for teacher agency in education data visualizations. Contemporary Issues in Technology and Teacher Education, 21(1).

Ahn, J., Nguyen, H., Campos, F., & Young, W. (2021, April). Transforming Everyday Information into Practical Analytics with Crowdsourced Assessment Tasks. In LAK21: 11th International Learning Analytics and Knowledge Conference(pp. 66-76).

Nguyen, H., Campos, F., & Ahn, J. (2021). Expanding the Design Space of Data and Action in Education: What Co-designing with Educators Reveal about Current Possibilities and Limitations. In Bowers, A. (Ed), Reports from the NSF School Data Collaborative Workshop.

2020

Best practitioner paper award!

2019

2018

2017

Nguyen, H., Ahn, J., Young, W., Campos, F. (2020). Where’s the Learning in Education Crowdsourcing? In Proceedings of Learning at Scale, L@S '20.

Sarmiento, J.P., Campos, F., Wise, A. (2020). Engaging Students as Co-designers of Learning Analytics. [Practitioner Report] Presented at the Tenth International Conference on Learning Analytics & Knowledge, LAK'20.

Soster, T., Fuhrmann, T., & Campos, F. (2020). Mapping Assessment Practices in School Makerspaces. In Proceedings of Fablearn Asia 2020. ACM, New York, NY, USA.