Leo Havemann
Programme Development Advisor, University College London (UCL).
Postgraduate Researcher at the Open University.
Was Digital Education Advisor at UCL 2018-21, and Learning Technologist at Birkbeck 2008-18.
I am interested in use of technology in higher education, open movements and open educational practices, learning literacies, institutional strategies and policies.
In past HE lives I taught at the University of Waikato (NZ) and the University of South Australia (academic skills and communication, media and cultural studies, literature). In between I 'dabbled' in librarianship and industry.
Postgraduate Researcher at the Open University.
Was Digital Education Advisor at UCL 2018-21, and Learning Technologist at Birkbeck 2008-18.
I am interested in use of technology in higher education, open movements and open educational practices, learning literacies, institutional strategies and policies.
In past HE lives I taught at the University of Waikato (NZ) and the University of South Australia (academic skills and communication, media and cultural studies, literature). In between I 'dabbled' in librarianship and industry.
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Papers by Leo Havemann
citation:
Kuhn H., C., Havemann, L., Koseoglu, S., & Bozkurt, A. (2021). Three lenses on lurking: Making sense of digital silence. In J. Hoffman & P. Blessinger (Eds.), International perspectives in online instruction (p. 83-93). Emerald Publishing Limited. https://doi.org/10.1108/S2055-364120210000040006
ISBN: 978-1-80043-673-2, eISBN: 978-1-80043-672-5
■ Attention must move beyond the simple availability of data on education to also question how the data is contextualised, presented, and used to ensure it does not result in the reinforcement of pre-existing biases and social divides.
■ There has been relatively limited intersection to date between the open education and open data communities. There are opportunities for future strengthening of these links, increasing the use of open data as a key educational resource, and supporting more applied civic education.