Macfadyen, L. P., Birch, P. H., Duong, L., Cao, P., Race, S., Cremin, C., Guimond, C., & Zahir, F. (2021).
Using learning analytics to optimize design of online learning courses in genomic counselling.
Oral presentation, World Congress on Genetic Counselling (Virtual Conference), 27–28 October 2021.
Rashtian, H., Hashemi, A., & Macfadyen, L. P. (2020).
Harnessing natural language processing to support curriculum analysis.
Proceedings, ICERI2020, the 13th annual International Conference of Education, Research and Innovation, 9-11 November 2020 (Virtual) (pp. 1779-1784). Spain: International Academy of Technology, Education and Development (IATED). https://doi.org/10.21125/iceri.2020.0445
Macfadyen, L. P. (2020).
Content analytics for curriculum review: A learning analytics use case for exploration of learner context.
Proceedings, ASCILITE 2020: 37th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, 30 November-1 December 2020 (Virtual) (pp. 42-47). ASCILITE. https://ascilite.org/wp-content/uploads/ASCILITE-2020-Conference-Proceedings-Draft-Version.pdf
Wei, J., Cutler, F., Macfadyen, L. P. & Shirazi, S. (2019).
Implementing learning analytics: Instructor perspectives.
Companion Proceedings, The 9th International Conference on Learning Analytics and Knowledge (LAK’19), March 2019 (pp. 56-61). https://www.solaresearch.org/core/companion-proceedings-of-the-9th-international-learning-analytics-and-knowledge-conference-lak19/
Banihashem, K. & Macfadyen, L. P. (2021).
Pedagogical design: Bridging learning theory and learning analytics.
Canadian Journal of Learning and Technology, 47(1), https://doi.org/10.21432/cjlt27959
Macfadyen, L. P, Lockyer, L., & Rienties, B. (2020).
Learning design and learning analytics: Snapshot 2020.
Journal of Learning Analytics, 7 (3), 6-12. https://doi.org/10.18608/jla.2020.73.2
Redmond, D. W. & Macfadyen, L. P. (2020).
A framework to leverage and mature learning ecosystems.
International Journal of Emerging Technologies in Learning (iJET), 15(5), 75-99. http://dx.doi.org/10.3991/ijet.v15i05.11898