Prof Paul Prinsloo

Qualifications

• Bachelor of Arts, University of Pretoria, 1979.
• Bachelor of Divinity, University of Pretoria, 1982.
• Doctorate Examinations in Theology, University of Pretoria, 1984.
• Honours Bachelor of Arts in Art History, UNISA, 1997, Cum Laude.
• Management Development Programme (MDP), UNISA, 2000.
• Certificate for Distance Education Practitioners (CDEP), UNISA, 2002, Cum Laude.
• Sustaining the Online Learning Environment – UNISA, 2003, Cum Laude.
• Certificate in Online Learning and Teaching – University of London, 2005, Cum Laude.
• D Litt et Phil (Religious Studies) UNISA 2008
• Certificate- Internationalising the curriculum, Oxford Brookes, 2010.
• Postgraduate Certificate in Technology in Distance and e-learning, University of Maryland University College (UMUC), 2013, Cum Laude

NRF Rating

Currently teaching

• Research Professor

Fields of academic interests

• Distance education
• Student success in open and distributed learning environments
• The collection, analysis and use of student data
• Learning analytics
• Postgraduate supervision

Field of Specialisation

• Open and distance learning
• Learning analytics

Books

• Conrad, D., & Prinsloo, P. (2018). Ecologies of open: Inclusion, intersections, and interstices in education. Athabasca University Press. In press.
• Stoffberg, H., & Prinsloo, P. (2009). Climate Change. A guide for corporates. Unisa Press & Trialogue.

Chapters in Books (Chronological)

• Prinsloo, P., & Slade, S. (2018). Student consent in learning analytics: the devil in the details? In J. Lester, C. Klein, H. Rangwala, and A. Johri (Eds), Learning analytics in higher education: Current innovations, future potential, and practical applications. Accepted. In press.
• Prinsloo, P., & Slade, S. (2018). Mapping responsible learning analytics: a critical proposal, in B.H. Khan, R. Corbeil, & M.E. Corbeil (Eds), Responsible analytics and data mining in education. Accepted. In press.
• Prinsloo, P., & Slade, S. (2017). Big data, higher education and learning analytics: Beyond Justice, toward an ethics of care, in Ben Daniel (Ed.), Big Data and Learning Analytics: Current Theory and Practice in Higher Education, Springer (pp. 109-124). Switzerland: Springer International Publishing
• Prinsloo, P. (2017). Online distance education in South Africa: past, practice and prognosis. In Olaf Zawacki-Richter and Adnan Qayyum, National systems in an era of global online distance education. Athabasca University Press. In press.
• Prinsloo, P., & Slade, S. (2017).  Ethics and learning analytics: charting the (un)charted. In G. Siemens & C. Lang, (Eds), Learning Analytics Handbook, (pp. 49-57). SOLAR.
• Archer, L., & Prinsloo, P. (2017). Some exploratory thoughts on Openness and an ethics of care. In D. Singh (Ed.). Responsible leadership: Higher education (pp. 273-286). New York, NY: Globalethics.net.
• Maritz, J., & Prinsloo, P. (2016). Reconfiguring fractured and entangled career trajectories in doctoral education, in Magda Fourie-Malherbe (ed.), in Postgraduate supervision: future focus for a knowledge society (pp. 381-396). Stellenbosch, South Africa: SUN Media.
• Prinsloo, P., & Slade, S. (2016). Here be dragons: Mapping student responsibility in learning analytics, in Mark Anderson and Collette Gavan (eds.), Developing Effective Educational Experiences through Learning Analytics (pp. 174-192). Hershey, Pennsylvania: ICI-Global.
• Prinsloo (2016). Evidence-based decision making as séance: implications for learning and student support. In Jan Botha & Nicole Muller (Eds.), Institutional Research in support of evidence-based decision-making in Higher Education in Southern Africa (pp. 331-353). Stellenbosch, South Africa: SUN Media.
• Prinsloo (2016). A sociocritical model for understanding and predicting postgraduate student success, in Magda Fourie-Malherbe (ed.)., Open Distance Learning. In Postgraduate supervision: future focus for a knowledge society. (pp. 85-98). Stellenbosch, South Africa: SUN Media.
• Prinsloo, P. (2016). Metaliteracy, networks, agency and praxis: an exploration, in Thomas P. Mackey and Trudi E. Jacobson (Eds), Metaliteracy: Reinventing Information Literacy to Empower Learners (pp. 183-201). Chicago: ALA Neal-Schuman (ISBN 978-1-55570-989-1)
• Prinsloo, P. (2015). Participation in open distance learning. In M. Letseka (ed.), Open Distance Learning in South Africa, (pp. 21-38)..Nova Science Publishers, NY.
• Prinsloo, P., & Slade, S.  (2014). Student privacy and institutional accountability in an age of surveillance, in M.E. Menon, D.G. Terkla, & Gibbs, P. (Eds.), Using Data to Improve Higher Education. Research, Policy and Practice, (pp. 197-214). Rotterdam, Sense Publishers.
• Slade, S., Galpin, F.A.V., & Prinsloo, P. (2013). Exploring stakeholder perspectives regarding a global curriculum: a case study. In: Ryan, Janette ed. Cross cultural teaching and learning for home and international students: Internationalisation of pedagogy and curriculum in higher education, (pp 141-155). UK: Routledge.
• Prinsloo, P. (2012). Graduateness as counter-narrative: gazing back at Medusa. In: Coetzee, M., Eccles, N., Botha, J., Nienaber, H., Holtzhausen, N, Student graduateness in an open distance learning higher education context: theory and practice, (pp.89-102). Unisa Press.
• Prinsloo, P. (2012). Being an African: Some Queer Remarks from the Margins. In Kearny, M (Ed). From Conflict to Recognition: Moving Multiculturalism Forward, (pp. 141-158). Interdisciplinary Press.
• Prinsloo, P. (2010). Towards new taxonomies of hope. An introduction to the South African Policy on Religion and Education (2003), in Kath Engebretson, Marian de Souza, Gloria Durka, & Liam Geron, (eds.), The International Handbook on Inter-religious Education, Volume 4 (pp. 805-726). Springer: New York. 
• Prinsloo, P., & Stoffberg, H. (2009). Addressing climate change in South African business education curricula, in N., Littledyke, M., Eams, C., & Coll, R. (eds), Environmental education in context: an international perspective on the development of environmental education (pp. 185-194).
• Prinsloo, P. (2008). A critical sense of location: analyzing the impacts of student- and discourse contexts in science education. In Coll & Taylor, (eds) Education in Context: An international examination of the influence of context on science curricula development and implementation, (pp. 271-282). Sense Publishers. ISBN 978-90-8790-247-6.

Journal articles

• Prinsloo, P. (2018). What I heard and what I did not hear: Reflections on the World Conference on Online Learning, Toronto, 2017 (Junhong Xiao trans.). Distance Education in China, 2: 5-11.  10.13541/j.cnki.chinade.20180125.002
• Maritz, J., & Prinsloo, P. (2018). The (d)(t)oxic lifeworld of early career postgraduate supervisors. Provisionally accepted in Teaching in Higher Education.
• Prinsloo, P. (2018). Include us all! Directions for the adoption of learning analytics in the Global South: An African perspective. Digital Learning for Development (DL4D). Available at: http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/
• Prinsloo, P., & Maritz, J.E. (2018). Narratives of (dis)comfort: being white LGBTQI in academia. Submitted to Gender and Education. Submitted 5 August 2017. In process.
• Prinsloo, P., & Maritz, J.E. (2018). Heroes, imposters and misfits in a strange land: A socio-critical model for understanding postgraduate supervision. Submitted to IRRODL. In process.
• Prinsloo, P., & Slade, S. (2017). Student vulnerability and agency in networked, digital learning. European Journal of Open, Distance and E-Learning. Available at http://www.eurodl.org/?p=special&sp=articles&inum=8
• Prinsloo, P. (2017). Recognising African leaders in distance education. Journal of Learning for Development 4(2), 104-118. Available at http://jl4d.org/index.php/ejl4d/article/download/225/209
• 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. Available at http://journals.sagepub.com/doi/abs/10.1177/2042753017731355
• Prinsloo, P. (2016). (Re)considering distance education: exploring its relevance, sustainability and value contribution. Distance Education, 37(2), 139-145.
• Prinsloo, P., & Slade, S. (2016). Student vulnerability, agency, and learning analytics: an exploration. Journal of Learning Analytics, 3(1), 159-182. Available at http://learning-analytics.info/journals/index.php/JLA/article/view/4447
• Willis, J. E., Slade, S., & Prinsloo, P. (2016). Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective. Educational Technology Research and Development, 64, 881-901. DOI: 10.1007/s11423-016-9463-4. Available at http://link.springer.com/article/10.1007/s11423-016-9463-4
• Prinsloo, P., Archer, L., Barnes, G., Chetty, Y., & Van Zyl, D. (2015). Big(ger) Data as Better Data in Open Distance Learning: Some Provocations and Theses. International Review of Research in Open and Distance Learning (IRRODL), 16(1), 284-306. Available at http://www.irrodl.org/index.php/irrodl/article/view/1948/3259
• Maritz, J., & Prinsloo, P. (2015): A Bourdieusian perspective on becoming and being a postgraduate supervisor: the role of capital, Higher Education Research & Development, 1-14. DOI: 10.1080/07294360.2015.1011085.  Available at http://www.tandfonline.com/doi/abs/10.1080/07294360.2015.1011085
• Prinsloo, P., & Maritz, J. (2015) “Queering” and querying supervisor identities in postgraduate education. Provisionally accepted for publication in Higher Education Research and Development (HERDA), 34(4), 695-708. Available at http://www.tandfonline.com/doi/abs/10.1080/07294360.2015.1051007
• Prinsloo, P., & Slade, S. (2015, March). Student privacy self-management: implications for learning analytics. In Proceedings of the fifth international conference on learning analytics and knowledge, 83-92. ACM. Available at https://dl.acm.org/citation.cfm?doid=2723576.2723585
• Slade, S., & Prinsloo, P. (2015). Student perspectives on the use of their data: between intrusion, surveillance and care. European Journal of Open, Distance and Elearning. Special Issue, 16-28. Available at http://www.eurodl.org/materials/special/2015/Slade_Prinsloo.pdf
• Archer, L, Chetty, Y., & Prinsloo, P. (2014). Benchmarking the habits and behaviours of successful students: a case study of academic-business collaboration. International Review of Research in Open and Distributed Learning (IRRODL), 15(1), 62—83.
• Prinsloo, P., & Slade, S. (2014). Educational triage in higher online education: walking a moral tightrope. International Review of Research in Open Distributed Learning (IRRODL), 14(4), 306-331. Available at  http://www.irrodl.org/index.php/irrodl/article/view/1881  
• Slade, S., & Prinsloo, P. (2013). Learning Analytics: Ethical Issues and Dilemmas. American Behavioral Scientist 57(1), 1509–1528.
• Liebenberg, H., Chetty, Y., & Prinsloo, P. (2012). Student access to and skills in using technology in an open distance learning context. International Review of Research in Open Distance Learning (IRRODL) 13(4). Available at http://www.irrodl.org/index.php/irrodl/article/view/1303/2348
• Subotzky, G., & Prinsloo, P. (2011). Turning the tide: a socio-critical model and framework for improving student success in open distance learning at the University of South Africa. Distance Education, 32(2), 177-19.
• Venter, A., & Prinsloo, P. (2011). The paradox between technology adoption and student success: a case study. Progressio, 33(1), 43 – 62.
• Slade, S., Galpin, F.A.V., & Prinsloo, P. (2011). Through the looking glass and what we found there: exploring student entries in online learning diaries. Open Learning. The Journal of Open and Distance Learning, 26(1), 27-38.  
• Heydenrych, J.F., & Prinsloo, P. (2010). Revisiting the five generations of distance education. Progressio 32(1), 5-26.
• Prinsloo, P. (2010). Some reflections on the Africanisation of higher education curricula: a South African case study. Africanus. Journal of Development Studies, 40(1), 19-31.
• Pretorius, A.M., Uys, M.D., & Prinsloo, P. (2010). Exploring the impact of raising students’ risk awareness in Introductory Microeconomics at an African open and distance learning institution. Progressio 32(1), 131-154.
• Prinsloo, P., Muller, H., Du Plessis, A. (2009). Raising awareness of the risk of failure in first-year Accounting students. Accounting Education, 19(1-2), 203-218. DOI: 10.1080/09639280802618130.
• Prinsloo, P. (2009). The South African Policy on Religion and Education (2003): a contradiction in a secular state and age? Alternation Special Edition 3, 31-54.
• Pretorius, A.M., Uys, M.D., & Prinsloo, P. (2009). Exploring factors influencing the success of students in introductory microeconomics. Africa Education Review 6(1), 140-158.
• Botha, M., & Prinsloo, P. (2008). The crisis in academic statistics: an exploration. Africa Education Review, 5(2), 169-183.
• Du Plessis, A., Muller, H., & Prinsloo, P. (2007). Validating the profile of the successful first-year accounting student. Meditari Accountancy Research, 15 (1), 19-33.
• Van Rooyen, A., & Prinsloo, P. (2007). Exploring a blended learning approach to improve student success in the teaching of second year Accounting. Meditari Accountancy Research, 15 (1), 51-69.
• Beukes, C.J., De Jongh, D., & Prinsloo, P. (2006). Corporate citizenship education for responsible business leaders. Development Southern Africa, 23(2), 197-211.
• Louw, H.A., & Prinsloo, P. (2006). Being educated in the 21^st century – an exploration. South African Journal for Higher Education, 20(2), 288-298.
• Beukes, C.J., & Prinsloo, P. (2005). Re-arranging the deckchairs on the Titanic? Teaching ethics in higher education. South African Journal for Higher Education, 19(5), 931-942.
• Du Plessis, A., Muller, H., & Prinsloo, P. (2005). Determining the profile of the successful first-year accounting student. South African Journal for Higher Education, 19(4), 684-698.
• De Jongh, D., & Prinsloo, P. (2005). Why teach corporate citizenship differently? Journal of Corporate Citizenship, 18, 113-122.
• Prinsloo, P. (2003). Rage and hope: opportunities in higher education (case study). Theologia Viatorum: Journal of Theology and Religion in Africa, 27(1), 144-164.
• Prinsloo, P. (2003). The quest for relevance: preliminary thoughts on the issue of relevance in higher education in South Africa. Progressio 25(1), 61-75.
• Prinsloo, P. (2003). The anonymous learners: a critical reflection on some assumptions regarding rural and city learners. Progressio, 25(1), 48-60.

Paper presentations

• 2013 –Keynote: Metaliteracy Massive Open Online Course (MOOC) hosted by the State University of New York (SUNY. Available at http://www.slideshare.net/prinsp/p-prinsloo-7-october2013-final
• 2013 - Keynote: Digital Opportunity Trust (DOT) Digital Youth UnConference, Nairobi, Kenya, 14-17 May 2013
• 2013 - Invited speaker: South African Higher Education Learning Analytics Conference, 1-5 June, University of Pretoria, Pretoria.  Available at http://www.slideshare.net/prinsp/lasi13-za-5-july2013-final-1-paul-prinsloo
• 2014 - Invitation: Guest lecture at St Edmunds College, Cambridge, 18 June “Addressing student retention and success in open (distance) learning contexts – towards an ethics of care”
• 2015 – Prize winner invitation - Presentation at the Association for Institutional Research (AIR15) Forum, May 26-29, 2015, Denver. Available at http://www.slideshare.net/prinsp/a-brave-new-world-student-surveillance-in-higher-education-revisited
• 2016 – Invited scholar -  “Curricula as contested and contesting spaces: Geographies of identity, resistance and desire” – presentation at Transforming the Curriculum: South African Imperatives and 21st Century Possibilities, University of Pretoria, 28 January 2016. Available at https://www.researchgate.net/publication/292502252_Curricula_as_contested_and_contesting_spaces_Geographies_of_identity_resistance_and_desire
• Slides available at: http://www.slideshare.net/prinsp/curricula-as-contested-and-contesting-spaces-geographies-of-identity-resistance-and-desire
• Voice-over of slides available at https://www.youtube.com/watch?v=YFwQ6oa8_y0
• 2016 - Keynote – Vaal University of Technology Staff Development Conference, South Africa, 28-29 August. Available at https://opendistanceteachingandlearning.wordpress.com/2016/08/25/nested-scholarship-towards-a-scholarship-of-transgression-anger-and-hope/
• 2016 – Keynote 9th EDEN Research Workshop - EDEN RW9, 4-7 October 2016, Oldenburg. Available at http://www.eden-online.org/node/1355
• 2016 – Invited scholar - University of Galway -  Algocracy and Transhumanism Project. Available at https://algocracy.wordpress.com/
• 2016 – Expert Moderator International panel  - Pan Commonwealth of Learning Conference 28-30 November – Kuala Lampur. Available at  http://www.col.org/news/items/invitation-participate-pcf8
• 2017 Invited presentation - University of Cape Town Learning Analytics: Opportunities and Dilemmas. Available at https://www.slideshare.net/prinsp/learning-analytics-opportunities-dilemmas
• 2017 Invited presentation at the 7th African Unity Renaissance International Conference PhD Colloquium, Sunday 21 May 2017, University of South Africa (Unisa), Pretoria The ‘Doctorateness’ in Doctoral Studies: A view from the South. Available at https://www.slideshare.net/prinsp/the-doctorateness-in-doctoral-studies-a-view-from-the-south
• 2017 – Keynote - Learning Carnival – Celebrating Innovation and Excellence in Teaching and Learning. Hosted by North-West University @Mmabatho Palms, Mahikeng, South Africa - (De)constructing [online]* learning: Salvation, stigma and/or snake oil. Available at https://www.slideshare.net/prinsp/deconstructing-online-learning-salvation-stigma-andor-snake-oil
• 2017 – Keynote - 7th Teaching & Learning Conference Theme: Going Places: Let’s Invent the Future  Hosted by North-West University, Vanderbijlpark, South Africa – The curriculum as contested space. Available at  https://www.slideshare.net/prinsp/the-curriculum-as-contested-space
• 2017 – Invited speaker - LA-SIG Webinar 21 June at 4pm AEST Hosted by Ascilite - https://ascilite.org/get-involved/sigs/learning-analytics-sig/ ‘Responsible’ learning analytics: A tentative proposal. Available at https://www.slideshare.net/prinsp/responsible-learning-analytics-a-tentative-proposal
• 2017 – Keynote - 3rd Siyaphumelela Conference, 28 June 2017, Johannesburg, South Africa - An invitation to a conversation: Towards a South African ethical use of student data framework/policy. Available at https://www.slideshare.net/prinsp/an-invitation-to-a-conversation-towards-a-south-african-ethical-use-of-student-data-frameworkpolicy
• 2017 – Keynote - National Association of Distance Education and Open Learning in South Africa (NADEOSA) Conference, 21 July 2017 -Bloemfontein, South Africa - Talkin Bout a Revolution: (Re)claiming distance education as revolutionary, humanising praxis. Available at https://www.slideshare.net/prinsp/talkin-bout-a-revolution-reclaiming-distance-education-as-revolutionary-humanising-praxis
• 2017 – Keynote - Academic Development Symposium, University of South Africa (Unisa) Friday 15 September 2017 - Curriculum as border-crossing and imagined/enacted transgression: An exploration. Available at  https://www.slideshare.net/prinsp/curriculum-as-bordercrossing-and-imaginedenacted-transgression-an-exploration
• 2017 – Keynote –International Seminar – University of Catalonia – “Evidence-based research: methodological approaches and practical outcomes", organized by the UNESCO Chair in Education and Technology for Social Change of the Open University of Catalonia, to be held in Barcelona (Spain), on November 21-24.
• 2018 – Invited Presentation – ELESIG Webinar, hosted by the University of Nottingham, UK – 29 January – “Student consent in learning analytics: Finding a way out of the labyrinth.” Available at https://www.slideshare.net/prinsp/student-consent-in-learning-analytics-finding-a-way-out-of-the-labyrinth-86833227 Recording available at https://uni-of-nottingham.adobeconnect.com/_a908729032/p5cirb6i09y2/  
• 2018 - Keynote (virtual) at McMaster University, Ontario, Canada, Friday 23 February – “Understanding student success in online and distributed learning”. Available at https://www.slideshare.net/prinsp/understanding-student-success-in-distributed-and-online-learning-88710434
• 2018 –Keynote at the American University of Cairo, Sunday 25 February – “How do we know they learn? The changing scope and role of evidence in student learning.” Slides available at Available at https://www.slideshare.net/prinsp/how-do-we-know-they-learn-the-changing-scope-and-role-of-evidence-in-student-learning
• 2018 - Workshop at the American University of Cairo, Tuesday 27 February – “The changing nature and role of the scholarship of teaching and learning.” Available at https://www.slideshare.net/prinsp/the-changing-nature-of-the-scholarship-of-teaching-and-learning
• 2018  - Guest Speaker - 12 March 2018, HSRC/AISA Young Graduates and Scholars (AYGS) Academy and Conference, 2018, South Africa

Professional positions, fellowships & awards

• Open University Business School International Fellowship Award, 2007
• Unisa Chancellor’s Award for Outstanding Research, 2008
• Unisa International Fellowship Award 2009
• National Association of Distance Education and Open Learning in South Africa (NADEOSA) 2009 Excellence Award for the development of a conceptual model to understand and predict student throughput at Unisa. Co-author: Prof George Subotzky, Executive Director: Information & Strategic Analysis, Unisa.
• Open University Business School International Fellowship Award, 2010
• Unisa Chairperson of Council Award for Outstanding contribution to Unisa, 2012
• South African National Research Foundation (NRF) Rating C3
• Best paper Award EDENRW, 27-28 October, 2014 – Prinsloo, P., & Slade, S. (2014).  Student Perspectives on the Use of Their Data: Between Intrusion, Surveillance and Care
• Best paper Award SAAIR. Prinsloo, P. (2014).  A brave new world: Student surveillance in higher education.
• Best paper Award LAK 15, 17-20 March, New York – Student privacy self-management. Implications for learning analytics. http://dl.acm.org/citation.cfm?id=2723585
• Nominated for Best Research Paper Award, EDEN15, Barcelona, 9-12 June 2015 – Prinsloo, P., & Slade, S. (2015) Student vulnerability and agency in networked, digital learning.
• Nominated for Best Practice Paper Award, EDEN15, Barcelona, 9-12 June 2015 – Slade, S., & Prinsloo, P. (2015). Stemming the flow: Improving retention for distance learning students.

Fellowship Digital Pedagogy Lab, University of Mary Washington, Fredericksburg, Virginia, US - http://www.digitalpedagogylab.com/institute/

Projects

• ESCR-NRF Grant – 2 million ZAR 2016-2019 Co-investigator. Project: Facilitating equitable access and quality education for development: South African International distance education students
• SAAIR / SciSTIP Research Project 2017-2019 Principal Investigator. Project:  The scope, synergy and uptake of research into higher education in southern Africa