In this article, we argue that the contributions of documentation studies can provide a useful framework for analyzing the datafication of students due to emerging learning analytics practices. Specifically, the concepts of individuals being "made into" data and how that data is "considered as" can help to frame vital questions concerning the use of student data in learning analytics. More specifically, approaches informed by documentation studies will enable researchers to address the sociotechnical processes underlying how students are constructed into data, and ways data about students are considered and understood. We draw on these concepts to identify and describe three areas for future research in LA. With the description of each area, we provide a brief analysis of current practices in American higher education, highlighting how documentation studies enables deeper analytical digging.

Educational data science (EDS) is an emerging, interdisciplinary research domain that seeks to improve educational assessment, teaching, and student learning through data analytics. Teachers have been portrayed in the EDS literature as users of pre-constructed data dashboards in educational technologies, with little consideration given to them as active producers of data analytics. This article presents the case study results of an EDS program at a large university in Midwestern U.S.A. in which faculty and instructors were provided with access to institutional data and data analytics technologies in order to explore questions related to their classroom and departmental environments. Semi-structured interviews of program participants were conducted to examine the participants' experiences as practitioner researchers in EDS. The analysis showed that participants were motivated to participate to improve their learning and educational environments through data analytics, as opposed to developing a research agenda in EDS; that participants experienced a range of barriers related to data literacy; and that participant community support in addition to administrative support are vital to teacher-focused EDS programs. This study adds to a small but growing body of research in EDS that considers teachers as producers and not just consumers of data analytics.

Oligonucleotides represent an expanding class of pharmacotherapeutics in development for various indications. Typically, oligonucleotides are developed with phosphorothioate linkages for the improvement of biologic stability; however, limited data are available on the potential of these molecules to cause drug-drug interactions (DDIs). In this study, four nontherapeutic oligonucleotides with either a phosphodiester or phosphorothioate linkage and partial sequences towards glutathione peroxidase or -actin (PD-GP and PD-Ac or PT-GP and PT-Ac, respectively) were evaluated in vitro for their potential to inhibit cytochrome P450 (P450) enzymes and UGP-glucuronosyltransferases (UGTs) in both human liver microsomes (HLMs) and cryopreserved human hepatocytes (CHHs) and to inhibit select transporters in expression systems. PD-GP and PD-Ac had little to no inhibitory effect on any P450 or UGT enzymes in HLMs and CHHs, except for PD-Ac in HLMs for CYP2C19 (IC = 29 M). Conversely, PT-GP and PT-Ac caused direct inhibition of almost all P450 and UGT enzymes, with CYP1A2 (IC values of 0.8-4.2 M), CYP2C8 (IC values of 1.1-12 M), and UGT1A1 (IC values of 4.5-5.4 M) inhibited to the greatest extent. There was evidence of possible time-dependent inhibition (TDI) of P450 enzymes with PT-GP and PT-Ac for CYP2B6, CYP2C8, CYP2C19, CYP2C9, CYP2D6, and CYP3A4/5; however, this TDI was reversible. In contrast to HLMs, there was little to no direct P450 inhibition by any oligonucleotide in CHHs [except for PD-Ac with CYP2C19 (IC = 36 M) and TDI by PT-GP with CYP2C8], demonstrating test system-dependent outcomes. Inhibition was observed for the organic anion uptake transporters, including organic anion-transporting polypeptide OATP1B1 and OATP1B3, organic anion transporters OAT1 and OAT3, and organic cation transporter OCT2 (IC values of 12-29 M), but not OCT1 or the efflux transporters breast cancer resistance protein and P-glycoprotein by the phosphorothioate oligonucleotides.

Higher education institutions' (HEI) have begun to develop decision support system data dashboards (DSS‐DD) to improve the data‐informed decision making practices of institutional decision makers. This qualitative study examines the practices of decision makers as they engage with DSS‐DD at a large U.S. Midwestern university and uncovers the socio‐technical characteristics that lead to limited or non‐use of dashboards. To examine these practices and characteristics, this study presents a framework grounded in socio‐technical interaction networks from social informatics and sociomateriality from information systems that explores the socio‐technical practices of users within organizations, while acknowledging the impact of the users' socio‐technical contexts on their DSS‐DD practices. The results show that during the design and implementation phases of these dashboards the institutional contexts that the dashboards are meant to inform are often ignored; and that as users interact with these systems they develop unintended and shadow practices that lead to limited or non‐use of the dashboards for decision making purposes. Additionally, the study finds that users' practices are influenced by their local socio‐technical networks, which includes their prior experiences using institutional data, other actors within their institutional unit, and the political and social contexts which shape the users' decision making behavior and data‐use practices.

Despite the emergence of e‐learning trends, the author co‐citation analysis (ACA) method has not yet been used to analyze e‐learning extensively. This study applies ACA to analyze the collected literature on e‐learning from 1981–2015, with the goal of identifying the top intellectual areas in three time periods – 1981–1991, 1992–2002, and 2003–2014 ‐ to provide a reference framework for future researchers. Therefore, the objective of this paper is to construct an intellectual framework in the field of e‐learning.