Learning Analytics in Small-Scale Teacher-Led Innovations: Ethical and Data Privacy Issues

Autor/inn/en	Rodríguez-Triana, María Jesús; Martínez-Monés, Alejandra; Villagrá-Sobrino, Sara
Titel	Learning Analytics in Small-Scale Teacher-Led Innovations: Ethical and Data Privacy Issues
Quelle	In: Journal of Learning Analytics, 3 (2016) 1, S.43-65 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Ethics; Privacy; Instructional Innovation; Higher Education; Guidelines; Teaching Methods; Elementary School Students; Educational Environment; Data Collection; Information Security; Formative Evaluation; Data Analysis; Preschool Teachers; Teacher Education; Teacher Responsibility; Vignettes; Foreign Countries; Case Studies; Intervention; Spain + Suchen Sie Ihr Suchwort? Ethik; Privatsphäre; Educational Innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Data capture; Datensammlung; Auswertung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerausbildung; Lehrerbildung; Lehrverpflichtung; Ausland; Case study; Fallstudie; Case Study; Spanien
Abstract	As a further step towards maturity, the field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that scholars and practitioners must take into account when planning and applying LA solutions to their learning contexts. However, current efforts in this direction tend to be focused on institutional higher education approaches. This paper reflects on the need to extend these ethical frameworks to cover other approaches to LA; more concretely, small-scale classroom-oriented approaches that aim to support teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied. We see this effort as a first step towards the wider objective of providing a more comprehensive and adapted ethical framework to learning analytics that is able to address the needs of different learning analytics approaches and educational contexts. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01