Being More Human: Rooting Learning Analytics through "Re"sistance and "Re"connection with the Values of Higher Education

Autor/inn/en	Parkes, Sarah; Benkwitz, Adam; Bardy, Helen; Myler, Kerry; Peters, John
Titel	Being More Human: Rooting Learning Analytics through "Re"sistance and "Re"connection with the Values of Higher Education
Quelle	In: Higher Education Research and Development, 39 (2020) 1, S.113-126 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bardy, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1677569
Schlagwörter	Learning Analytics; Higher Education; Educational Objectives; Foreign Countries; School Holding Power; Academic Achievement; Values; Neoliberalism; Student Experience; College Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Schulleistung; Wertbegriff; Neo-liberalism; Neoliberalismus; Studienerfahrung; Collegestudent
Abstract	Universities are now compelled to attend to metrics that (re)shape our conceptualisation of the student experience. New technologies such as learning analytics (LA) promise the ability to target personalised support to profiled 'at risk' students through mapping large-scale historic student engagement data such as attendance, library use, and virtual learning environment activity as well as demographic information and typical student outcomes. Yet serious ethical and implementation issues remain. Data-driven labelling of students as 'high risk', 'hard to reach' or 'vulnerable' creates conflict between promoting personal growth and human flourishing and treating people merely as data points. This article argues that universities must resist the assumption that numbers and algorithms alone can solve the 'problem' of student retention and performance; rather, LA work must be underpinned by a reconnection with the agreed values relating to the purpose of higher education, including democratic engagement, recognition of diverse and individual experience, and processes of becoming. Such a reconnection, this article contends, is possible when LA work is designed and implemented in genuine collaboration and partnership with students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01