"It's like a Double-Edged Sword": Mentor Perspectives on Ethics and Responsibility in a Learning Analytics-Supported Virtual Mentoring Program

Autor/inn/en	Lee, Hakeoung Hannah; Gargroetzi, Emma C.
Titel	"It's like a Double-Edged Sword": Mentor Perspectives on Ethics and Responsibility in a Learning Analytics-Supported Virtual Mentoring Program
Quelle	In: Journal of Learning Analytics, 10 (2023) 1, S.85-100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hakeoung Hannah) ORCID (Gargroetzi, Emma C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Analytics; Mentors; Ethics; Responsibility; Electronic Learning; Online Courses; Equal Education; Undergraduate Students; Secondary School Students; Affordances; Barriers; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Ethik; Verantwortungsübernahme; Zuständigkeit; Online course; Online-Kurs; Sekundarschüler; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Data-driven learning analytics (LA) exploits artificial intelligence, data-mining, and emerging technologies, rapidly expanding the collection and uses of learner data. Considerations of potential harm and ethical implications have not kept pace, raising concerns about ethical and privacy issues (Holstein & Doroudi, 2019; Prinsloo & Slade, 2018). This empirical study contributes to a growing critical conversation on fairness, equity, and responsibility of LA lending mentor voices in the context of an online mentorship program through which undergraduate students mentored secondary school students. Specifically, this study responds to a phenomenon shared by four mentors who recounted hiding from mentees that they had seen their LA data. Interviews reveal the convergent and divergent ideas of mentors regarding LA in terms of: (1) affordances and constraints; (2) scope and boundaries; (3) ethical tensions and dilemmas; (4) paradoxical demands; and (5) what constitutes fairness, equity, and responsibility. The analysis integrates mentor voices with Slade and Prinsloo's (2013) principles for an ethical framework for LA, Hacking's (1982, 1986) dynamic nominalism, and Levinas's (1989) ethics of responsibility. Design recommendations derived from mentor insights are extended in a discussion of ethical relationality, troubling learners as data-subjects, and considering the possibilities of the agency, transparency, and choice in LA system design. (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: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01