November: Paul Prinsloo: Student consent in learning analytics: Finding a way out of the labyrinth
Research Professor in Open and Distance Learning, Department of Business Management, University of South Africa.
User consent in the collection, analysis and use of their data remains highly problematic despite advances in regulatory and legal environments, greater transparency, and public awareness regarding the increasing ubiquity of surveillance. Evidence suggests that despite concerns and awareness about privacy and downstream use of personal data, users are not always rational or make informed decisions regarding trusting online service providers and continue to exchange personal data for (perceived or real) services/benefits. In higher education contexts, students consented to the collection, analysis and use of their data as part of the learning contract with institutions. Institutions then had the contractual and fiduciary duty to ensure not only the protection of this data, but also to regulate legitimate use of this data, often without students knowing the extent to which their data are used to shape their learning experiences. With the increasing volume, velocity and variety of data available to institutions, the initial consent at the point of registration increasingly does not warrant the unrestrained and opaque use of students’ data. As learning analytics fall outside the purview of Institutional Review Boards, we need to seriously consider the ethical and moral implications of student consent.
Watch the recording: http://uni-of-nottingham.adobeconnect.com/p5cirb6i09y2/
March: Helen Beetham: Using the Jisc tracker to research students’ experiences of e-learning
The Jisc ‘Digital student experience’ survey has been developed over three years, originally through research reviews, original research and consultation with students, and subsequently through extensive user trials (ca 30k student users) and factor analysis of the survey instrument. The original aim was to provide credible, actionable data to the institutions that run it. (There was an associated goal of improving student-focused research through guidance and a supported community of practice.) However, the volume and quality of data collected offer huge opportunities for research into the learner experience, nationally and internationally. Which of those opportunities are valid and valuable? What kind of research questions can (and should) be asked?
Watch the recording: http://uni-of-nottingham.adobeconnect.com/p6mmxjsncuix/
How do students respond to seeing data about themselves presented via a Learning Analytics Dashboard?
Liz Bennett University of Huddersfield
How do students respond to seeing data about themselves presented via a Learning Analytics Dashboard? For instance, how does it feel to know that you are 150th in a cohort of 160? This webinar reports on the findings of scoping study funded by the Society for Research in Higher Education. The findings challenge the dominant ways that learning analytics is being addressed by the Learning Analytics community and helps to understand the individual way that a student responds to their data. The consequences for institutions as they develop their use of learning analytics will be discussed.
Watch the recording: http://uni-of-nottingham.adobeconnect.com/pf3hb261wjjy/