Ethical and privacy principles for learning analytics
British Journal of Educational Technology Volume 45, Number 3, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley
The massive adoption of technology in learning processes comes with an equally large capacity to track learners. Learning analytics aims at using the collected information to understand and improve the quality of a learning experience. The privacy and ethical issues that emerge in this context are tightly interconnected with other aspects such as trust, accountability and transparency. In this paper, a set of principles is identified to narrow the scope of the discussion and point to pragmatic approaches to help design and research learning experiences where important ethical and privacy issues are considered.
Pardo, A. & Siemens, G. (2014). Ethical and privacy principles for learning analytics. British Journal of Educational Technology, 45(3), 438-450. Wiley.
Cited ByView References & Citations Map
David Sichau, ETH Zurich, Switzerland; Lukas Fässler, ETH Zürich, Switzerland
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 116–121
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.