Do Academics and University Administrators Really Know Better? The Ethics of Positioning Student Perspectives in Learning Analytics

Autor/inn/en	West, Deborah; Luzeckyj, Ann; Toohey, Danny; Vanderlelie, Jessica; Searle, Bill
Titel	Do Academics and University Administrators Really Know Better? The Ethics of Positioning Student Perspectives in Learning Analytics
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 2, S.60-70 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (West, Deborah) ORCID (Luzeckyj, Ann) ORCID (Toohey, Danny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	College Faculty; College Administration; Ethics; Student Attitudes; Learning Analytics; Privacy; Informed Consent; Data Collection; Visual Aids; Computer System Design; Student Role; College Students; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Fakultät; College administrators; Hochschulverwaltung; Ethik; Schülerverhalten; Privatsphäre; Data capture; Datensammlung; Anschauungsmaterial; Collegestudent; Ausland; Australien
Abstract	Increasingly learning analytics (LA) has begun utilising staff- and student-facing dashboards capturing visualisations to present data to support student success and improve learning and teaching. The use of LA is complex, multifaceted and raises many issues for consideration, including ethical and legal challenges, competing stakeholder views and implementation decisions. It is widely acknowledged that LA development requires input from various stakeholders. This conceptual article explores the LA literature to determine how student perspectives are positioned as dashboards and visualisations are developed. While the sector acknowledges the central role of students, as demonstrated here, much of the literature reflects an academic, "teacher-centric" or institutional view. This view reflects some of the key ethical concerns related to informed consent and the role of power translating to a somewhat paternalistic approach to students. We suggest that as students are the primary stakeholders -- they should be consulted in the development and application of LA. An ethical approach to LA requires that we engage with our students in their learning and the systems and information that support that process rather than assuming we know we know what students want, what their concerns are or how they would like data presented. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01