Applying a Responsible Innovation Framework in Developing an Equitable Early Alert System: A Case Study

Autor/inn/en	Patterson, Chris R.; York, Emily; Maxham, Danielle; Molina, Rudy; Mabrey, Paul, III
Titel	Applying a Responsible Innovation Framework in Developing an Equitable Early Alert System: A Case Study
Quelle	In: Journal of Learning Analytics, 10 (2023) 1, S.24-36 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Patterson, Chris R.) ORCID (York, Emily) ORCID (Maxham, Danielle) ORCID (Molina, Rudy) ORCID (Mabrey, Paul, III)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Analytics; Innovation; School Holding Power; At Risk Students; Identification; Intervention; College Students; Ethics; Usability; Accountability; Student Empowerment; Virginia + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Collegestudent; Ethik; Verantwortung; Studienberechtigung
Abstract	The anticipation, inclusion, responsiveness, and reflexivity (AIRR) framework (Stilgoe et al., 2013) is a novel framework that has helped those in science and technology fields shift their focus from products to the processes used to create those products. However, the framework has not been known to be applied to the development and implementation of data analytics in higher education. In a case study of creating an early-alert retention system at James Madison University, a working group of ~20 faculty, staff, and students creatively utilized the AIRR framework. The present study discusses how the AIRR framework was utilized to observe and enhance group processes, and the outcomes of those enhanced processes. (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