Technological frameworks on ethical and trustworthy learning analytics

Ladjal, D.; Joksimovíc, Srécko; Rakotoarivelo, Thierry; Zhan, Chen

doi:10.1111/bjet.13236

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…It is important to consider questions, such as whether the collection and use of learner data are necessary, whether the data is being used in a fair and transparent manner, and whether the benefits of the data use outweigh any potential detriment. The ethical and privacy aspects of LA remain challenging (Ladjal et al , 2022), yet we hope that the findings from this study can contribute to the discussion to push forward the design and development of trustworthy LA systems.…”

Section: Evaluation Of the Design Principles For Self-regulated Learn...mentioning

confidence: 95%

Lifelong learner needs for human-centered self-regulated learning analytics

Nguyen,

Lämsä,

Dwiarie

et al. 2023

ILS

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Purpose Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA. Design/methodology/approach This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL. Findings Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA. Originality/value This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

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Section: Evaluation Of the Design Principles For Self-regulated Learn...mentioning

confidence: 95%

Lifelong learner needs for human-centered self-regulated learning analytics

Nguyen,

Lämsä,

Dwiarie

et al. 2023

ILS

View full text Add to dashboard Cite

show abstract

“…The sheer number of LA ethical guidelines contributed by higher education institutions seems to reflect the need for contextual consideration but also suggests that the ethics of these systems remains "up for grabs" (Greene et al, 2019(Greene et al, , p. 2122; in part, because "It is not clear by whom and how the ethical implications of learning analytics will be assured" (Prinsloo & Slade, 2017b, p. 55). Indeed, LA scholars have recently stressed that very few practical implementations of ethical LA frameworks in education settings yet exist (Ladjal et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

New Vistas on Responsible Learning Analytics

et al. 2023

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The focus of ethics in learning analytics (LA) frameworks and guidelines is predominantly on procedural elements of data management and accountability. Another, less represented focus is on the duty to act and LA as a moral practice. Data feminism as a critical theoretical approach to data science practices may offer LA research and practitioners a valuable lens through which to consider LA as a moral practice. This paper examines what data feminism can offer the LA community. It identifies critical questions for further developing and enabling a responsible stance in LA research and practice taking one particular case — algorithmic decision-making — as a point of departure.

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Technological frameworks on ethical and trustworthy learning analytics

Cited by 2 publications

References 16 publications

Lifelong learner needs for human-centered self-regulated learning analytics

Lifelong learner needs for human-centered self-regulated learning analytics

New Vistas on Responsible Learning Analytics

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