The case of Canvas: Longitudinal datafication through learning management systems

Marachi, Roxana; Quill, Lawrence

doi:10.1080/13562517.2020.1739641

Cited by 54 publications

(37 citation statements)

References 12 publications

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“…The Canvas is a globally trusted LMS. [3][4][5] Prior to the COVID lock down, quality efforts had been put in place to use Canvas in a very robust manner to engage both the faculty and student, and without which it was impractical to teach in the school [Figure 1]. This robust use of the LMS and the experience with such a reliable LMS enabled the institution to migrate to the online or virtual learning environment, with strategic adjustments but without negative fallout.…”

Section: Systematic Adjustmentmentioning

confidence: 99%

Implementation of Innovative Educational Technologies in Teaching of Anatomy and Basic Medical Sciences During the COVID-19 Pandemic in a Developing Country: The COVID-19 Silver Lining?

Owolabi¹,

Bekele²

2021

AMEP

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This article is a descriptive and reflective piece on the strategic adaptations that facilitated and enabled the teaching of anatomy and related basic medical sciences to medical students in an African medical school that never shut down during the COVID-19 induced lockdown of the year 2020. The article considers the roles of educational technology, innovations, media and how these were used to achieve learning objectives with optimal outcomes during the lockdown. Specific technologies and innovations including the Anatomage Table, Complete 3D Anatomy software, and the use of High-Fidelity Mannequin were deployed to facilitate effective teaching of anatomy and related basic medical sciences. This was aided by the robust use of a learning management system -Canvas, as well as internet facility for connection, videoconferencing, online sessions and online-based assessment in a strategically organised manner. This system was dynamic enough to respond to changes in COVID-19 related government policies including the lockdown and social distancing-related adjustments in the physical settings. The outcome was that the teaching of medical students did not stop, and optimal results were achieved. The article considers the roles of educational technology and innovations as well as the media and how these were used to achieve learning objectives with optimal outcomes during the lockdown. It is believed that this experiential piece would inspire and inform other medical schools on the benefit of building robustly dynamic medical school systems as well as the use of innovations in times of challenges. The article also considers both the limitations and benefits of technology in teaching anatomy. Very importantly, specific tools, innovations, and technologies were considered as used, and the information provided might be a guide for other potential users. Ultimately, the lesson learned would be of use to us and we believe we could also benefit many others.

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Section: Systematic Adjustmentmentioning

confidence: 99%

Implementation of Innovative Educational Technologies in Teaching of Anatomy and Basic Medical Sciences During the COVID-19 Pandemic in a Developing Country: The COVID-19 Silver Lining?

Owolabi¹,

Bekele²

2021

AMEP

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“…Clearly, the distribution of resources in this hypothetical case is unfair-but plausible. More recently, the learning analytics community has seriously considered whether or not fairness and bias issues are becoming embedded in the predictive measures and machine learning algorithms that drive them [27], [28].…”

Section: Privacy and Ethics Issuesmentioning

confidence: 99%

Do They Even Care? Measuring Instructor Value of Student Privacy in the Context of Learning Analytics

Jones

VanScoy

Bright

et al. 2021

Proceedings of the Annual Hawaii International Conference on System Sciences

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Learning analytics tools are becoming commonplace in educational technologies, but extant student privacy issues remain largely unresolved. It is unknown whether or not faculty care about student privacy and see privacy as valuable for learning. The research herein addresses findings from a survey of over 500 full-time higher education instructors. The findings detail faculty perspectives of their own privacy, students' privacy, and the high degree to which they value both. Data indicate that faculty believe that privacy is important to intellectual behaviors and learning. This work reports initial findings of a multi-phase, grant-funded research project that will further uncover instructor views of learning analytics and its student privacy issues.

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“…The GDPR aims to give data subjects more power with individual rights, such as the right to erasure, the right to be informed of data use, and the right to data portability. Privacy is immensely important, especially in the light of surveillance (Marachi & Quill, 2020;Zuboff, 2019), and the digital economy's imperative of controlling citizens and organisations by digital data and digital means (Sadowski, 2020b). However, the GDPR does not tackle the issues of value extraction and redistribution; as well as the impact of particular business models on the design of platforms found in HE.…”

Section: Political Move: From Data Privacy To Data Valuementioning

confidence: 99%

The future of value in digitalised higher education: why data privacy should not be our biggest concern

Komljenovič

2020

High Educ

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Universities around the world are increasingly digitalising all of their operations, with the current COVID-19 pandemic speeding up otherwise steady developments. This article focuses on the political economy of higher education (HE) digitalisation and suggests a new research programme. I foreground three principal arguments, which are empirically, theoretically, and politically crucial for HE scholars. First, most literature is examining the impacts of digitalisation on the HE sector and its subjects alone. I argue that current changes in digitalising HE cannot be studied in isolation from broader changes in the global economy. Specifically, HE digitalisation is embedded in the expansion of the digital economy, which is marked by new forms of value extraction and rentiership. Second, the emerging research on the intersection of marketisation and digitalisation in HE seems to follow the theories of marketisation qua production and commodification. I argue that we need theories with better explanatory power in analysing the current digitalisation dynamics. I propose to move from commodification to assetisation, and from prices to rents. Finally, universities are digitalising in the time when the practice is superseding policy, and there is no regulation beyond the question of data privacy. However, digital data property is already a reality, governed by ‘terms of use’, and protected by the intellectual property rights regime. The current pandemic has led to ‘emergency pedagogy’, which has intensified overall digitalisation in the sector and is bypassing concerns of data value redistribution. I argue that we urgently need public scrutiny and political action to address issues of value extraction and redistribution in HE.

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The case of Canvas: Longitudinal datafication through learning management systems

Cited by 54 publications

References 12 publications

Implementation of Innovative Educational Technologies in Teaching of Anatomy and Basic Medical Sciences During the COVID-19 Pandemic in a Developing Country: The COVID-19 Silver Lining?

Implementation of Innovative Educational Technologies in Teaching of Anatomy and Basic Medical Sciences During the COVID-19 Pandemic in a Developing Country: The COVID-19 Silver Lining?

Do They Even Care? Measuring Instructor Value of Student Privacy in the Context of Learning Analytics

The future of value in digitalised higher education: why data privacy should not be our biggest concern

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