Week 12

Privacy, Security, and Trends in Learning Analytics

Learning and knowledge analytics are developing quickly, partly driven by developments in peripheral fields such as business intelligence and analytics in big data and online. Analytics models are fragmented, with limited agreement on a) how to deploy analytics, b) their role in educational reform, c) success metrics (i.e., patterns of success in learner data), and d) evaluation models of analytics. Additionally, many of the technical components of learning analytics are not yet developed. For example, what is the technical infrastructure underlying learning analytics: identity, tracking distributed activity, educational and knowledge protocols for discovery, recommendation, and ethics? To some degree, existing tools (such as Open ID) can be appropriated for learning and developed. Other technical components of learning and knowledge analytics, however, need to be developed.

Progress with learning analytics is related to progress with big data, business intelligence, web analytics, and the development of new statistical models and tools. Our topics this week have not been heavily considered in most discussions of analytics. As a result, we'll explore and share.

Readings

Where are we going with analytics? What types of tools are needed? What are the opportunities? What type of technical/conceptual infrastructure is needed for learning analytics deployment?

What are the ethical issues around their use? (This topic will have been a strand throughout the course, so we'll review and extend the discussion this module).

Head, S. (2010, December 16). The grim threat to British universities [Book reviews]. New York Review of Books. Retrieved from https://www.nybooks.com/articles/2011/01/13/grim-threat-british-universities/

Scism, L., & Maremont, M. (2010, November 19). Insurers test data profiles to identify risky clients. The Wall Street Journal. Retrieved from https://www.wsj.com/articles/SB10001424052748704648604575620750998072986

Activity

What types of privacy concerns exist with regard to analytics? Who should own the analytics conducted in learning settings? Who should have access to these? Discuss your analytics, privacy, security, and ownership related concerns in this week's Moodle discussion forum.