Mapping the Ethics of Learning Analytics in Higher Education: A Systematic Literature Review of Empirical Research

Pargman, Teresa Cerratto; McGrath, Cormac

doi:10.18608/jla.2021.1

Cited by 55 publications

(47 citation statements)

References 60 publications

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“…In this review, a realization of research questions is conducted to obtain a structured summary and to identify patterns or trends. In the field of higher education, many SLRs that were recently published follow a similar process [34,35]. Nonetheless, the authors mention that a described methodology can also be conducted with synthesized steps that cover the same activities [34,35].…”

Section: Methodsmentioning

confidence: 99%

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Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review

et al. 2022

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Despite the plethora of studies reported during the last decade in relation to educational innovation in teaching and assessment of competencies, a consensus is seemingly lacking on a definition that establishes the scope and boundaries competency assessment. This research gap motivated a systematic review of the literature published on the topics of “educational innovation in teaching” and “assessment of competencies” in upper secondary and higher education during the period from January 2016 to March 2021. The main objective of the study was to define and evaluate educational innovation in teaching and assessment of competencies in upper secondary and higher education following PRISMA guidelines for a systematic literature review (SLR) on a curated corpus of 320 articles. We intended to answer the following questions: (1) What do “educational innovation in teaching” and “assessment of competencies” represent for upper secondary and higher education? (2) How are they evaluated? Lastly, (3) are efforts exerted toward the standardization of transversal competencies? The SLR seeks answers to these questions by examining nine research sub-queries. The result indicated that the greatest effort toward educational innovation in competencies was made at the higher education level and targeted students. Competencies were revised through associations with the Sustainable Development Goals of the 2030 Agenda. In addition, the methodologies used for teaching and evaluation of competencies were reviewed. Finally, the study discussed which technologies were used to develop the proficiencies of students.

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Section: Methodsmentioning

confidence: 99%

“…In the field of higher education, many SLRs that were recently published follow a similar process [34,35]. Nonetheless, the authors mention that a described methodology can also be conducted with synthesized steps that cover the same activities [34,35].…”

Section: Methodsmentioning

confidence: 99%

Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review

et al. 2022

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“…To achieve this and to be able to protect stakeholder privacy in LA, the need to define privacy is obvious. As highlighted by Cerratto Pargman and McGrath (2021), "[a] minority of the articles reviewed refer more specifically to theorization on privacy" (p. 132).…”

Section: Privacy In Lamentioning

confidence: 99%

Privacy in LA Research

2022

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Protection of student privacy is critical for scaling up the use of learning analytics (LA) in education. Poorly implemented frameworks for privacy protection may negatively impact LA outcomes and undermine trust in the discipline. To design and implement models and tools for privacy protection, we need to understand privacy itself. To develop better understanding and build ground for developing tools and models for privacy protection, this paper examines how privacy hitherto has been defined by LA scholars, and how those definitions relate to the established approaches to define privacy. We conducted a scoping review of 59 articles focused on privacy in LA. In most of these studies (74%), privacy was not defined at all; 6% defined privacy as a right, 11% as a state, 15% as control, and 16% used other approaches to explain privacy in LA. The results suggest a need to define privacy in LA to be able to enact a responsible approach to the use of student data for analysis and decision-making.

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“…Part of the complexity is given by the different types of stakeholders and practices involved in developing, designing, deploying, and using learning analytics technologies. 39 Questions such as: Who gets access to aggregate and communicate the data? What does all this data mean?…”

Section: Stakeholders In Learning Analyticsmentioning

confidence: 99%

Be Careful What You Wish For! Learning Analytics and the Emergence of Data-Driven Practices in Higher Education

Pargman¹,

McGrath²

2021

Digital Human Sciences: New Objects – New Approaches

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With the growing digitalization of the education sector, the availability of significant amounts of data, “big data,” creates possibilities for the use of artificial intelligence technologies to gain valuable insight into how students learn in higher education. Learning analytics technologies are examples of how deep learning algorithms can identify patterns in data and incorporate this “knowledge” into a model that is eventually integrated into the digital platforms used for interacting with students. This chapter introduces learning analytics as an emerging sociotechnical phenomenon in higher education. We situate the promises and expectations associated with learning analytics technologies, map their ties to emerging data-driven practices, and unpack the ethical concerns that are related to such practices via examples.Following this, we discuss three insights that we hope will provoke discussions among educators, researchers, and practitioners in higher education: (1) educational data-driven practices are highly context sensitive, (2) educational data-driven practices are not synonymous with evidence-based practices, and (3) innovative educational data-driven practices are not sustainable per se. This chapter calls for debating the role of emerging data-driven practices in higher education in relation to academic freedom and educational values embedded in critical pedagogy.

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Mapping the Ethics of Learning Analytics in Higher Education: A Systematic Literature Review of Empirical Research

Cited by 55 publications

References 60 publications

Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review

Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review

Privacy in LA Research

Be Careful What You Wish For! Learning Analytics and the Emergence of Data-Driven Practices in Higher Education

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