Education 2.0 & 3.0

The growth and development of learning analytics has placed a range of new capacities into the hands of educational institutions. At the same time, this increased capacity has raised a range of ethical issues. A common approach to address these issues is to develop an ethical code of conduct for practitioners. Such codes of conduct are drawn from similar codes in other disciplines. Some authors assert that there are fundamental tenets common to all such codes. This paper consists of an analysis of ethical codes from other disciplines. It argues that while there is some overlap, there is no set of principles common to all disciplines. The ethics of learning analytics will therefore need to be developed on criteria specific to education. We conclude with some ideas about how this ethic will be determined and what it may look like.

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https://amara.org/v/C14fk/

Via Ana Cristina Pratas, Elizabeth E Charles

In my role as the library dean I have already been engaged with data-driven student success initiatives. We are still working to implement use of EAB on our campus. The company offers a set of tools that can track grades and registration (OK – we already do that). It also provides functionality that tracks visits to the tutoring center, the health and counseling centers, and can analyze how successful students are when they take specific classes and specific times. If you guessed that faculty are very wary of that last bit of analysis you’d be correct.

Via Elizabeth E Charles