The growth of learning analytics as a means to improve student learning outcomes means that student data is being collected, analyzed, and applied in previously unforeseen ways. As the use of this data continues to shape academic and support interventions, there is increasing need for ethical reflection on operational approvals for learning analytics research. Though there are clear processes for vetting studies resulting in publication of student-gathered data, there is little comparable oversight of internally generated student-focused research. Increasingly, ethical concerns about the collection and harvesting of student data have been raised, but there is no clear indication how to address or oversee these ethical concerns. In addition, staff members who are not typical researchers may be less familiar with approvals processes and the need to demonstrate potential for harm, etc. If current trends point to a range of individuals harvesting and analyzing student data (mostly without students’ informed consent or knowledge), how can the real danger of unethical behavior be curbed to mitigate the risk of unintended consequences? A systematic appraisal of the policy frameworks and processes of ethical review at three research institutions (namely, the University of South Africa, the Open University in the United Kingdom, and Indiana University in the United States) provides an opportunity to compare practices, values, and priorities. From this cross-institutional review, a working typology of ethical approaches is suggested within the scope of determining the moral intersection of internal student data usage and application.

/pdf/ethical-oversight-of-student-data-in-learning-analytics-a-2nak2dap6k.pdf

Ethical oversight of student data in learning analytics: a typology derived from a cross-continental, cross-institutional perspective

In the article theoretical and methodological principles of digital humanistic pedagogy – the science about the laws of creating a positive integrated educational reality as a result of the convergence of physical and virtual (created using ICT) training spaces (environments) are determined. Based on the use of modern ICT learning activity (formal, nonformal and informal) is at the intersection of two worlds: the real and the virtual. Methodology and research methods of classical pedagogy require review and improvement in the context of current realities of the educational process, needs and interests of all its subjects. The development of digital humanities in the international educational space is analyzed; the content of the new field of pedagogical knowledge as part of digital humanistic is outlined; research methods and directions of current scientific research are defined.

Digital humanistic pedagogy: relevant problems of scientific research in the field of using ict in education

Due to the novelty of the smart education phenomenon, a quantitative investigation of the variables that will influence the implementation of ‘smart education’ was needed. Therefore, based on a probability simple random survey of 349 Grenadian employees from tertiary institutions in the education industry, the influence of leadership and human resource capacities on smart education were investigated. Results produced from SPSS analysis software and Smart PLS revealed that leadership and human resources capacities have sufficient confidence to have a significant influence on smart education, producing a positive association with ‘smart education.’ However, this relationship is positively moderated by additional investments, such as infrastructural innovation. These findings enrich the current literature on smart education (SE) by increasing knowledge of the phenomenon through the lenses of the Actor-Network Theory and Technology Adoption Model. Accordingly, policymakers should bear these findings in mind when developing holistic strategies to guide SE’s successful enactment.

https://www.mdpi.com/2227-7102/11/3/138/pdf

An Empirical Investigation of Leadership and Human Resources Capacities as Key Actors in the Implementation of Smart Education

As the concept of Bring Your Own Device (BYOD) gains traction across the higher education sector there is a growing need to evidence the impact of deploying mobile devices; this can be difficult when many of the intended benefits can be intangible. As learning analytics become both more sophisticated and user friendly, the possibility for teachers to track and interrogate the complete student online learning experience – ‘click-by-click’ or ‘tap-by-tap’ is now a reality. Research and scholarship in this changing learning landscape can involve the analysis of private and public student data from institutional and open resources. Whilst this can be deeply informative and have positive impacts for developing more effective and personalised learning experiences, it raises important ethical issues of trust, privacy and autonomy. This thought piece considers these principles in the context of current institutional policies and calls for more transparency to support practitioners in negotiating this legal and ethical minefield.

/pdf/applying-learning-analytics-to-smart-learning-ethics-and-12vcdkopnc.pdf

Applying learning analytics to smart learning — ethics and policy

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Applying learning analytics to smart learning — ethics and policy