TY - GEN
T1 - Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries
AU - Veljanova, Hristina
AU - Barreiros, Carla
AU - Gosch, Nicole
AU - Staudegger, Elisabeth
AU - Ebner, Martin
AU - Lindstaedt, Stefanie
PY - 2022/6/16
Y1 - 2022/6/16
N2 - Learning analytics (LA) is an emerging field of science due to its great potential to better understand, support and improve the learning and teaching process. Many higher education institutions (HEIs) have already included LA in their digitalisation strategies. This process has been additionally accelerated during the COVID-19 pandemic when HEIs transitioned from face-2-face learning environments to hybrid and e-learning environments and entirely relied on technology to continue operating. Undoubtedly, there was never a time when so much student data was collected, analysed, and reported, which brings numerous ethical and data protection concerns to the forefront. For example, a critical issue when implementing LA is to determine which data should be processed to fulfil pedagogical purposes while making sure that LA is in line with ethical principles and data protection law, such as the European General Data Protection Regulation (GDPR). This article contributes to the discussion on how to design LA applications that are not only useful and innovative but also trustworthy and enable higher education learners to make data-informed decisions about their learning process. For that purpose, we first present the idea and methodology behind the development of our interdisciplinary Criteria Catalogue for trustworthy LA applications intended for students. The Criteria Catalogue is a new normative framework that supports students to assess the trustworthiness of LA applications. It consists of seven defined Core Areas (i.e., autonomy, protection, respect, non-discrimination, responsibility and accountability, transparency, and privacy and good data governance) and corresponding criteria and indicators. Next, we apply this normative framework to learning diaries as a specific LA application. Our goal is to demonstrate how ethical and legal aspects could be translated into specific recommendations and design implications that should accompany the whole lifecycle of LA applications.
AB - Learning analytics (LA) is an emerging field of science due to its great potential to better understand, support and improve the learning and teaching process. Many higher education institutions (HEIs) have already included LA in their digitalisation strategies. This process has been additionally accelerated during the COVID-19 pandemic when HEIs transitioned from face-2-face learning environments to hybrid and e-learning environments and entirely relied on technology to continue operating. Undoubtedly, there was never a time when so much student data was collected, analysed, and reported, which brings numerous ethical and data protection concerns to the forefront. For example, a critical issue when implementing LA is to determine which data should be processed to fulfil pedagogical purposes while making sure that LA is in line with ethical principles and data protection law, such as the European General Data Protection Regulation (GDPR). This article contributes to the discussion on how to design LA applications that are not only useful and innovative but also trustworthy and enable higher education learners to make data-informed decisions about their learning process. For that purpose, we first present the idea and methodology behind the development of our interdisciplinary Criteria Catalogue for trustworthy LA applications intended for students. The Criteria Catalogue is a new normative framework that supports students to assess the trustworthiness of LA applications. It consists of seven defined Core Areas (i.e., autonomy, protection, respect, non-discrimination, responsibility and accountability, transparency, and privacy and good data governance) and corresponding criteria and indicators. Next, we apply this normative framework to learning diaries as a specific LA application. Our goal is to demonstrate how ethical and legal aspects could be translated into specific recommendations and design implications that should accompany the whole lifecycle of LA applications.
KW - Data protection
KW - Educational technology
KW - Ethical values
KW - GDPR
KW - Human-centred design
KW - Learning analytics
KW - Learning diaries
KW - Pedagogy
UR - https://www.researchgate.net/publication/361337461_Towards_Trustworthy_Learning_Analytics_Applications_An_Interdisciplinary_Approach_Using_the_Example_of_Learning_Diaries
UR - http://www.scopus.com/inward/record.url?scp=85133188131&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-06391-6_19
DO - 10.1007/978-3-031-06391-6_19
M3 - Conference paper
SN - 9783031063909
T3 - Communications in Computer and Information Science
SP - 138
EP - 145
BT - HCI International 2022 Posters - 24th International Conference on Human-Computer Interaction, HCII 2022, Proceedings
A2 - Stephanidis, Constantine
A2 - Antona, Margherita
A2 - Ntoa, Stavroula
PB - Springer International Publishing AG
CY - Cham
T2 - 24th International Conference on Human-Computer Interaction
Y2 - 26 June 2022 through 1 July 2022
ER -
