U-M is exploring the use of learning analytics to improve student outcomes but must address privacy and ethical concerns. The document outlines potential issues like using data beyond its original purpose, re-identification of anonymized data, and lack of transparency. It proposes guiding principles of respect, transparency, accountability, empowerment, and continuous consideration. Next steps include finalizing principles, updating policies, and ensuring data protection. The principles aim to balance student privacy with using data to enhance learning while maintaining student awareness, control, and oversight.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 8. This chapter is about Data Based Leadership. He discusses productive use of data for instructional teams. He explains overcoming the "Fear" of using data and then gives insightful ways as to examining school data.
"The Influence of Online Studies and Information using Learning Analytics"Fahmi Ahmed
This research will help people with inadequate knowledge to get
a better understanding of online study or e-learning. Through this
study, the social impact of online users or learners can be
increased, and the users can have a clear idea of online study. In
this research, the graphs will be presented according to country,
gender, age, online resources, etc. showing the impact of online
study and information on online users. The learners will get an
understandable knowledge of the type of sources, what is their
purpose, and resources people can use in online study. From this,
the learners will get a guide or path that how easily they can learn
online for study in a more flexible way. The outcomes are
visualized using the R language and Tableau with pre-processed
data.
Presentation at LASI 2016 - Bilbao, Spain
The field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that stakeholders have to take into account regarding LA solutions. While current efforts in this direction focus on institutional and development aspects, this paper reflects on small-scale classroom oriented approaches that aim at supporting teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied.
This is Alan Blankstein's text Failure is NOT an Option, Chapter 8. This chapter is about Data Based Leadership. He discusses productive use of data for instructional teams. He explains overcoming the "Fear" of using data and then gives insightful ways as to examining school data.
"The Influence of Online Studies and Information using Learning Analytics"Fahmi Ahmed
This research will help people with inadequate knowledge to get
a better understanding of online study or e-learning. Through this
study, the social impact of online users or learners can be
increased, and the users can have a clear idea of online study. In
this research, the graphs will be presented according to country,
gender, age, online resources, etc. showing the impact of online
study and information on online users. The learners will get an
understandable knowledge of the type of sources, what is their
purpose, and resources people can use in online study. From this,
the learners will get a guide or path that how easily they can learn
online for study in a more flexible way. The outcomes are
visualized using the R language and Tableau with pre-processed
data.
Presentation at LASI 2016 - Bilbao, Spain
The field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that stakeholders have to take into account regarding LA solutions. While current efforts in this direction focus on institutional and development aspects, this paper reflects on small-scale classroom oriented approaches that aim at supporting teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied.
Advances in Learning Analytics and Educational Data Mining MehrnooshV
This presentation is about the state-of-the-art of Learning Analytics and Edicational Data Mining. It is presented by Mehrnoosh Vahdat as the introductory tutorial of Special Session 'Advances in Learning Analytics and Educational Data Mining' at ESANN 2015 conference.
Educational Data Mining in Program Evaluation: Lessons LearnedKerry Rice
AET 2016 Researchers present findings from a series of data mining studies, primarily examining data mining as part of an innovative triangulated approach in program evaluation. Findings suggest that is it possible to apply EDM techniques in online and blended learning classrooms to identify key variables important to the success of learners. Lessons learned will be shared as well as areas for improving data collection in learning management systems for meaningful analysis and visualization.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership.
Selecting the Most Important Predictors of Computer Science Students' Online ...Qiang Hao
Hao, Q., branch, R., & Wright, E. (2017). Selecting the Most Important Predictors of Computer Science Students' Online Help-Seeking Behaviors. Paper presentation at AERA 2017, San Antonio, TX.
communication presented at ITHET 2015, IEETeL2015, 11-13 June, 2015, Caparica, Lisbon, Portugal by Malinka Ivanova (http://www.slideshare.net/malinkaiv)
Presentation by Rebecca Ferguson (IET, The Open University, UK) at the Learning Analytics Summer Institute event (LASI Asia) run in Seoul, South Korea, in September 2016. This presentation, on Visions of the Future of learning analytics, is based on work carried out by the European consortium working on the Learning Analytics Community Exchange (LACE) project.
Unlocking Educational Potential: A Comprehensive Guide to Learning AnalyticsFuture Education Magazine
Learning Analytics refers to the measurement, collection, analysis, and reporting of data about learners and their contexts for understanding and optimizing learning and the environments in which it occurs.
Sdal air education workforce analytics workshop jan. 7 , 2014.pptxkimlyman
The American Institutes for Research (AIR) and Virginia Tech are collaborating to explore and develop new approaches to combining, manipulating and understanding big data. The two are also looking at how big data analytics can help answer questions critical to solving issues in education, workforce, health, and human and social development. They held two workshops on January 7 and 27, 2014- the first on Education and Workforce Analytics and the second on Health and Social Development Analytics.
Illustration ThinkstockiStockTeachers know all the terms.docxsleeperharwell
Illustration: Thinkstock/iStock
Teachers know all the terms: data-driven decision making, data-informed deci-
sion making, data-based decision making, data use, iterative cycles of inquiry, and
more. Whatever you call it, data-driven decision making is a hot topic
in education. It also has become a focal point for strong opinions —
positive and negative. Policy makers believe student achievement
will improve when educators use data to inform their teaching.
Yet the research evidence proving this is inconsistent at best
(Carlson, Borman, & Robinson, 2011; Hamilton et al., 2009;
Konstantopoulos, Miller, & van der Ploeg, 2013).
Many educators worry about the growing emphasis and reli-
ance on data. Some teachers actually refer to data as “the other
four-letter word” — time being the fi rst one. Teachers say that
poring over reams of data takes time from where they want to be
— in the classroom with students. Skepticism abounds, and con-
cerns about how data are used are very real. Some educators
worry that data are part of the “gotcha,” being used
to evaluate their performance in unrealistic ways.
What’s more, they say the data they are being re-
quired to examine has little utility in their practice.
ELLEn B. MandInach ([email protected])
is senior research scientist and director of the Data
for Decisions initiative at WestEd, San Francisco,
Calif. BrEnnan M. Parton is a senior associate,
state policy and advocacy for Data Quality Campaign,
Washington, D.C. EdIth S. GUMMEr is a senior
research associate in the evaluation research program
at WestEd. rachEL andErSon is a policy analysis
and research associate at Data Quality Campaign.
Privacy and school data
V96 N5 kappanmagazine.org 25
Ethical and appropriate
data use requires
data literacy
Student data can be a powerful, transformative tool in teaching,
but to reap those potential benefi ts practitioners must become
more data literate.
By Ellen B. Mandinach, Brennan M. Parton,
Edith S. Gummer, and rachel anderson
Comments?
Like PDK at www.
facebook.com/pdkintl
K1502_February.indd 25 12/19/14 10:31 AM
26 Kappan February 2015
Gummer and Mandinach (in press) have defi ned a
construct they call data literacy for teaching:
The ability to transform information into actionable
instructional knowledge and practices by collecting,
analyzing, and interpreting all types of data (assess-
ment, school climate, behavioral, snapshot, longitu-
dinal, moment-to-moment, etc.) to help determine
instructional steps. It combines an understanding
of data with standards, disciplinary knowledge and
practices, curricular knowledge, pedagogical content
knowledge, and an understanding of how children
learn.
The construct has three main domains of knowl-
edge, which combine to enable teachers to know
what the data mean in terms of their content area
and within a learning progression and then to trans-
late that knowledge into instructional steps.
•.
The ethics of MOOC research: why we should involve learnersRebecca Ferguson
Presentation given by Rebecca Ferguson at the FutureLearn Academic Network (FLAN) meeting at the University of Southampton, UK, on 2 December 2015. #flnetwork
Advances in Learning Analytics and Educational Data Mining MehrnooshV
This presentation is about the state-of-the-art of Learning Analytics and Edicational Data Mining. It is presented by Mehrnoosh Vahdat as the introductory tutorial of Special Session 'Advances in Learning Analytics and Educational Data Mining' at ESANN 2015 conference.
Educational Data Mining in Program Evaluation: Lessons LearnedKerry Rice
AET 2016 Researchers present findings from a series of data mining studies, primarily examining data mining as part of an innovative triangulated approach in program evaluation. Findings suggest that is it possible to apply EDM techniques in online and blended learning classrooms to identify key variables important to the success of learners. Lessons learned will be shared as well as areas for improving data collection in learning management systems for meaningful analysis and visualization.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership.
Selecting the Most Important Predictors of Computer Science Students' Online ...Qiang Hao
Hao, Q., branch, R., & Wright, E. (2017). Selecting the Most Important Predictors of Computer Science Students' Online Help-Seeking Behaviors. Paper presentation at AERA 2017, San Antonio, TX.
communication presented at ITHET 2015, IEETeL2015, 11-13 June, 2015, Caparica, Lisbon, Portugal by Malinka Ivanova (http://www.slideshare.net/malinkaiv)
Presentation by Rebecca Ferguson (IET, The Open University, UK) at the Learning Analytics Summer Institute event (LASI Asia) run in Seoul, South Korea, in September 2016. This presentation, on Visions of the Future of learning analytics, is based on work carried out by the European consortium working on the Learning Analytics Community Exchange (LACE) project.
Unlocking Educational Potential: A Comprehensive Guide to Learning AnalyticsFuture Education Magazine
Learning Analytics refers to the measurement, collection, analysis, and reporting of data about learners and their contexts for understanding and optimizing learning and the environments in which it occurs.
Sdal air education workforce analytics workshop jan. 7 , 2014.pptxkimlyman
The American Institutes for Research (AIR) and Virginia Tech are collaborating to explore and develop new approaches to combining, manipulating and understanding big data. The two are also looking at how big data analytics can help answer questions critical to solving issues in education, workforce, health, and human and social development. They held two workshops on January 7 and 27, 2014- the first on Education and Workforce Analytics and the second on Health and Social Development Analytics.
Illustration ThinkstockiStockTeachers know all the terms.docxsleeperharwell
Illustration: Thinkstock/iStock
Teachers know all the terms: data-driven decision making, data-informed deci-
sion making, data-based decision making, data use, iterative cycles of inquiry, and
more. Whatever you call it, data-driven decision making is a hot topic
in education. It also has become a focal point for strong opinions —
positive and negative. Policy makers believe student achievement
will improve when educators use data to inform their teaching.
Yet the research evidence proving this is inconsistent at best
(Carlson, Borman, & Robinson, 2011; Hamilton et al., 2009;
Konstantopoulos, Miller, & van der Ploeg, 2013).
Many educators worry about the growing emphasis and reli-
ance on data. Some teachers actually refer to data as “the other
four-letter word” — time being the fi rst one. Teachers say that
poring over reams of data takes time from where they want to be
— in the classroom with students. Skepticism abounds, and con-
cerns about how data are used are very real. Some educators
worry that data are part of the “gotcha,” being used
to evaluate their performance in unrealistic ways.
What’s more, they say the data they are being re-
quired to examine has little utility in their practice.
ELLEn B. MandInach ([email protected])
is senior research scientist and director of the Data
for Decisions initiative at WestEd, San Francisco,
Calif. BrEnnan M. Parton is a senior associate,
state policy and advocacy for Data Quality Campaign,
Washington, D.C. EdIth S. GUMMEr is a senior
research associate in the evaluation research program
at WestEd. rachEL andErSon is a policy analysis
and research associate at Data Quality Campaign.
Privacy and school data
V96 N5 kappanmagazine.org 25
Ethical and appropriate
data use requires
data literacy
Student data can be a powerful, transformative tool in teaching,
but to reap those potential benefi ts practitioners must become
more data literate.
By Ellen B. Mandinach, Brennan M. Parton,
Edith S. Gummer, and rachel anderson
Comments?
Like PDK at www.
facebook.com/pdkintl
K1502_February.indd 25 12/19/14 10:31 AM
26 Kappan February 2015
Gummer and Mandinach (in press) have defi ned a
construct they call data literacy for teaching:
The ability to transform information into actionable
instructional knowledge and practices by collecting,
analyzing, and interpreting all types of data (assess-
ment, school climate, behavioral, snapshot, longitu-
dinal, moment-to-moment, etc.) to help determine
instructional steps. It combines an understanding
of data with standards, disciplinary knowledge and
practices, curricular knowledge, pedagogical content
knowledge, and an understanding of how children
learn.
The construct has three main domains of knowl-
edge, which combine to enable teachers to know
what the data mean in terms of their content area
and within a learning progression and then to trans-
late that knowledge into instructional steps.
•.
The ethics of MOOC research: why we should involve learnersRebecca Ferguson
Presentation given by Rebecca Ferguson at the FutureLearn Academic Network (FLAN) meeting at the University of Southampton, UK, on 2 December 2015. #flnetwork
Big Data and Advanced Analytics For Improving Teaching Practices In 2023 | Fu...Future Education Magazine
Here are 7 ways of big data and advanced analytics to improve teaching practices: 1. Data Sources in Education 2. The Role of Big Data in Education 3. Advanced Analytics in Education 4. Assessing Teaching Practices with Data 5. Enhancing Teaching Practices with Data
Presentation at LAK19, Tempe, Arizona. Text available at Proceedings of the 9th International Conference on Learning Analytics & Knowledge - https://dl.acm.org/citation.cfm?id=3303796
Pages 235-244
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
Learning analytics as an academic research space has been growing in influence for nearly a decade. Campuses globally are deploying learning analytics to address a range of challenges including student dropout, poor engagement and targeted marketing as well as predict teaching and resource needs. As a field, learning analytics has advanced rapidly both as a research domain and as a practical on-campus activity to increase organizational use of data. In this presentation, Dr. George Siemens will explore both the research and the practice of analytics in education, focusing on the development of the Society for Learning Analytics, models for research and organizational data use and growing sophistication of data collection through psychophysiological approaches.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
3. Where the university is
an app on your phone a police officer your employer your physician your coach
a security camera a shop assistant your landlord your instructor your isp
your gym a restaurant you frequent your facebook friend your counselor And more...
4. Where a Spectrum of Student Data Maybe Collected
Social
Media
Location
Data
Application
Data
Financial
Aid
Family
Data
MCard
LMS
Wearables/
Biometrics
4
Deidentified/
Aggregated
5. So What?
So U-M like any other organization wants to leverage big data and
data science to
● Transform teaching and learning
● Create personalized learning opportunities and pathways
● Engage in earlier and better interventions
● Provide for great mentoring and advising
● Lead to better student outcomes
6. But?
Will there be
● Loss of student privacy
● Curtailment of student growth and development
● Increase in student conformity
● Muting of free expression and intellectual curiosity
8. 1890. Recent inventions ... call attention to the next step which must be taken for the
protection of the person, and for securing to the individual ... the right to be let alone.
(Samuel Warren & Louis D. Brandeis, 1890)
1967. Privacy is the right of individuals to control, edit, manage, and delete information
about themselves, and to decide when, how, and to what extent information is
communicated to others. (Alan Westin)
1977. Building and maintaining an enduring, intimate relationship is a process of privacy
regulation. (Irwin Altman)
What is Privacy?
Privacy Defined (?)
8
11. Value of Privacy
Civil Liberties Freedom of thought, speech, expression
Freedom of social and political activities
Freedom of association
Limits authority
Individual
Liberties
Promotes individuality
Ability to grow and change
Autonomy and control over self
Allows for ability to reveal as much or as little about self
Ethics & Respect Promotes ethical and respectful treatment of others
Compliance FERPA, HIPAA, Common Rule, GLBA, COPPA, Red Flags, International laws,
etc…
12. Privacy Protection Challenges
In a big data world of pervasive data collection the ability to be “let
alone” is impossible
Traditional privacy protections may not work:
● Notice/Awareness: Informing an individual when data collection is taking place
● Purpose: Data collected for one purpose is only used for that purpose
● Consent/Choice: Allowing the individual to consent for their personal data to be
used for the purpose provided in the notice or allowing an individual to opt-out of
data collection
● Access/Participation: Allowing the individual to review, correct, update their info
● Integrity/Security: Keeping the data secure and accurate
● Enforcement/Redress: Mechanisms to challenge data accuracy and outcomes
12
13. Learning Analytics Privacy & Ethical Concerns
Not just a difference in scale of data
● Aggregation of anonymous or de-identified personal data can result in the creation
of identifiable data
● Data may be used beyond the intended purposes for which it was originally
collected
● The widespread collection, analysis, and sharing of data may run counter to the
words or spirit of existing privacy policies or the institutional culture
● Perception (or reality) of surveillance can change adversely change student behavior
● Traditional privacy protections & processes may not work.
● Predictive data does not always mean accurate data.
● Risk of human element losing out to algorithms
● Profiling can be made easy
17. Big Benefits from
Learning Analytics
U-M is a leader in the new field of learning
analytics, which offers great potential for:
● Personalized learning
● Individualized support
● Improved student learning outcomes
● Improved advising/mentoring
● Improved graduation rates
Big Responsibility
● Representatives from the Office of the
Registrar, Academic Innovation, and
Privacy Office reviewed numerous privacy
and ethical frameworks, as well as
emerging learning analytics principles and
frameworks.
● The result is a set of proposed U-M
learning analytics guiding principles.
● Principles will inform actions.
● Commitment to transparency, shared
governance, and community engagement.
Student Data, Student
Services, Student
Outcomes
● We collect data about students to provide
them services, but these data are largely
not combined with other data.
● Examples of data collected includes:
○ LMS data (Canvas)
○ Application data
○ Financial aid
○ MCard
○ Location data...And more
● Additional data, including some that is
available publicly, could be collected in the
future (e.g., social media postings,
LinkedIn profiles, biometrics).
Privacy & Ethics
Concerns
● Data may be used beyond the purposes
for which it was collected.
● Aggregation of anonymous or de-identified
data can result in identifiable data.
● Traditional privacy protections may not be
feasible.
● Predictive data does not always mean
accurate data
● Algorithms will make decisions, not
people.
● Profiling can become easy.
● Lack of student awareness.
● Practices may run counter to existing U-M
Privacy & Ethics
Proposed U-M LA Guiding Principles
Respect
● Ensure learning analytics is for the good of the learner, their institution, and improving higher
education.
● Ensure algorithms do not replace human interaction.
Transparency
● Disclose to students that learning analytics is a legitimate institutional interest
and that certain student data will be made available to appropriate parties for research and
pedagogical improvements.
Accountability
● Create and enforce policies and processes that appropriately ensure security, privacy,
quality, and proper stewardship of student data.
Empowerment
● Use personally identifiable information to provide services
that inform or benefit the specific individual whose data
is used.
● Provide students visibility and insight into collected data,
as well as the ability to question data accuracy.
Enabling the Student
Data Revolution
18. University of Michigan Approach - Guiding Principles
● Respect
○ Limiting access via request process; providing information back to student
● Transparency
○ Planning to update FERPA statement; create web materials for guiding principles
● Accountability
○ Collaborating across U-M (Academic Innovation, Registrar, U-M Privacy Officer)
○ Define Guiding Principles
● Empowerment
○ Exploring outreach, engagement, and education opportunities
● Continuous Consideration
○ Revisit models, positions, decisions in order to improve
19. U-M Approach - Emerging Tangible Outcomes
● Guiding Principles based on established and emerging privacy and
ethical frameworks (and considerable stakeholder input/review)
● Multiple internal and external presentations on guiding principles
● Building privacy considerations into U-M developed ed tech tools
● Ensuring data protection agreements are in place when
integrating external services into Canvas
● Research into student perceptions and attitudes around privacy
and learning analytics
● Updating the U-M FERPA statement (http://ro.umich.edu/ferpa/)
19
21. Proposed U-M Guiding Principles (full)
Principle Accounts for Responsibilities
Respect Respect for the rights and dignity of
learners
U-M will:
● Ensure Learning Analytics is for the good of the learner, their institution, and improving
higher education
● Ensure algorithms do not replace human interaction
Learners will:
● Participate through contributing data to Learning Analytics research and programs that will
benefit themselves and their fellow students
Transparency Transparency
Purpose Specification
Data Minimization
Use Limitation
Respect for the rights and dignity of
learners
U-M will:
● Disclose to students that learning analytics is a legitimate institutional interest and that
certain student data will be made available to appropriate parties for research and
pedagogical improvements
Learners will:
● Know what information is collected about them; how it is used; and who it is shared with
● Understand that they are part of a community that constantly seeks to improve approaches
to teaching and learning for themselves and other current/future students
Accountability Security
Quality and Integrity
Accountability and Auditing
U-M will:
● Create and enforce policies and processes that appropriately ensure security, privacy,
quality and proper stewardship of student data
Learners will:
● Have the ability to inspect and review their learning analytics data
● Have the ability to question the accuracy of that data
22. Proposed U-M Guiding Principles (full) - continued
Empowerment Individual Participation
Use Limitation
Respect for the rights and dignity of
learners
Learners will:
● Know what information is collected about them; how it is used; and who it is shared with
● Have the ability to ask to view their learning analytics data
● Have a defined process to question data accuracy
● Make choices about whether certain types of their personally identifiable data may be used
for LA purposes
U-M will:
● Only use personally identifiable information to provide services that either directly inform or
benefit the specific individual whose’s data is used or answer specific questions that will have
a concrete and measurable impact on improving teaching and learning at U-M.
Continuous
Consideration
U-M will:
● Always seek to revisit models, policies, decisions in order to improve
23. What to Do: Plan & Transparency
Plan
● Make sure appropriate stakeholders, such as general counsel, data owners, data
users, are engaged as part of the planning process
● Develop Guiding Principles
● Provide training and guidance to those accessing the data.
Be Transparent
● Provide info on how data is being collected, used, and how privacy is addressed.
● Communicate the benefits of data collections and usage.
● Be cognizant of the privacy controversies related to government and private-sector
data collection/usage practices
24. What to Do: Use R-E-S-P-E-C-T
Respectfully Use the Data
● Avoid identification. Use aggregate, anonymized or de-identified data as a first
choice
● Be judicious. Strive to limit your data collection to what is necessary for the sought
after outcome
● Respect the context. Avoid using data collected for one purpose for different
purposes unless you have appropriately planned and provided transparency
● Give Back. When feasible, provide analytical information back to the “subject.”
● Limit access. Not all data users need access to all the data. Develop processes that
only share the appropriate data sets
● Resist profiling/Keep the human element in mind. Do not allow data to entirely tell
the story or drive decisions
25. What to Do: Empowerment
Empower the “Subject”
● When appropriate and/or possible, ask for consent before collecting data
● When appropriate and/or possible, provide opportunities for the subject to opt-out
of some of the data collection or usage (opt-out should not be assumed to be
unworkable)
● Provide reasonable access for individual data review and correction
26. Consider 4 R’s*
Reuse Data collected for one purpose is used
for anotherRepurposing
Recombination Anonymous, de-identified, aggregate
date leads to re-identificationReanalysis
*M. Steinmann, S.A.Matei and J. Collmann, “A theoretical framework for ethical reflection in Big
Data research,” in Ethical Reasoning in Big Data, J. Collmann and S.A. Matei (eds), Springer series
in Computational Social Sciences
27. (some) Resources
● Frameworks
○ Asilomar Convention
○ Big Data Dialog - Data Scientist's Code of Ethics
○ Big Data Ethics Initiative - Unified Ethical Framework Part A: Unified Ethical Frame
○ Learning Analytics Community Exchange - DELICATE Checklist
○ Open University Analytics Student Data Principles
○ Student Data Principles
● White Papers/Articles/Presentations
○ 2016 UC Summit on Analytics for Institutional & Student Success (University of California, 2016)
○ Big Data: Seizing Opportunities - Preserving Values (White House, 2015)
○ Big Data in the Campus Landscape (Educause ECAR Working Group Paper, 2015)
○ Privacy in the Age of Big Data (NASPA, Summer 2015)
○ Taming "Big Data": Using Data Analytics for Student Success and Institutional Intelligence (Trusteeship
Magazine, 2015)