Implications of the European Data Protection Regulations for Learning Analyti...Tore Hoel
The document discusses the implications of the European Union's General Data Protection Regulation (GDPR) for the design of learning analytics (LA) tools. It analyzes how each stage of the LA process, from data collection to feedback, is affected by the GDPR's new regulations around user consent, data access and portability, security, and privacy by design. The authors argue the GDPR gives designers a two-year window to build LA tools that comply through open architectures, personal data stores, and conversational capabilities respecting user rights. They call for further comparative studies of different regions' approaches to help guide responsible and privacy-aware LA development.
Paradoxes in standardisation of technologies for Learning, Education and Training - a frustration paper presented at ICCE 2013, Bali, Indonesia on November 21st
Åpne læringsressurser - presentasjon Bibsys-konferansen 12. mars 2014, TrondheimTore Hoel
En innføring i åpne læringsressurser rettet mot bibliotekarer. (Presentasjonen ble fulgt opp av en innledning av Rolf K. Baltzersen om hans prosjekt med å lage en lærebok som en åpen ressurs - se http://praksisveilederen.pressbooks.com
Data security issues, ethical issues and challenges to privacy in knowledge-i...Tore Hoel
Presentation at “Finnish-Norwegian Workshop in Learning Analytics”, Helsinki, 21-22 May 2015. Organised by The Research Council of Norway and Academy of Finland
Towards Open Architectures and Interoperability for Learning Analytics Tore Hoel
Tore Hoel presented on the need for open architectures and interoperability standards for learning analytics. Key challenges include a lack of trust, different data schemas and sources being used, and privacy and data ownership issues. Standards are needed for activity streams, vocabularies, storage designs, and algorithms. While initiatives exist, there is no single European leader coordinating standardization efforts for learning analytics.
Towards a Semantic Infrastructure for Learning, Education and Training?Tore Hoel
This document summarizes a conference on semantics and discusses the need for a semantic infrastructure to facilitate learning, education, and training. It notes that while standards like RDF and Topic Maps help machines and humans understand each other, a lack of tools and trust slows their adoption. The document proposes building an infrastructure with published subject identifiers and sharing ontologies and vocabularies. It describes some Norwegian projects demonstrating semantic approaches and concludes that simple recommendations, identifiers, and showcasing tools can help exchange information and create a semantic hub.
Implications of the European Data Protection Regulations for Learning Analyti...Tore Hoel
The document discusses the implications of the European Union's General Data Protection Regulation (GDPR) for the design of learning analytics (LA) tools. It analyzes how each stage of the LA process, from data collection to feedback, is affected by the GDPR's new regulations around user consent, data access and portability, security, and privacy by design. The authors argue the GDPR gives designers a two-year window to build LA tools that comply through open architectures, personal data stores, and conversational capabilities respecting user rights. They call for further comparative studies of different regions' approaches to help guide responsible and privacy-aware LA development.
Paradoxes in standardisation of technologies for Learning, Education and Training - a frustration paper presented at ICCE 2013, Bali, Indonesia on November 21st
Åpne læringsressurser - presentasjon Bibsys-konferansen 12. mars 2014, TrondheimTore Hoel
En innføring i åpne læringsressurser rettet mot bibliotekarer. (Presentasjonen ble fulgt opp av en innledning av Rolf K. Baltzersen om hans prosjekt med å lage en lærebok som en åpen ressurs - se http://praksisveilederen.pressbooks.com
Data security issues, ethical issues and challenges to privacy in knowledge-i...Tore Hoel
Presentation at “Finnish-Norwegian Workshop in Learning Analytics”, Helsinki, 21-22 May 2015. Organised by The Research Council of Norway and Academy of Finland
Towards Open Architectures and Interoperability for Learning Analytics Tore Hoel
Tore Hoel presented on the need for open architectures and interoperability standards for learning analytics. Key challenges include a lack of trust, different data schemas and sources being used, and privacy and data ownership issues. Standards are needed for activity streams, vocabularies, storage designs, and algorithms. While initiatives exist, there is no single European leader coordinating standardization efforts for learning analytics.
Towards a Semantic Infrastructure for Learning, Education and Training?Tore Hoel
This document summarizes a conference on semantics and discusses the need for a semantic infrastructure to facilitate learning, education, and training. It notes that while standards like RDF and Topic Maps help machines and humans understand each other, a lack of tools and trust slows their adoption. The document proposes building an infrastructure with published subject identifiers and sharing ontologies and vocabularies. It describes some Norwegian projects demonstrating semantic approaches and concludes that simple recommendations, identifiers, and showcasing tools can help exchange information and create a semantic hub.
Scaling up learning analytics solutions: Is privacy a show-stopper?Tore Hoel
1) The document discusses the challenges of scaling up learning analytics solutions from research labs to the classroom in light of privacy and ethics concerns.
2) It notes that learning analytics could be considered unlawful if students do not have control over and consent to how their data is used.
3) The presentation raises important questions about data ownership, student consent, and limiting data collection and use to only what is necessary for educational purposes.
Introduction to Learning Analytics - Framework and Implementation ConcernsTore Hoel
This document provides an introduction to learning analytics, including:
1. A definition of learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning.
2. An overview of how learning analytics is used in universities, schools, and the workplace to predict student performance, track progress, and personalize instruction.
3. A framework model showing how data is transformed into analytics and insights to benefit learners, teachers, and institutions.
Learning Analytics - Vision of the FutureTore Hoel
The document summarizes a presentation about the future of learning analytics given by Tore Hoel. Some key points:
- The presentation discusses the European LACE project, which aims to integrate communities working on learning analytics in schools, workplaces and universities.
- Seven visions of the future of learning analytics in 2025 are presented, including scenarios where analytics are used for educational management, support self-directed learning, or are rarely used due to privacy and data issues.
- The presentation concludes by discussing open systems for learning analytics and international communities focused on this topic.
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
Lightweight approaches to standardization such as XCRI focus on short development time, open membership, and interoperability over formal endorsement and conformance. XCRI was created to address the lack of a standard for exchanging course information between university systems. It has gained adoption through practical pilots and now engages with policymakers to support reengineering of education sector processes. As XCRI matures, it aims to work more closely with vendors and participate in formal standardization processes.
Workshop on Learning Analytics @ EDEN15 in Barcelona - June 2015Tore Hoel
Slide for the workshop Learning Analytics – What Data Could Tell If We Were Willing to Share Information - with Tore Hoel, Dai Griffith, and Sally Reynolds - at EDEN conference in Barcelona 10 June 2015
Learning Analytics – Opportunities for ISO/IEC JTC 1/SC36 standardisationTore Hoel
1) The document discusses opportunities for standardization in learning analytics, including harmonizing activity stream specifications, building vocabularies, storage designs, privacy and data protection, and sharing algorithms and predictive models.
2) It analyzes characteristics of educational big data like varied data sources and formats, and calls for standards to bring these diverse data together and make them interoperable and meaningful for learners and teachers.
3) The document reviews several emerging specifications and tools in learning analytics, and identifies challenges for standardization in areas like privacy, personal data stores, data analysis, and sharing models and algorithms.
This document discusses challenges for the higher education sector in implementing learning analytics at scale. It begins with an overview of learning analytics and its potential uses. Key challenges mentioned include developing a consensus approach for Norway, addressing privacy issues, establishing infrastructure for data handling and analysis, and developing standards and competencies. The document calls for establishing several resources to help institutions, including tools for assessing readiness, developing strategies, conducting research, and managing data and analytics processes according to privacy standards.
Smart Learning Environments - a framework for standardisation?Tore Hoel
1) Smart learning environments (SLEs) could provide a framework for standardizing learning technologies, but the term "smart" is problematic without a clear definition.
2) Existing SLE frameworks from researchers like Koper could structure standards work but may not reflect market needs.
3) Taking a pragmatic approach by developing smaller, self-contained standards informed by—but not dictated by—SLE frameworks may be more effective than large, multipart standards.
Learning analytics in a standardisation contextTore Hoel
This document discusses learning analytics in the context of standardization. It begins by outlining 5 forces that are changing the world: access to data, viewing student data as a resource to be mined and used, concerns about student privacy, and using technology like fitbits and social media monitoring to track students. It then discusses key concepts in learning analytics like definitions, benefits for learners, teachers, and institutions. Other topics covered include the learning analytics process, addressing privacy and data protection, and the potential role of standardization in learning analytics.
Data protection and privacy framework in the design of learning analytics sys...Tore Hoel
Presentation on The Influence of Data Protection and Privacy Frameworks on the Design of Learning Analytics Systems at LAK17, Vancouver, Canada - 2017-03-16
Data Protection by Design and Default for Learning AnalyticsTore Hoel
The Principle of Data Protection by Design and Default as a lever for bringing Pedagogy into the Discourse on Learning Analytics. Workshop presentation at ICCE 2016 conference in Mumbai, India 29 November 2016
Privacy and Data Protection - principles for design of a new part of an ISO s...Tore Hoel
This document discusses privacy and data protection concerns regarding learning analytics and efforts to address them. It outlines several privacy attributes that should be considered when designing learning analytics systems, including the right to be informed, access, rectification, erasure, restricted processing, data portability, and objection. It also discusses requirements around automated decision making, profiling, accountability, and data breaches. The goal is to provide guidance for developing learning analytics tools and architectures that uphold learner privacy within a two year window of opportunity.
Learning Analytics – Ethical questions and dilemmasTore Hoel
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
Introduction to Learner Analytics Session at Oslo Open Forum Conferences prio...Tore Hoel
This document summarizes several projects and initiatives related to learning analytics and standardization. It discusses the Learning Analytics Community Exchange (LACE) project, an ISO study on developing learning analytics standards, the Experience API (xAPI) and Caliper standards, and the Open Learning Analytics initiative. It also describes some technical and cultural issues discussed at other conferences regarding implementing learning analytics and making insights actionable.
Presenting the LACE project at EDEN 14 ZagrebTore Hoel
The document discusses structuring the discourse around learner analytics and educational data mining through the LACE project. It introduces LACE as a 30-month EU-funded project with 9 partners focusing on schools, higher education, and industry. The project aims to create a community around learning analytics and help facilitate discussions on critical dimensions like competence management and assessment, scaling up work-based learning, and quality management. It emphasizes the need for a holistic and systemic approach to learning analytics and the importance of community engagement.
Scaling up learning analytics solutions: Is privacy a show-stopper?Tore Hoel
1) The document discusses the challenges of scaling up learning analytics solutions from research labs to the classroom in light of privacy and ethics concerns.
2) It notes that learning analytics could be considered unlawful if students do not have control over and consent to how their data is used.
3) The presentation raises important questions about data ownership, student consent, and limiting data collection and use to only what is necessary for educational purposes.
Introduction to Learning Analytics - Framework and Implementation ConcernsTore Hoel
This document provides an introduction to learning analytics, including:
1. A definition of learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning.
2. An overview of how learning analytics is used in universities, schools, and the workplace to predict student performance, track progress, and personalize instruction.
3. A framework model showing how data is transformed into analytics and insights to benefit learners, teachers, and institutions.
Learning Analytics - Vision of the FutureTore Hoel
The document summarizes a presentation about the future of learning analytics given by Tore Hoel. Some key points:
- The presentation discusses the European LACE project, which aims to integrate communities working on learning analytics in schools, workplaces and universities.
- Seven visions of the future of learning analytics in 2025 are presented, including scenarios where analytics are used for educational management, support self-directed learning, or are rarely used due to privacy and data issues.
- The presentation concludes by discussing open systems for learning analytics and international communities focused on this topic.
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
Lightweight approaches to standardization such as XCRI focus on short development time, open membership, and interoperability over formal endorsement and conformance. XCRI was created to address the lack of a standard for exchanging course information between university systems. It has gained adoption through practical pilots and now engages with policymakers to support reengineering of education sector processes. As XCRI matures, it aims to work more closely with vendors and participate in formal standardization processes.
Workshop on Learning Analytics @ EDEN15 in Barcelona - June 2015Tore Hoel
Slide for the workshop Learning Analytics – What Data Could Tell If We Were Willing to Share Information - with Tore Hoel, Dai Griffith, and Sally Reynolds - at EDEN conference in Barcelona 10 June 2015
Learning Analytics – Opportunities for ISO/IEC JTC 1/SC36 standardisationTore Hoel
1) The document discusses opportunities for standardization in learning analytics, including harmonizing activity stream specifications, building vocabularies, storage designs, privacy and data protection, and sharing algorithms and predictive models.
2) It analyzes characteristics of educational big data like varied data sources and formats, and calls for standards to bring these diverse data together and make them interoperable and meaningful for learners and teachers.
3) The document reviews several emerging specifications and tools in learning analytics, and identifies challenges for standardization in areas like privacy, personal data stores, data analysis, and sharing models and algorithms.
This document discusses challenges for the higher education sector in implementing learning analytics at scale. It begins with an overview of learning analytics and its potential uses. Key challenges mentioned include developing a consensus approach for Norway, addressing privacy issues, establishing infrastructure for data handling and analysis, and developing standards and competencies. The document calls for establishing several resources to help institutions, including tools for assessing readiness, developing strategies, conducting research, and managing data and analytics processes according to privacy standards.
Smart Learning Environments - a framework for standardisation?Tore Hoel
1) Smart learning environments (SLEs) could provide a framework for standardizing learning technologies, but the term "smart" is problematic without a clear definition.
2) Existing SLE frameworks from researchers like Koper could structure standards work but may not reflect market needs.
3) Taking a pragmatic approach by developing smaller, self-contained standards informed by—but not dictated by—SLE frameworks may be more effective than large, multipart standards.
Learning analytics in a standardisation contextTore Hoel
This document discusses learning analytics in the context of standardization. It begins by outlining 5 forces that are changing the world: access to data, viewing student data as a resource to be mined and used, concerns about student privacy, and using technology like fitbits and social media monitoring to track students. It then discusses key concepts in learning analytics like definitions, benefits for learners, teachers, and institutions. Other topics covered include the learning analytics process, addressing privacy and data protection, and the potential role of standardization in learning analytics.
Data protection and privacy framework in the design of learning analytics sys...Tore Hoel
Presentation on The Influence of Data Protection and Privacy Frameworks on the Design of Learning Analytics Systems at LAK17, Vancouver, Canada - 2017-03-16
Data Protection by Design and Default for Learning AnalyticsTore Hoel
The Principle of Data Protection by Design and Default as a lever for bringing Pedagogy into the Discourse on Learning Analytics. Workshop presentation at ICCE 2016 conference in Mumbai, India 29 November 2016
Privacy and Data Protection - principles for design of a new part of an ISO s...Tore Hoel
This document discusses privacy and data protection concerns regarding learning analytics and efforts to address them. It outlines several privacy attributes that should be considered when designing learning analytics systems, including the right to be informed, access, rectification, erasure, restricted processing, data portability, and objection. It also discusses requirements around automated decision making, profiling, accountability, and data breaches. The goal is to provide guidance for developing learning analytics tools and architectures that uphold learner privacy within a two year window of opportunity.
Learning Analytics – Ethical questions and dilemmasTore Hoel
Workshop presentation using the Potter Box model of ethical reasoning to discuss concerns and dilemmas of Learning analytics - Open Discovery Space and Learning Analytics Community Exchange projects #laceproject #ods_eu
Introduction to Learner Analytics Session at Oslo Open Forum Conferences prio...Tore Hoel
This document summarizes several projects and initiatives related to learning analytics and standardization. It discusses the Learning Analytics Community Exchange (LACE) project, an ISO study on developing learning analytics standards, the Experience API (xAPI) and Caliper standards, and the Open Learning Analytics initiative. It also describes some technical and cultural issues discussed at other conferences regarding implementing learning analytics and making insights actionable.
Presenting the LACE project at EDEN 14 ZagrebTore Hoel
The document discusses structuring the discourse around learner analytics and educational data mining through the LACE project. It introduces LACE as a 30-month EU-funded project with 9 partners focusing on schools, higher education, and industry. The project aims to create a community around learning analytics and help facilitate discussions on critical dimensions like competence management and assessment, scaling up work-based learning, and quality management. It emphasizes the need for a holistic and systemic approach to learning analytics and the importance of community engagement.
European Learning technology standardisation in crisis due to lack of opennessTore Hoel
This document discusses issues with standardization in European learning technology due to a lack of openness. It notes that the European Commission's policy of requiring free and open specifications clashes with the business model of formal standards organizations like CEN. It also examines differences in how creators, implementers, and users view openness. The document argues that standards bodies should consider implementation factors and seek more user feedback to help address challenges in both developing and adopting standards.
Standards as enablers for innovation in education - a reality checkTore Hoel
This document discusses challenges with the standardization process in education. It notes that standardization is paradoxical, as it aims to both constrain and enable innovation. The standardization process involves creators developing specifications, but there can be barriers to participation that limit input. Standards must balance being comprehensive yet understandable for implementers and users. Feedback from implementers and users is also important but often lacking. Overall, greater engagement is needed from all parties to better support the full innovation cycle from idea to implementation.
Standards as enablers for innovation in education - a reality check
Bruk av CC i høgre utdanning
1. Bruk av Creative
Commons i høgre
utdanning
Tore Hoel
Medieseksjonen
Læringssenter og bibliotek
Høgskolen i Oslo og
Akershus
1
@tore
BIBSYS-konferansen
2014
2. Denne presentasjonen er lisensieret under
en Creative Commons
Navngivelse 4.0 Internasjonal lisens.
http://creativecommons.org/licenses/by/4.0/deed.no
2
(Der annen lisens er brukt, er dette
oppgitt)
4. This presentation, “Using Social Media to Enhance Your Research
Activities” by Brian Kelly, Cetis is licensed under the Creative Commons
Attribution 4.0 Licence
Note the licence covers most of the text in this presentation. Quotations may
have other licence conditions.
Images may have other licence conditions. Where possible links are provided
to the source of images so that licence conditions can be found.
4
Slides and further information available at
http://ukwebfocus.wordpress.com/events/
iriss-2014-how-social-media-can-enhance-your-research-activities/
Licence and Additional
Resources
Eksempel på lisenspraksis fra en engelsk
kollega
5. 5
Ascension de la grande pyramide par un touriste, Felix Bonfils, E.M. Wissman, 1896 (Public Domain)
En bratt
læringskurve?
Vi tar en omvei…
25. Ny versjon 4.0
• Snart i norsk oversettelse
• Sui Generis database-
rettigheter dekket (nå CC
alternativ til NLOD)
• Mulig med mer
anonymitet (fjerne
navngivelse)
• 30 dager å rette opp feil
26
creativecommons.org/version4
Norsk lisens for offentlige data (NLOD ), siden mange dataforvaltere mente at CC-lisensene ikke var helt velegnet til publisering av offentlige datasett?
I CC versjon 3.0 var det tatt et grep der lisensgiver oppga alle de rettigheter som norsk/europeisk databasevern ga dataforvalter. Dette grepet gjør at CC 3.0 framstår som et forsøk på å overstyre EUs databasedirektiv, som i Norge er implementert i åndsverkloven åndsverkloven § 43 . Dette er neppe ønskelig. I versjon 4.0 av CC-lisensene er dette endret, og databaserettigheter lisensieres på lik linje med opphavsrettigheter og nærstående rettigheter. Først gir versjon 4.0 av CC-lisensene en definisjon av databasevern (i del 1):
“Sui Generis Database Rights means rights other than copyright resulting from Directive 96/9/EC of the European Parliament and of the Council of 11 March 1996 on the legal protection of databases, as amended and/or succeeded, as well as other essentially equivalent rights anywhere in the world.”
Videre er det en klar angivelse av hva CC lisensen forplikter lisenstaker til, og under hvilke situasjoner plikten inntreffer (i del 4):
“Where the Licensed Rights include Sui Generis Database Rights that apply to Your use of the Licensed Material: a. for the avoidance of doubt, Section 2(a)(1) grants You the right to extract, reuse, reproduce, and Share all or a substantial portion of the contents of the database; if