Elizabeth Buchanan is the director of the Center for Information Policy Research at the University of Wisconsin-Milwaukee. She gave a presentation at the 2010 OHRP Research Forum in Chicago on internet research ethics and institutional review boards (IRBs). Her presentation discussed how the internet can be both a tool for research and a medium/location of research. It highlighted emerging issues for IRBs around topics like anonymity, consent, and methodology in internet research. Her research with Ess received NSF funding to survey US IRBs on their experiences reviewing internet research.
This document summarizes a presentation on research into how personal online reputations are built, maintained, and evaluated. The research examines both how individuals manage their own online reputations and how people assess others' reputations based on available online information. The presentation outlines the research questions, literature review, theoretical framework, methods, and early findings. Interviews and diaries were used to collect data from a sample of UK participants of different generations. Preliminary analysis found social media is an extension of everyday life, with varying levels of self-censorship. Evaluating others' reputations proved difficult for some.
This document provides information about Elizabeth Buchanan, the principal investigator of the Internet Research Ethics Commons, and her presentation to the Secretary's Advisory Committee on Human Research Protections in July 2010. It discusses how the internet is used both as a tool for research and as a medium or location of research. It also outlines some of the key issues in internet research ethics that IRBs have been grappling with, such as anonymity, consent, and ownership of online data.
This document discusses the ethics of conducting internet research. It begins with an introduction to ethical frameworks like Kant versus Mill and discusses challenges like ensuring anonymity, informed consent, and avoiding harm when directly interacting with individuals online. It also addresses analyzing interactions in virtual environments and issues around privacy, identity disclosure, and data capture. Big data research ethics are covered, including issues of total knowledge, manipulation, and the difference between academic and commercial contexts. The document emphasizes the importance of sensitivity to context, not overburdening participants, taking responsibility, and writing transparently about ethical decision making in internet research.
Personal online reputation: the development of an approach to investigate how...Frances Ryan
Paper presented at International Data and Information Conference, 13 January 2016
Personal online reputation: the development of an approach to investigate how personal reputation is evaluated and managed in online environments
By Frances VC Ryan, Peter Cruickshank, Hazel Hall, and Alistair Lawson (Edinburgh Napier University)
Elizabeth Buchanan is the director of the Center for Information Policy Research at the University of Wisconsin-Milwaukee. She gave a presentation at the 2010 OHRP Research Forum in Chicago on internet research ethics and institutional review boards (IRBs). Her presentation discussed how the internet can be both a tool for research and a medium/location of research. It highlighted emerging issues for IRBs around topics like anonymity, consent, and methodology in internet research. Her research with Ess received NSF funding to survey US IRBs on their experiences reviewing internet research.
This document summarizes a presentation on research into how personal online reputations are built, maintained, and evaluated. The research examines both how individuals manage their own online reputations and how people assess others' reputations based on available online information. The presentation outlines the research questions, literature review, theoretical framework, methods, and early findings. Interviews and diaries were used to collect data from a sample of UK participants of different generations. Preliminary analysis found social media is an extension of everyday life, with varying levels of self-censorship. Evaluating others' reputations proved difficult for some.
This document provides information about Elizabeth Buchanan, the principal investigator of the Internet Research Ethics Commons, and her presentation to the Secretary's Advisory Committee on Human Research Protections in July 2010. It discusses how the internet is used both as a tool for research and as a medium or location of research. It also outlines some of the key issues in internet research ethics that IRBs have been grappling with, such as anonymity, consent, and ownership of online data.
This document discusses the ethics of conducting internet research. It begins with an introduction to ethical frameworks like Kant versus Mill and discusses challenges like ensuring anonymity, informed consent, and avoiding harm when directly interacting with individuals online. It also addresses analyzing interactions in virtual environments and issues around privacy, identity disclosure, and data capture. Big data research ethics are covered, including issues of total knowledge, manipulation, and the difference between academic and commercial contexts. The document emphasizes the importance of sensitivity to context, not overburdening participants, taking responsibility, and writing transparently about ethical decision making in internet research.
Personal online reputation: the development of an approach to investigate how...Frances Ryan
Paper presented at International Data and Information Conference, 13 January 2016
Personal online reputation: the development of an approach to investigate how personal reputation is evaluated and managed in online environments
By Frances VC Ryan, Peter Cruickshank, Hazel Hall, and Alistair Lawson (Edinburgh Napier University)
Assessing the available and accessible evidence: How personal reputations are...Frances Ryan
Slides for the conference paper 'Assessing the available and accessible evidence: How personal reputations are determined and managed online' presented at Information: interactions and impact 2015, Aberdeen, 23-26 June 2015.Abstract available at http://www.iidi.napier.ac.uk/c/publications/publicationid/13382473
Beyond Methodology - ethical implications of doing online researchNele Heise
This is my presentation at the conference "General Online Research" (March 5, 2013, in Mannheim). Please note: I had to leave out very important issues (such as obtaining consent and publication of data) due to time constraints. You will find some information on that in the "Appendix", i.e. the last four slides :)
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
Comments to FTC on Mobile Data PrivacyMicah Altman
This document discusses privacy risks associated with mobile device tracking and location data collection. It notes that third parties currently have the ability to collect extensive and identifiable location and movement histories on individuals. Such sensitive data could potentially be used for discriminatory or harmful purposes if linked to an individual. The document argues that stronger privacy protections and accountability measures are needed, such as transparency into how data is used, restrictions on disclosure, and legal recourse for misuse. Modern privacy approaches should recognize that simple redaction or anonymization may not prevent re-identification, and that careful analysis is needed to design data release mechanisms that adequately mitigate privacy risks.
This document discusses conceptual gaps that have emerged regarding research ethics due to the growing use of internet tools and online environments in research. It presents several cases that illuminate these gaps, such as issues around privacy, anonymity, consent, harm to subjects, and research integrity. Key gaps include assumptions that public data does not require consent, that anonymity ensures non-identifiability, and that only tangible harm matters. The document argues these gaps have left researchers and IRBs without clear policies for internet research ethics. It advocates for scholarship, resources, education and guidance to address these conceptual gaps.
his talk provides an overview of the changing landscape of information privacy with a focus on the possible consequences of these changes for researchers and research institutions.
Personal information continues to become more available, increasingly easy to link to individuals, and increasingly important for research. New laws, regulations and policies governing information privacy continue to emerge, increasing the complexity of management. Trends in information collection and management — cloud storage, “big” data, and debates about the right to limit access to published but personal information complicate data management, and make traditional approaches to managing confidential data decreasingly effective.
Information Science Brown Bag talks, hosted by the Program on Information Science, consists of regular discussions and brainstorming sessions on all aspects of information science and uses of information science and technology to assess and solve institutional, social and research problems. These are informal talks. Discussions are often inspired by real-world problems being faced by the lead discussant.
Big Data & Privacy -- Response to White House OSTPMicah Altman
Big data has huge implications for privacy, as summarized in our commentary below:
Both the government and third parties have the potential to collect extensive (sometimes exhaustive), fine grained, continuous, and identifiable records of a person’s location, movement history, associations and interactions with others, behavior, speech, communications, physical and medical conditions, commercial transactions, etc. Such “big data” has the ability to be used in a wide variety of ways, both positive and negative. Examples of potential applications include improving government and organizational transparency and accountability, advancing research and scientific knowledge, enabling businesses to better serve their customers, allowing systematic commercial and non-commercial manipulation, fostering pervasive discrimination, and surveilling public and private spheres.
On January 23, 2014, President Obama asked John Podesta to develop in 90 days, a 'comprehensive review' on big data and privacy.
This lead to a series of workshop on big data and technology at MIT, and on social cultural & ethical dimensions at NYU, with a third planned to discuss legal issues at Berkeley. A number of colleagues from our Privacy Tools for Research project and from the BigData@CSAIL projects have contributed to these workshops and raised many thoughtful issues (and the workshop sessions are online and well worth watching).
My colleagues at the Berkman Center, David O'Brien, Alexandra Woods, Salil Vadhan and I have submitted responses to these questions that outline a broad, comprehensive, and systematic framework for analyzing these types of questions and taxonomize a variety of modern technological, statistical, and cryptographic approaches to simultaneously providing privacy and utility. This comment is made on behalf of the Privacy Tools for Research Project, of which we are a part, and has benefitted from extensive commentary by the other project collaborators.
The document summarizes the Oxford e-Social Science Project (OeSS), which aimed to identify challenges and solutions related to emerging digital research infrastructure and practices. The project occurred in two phases from 2005-2012, studying issues like privacy, ethics, and how researchers access data and collaborate in networked environments. It highlights both opportunities and challenges of networked institutions and individual researchers, and calls for a focus on implications for research quality rather than just technical innovation.
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
MIT Program on Information Science Talk -- Julia Flanders on Jobs, Roles, Ski...Micah Altman
Julia Flanders, who is the Director of the Digital Scholarship Group in the Northeastern University Library, and a Professor of Practice in Northeastern's English Department gave a talk on Jobs, Roles, Skills, Tools: Working in the Digital Academy as part of the Program on Information Science Brown Bag Series.
In the talk, illustrated by the slides below, Julia discusses the evolving landscape of digital humanities (and digital scholarship more broadly) and considers the relationship between technology, tool development, and professional roles.
For more see: http://informatics.mit.edu/event/brown-bag-jobs-roles-skills-tools-working-digital-academy-julia-flanders
1) The document discusses issues around student vulnerability, agency, and learning analytics. It explores tensions between privacy, data collection and use, and student consent and control.
2) A framework is proposed for conceptualizing student vulnerability and agency, including the duty of reciprocal care between institutions and students and ensuring student participation and control over their data.
3) Allowing opt-in/opt-out choices for students is problematic as true informed consent is difficult, and students have less power and resources than institutions. Overall frameworks are needed to balance privacy, ethics, and student support in learning analytics.
Reproducibility from an infomatics perspectiveMicah Altman
Scientific reproducibility is most viewed through a methodological or statistical lens, and increasingly, through a computational lens. Over the last several years, I've taken part in collaborations to that approach reproducibility from the perspective of informatics: as a flow of information across a lifecycle that spans collection, analysis, publication, and reuse.
These slides sketch of this approach, and were presented at a recent workshop on reproducibility at the National Academy of Sciences, and at one our Program on Information Science brown bag talks. See: informatics.mit.edu
This presentation discusses Ethics considerations for Corpus Linguistics studies using internet resources. The talk was given at the Corpus Linguistics 2015 conference at Lancaster, UK (July 21-24, 2015).
Reputation Management for Early Career ResearchersMicah Altman
In the rapidly changing world of research and scholarly communications, researchers are faced with a fast growing range of options to publicly disseminate, review, and discuss research—options which will affect their long-term reputation. Early career scholars must be especially thoughtful in choosing how much effort to invest in dissemination and communication, and what strategies to use.
Dr. Micah Altman briefly reviews a number of bibliometric and scientometric studies of quantitative research impact, a sampling of influential qualitative writings advising this area, and an environmental scan of emerging researcher profile systems. Based on this review, and on professional experience on dozens of review panels, Dr. Altman suggests some steps early career researchers may consider when disseminating their research and participating in public reviews and discussion.
Beyond Open Access: Open Science and Research IntegrityHeidi Laine
Presentation given at the 2015 Academic Mindtrek Conference at the workshop "Beyond Open Access: The changing culture of producing and disseminating scientific knowledge". Workshop was organised by the Open Knowledge Foundation Finland Open Science Working Group.
In Netnography, online observations and interactions are valued as a cultural reflection that yields deep human understanding. Like in Ethnography, Netnography is naturalistic, immersive, descriptive, intuitive, adaptable, and focused on context.
The Hidden Data of Social Media Rearch_CSS-winter-symposiumKatrin Weller
This document summarizes preliminary results from interviews with 40 social media researchers from different disciplines and regions. The interviews explored their methods, practices, perspectives and challenges conducting social media research. Key findings included that researchers valued interdisciplinary collaboration but faced internal and external barriers. Researchers also discussed issues around research ethics like privacy, consent and guidelines, as well as desires for better data access, tools and environments to facilitate social media research.
Blurring the Boundaries? Ethical challenges in using social media for social...Kandy Woodfield
This document discusses the ethical challenges of using social media for social science research. It notes that social media has blurred boundaries and led to methodological, collaborative, ethical, capability, and contextual challenges for researchers. It introduces the New Social Media and New Social Science network, which aims to address these challenges through sharing approaches, tools, and experiences of using social media for research. The document outlines some of the key ethical issues that have emerged, such as privacy, informed consent, and data ownership. It emphasizes that resolving ethical dilemmas requires a holistic approach and that guidelines must be context-specific given the diverse nature of social media.
Assessing the available and accessible evidence: How personal reputations are...Frances Ryan
Slides for the conference paper 'Assessing the available and accessible evidence: How personal reputations are determined and managed online' presented at Information: interactions and impact 2015, Aberdeen, 23-26 June 2015.Abstract available at http://www.iidi.napier.ac.uk/c/publications/publicationid/13382473
Beyond Methodology - ethical implications of doing online researchNele Heise
This is my presentation at the conference "General Online Research" (March 5, 2013, in Mannheim). Please note: I had to leave out very important issues (such as obtaining consent and publication of data) due to time constraints. You will find some information on that in the "Appendix", i.e. the last four slides :)
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
Comments to FTC on Mobile Data PrivacyMicah Altman
This document discusses privacy risks associated with mobile device tracking and location data collection. It notes that third parties currently have the ability to collect extensive and identifiable location and movement histories on individuals. Such sensitive data could potentially be used for discriminatory or harmful purposes if linked to an individual. The document argues that stronger privacy protections and accountability measures are needed, such as transparency into how data is used, restrictions on disclosure, and legal recourse for misuse. Modern privacy approaches should recognize that simple redaction or anonymization may not prevent re-identification, and that careful analysis is needed to design data release mechanisms that adequately mitigate privacy risks.
This document discusses conceptual gaps that have emerged regarding research ethics due to the growing use of internet tools and online environments in research. It presents several cases that illuminate these gaps, such as issues around privacy, anonymity, consent, harm to subjects, and research integrity. Key gaps include assumptions that public data does not require consent, that anonymity ensures non-identifiability, and that only tangible harm matters. The document argues these gaps have left researchers and IRBs without clear policies for internet research ethics. It advocates for scholarship, resources, education and guidance to address these conceptual gaps.
his talk provides an overview of the changing landscape of information privacy with a focus on the possible consequences of these changes for researchers and research institutions.
Personal information continues to become more available, increasingly easy to link to individuals, and increasingly important for research. New laws, regulations and policies governing information privacy continue to emerge, increasing the complexity of management. Trends in information collection and management — cloud storage, “big” data, and debates about the right to limit access to published but personal information complicate data management, and make traditional approaches to managing confidential data decreasingly effective.
Information Science Brown Bag talks, hosted by the Program on Information Science, consists of regular discussions and brainstorming sessions on all aspects of information science and uses of information science and technology to assess and solve institutional, social and research problems. These are informal talks. Discussions are often inspired by real-world problems being faced by the lead discussant.
Big Data & Privacy -- Response to White House OSTPMicah Altman
Big data has huge implications for privacy, as summarized in our commentary below:
Both the government and third parties have the potential to collect extensive (sometimes exhaustive), fine grained, continuous, and identifiable records of a person’s location, movement history, associations and interactions with others, behavior, speech, communications, physical and medical conditions, commercial transactions, etc. Such “big data” has the ability to be used in a wide variety of ways, both positive and negative. Examples of potential applications include improving government and organizational transparency and accountability, advancing research and scientific knowledge, enabling businesses to better serve their customers, allowing systematic commercial and non-commercial manipulation, fostering pervasive discrimination, and surveilling public and private spheres.
On January 23, 2014, President Obama asked John Podesta to develop in 90 days, a 'comprehensive review' on big data and privacy.
This lead to a series of workshop on big data and technology at MIT, and on social cultural & ethical dimensions at NYU, with a third planned to discuss legal issues at Berkeley. A number of colleagues from our Privacy Tools for Research project and from the BigData@CSAIL projects have contributed to these workshops and raised many thoughtful issues (and the workshop sessions are online and well worth watching).
My colleagues at the Berkman Center, David O'Brien, Alexandra Woods, Salil Vadhan and I have submitted responses to these questions that outline a broad, comprehensive, and systematic framework for analyzing these types of questions and taxonomize a variety of modern technological, statistical, and cryptographic approaches to simultaneously providing privacy and utility. This comment is made on behalf of the Privacy Tools for Research Project, of which we are a part, and has benefitted from extensive commentary by the other project collaborators.
The document summarizes the Oxford e-Social Science Project (OeSS), which aimed to identify challenges and solutions related to emerging digital research infrastructure and practices. The project occurred in two phases from 2005-2012, studying issues like privacy, ethics, and how researchers access data and collaborate in networked environments. It highlights both opportunities and challenges of networked institutions and individual researchers, and calls for a focus on implications for research quality rather than just technical innovation.
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
MIT Program on Information Science Talk -- Julia Flanders on Jobs, Roles, Ski...Micah Altman
Julia Flanders, who is the Director of the Digital Scholarship Group in the Northeastern University Library, and a Professor of Practice in Northeastern's English Department gave a talk on Jobs, Roles, Skills, Tools: Working in the Digital Academy as part of the Program on Information Science Brown Bag Series.
In the talk, illustrated by the slides below, Julia discusses the evolving landscape of digital humanities (and digital scholarship more broadly) and considers the relationship between technology, tool development, and professional roles.
For more see: http://informatics.mit.edu/event/brown-bag-jobs-roles-skills-tools-working-digital-academy-julia-flanders
1) The document discusses issues around student vulnerability, agency, and learning analytics. It explores tensions between privacy, data collection and use, and student consent and control.
2) A framework is proposed for conceptualizing student vulnerability and agency, including the duty of reciprocal care between institutions and students and ensuring student participation and control over their data.
3) Allowing opt-in/opt-out choices for students is problematic as true informed consent is difficult, and students have less power and resources than institutions. Overall frameworks are needed to balance privacy, ethics, and student support in learning analytics.
Reproducibility from an infomatics perspectiveMicah Altman
Scientific reproducibility is most viewed through a methodological or statistical lens, and increasingly, through a computational lens. Over the last several years, I've taken part in collaborations to that approach reproducibility from the perspective of informatics: as a flow of information across a lifecycle that spans collection, analysis, publication, and reuse.
These slides sketch of this approach, and were presented at a recent workshop on reproducibility at the National Academy of Sciences, and at one our Program on Information Science brown bag talks. See: informatics.mit.edu
This presentation discusses Ethics considerations for Corpus Linguistics studies using internet resources. The talk was given at the Corpus Linguistics 2015 conference at Lancaster, UK (July 21-24, 2015).
Reputation Management for Early Career ResearchersMicah Altman
In the rapidly changing world of research and scholarly communications, researchers are faced with a fast growing range of options to publicly disseminate, review, and discuss research—options which will affect their long-term reputation. Early career scholars must be especially thoughtful in choosing how much effort to invest in dissemination and communication, and what strategies to use.
Dr. Micah Altman briefly reviews a number of bibliometric and scientometric studies of quantitative research impact, a sampling of influential qualitative writings advising this area, and an environmental scan of emerging researcher profile systems. Based on this review, and on professional experience on dozens of review panels, Dr. Altman suggests some steps early career researchers may consider when disseminating their research and participating in public reviews and discussion.
Beyond Open Access: Open Science and Research IntegrityHeidi Laine
Presentation given at the 2015 Academic Mindtrek Conference at the workshop "Beyond Open Access: The changing culture of producing and disseminating scientific knowledge". Workshop was organised by the Open Knowledge Foundation Finland Open Science Working Group.
In Netnography, online observations and interactions are valued as a cultural reflection that yields deep human understanding. Like in Ethnography, Netnography is naturalistic, immersive, descriptive, intuitive, adaptable, and focused on context.
The Hidden Data of Social Media Rearch_CSS-winter-symposiumKatrin Weller
This document summarizes preliminary results from interviews with 40 social media researchers from different disciplines and regions. The interviews explored their methods, practices, perspectives and challenges conducting social media research. Key findings included that researchers valued interdisciplinary collaboration but faced internal and external barriers. Researchers also discussed issues around research ethics like privacy, consent and guidelines, as well as desires for better data access, tools and environments to facilitate social media research.
Blurring the Boundaries? Ethical challenges in using social media for social...Kandy Woodfield
This document discusses the ethical challenges of using social media for social science research. It notes that social media has blurred boundaries and led to methodological, collaborative, ethical, capability, and contextual challenges for researchers. It introduces the New Social Media and New Social Science network, which aims to address these challenges through sharing approaches, tools, and experiences of using social media for research. The document outlines some of the key ethical issues that have emerged, such as privacy, informed consent, and data ownership. It emphasizes that resolving ethical dilemmas requires a holistic approach and that guidelines must be context-specific given the diverse nature of social media.
This document discusses aspects of digital literacy and ethical considerations for online research. It provides three examples of past online research projects and notes that informed consent and privacy were not fully addressed. It emphasizes the importance of obtaining informed consent, maintaining participants' anonymity and privacy, securing data, and ensuring equal opportunities for all in research. Researchers must consider digital literacy issues and maintain ethical integrity, for example by clearly communicating the research process and allowing participant autonomy.
Louise Bezuidenhout - OpenCon Oxford, 1st Dec 2017Crossref
Louise Bezuidenhout, Institute for Science, Innovation and Society, Oxford:
Projects such as the CODATA-RDA School for Research Data Science highlight the need for building capacity in research data skills around the world. Indeed, without these key skills it is likely that many disciplines and communities will continue to miss out on the benefits of a growing pool of open data resources online. Educating researchers in data skills is thus fundamental in maximizing the benefits of Open Science, but it is also an opportunity to shape the future by educating for responsible data science.
This talk will examine the ethics/Open Science component of the CODATA-RDA school and highlight how the commitment to responsible research underpins all areas of instruction. It will also discuss some of the difficulties of educating for data ethics and responsible practice in a field that is multi-disciplinary and multi-national. Finally, the talk will cover the practice-oriented, modular approach to ethics that has been developed in the CODATA-RDA school to specifically address these challenges.
This document discusses trends and importance of research in the current scenario. It discusses connecting research to oneself, one's institute, society and industry. It also discusses the concept of a "connected researcher" and trends related to collaboration, social media, and alternative metrics for measuring research impact. Connected researchers leverage tools like social media to build networks, get feedback, and disseminate their work more widely.
Newer research tools for qualitative data in social science Sarita Ghidode
This document discusses qualitative research tools used in social science. It defines qualitative data as non-numeric data that uses descriptions to understand human behavior. Some common qualitative research tools discussed are interviews, observations, focus groups, and combination research. Interviews can be structured, semi-structured, or unstructured. Observations allow direct observation of behaviors. Focus groups involve open-ended questions with small groups. Combination research uses interviews and focus groups together. The document also covers advantages and disadvantages of qualitative data, such as rich data but time consumption.
This document discusses research paradigms in online and distance education research. It begins by defining key terms like research paradigm, ontology, epistemology and methodology. It then outlines four main research paradigms: positivism, interpretivism, critical theory, and pragmatism. For each paradigm, it describes the underlying beliefs about the nature of knowledge and reality, as well as typical research questions and methodologies. Examples of studies using different paradigms are also provided. The document concludes by discussing considerations for choosing a research paradigm and what makes a good research question.
This document discusses research paradigms and provides examples of different types of research paradigms. It begins by defining what a research paradigm is - the underlying beliefs, assumptions, and methodologies that guide research. It then outlines four main research paradigms: positivism/quantitative, interpretivist/qualitative, critical, and pragmatic. For each paradigm, it describes the ontology (view of reality), epistemology (relationship between the researcher and what is being researched), and methodology. It provides examples of research questions and studies for each paradigm. The document discusses the strengths and limitations of different paradigms and whether they meet the needs of practicing educators.
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
This document provides an introduction to qualitative research methodology. It discusses what qualitative research is, including that it aims to understand social life through words rather than numbers. It also covers developing qualitative research designs, comparing methodologies, generating data through methods like interviews and observations, managing and analyzing data, and issues of trustworthiness. The document provides details on these topics and gives examples to illustrate key points about qualitative research methodology.
Working with Social Media Data: Ethics & good practice around collecting, usi...Nicola Osborne
Slides from a workshop delivered for the University of Edinburgh Digital Scholarship programme, on 18th October 2017. For further information on the programme see: http://www.digital.cahss.ed.ac.uk/ or #DigScholEd. If you are interested in hosting a similar workshop, or adapting these slides please contact me: nicola.osborne@ed.ac.uk.
Ethical research in the era of Digital Studies : the French point of view JCDomenget
the cultural influence of research approaches and paradigms in the context of the ethics of research. Results of a survey conducted among French social scientists about their consideration of ethical issues into the research process.
What is Research by Mr Allah Dad Khan Former DG Agriculture Extension KPK Pr...Mr.Allah Dad Khan
This document provides an overview of the social research process as presented by Mr. Allah Dad Khan. It discusses that social research is a scientific process that involves systematically collecting and analyzing data to develop knowledge about human social behavior. There are two main forms of social research - basic research, which aims to develop general theoretical understanding, and applied research, which aims to provide knowledge to influence social policy. Social research employs various methodological and theoretical approaches, and considers factors like research purpose, units of analysis, and reliability.
This document discusses open data and privacy concerns in the humanities. It outlines that while open data has benefits, some humanities and social science data contains personal details that require protections. Three examples show challenges with medical records, subscriber lists, and student work. The document examines how data can be anonymized but still useful, and questions if IRB rules are too strict. Overall, it argues that fully open or closed access are sometimes false dichotomies, and more nuanced policies are needed to both protect privacy and enable collaborative research.
What difference does openness make to ethics? This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
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1. INTERNET RESEARCH ETHICS
Tutorial at the CSS Winter Symposium 2015
Dr. Katharina E. Kinder-Kurlanda
GESIS Leibniz-Institute for the Social Sciences, Köln
Institute for Web Science and Technologies, Universität Koblenz-Landau
katharina.kinder-kurlanda@gesis.org
2. See: Adam D. I. Kramer, Jamie E. Guillory, and Jeffrey T. Hancock: Experimental evidence of massive-scale
emotional contagion through social networks. PNAS 2014 111 (24) 8788-8790.
6. Research Ethics in General
• A question of responsibility:
• Should I do this research?
• What may be the consequences for others / society?
• Often leads to: Conflict between research interest and general
norms and values
• Examples: human/animal experiments, cloning, military
research, data protection
7. Example: Milgram Experiments
• 1961: Stanley Milgram starts conducting psychological
experiments on authority and conscience
• Several variations
8. Protecting research subjects
• The research must not cause harm or disadvantages to anyone
(physical or psychological)
• Example: Milgram Experiments 1961: „procedures which
involve loss of dignity, self-esteem and trust in rational
authority are probably most harmful in the long run”
(Baumrind 1964)
• Concerns:
• Conducting the research itself
• Consequences of de-anonymization
• Consequences of publications
See: Baumrind, Diana (1964). Some thoughts on ethics of research: After reading Milgram's
"Behavioral Study of Obedience.“ In: American Psychologist 19(6): 421-423.
9. History of research ethics
• Medical experiments during Nazi-regime
• Nuremberg Code 1946/47, Declaration of Helsinki 1964
• USA: Institutional Review Board (IRB) 1974 (“review the ethical
issues in all proposed research that is federally funded, involves
human subjects, or has any potential for harm to subjects”)
10. Informed Consent (1)
• Participation in studies must be voluntary
• Participation must be „informed“, i.e. information about the
goals and methods of the research must be supplied (who,
what, how)
• Participants have a right to control over their personal
information, i.e. must be able to withdraw consent (or:
„debriefing“ after the fact)
• Personal data can only be recorded and processed with
participants‘ consent
11.
12. Informed Consent (2)
• Problems for quantitative studies: sample may not be
representative, answers may be influenced by informed
consent form…
• Problems for qualitative studies: personal relationship vs.
Formal consent form, undercover ethnography…
• In general: Balancing research interest and informing
participants
12
13. Social Media: Little standardization
• “lack of standardized practices” (Rooke 2013)
• “little specific guidance in the literature” (Henderson et al.
2013)
• Decisions often have to be taken relying on one's individual
sense of ethical obligation, as rules or standards are insufficient
or were not created with internet data in mind (Shapiro and
Ossorio 2013, Kinder-Kurlanda and Erwein Nihan 2013)
14. Who should decide?
• Researchers themselves?
• “[we] believe that ethical research committees cannot, and
should not, be relied upon as our ethical compass as they also
struggle to deal with emerging technologies and their
implications” (Henderson et al. 2013)
15. AoIR guidelines
• “Recommendations from the AOIR ethics working
committee”
• because the objects of study in internet research,
namely the internet and its various technologies and
user groups, are both complex and ephemeral, rules
and guidelines also necessarily cannot be static
• Therefore: “guidelines rather than a code of practice
so that ethical research can remain flexible, be
responsive to diverse contexts, and be adaptable to
continually changing technologies.”
• http://aoir.org/reports/ethics2.pdf
16.
17. „SozialeMedien Richtlinie“
• Various marketing and opinion research bodies in Germany
have published common guidelines for social media research
• http://bvm.org/fileadmin/pdf/Recht_Berufskodizes/Richtlinien
/RL_2014_RDMS-Soziale_Medien.pdf
• International differences:
• US: IRBs Germany: Freedom of research
17
18. Ess (2014): Digital Media Ethics
• “We are often pulled into competing directions by values and
principles that appear to contradict one another” (Ess 2014)
• How can we know in a particular situation which principles,
norms or rules should be applied?
18
20. Aims of the Hidden Data Project
• Gain better understanding of empirical, methodological,
theoretical challenges in social media research as perceived by
the researchers themselves
• Here: Ethics in particular: What are the practices?
21. Method & Data
• 40 qualitative 25-40 min interviews at several major
international internet studies conferences with very different
audiences / participants
• Social media researchers
• identified from the conference program
• working with social media data
• Interview partners: from various professional levels, countries,
disciplines & working with data from many different platforms
22. RESULTS
Weller, K., Kinder-Kurlanda, K. (2014): “I love thinking about ethics!” Perspectives on ethics in social
media research. In: Internet Research Conference of the Association of Internet Researchers (AOIR) IR15:
Boundaries and Intersections, 23.-25.10.2014, Daegu, Korea.
23. Ethics in social media research
• Researchers agreed that the ethics of social media
research are hugely important and an area requiring more
work and reflection
• Various levels of confidence: from uncertainty to
comprehensive, critical reflection
„I love thinking
about ethics!“
„I‘m still very early on in
thinking about all these
questions“
24. Individual approaches to ethical dilemmata
• Social media ethics in everyday research practice usually means
solving ethical dilemmas that occur in various phases of the
research
• Many different approaches to solving the question of whether
the research may be harmful to anyone in various contexts
• The context is especially important in social media research:
-> Lack of informed consent / Specific anonymization
strategies
25. The lack of ‚informed consent‘
• Asking for participants’ consent is no longer feasible when
working with big datasets
• Even if consent can be obtained formally (e.g. through
Facebook apps) users may not be aware of what they are
consenting to
26. Public data, lack of informed consent, users‘
intentions & anonymization
Data is public
- yet often
personal
Requesting
informed
consent does
not work
Anonymize
and to
what
degree?
Base decision
on
assumptions
about users‘
awareness,
intent & goals
Dependant on
context /
platform , features
and data /
Users (vulnerable
groups, celebrities?)
27. Assessment of users‘ intentions
•Intentional authorship
•Not aware how public it is
•Knows it‘s public but still does not
want to be part of research
•May accidentally have made
content public
•Belongs to a vulnerable group
•Unaware that it‘s public
28. Practice: Anonymization & ethical framings
• No anonymization
• e.g. because want to recognize authorship
• Anonymize quotes (but not some, e.g. celebrities /
corporations)
• e.g. because want to respect individuals‘ privacy
• No quotes at all
• e.g. because want to respect lack of consent
„given the specific details of our particular situation, how do we know which
principle, value, norm, rule etc. is in fact relevant to our decision?“
(Ess, 2014)
29. New players: The platform provider‘s role
• Providers must have users‘ consent - what does it look like?
Does it include research?
• May hold copyright of the data – What are the terms of use?
Can data be used for research, can it be shared?
• And: Does the legal frame actually conform with the
researcher’s ethical requirements? Is it ‘sufficient’?
30. Call for Book Chapters
• Internet Research Ethics for the Social Age: New Cases and
Challenges
• Editors: Michael Zimmer and Katharina Kinder-Kurlanda
• Publisher: Peter Lang: Digital Formations (Steve Jones, series
editor)
• New Cases in Internet Research Ethics:
• brief case studies highlighting unique uses — and related ethical
concerns — of current state-of-the-art technologies and platforms within
research contexts
• can be descriptive and illustrative, and don’t necessarily need to resolve
the ethical concerns
31. References
• Ess, C. 2002. Ethical decision-making and Internet research: Recommendations
from the aoir ethics working committee. Available:
www.aoir.org/reports/ethics.pdf
• Kinder-Kurlanda, K., and Ehrwein Nihan, C. 2013. Ethically intelligent? A
framework for exploring human resource management challenges of intelligent
working environments. In: van Berlo, Ad, et al. (eds.): Ambient intelligence –
software and applications. 3rd International Symposium on Ambient
Intelligence (ISAmI 2012). Advances in Intelligent Systems and Computing, 219,
Berlin: Springer, S. 213-219.
• Henderson, M., Johnson, Nicola F., and Auld, G. 2013. Silences of ethical
practice: dilemmas for researchers using social media, Educational Research and
Evaluation: An International Journal on Theory and Practice, 19(6), 546-560.
• Markham, A., and Buchanan, E. 2012. Ethical decision-making and Internet
research 2.0: Recommendations from the aoir ethics working committee.
Available: www.aoir.org/reports/ethics2.pdf
• Rooke, B. 2013. Four Pillars of Internet Research Ethics with Web 2.0, Journal of
Academic Ethics, 111(4), 265-268.
• Shapiro, R.B., and Ossorio, P. 2013. Regulation of Online Social Network Studies.
Science 11 January 2013, 144-145.