Students' privacy concerns in Learning Analytics: Model development
By Olga Viberg, Media Technology and Interaction Design, KTH Royal Institute of Technology, Sweden
Abstract
Understanding students’ privacy concerns is an essential first step toward effective privacy-enhancing practices in learning analytics (LA).
In this presentation I will explain the development and validation of a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents — perceived privacy risk and perceived privacy control, and two outcomes— trusting beliefs and non-self-disclosure behaviours.
To validate the model, data through an online survey were collected from students from three Swedish universities. The presentation will highlight the main results of the survey and offer a set of relevant implications for LA systems' design and privacyenhancing practices' development in higher education.
Brief Bio
Olga Viberg is Associate Professor and Docent in Media Technology with specialization in Technology-Enhanced Learning at the School of Electrical Engineering and Computer Science at KTH Royal Institute of Technology.
Viberg's research includes a focus on the learning analytics in higher education, the application of mobile technology in education, mobile learning analytics, integration of formal and informal learning environments, design for learning, self-regulated learning, computerassisted collaborative learning, cross-cultural research, and responsible use of student data in education, focusing on the issues of privacy and trust.
Challenges and recommendations on the ethical usage of Learning Analytics in Higher Education
By Anna Mavroudi, Department of Education, University of Oslo
Abstract
The presentation contributes to the ongoing discussion on the topic at stake, by providing insights from the literature and critically examining them against respective policies or codes of LA ethics at several selected universities in three countries: UK, Canada, and Australia.
The presentation concludes with a list of recommendations on how to counteract specific challenges that might be inherent to the nature of LA. These conclusions could be useful to universities that are about to create or to change their respective policy or code of LA ethics, as well as to researchers working on the topic.
Anna Mavroudi is Associate Professor at Department of Education, University of Oslo.