short-paper

The complexities of developing a personal code of ethics for learning analytics practitioners: implications for institutions and the field

Authors:

Leah P. Macfadyen,

Niall SclaterAuthors Info & Claims

LAK '18: Proceedings of the 8th International Conference on Learning Analytics and Knowledge

Pages 436 - 440

https://doi.org/10.1145/3170358.3170396

Published: 07 March 2018 Publication History

Abstract

In this paper we explore the potential role, value and utility of a personal code of ethics (COE) for learning analytics practitioners, and in particular we consider whether such a COE might usefully mediate individual actions and choices in relation to a more abstract institutional COE. While several institutional COEs now exist, little attention has been paid to detailing the ethical responsibilities of individual practitioners. To investigate the problems associated with developing and implementing a personal COE, we drafted an LA Practitioner COE based on other professional codes, and invited feedback from a range of learning analytics stakeholders and practitioners: ethicists, students, researchers and technology executives. Three main themes emerged from their reflections: 1. A need to balance real world demands with abstract principles, 2. The limits to individual accountability within the learning analytics space, and 3. The continuing value of debate around an aspirational code of ethics within the field of learning analytics.

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Cited By

Mai TCrane MBezbradica M(2023)Aktuelle Erkenntnisse aus der Literatur zu Data Mining und Learning Analytics im BildungsbereichEducational Data Mining und Learning Analytics10.1007/978-3-658-39607-7_1(1-39)Online publication date: 10-Jun-2023
https://doi.org/10.1007/978-3-658-39607-7_1
Baek CAguilar S(2022)Past, present, and future directions of learning analytics research for students with disabilitiesJournal of Research on Technology in Education10.1080/15391523.2022.206779655:6(931-946)Online publication date: 9-May-2022
https://doi.org/10.1080/15391523.2022.2067796
Karunaratne T(2021)For Learning Analytics to Be Sustainable under GDPR—Consequences and Way ForwardSustainability10.3390/su13201152413:20(11524)Online publication date: 18-Oct-2021
https://doi.org/10.3390/su132011524
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Index Terms

The complexities of developing a personal code of ethics for learning analytics practitioners: implications for institutions and the field
1. Social and professional topics
  1. Professional topics
    1. Computing profession
      1. Codes of ethics

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cover image ACM Other conferences

LAK '18: Proceedings of the 8th International Conference on Learning Analytics and Knowledge

March 2018

489 pages

ISBN:9781450364003

DOI:10.1145/3170358

Conference Chairs:
Abelardo Pardo
The University of Sydney, AUS
,
Kathryn Bartimote-Aufflick
The University of Sydney, AUS
,
Grace Lynch
Society for Learning Analytics Research, AUS
,
Program Chairs:
Simon Buckingham Shum
University of Technology Sydney, AUS
,
Rebecca Ferguson
The Open University, UK
,
Agathe Merceron
Beuth University of Applied Sciences, GER
,
Xavier Ochoa
Escuela Superior Politécnica del Litoral, EC

Copyright © 2018 ACM.

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Published: 07 March 2018

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LAK '18

LAK '18: International Conference on Learning Analytics and Knowledge

March 7 - 9, 2018

New South Wales, Sydney, Australia

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LAK '18 Paper Acceptance Rate 35 of 115 submissions, 30%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

Mai TCrane MBezbradica M(2023)Aktuelle Erkenntnisse aus der Literatur zu Data Mining und Learning Analytics im BildungsbereichEducational Data Mining und Learning Analytics10.1007/978-3-658-39607-7_1(1-39)Online publication date: 10-Jun-2023
https://doi.org/10.1007/978-3-658-39607-7_1
Baek CAguilar S(2022)Past, present, and future directions of learning analytics research for students with disabilitiesJournal of Research on Technology in Education10.1080/15391523.2022.206779655:6(931-946)Online publication date: 9-May-2022
https://doi.org/10.1080/15391523.2022.2067796
Karunaratne T(2021)For Learning Analytics to Be Sustainable under GDPR—Consequences and Way ForwardSustainability10.3390/su13201152413:20(11524)Online publication date: 18-Oct-2021
https://doi.org/10.3390/su132011524
Gosch NAndrews DBarreiros CLeitner PStaudegger EEbner MLindstaedt SScheffel MDowell NJoksimovic SSiemens G(2021)Learning Analytics as a Service for Empowered LearnersLAK21: 11th International Learning Analytics and Knowledge Conference10.1145/3448139.3448186(475-481)Online publication date: 12-Apr-2021
https://dl.acm.org/doi/10.1145/3448139.3448186
Tzimas DDemetriadis S(2021)Ethical issues in learning analytics: a review of the fieldEducational Technology Research and Development10.1007/s11423-021-09977-4Online publication date: 5-Mar-2021
https://doi.org/10.1007/s11423-021-09977-4
Kenett RProdromou T(2021)Big Data, Analytics and Education: Challenges, Opportunities and an Example from a Large University UnitBig Data in Education: Pedagogy and Research10.1007/978-3-030-76841-6_5(103-124)Online publication date: 5-Oct-2021
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Conde MHernández-García Á(2019)Learning AnalyticsProceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality10.1145/3362789.3362943(248-252)Online publication date: 16-Oct-2019
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Chen BZhu HHsiao SCunningham JMcCarthy KLynch GBrooks CFerguson RHoppe U(2019)Towards Value-Sensitive Learning Analytics DesignProceedings of the 9th International Conference on Learning Analytics & Knowledge10.1145/3303772.3303798(343-352)Online publication date: 4-Mar-2019
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Leitner PEbner MEbner M(2019)Learning Analytics Challenges to Overcome in Higher Education InstitutionsUtilizing Learning Analytics to Support Study Success10.1007/978-3-319-64792-0_6(91-104)Online publication date: 18-Jan-2019
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