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The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments

This paper is in response to the manuscript titled “Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective” (Willis et al. in Educ Technol Res Dev 66(4):1029–1049, 2016). The response is from a K-12 educational environmen...

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Autor principal: Beerwinkle, Andrea L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7703736/
https://www.ncbi.nlm.nih.gov/pubmed/33281428
http://dx.doi.org/10.1007/s11423-020-09854-6
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author Beerwinkle, Andrea L.
author_facet Beerwinkle, Andrea L.
author_sort Beerwinkle, Andrea L.
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description This paper is in response to the manuscript titled “Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective” (Willis et al. in Educ Technol Res Dev 66(4):1029–1049, 2016). The response is from a K-12 educational environment perspective. Willis, Slade, and Prinsloo’s typology of different ethical approaches to learning analytics adds value to the special issue topic of shifting to digital as it provides different ways to view learning analytics as well as the type of approval(s) possibly needed for each view. K-12 educational institutions can utilize the manuscript as a starting place for review of their ethical oversights when analyzing student data as more schools are shifting to digital. A limitation of Willis, Slade, and Prinsloo’s manuscript in supporting the shift to digital is that the manuscript was published before the overwhelming shift to digital was mandated as a result of Covid-19. Future work related to the manuscript and with a focus on the K-12 educational environment could include K-12 education agencies deriving a K-12 specific typology from a review of ethical oversight protocols or analyzing the effects of the shift to digital in K-12 on the original typology. During the 2020 pandemic, K-12 schools in the United States moved to digital learning quickly and in large numbers. This move has resulted in a wealth of digital learning analytics available to be used in improving student learning outcomes. However, local education agencies must first make sure they have a clear framework for oversight of how digital learning analytics will be used. K-12 students are at risk of harm if local education agencies do not stop and carefully reflect on the potential risks to students resulting from decisions made as a result of using digital learning analytics.
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spelling pubmed-77037362020-12-01 The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments Beerwinkle, Andrea L. Educ Technol Res Dev Article This paper is in response to the manuscript titled “Ethical oversight of student data in learning analytics: A typology derived from a cross-continental, cross-institutional perspective” (Willis et al. in Educ Technol Res Dev 66(4):1029–1049, 2016). The response is from a K-12 educational environment perspective. Willis, Slade, and Prinsloo’s typology of different ethical approaches to learning analytics adds value to the special issue topic of shifting to digital as it provides different ways to view learning analytics as well as the type of approval(s) possibly needed for each view. K-12 educational institutions can utilize the manuscript as a starting place for review of their ethical oversights when analyzing student data as more schools are shifting to digital. A limitation of Willis, Slade, and Prinsloo’s manuscript in supporting the shift to digital is that the manuscript was published before the overwhelming shift to digital was mandated as a result of Covid-19. Future work related to the manuscript and with a focus on the K-12 educational environment could include K-12 education agencies deriving a K-12 specific typology from a review of ethical oversight protocols or analyzing the effects of the shift to digital in K-12 on the original typology. During the 2020 pandemic, K-12 schools in the United States moved to digital learning quickly and in large numbers. This move has resulted in a wealth of digital learning analytics available to be used in improving student learning outcomes. However, local education agencies must first make sure they have a clear framework for oversight of how digital learning analytics will be used. K-12 students are at risk of harm if local education agencies do not stop and carefully reflect on the potential risks to students resulting from decisions made as a result of using digital learning analytics. Springer US 2020-11-30 2021 /pmc/articles/PMC7703736/ /pubmed/33281428 http://dx.doi.org/10.1007/s11423-020-09854-6 Text en © Association for Educational Communications and Technology 2020 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Beerwinkle, Andrea L.
The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments
title The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments
title_full The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments
title_fullStr The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments
title_full_unstemmed The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments
title_short The use of learning analytics and the potential risk of harm for K-12 students participating in digital learning environments
title_sort use of learning analytics and the potential risk of harm for k-12 students participating in digital learning environments
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7703736/
https://www.ncbi.nlm.nih.gov/pubmed/33281428
http://dx.doi.org/10.1007/s11423-020-09854-6
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