LEA in Private: A Privacy and Data Protection Framework for a Learning Analytics Toolbox

To find a balance between learning analytics research and individual privacy learning analytics initiatives need to appropriately address ethical, privacy and data protection issues and comply with relevant legal regulations. A range of general guidelines, model codes, and principles for handling ethical issues and for appropriate data and privacy protection exist, which may serve the consideration of these topics in a learning analytics context. The importance and significance of data security and protection are also reflected in national and international laws and directives, where data protection is usually considered as a fundamental right. Existing guidelines, approaches and relevant regulations served as a basis for elaborating a comprehensive privacy and data protection framework for the LEA’s BOX project. It comprises a set of eight principles to derive implications for ensuring an ethical treatment of personal data in a learning analytics platform and its services. The privacy and data protection policy set out in the framework is suitable to be used as best practice for other learning analytics projects.

[1]  Lauren B. Movius,et al.  U.S. and EU Privacy Policy: Comparison of Regulatory Approaches , 2009 .

[2]  Lorrie Faith Cranor,et al.  Engineering Privacy , 2009, IEEE Transactions on Software Engineering.

[3]  Avner Levin,et al.  Privacy Law in the United States, the EU and Canada: The Allure of the Middle Ground , 2006 .

[4]  Charles Oppenheim,et al.  Legal, Risk and Ethical Aspects of Analytics in Higher Education , 2012 .

[5]  Omer Tene,et al.  Big Data for All: Privacy and User Control in the Age of Analytics , 2012 .

[6]  Dietrich Albert,et al.  Skills, Competencies and Knowledge Structures , 2013, Knowledge Spaces, Applications in Education.

[7]  George Siemens,et al.  Penetrating the fog: analytics in learning and education , 2014 .

[8]  Jacob Kramer-Duffield,et al.  Friends only: examining a privacy-enhancing behavior in facebook , 2010, CHI.

[9]  Bernhard Debatin,et al.  Facebook and Online Privacy: Attitudes, Behaviors, and Unintended Consequences , 2009, J. Comput. Mediat. Commun..

[10]  Erik Duval,et al.  Learning Analytics Dashboard Applications , 2013 .

[11]  A. Anonymous,et al.  Consumer Data Privacy in a Networked World: A Framework for Protecting Privacy and Promoting Innovation in the Global Digital Economy , 2013, J. Priv. Confidentiality.

[12]  Neil M. Richards,et al.  Big Data Ethics , 2014 .

[13]  Dietrich Albert,et al.  Knowledge Spaces: Theories, Empirical Research, and Applications , 1998 .

[14]  Steven G. Jones,et al.  Ethical Decision-Making and Internet Research: Recommendations from the AoIR Ethics Working Committee , 2004 .

[15]  James E. Willis,et al.  Ethics, Big Data, and Analytics: A Model for Application , 2013 .

[16]  James E. Willis,et al.  Ethical Discourse: Guiding the Future of Learning Analytics , 2014 .

[17]  Theresa Dirndorfer Anderson,et al.  What Price Privacy in a Data-intensive World? , 2013 .

[18]  Alfred Kobsa,et al.  Privacy-Enhanced Web Personalization , 2007, The Adaptive Web.

[19]  George Siemens,et al.  Ethical and privacy principles for learning analytics , 2014, Br. J. Educ. Technol..

[20]  Abelardo Pardo Designing Learning Analytics Experiences , 2014 .

[21]  Stefano Rodotà,et al.  Data Protection as a Fundamental Right , 2009 .

[22]  Donald Gotterbarn,et al.  How the New Software Engineering Code of Ethics Affects You , 1999, IEEE Softw..

[23]  Batya Friedman,et al.  Human values and the design of computer technology , 1997 .

[24]  Susan B. Barnes,et al.  A privacy paradox: Social networking in the United States , 2006, First Monday.

[25]  Susan Bull Preferred Features of Open Learner Models for University Students , 2012, ITS.

[26]  Paul M. Schwartz,et al.  Privacy, Ethics, and Analytics , 2011, IEEE Security & Privacy.

[27]  Maren Scheffel,et al.  Quality Indicators for Learning Analytics , 2014, J. Educ. Technol. Soc..

[28]  Judy Kay,et al.  Open Learner Models , 2010, Advances in Intelligent Tutoring Systems.

[29]  Annette N. Markham,et al.  Ethical Decision-Making and Internet Research: Version 2.0 Recommendations from the AoIR Ethics Working Committee , 2012 .

[30]  Hendrik Drachsler,et al.  Translating Learning into Numbers: A Generic Framework for Learning Analytics , 2012, J. Educ. Technol. Soc..

[31]  A. L. Dyckhoff Implications for Learning Analytics Tools : A Meta-Analysis of Applied Research Questions , 2011 .

[32]  Rebecca Ferguson,et al.  Learning analytics: drivers, developments and challenges , 2012 .

[33]  Keith W. Miller,et al.  Software engineering code of ethics , 1997, CACM.

[34]  P. Prinsloo,et al.  Learning Analytics , 2013 .

[35]  Niall Sclater,et al.  Code of practice for learning analytics , 2015 .