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"We know what you were doing"

"We know what you were doing"

Velander, Johanna, Palmeiro Otero, Nuno ORCID: 0000-0003-2446-8727, Pargman, Teresa Cerratto and Milrad, Marcelo (2021) "We know what you were doing". In: Sahin, Muhittin and Ifenthaler, Dirk, (eds.) Visualizations and Dashboards for Learning Analytics. Advances in Analytics for Learning and Teaching (AALT) . Springer Nature, Cham, Switzerland, pp. 323-347. ISBN 978-3030812225; 978-3030812218 (doi:

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The main goal of this chapter is two-fold. First, we seek to investigate university students' understanding of learning analytics (LA) practices in learning management systems (LMSs). Second, we examine students' ethical stances when raising awareness of such practices through data visualization. The empirical work carried out involved a deployment study, including pre and post-surveys during the 2020 Spring and Summer semesters with over 60 university students in Sweden. The intervention was designed to raise students´ awareness about LA practices by providing students with visualizations of the data collected by the LMS through an analytics dashboard. Our findings indicate that the students rated values such as trust, privacy, transparency, and informed consent highly. Although most of the students appreciated the efforts made towards transparency through the use of consent forms and expected to be informed about the collected data, few students actually read the higher education institution’s (HEI’s) data collection policy documents. We also found that the students’ trust in their institution is a significant motivator for students' willingness to share their data. However, we believe that this trust needs to be safeguarded by HEIs and not used as a sine-qua-non condition for collecting, visualizing, storing, and using students’ data. The findings concerning students’ trust highlight the importance of not breaking boundaries between key-stakeholders to maintain trust and respect (Beattie et al., 2014). Furthermore, we also observed that students' attitudes towards data collection processes and data usage are highly related to the context of its use and with whom such data is shared. These findings are relevant for the LA community as they contribute with insights that may guide policymaking, implementation of LA at HEIs, and the design of data visualizations. We end the article by discussing the implications of our findings in connection to the privacy paradox and contextual integrity (Nissenbaum, 2004; Slade et al., 2019), which are central concepts to consider when conceptualizing and designing LA dashboards.

Item Type: Book Section
Uncontrolled Keywords: data collection; learning analytics; LA dashboards; higher education; privacy; transparency
Subjects: Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Faculty / School / Research Centre / Research Group: Faculty of Engineering & Science
Faculty of Engineering & Science > School of Computing & Mathematical Sciences (CMS)
Last Modified: 17 May 2023 10:11

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