Article Sidebar

Submitted
Sep 2, 2019
Accepted
Sep 11, 2019
Published
Oct 12, 2019
Download
PDF
Statistic
Read Counter : 1316 Download : 779

Main Article Content

Abstract

On-line teaching environments acquire extremely high granularity data, both on users' personal profiles and on their behaviour and results. Learning Analytics open to a numerous possible research scenario, thanks to development of technology and the speed to collect data.
One of the characteristic elements is that the data is not anonymous but reproduces a personalization and identification of the profiles. Identifiability of the student is implicit in a teaching process, but access to Analytics techniques reveals a fundamental question: “What is the limit?”. The answer to this question should be preliminary to any use of data by users (students), teachers, instructors and managers of the online learning environments.
Nowadays, we’re also experiencing a particular moment of change: the producing of effects concretely of the European General Data Protection Regulation (GDPR) 679/2016, the general regulation on the protection of personal data which aims to standardize all national legislation and adapt it to the new needs dictated by the evolving technological context.
The objective of this work is to propose a three-points checklist list of the questions connected to management and limit of teacher’s use of data in Learning Analytics and student right of transparency in the context of Higher Digital Education to take into account before every work and research. 
To this end, paper contain an examination of the literatures on privacy and ethic debate in LA. Work continues with legislation’ review, with particular reference to the Italian path, and the discussion about online data management in our current universities two-speed context: that of technology and that of legislation.

Keywords

Learning Analytics Data Protection Distance Education Data Management Ethic

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Bellini, C., De Santis, A., Sannicandro, K., & Minerva, T. (2019). Data management in Learning Analytics: terms and perspectives. Journal of E-Learning and Knowledge Society, 15(3), 135-144. https://doi.org/10.20368/1971-8829/1135021

References

  1. 1st International Conference on Learning Analytics and Knowledge. Banff, Alberta: Canada. February 27–March 1, 2011. Retrived from .
  2. Campbell, J. P., De Blois, P. B., & Oblinger, D. G. (2007). Academic analytics: A new tool for a new era. EDUCAUSE review, 42(4), 40.
  3. Cisternino, A., Baldi, M., Longhi, S., Paganoni, M., Ruggieri, F. (2018). Infrastrutture tecnologiche e cybersecurity. In I Magnifici incontri CRUI, Tavolo 2B. (in italian) Retrived from http://www2.crui.it/crui/magnifici_incontri_crui_2018/Tav2B%20-%20Infrastrutture%20tecnologiche%20e%20cybersecurity.pdf
  4. Drachsler, H. & Greller, W. (2016). Privacy and analytics: it’s a DELICATE issue a checklist for trusted learning analytics. In Proceedings of the sixth International Conference on Learning Analytics & knowledge (pp. 89-98). ACM.
  5. Drachsler, H., Cooper, A., Hoel, T., Ferguson, R., Berg, A., Scheffel, M., Kismih´ok, G., Manderveld, J. and Chen, W. (2015). Ethical and privacy issues in the application of learning analytics. In 5th International Learning Analytics & Knowledge Conference (LAK15): Scaling Up: Big Data to BigImpact, 16-20 Mar 2015. Poughkeepsie, NY: USA.
  6. European Union Agency for Fundamental Rights and Council of Europe, (2018). Handbook on European data protection law. Retrived from https://publications.europa.eu/en/publication-detail/-/publication/5b0cfa83-63f3-11e8-ab9c01aa75ed71a1?fbclid=IwAR3dd2a7t9BnBsGAmD34reNdcquhOWxE0v59u1SxttVHb8nGwiqHBY1Lm28
  7. European Union (2016). General Data Protection Regulation. Retrived from https://eur-lex.europa.eu/legal content/EN/TXT/PDF/?uri=CELEX:32016R0679&from=IT
  8. Ferguson, R., Hoel, T., Scheffel, M., Drachsler, H. (2016). Guest editorial: Ethics and General Data Protection Regulation (2016). Retrived from https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32016R0679&from=IT
  9. Hoel, T., Griffiths, D., & Chen, W. (2017). The influence of data protection and privacy frameworks on the design of learning analytics systems. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 243-252). ACM.
  10. Macfadyen, L. P., & Dawson, S. (2010). Mining LMS data to develop an “early warning system” for educators: A proof of concept. Computers & Education, 54(2), 588-599.
  11. Margoni, T. (2007). E-learning, corsi on-line e diritto d’autore. Diritto dell’internet, 6 (in Italian).
  12. Mayer, M. (2010). Innovation at Google: The Physics of Data. PARC Forum, retrived from .
  13. Oblinger, D. (2012). Analytics: What we’re hearing? Retrived from https://er.educause.edu/articles/2012/11/analytics-what-were-hearing
  14. Pardo, A., & Siemens, G. (2014). Ethical and privacy principles for learning analytics. British Journal of Educational Technology, 45(3), 438-450.
  15. Re Garbagnati, E. (2012). Quanto impiega un hacker a bucarvi la password? (in italian) Retrived from http://www.ictbusiness.it/cont/news/quanto-impiega-un-hacker-a-bucarvi-le-password/29170/1.html#.XSxAjZMzZN1
  16. Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE review, 46(5), 30.
  17. Slade, S. & Prinsloo, P. (2013). Learning analytics: ethical issues and dilemmas. American Behavioral Scientist, 57(10) pp. 1509–1528.
  18. Sperduti, A., Vannozzi, D., Mingarelli, D., Micheloni, C. (2018). Mappa delle piattaforme e loro inter-operabilità. In I Magnifici incontri CRUI, Tavolo 2A. (in italian) Retrived from http://www2.crui.it/crui/magnifici_incontri_crui_2018/Tav2A%20-%20Mappa%20delle%20piattaforme%20e%20loro%20inter-operabilit%C3%A0.pdf