Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries

Hristina Veljanova, Carla Barreiros, Nicole Gosch, Elisabeth Staudegger, Martin Ebner, Stefanie Lindstaedt

Research output: Chapter in Book/Report/Conference proceedingConference paperpeer-review

Abstract

Learning analytics (LA) is an emerging field of science due to its great potential to better understand, support and improve the learning and teaching process. Many higher education institutions (HEIs) have already included LA in their digitalisation strategies. This process has been additionally accelerated during the COVID-19 pandemic when HEIs transitioned from face-2-face learning environments to hybrid and e-learning environments and entirely relied on technology to continue operating. Undoubtedly, there was never a time when so much student data was collected, analysed, and reported, which brings numerous ethical and data protection concerns to the forefront. For example, a critical issue when implementing LA is to determine which data should be processed to fulfil pedagogical purposes while making sure that LA is in line with ethical principles and data protection law, such as the European General Data Protection Regulation (GDPR). This article contributes to the discussion on how to design LA applications that are not only useful and innovative but also trustworthy and enable higher education learners to make data-informed decisions about their learning process. For that purpose, we first present the idea and methodology behind the development of our interdisciplinary Criteria Catalogue for trustworthy LA applications intended for students. The Criteria Catalogue is a new normative framework that supports students to assess the trustworthiness of LA applications. It consists of seven defined Core Areas (i.e., autonomy, protection, respect, non-discrimination, responsibility and accountability, transparency, and privacy and good data governance) and corresponding criteria and indicators. Next, we apply this normative framework to learning diaries as a specific LA application. Our goal is to demonstrate how ethical and legal aspects could be translated into specific recommendations and design implications that should accompany the whole lifecycle of LA applications.

Original languageEnglish
Title of host publicationHCI International 2022 Posters - 24th International Conference on Human-Computer Interaction, HCII 2022, Proceedings
Subtitle of host publicationHCII 2022
EditorsConstantine Stephanidis, Margherita Antona, Stavroula Ntoa
Place of PublicationCham
PublisherSpringer International Publishing AG
Pages138-145
Number of pages8
ISBN (Electronic)978-3-031-06391-6
ISBN (Print)9783031063909
DOIs
Publication statusPublished - 16 Jun 2022
Event24th International Conference on Human-Computer Interaction: HCII 2022 - Virtuell, Sweden
Duration: 26 Jun 20221 Jul 2022
https://2022.hci.international/

Publication series

Name Communications in Computer and Information Science
Volume1582

Conference

Conference24th International Conference on Human-Computer Interaction
Abbreviated titleHCII 2022
Country/TerritorySweden
CityVirtuell
Period26/06/221/07/22
Internet address

Keywords

  • Data protection
  • Educational technology
  • Ethical values
  • GDPR
  • Human-centred design
  • Learning analytics
  • Learning diaries
  • Pedagogy

ASJC Scopus subject areas

  • Mathematics(all)
  • Computer Science(all)

Fields of Expertise

  • Information, Communication & Computing

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