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Autor:
Drachsler, Hendrik:

Titel:
Trusted Learning Analytics

Quelle:
In: Synergie, (2018) 6 , 40-43

URL des Volltextes:
https://synergie.blogs.uni-hamburg.de/ausgabe-06-beitrag-drachsler/

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft

Schlagwörter:
Lernen, Lernprozess, Datenanalyse, Daten, Vertrauen, Datenschutz, Rechtsgrundlage, Ethik, Infrastruktur, Forschungsdesign, Datenerfassung, Tool, Visualisierung, Projekt


Abstract(original):
Data science in education has been coined as 'Learning Analytics', an umbrella term for research questions from overlapping research domains such as psychology, educational science, computer and data science. Despite the great enthusiasm currently surrounding LA, there are substantial questions for research and organisational development that have brought the implementation of LA to a hold, and in some prominent cases have even reversed it due to concerns by governments, stakeholders and civil rights groups about privacy and ethics applied to the handling of personal data. The new General Data Protection Regulation 2018 (GDPR) adds another layer of the complexity to the application of LA in Europe. This all raises a climate that demands a different approach to Learning Analytics in Europe and especially in Germany. Within this article, we shortly describe what Learning Analytics is, highlight the concerns that come with the application of LA, and finally draw a new approach towards LA that we call: Trusted Learning Analytics. (DIPF/Orig.)


DIPF-Abteilung:
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last modified Nov 11, 2016