In 2007, based on new analysis of education technology user data, John Campbell rightly asked what an institution’s “ethical obligation of knowing” insights about students should be and helped launch learning analytics in higher education. Increasingly, when we observe the research and practice on learning analytics, it is difficult not to be overwhelmed about the ethical implications of using student data. While ethical concerns are raised through learning analytics, a misplaced trend is a “do nothing” approach as a way to assure we “do no harm.” We suggest that this is a misplaced notion that reduces impact on student success and offer a middle ground approach as a viable solution.
Speakers:
John Fritz (Speaker) University of Maryland, Baltimore County, Associate Vice President for Instructional Technology
John Whitmer (Speaker) Institute for Education Statistics, Senior Fellow
