As the concept of Bring Your Own Device (BYOD) gains traction across the higher education sector there is a growing need to evidence the impact of deploying mobile devices; this can be difficult when many of the intended benefits can be intangible. As learning analytics become both more sophisticated and user friendly, the possibility for teachers to track and interrogate the complete student online learning experience – ‘click-by-click’ or ‘tap-by-tap’ is now a reality. Research and scholarship in this changing learning landscape can involve the analysis of private and public student data from institutional and open resources. Whilst this can be deeply informative and have positive impacts for developing more effective and personalised learning experiences, it raises important ethical issues of trust, privacy and autonomy. This thought piece considers these principles in the context of current institutional policies and calls for more transparency to support practitioners in negotiating this legal and ethical minefield.
|Title of host publication||Smart Learning: Teaching and elarning with smartphones and tablets in post compulsory education|
|Place of Publication||Sheffield|
|Publisher||Sheffield Hallam University|
|Publication status||Published - 30 Mar 2015|
- learning analytics
Hack, C. (2015). Applying learning analytics to smart learning — ethics and policy. In Smart Learning: Teaching and elarning with smartphones and tablets in post compulsory education (pp. 57-62). Sheffield Hallam University. http://melsig.shu.ac.uk/?page_id=503