Clearing the Fog: A Learning Analytics Code of Practice
- 1. DIVISION OF STUDENT LEARNING Clearing the Fog A Learning Analytics Code of Practice Simon Welsh Manager, Adaptive Learning & Teaching Services Division of Student Learning Charles Sturt University siwelsh@csu.edu.au http://www.csu.edu.au/division/student- learning/analytics-and-evaluations Stewart McKinney Blackboard Analytics Project Officer Division of Student Learning Charles Sturt University smckinney@csu.edu.au
- 2. DIVISION OF STUDENT LEARNING Contents 1. Why Have a Code of Practice? 2. Overview of Our Approach 3. Lessons Learned
- 3. DIVISION OF STUDENT LEARNING 1. Why Have a Code of Practice? Learning Analytics is a rapidly growing field within Higher Education and is impacted by: • Privacy legislation and ethical obligations • General societal concerns around monitoring of online behaviour • The relative immaturity of the discipline • The potential for misuse/abuse
- 4. DIVISION OF STUDENT LEARNING 1. Why Have a Code of Practice? The preceding factors suggest the need for a framework to define lawful and ethical practice For CSU, it’s about: • Moving beyond compliance • Defining how we will balance the impositions and benefits of Learning Analytics • Building trust through transparency
- 5. DIVISION OF STUDENT LEARNING 2. Overview of Our Approach • The Code to provide the boundaries in an accessible way • The Policy Framework to provide the structure, supporting by an Analytics Consent Statement and Statement of Student Data Rights • The professional learning program to provide the pragmatic guidance on good practice
- 6. DIVISION OF STUDENT LEARNING 2. Overview of Our Approach The Code is structured around three themes: 1. Ethical Intent 2. Student Success 3. Transparency and Informed Participation Under each theme are our Governing Principles
- 7. DIVISION OF STUDENT LEARNING 2. Overview of Our Approach The Governing Principles are operationalised through Our Commitments
- 8. DIVISION OF STUDENT LEARNING 3. Lessons Learned • Code cannot sit in isolation • Consult broadly and consult from the start: • Two phases: preliminary “fact finding” and secondary “testing” • Consultation was an informative process for many participants • Engage with students • Value in the refresh of policies to catch up with technology • Finding the balance between detail in document and “usability”
- 9. DIVISION OF STUDENT LEARNING Thanks & Questions Simon Welsh Manager, Adaptive Learning & Teaching Services Division of Student Learning Charles Sturt University siwelsh@csu.edu.au http://www.csu.edu.au/division/student- learning/analytics-and-evaluations Stewart McKinney Blackboard Analytics Project Officer Division of Student Learning Charles Sturt University smckinney@csu.edu.au