Re-imagining ‘Learning Analytics’ … a case for starting again?

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2020-07-01 DOI:10.1016/j.iheduc.2020.100745
Neil Selwyn
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引用次数: 31

Abstract

This brief paper develops a series of provocations against the current forms of Learning Analytics that are beginning to be implemented in higher education contexts. The paper highlights a number of ways in which Learning Analytics can be experienced as discriminatory, oppressive and ultimately disadvantaging across whole student populations, and considers the limitations of current efforts within educational data science to increase awareness of ‘ethics’ and ‘social good’. This culminates in a stark choice: is it possible to substantially improve the field of Learning Analytics as it currently stands, or should we abandon it in favour of new forms of applying data science that are aligned with the experiences of non-conforming ‘learners’ and un-categorizable forms of ‘learning’?

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重新构想“学习分析”:重新开始的理由?
这篇简短的论文提出了一系列针对当前形式的学习分析的挑衅,这些学习分析开始在高等教育环境中实施。本文强调了学习分析在许多方面可能被整个学生群体视为歧视性、压迫性和最终不利的,并考虑了当前教育数据科学在提高“道德”和“社会公益”意识方面的局限性。这最终导致了一个严峻的选择:是否有可能大幅改善目前的学习分析领域,或者我们是否应该放弃它,转而支持与不符合常规的“学习者”和不可分类的“学习”形式的经验相一致的新形式的应用数据科学?
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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