Learning analytics and higher education: a proposed model for establishing informed consent mechanisms to promote student privacy and autonomy

• Main Author: Kyle M. L. Jones
• Format: Article
• Language: English
• Published: SpringerOpen 2019-07-01
• Series: International Journal of Educational Technology in Higher Education
• Subjects: Higher education; Learning analytics; Student privacy; Autonomy; Informed consent
• Online Access: http://link.springer.com/article/10.1186/s41239-019-0155-0

Abstract By tracking, aggregating, and analyzing student profiles along with students’ digital and analog behaviors captured in information systems, universities are beginning to open the black box of education using learning analytics technologies. However, the increase in and usage of sensitive and personal student data present unique privacy concerns. I argue that privacy-as-control of personal information is autonomy promoting, and that students should be informed about these information flows and to what ends their institution is using them. Informed consent is one mechanism by which to accomplish these goals, but Big Data practices challenge the efficacy of this strategy. To ensure the usefulness of informed consent, I argue for the development of Platform for Privacy Preferences (P3P) technology and assert that privacy dashboards will enable student control and consent mechanisms, while providing an opportunity for institutions to justify their practices according to existing norms and values.