Ethical and privacy principles for learning analytics
Publication type: Journal Article
Publication date: 2014-04-01
scimago Q1
wos Q1
SJR: 2.690
CiteScore: 17.6
Impact factor: 8.1
ISSN: 00071013, 14678535
Education
Abstract
The massive adoption of technology in learning processes comes with an equally large capacity to track learners. Learning analytics aims at using the collected information to understand and improve the quality of a learning experience. The privacy and ethical issues that emerge in this context are tightly interconnected with other aspects such as trust, accountability and transparency. In this paper, a set of principles is identified to narrow the scope of the discussion and point to pragmatic approaches to help design and research learning experiences where important ethical and privacy issues are considered. [ABSTRACT FROM AUTHOR]
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Metrics
317
Total citations:
317
Citations from 2024:
59
(18.61%)
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GOST
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Pardo A., Siemens G. Ethical and privacy principles for learning analytics // British Journal of Educational Technology. 2014. Vol. 45. No. 3. pp. 438-450.
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Pardo A., Siemens G. Ethical and privacy principles for learning analytics // British Journal of Educational Technology. 2014. Vol. 45. No. 3. pp. 438-450.
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RIS
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TY - JOUR
DO - 10.1111/bjet.12152
UR - https://doi.org/10.1111/bjet.12152
TI - Ethical and privacy principles for learning analytics
T2 - British Journal of Educational Technology
AU - Pardo, Abelardo
AU - Siemens, George
PY - 2014
DA - 2014/04/01
PB - Wiley
SP - 438-450
IS - 3
VL - 45
SN - 0007-1013
SN - 1467-8535
ER -
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BibTex (up to 50 authors)
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@article{2014_Pardo,
author = {Abelardo Pardo and George Siemens},
title = {Ethical and privacy principles for learning analytics},
journal = {British Journal of Educational Technology},
year = {2014},
volume = {45},
publisher = {Wiley},
month = {apr},
url = {https://doi.org/10.1111/bjet.12152},
number = {3},
pages = {438--450},
doi = {10.1111/bjet.12152}
}
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MLA
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Pardo, Abelardo, and George Siemens. “Ethical and privacy principles for learning analytics.” British Journal of Educational Technology, vol. 45, no. 3, Apr. 2014, pp. 438-450. https://doi.org/10.1111/bjet.12152.