Alan Rubel and I recently co-authored an article, which was just published in The Information Society. The article considers a number of what we call “narrow” or tractable information ethics issues related to learning analytics, as well as one “wider” concern regarding the larger values of higher education. In the abstract, we write:
[L]earning analytics presents important moral and policy issues surrounding student privacy. We argue that there are five crucial questions about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students’ privacy and associated rights, including (but not limited to) autonomy interests. We address information access concerns, the intrusive nature of information-gathering practices, whether or not learning analytics is justified given the potential distribution of consequences and benefits, and issues related to student autonomy. Finally, we question whether learning analytics advances the aims of higher education or runs counter to those goals.
You can find out more details about the article here or by following the citation below:
Rubel, A. & Jones, K. M. L. (2016). Student privacy in learning analytics: An information ethics perspective. The Information Society, 32(2), 143–159. doi: 10.1080/01972243.2016.1130502