Data Doubles is a student-centered, three-year research agenda focusing on student perspectives of privacy issues associated with university and academic library participation in learning analytics (LA) initiatives. The collaborative team consists of scholars and practitioner experts collaborators at eight American higher education institutions. Three phases structure this project. The first uses a semi-structured interview method, the second a multi-institutional survey, and the third and final phase uses scenario-based focus groups. This project is funded by the Institute of Museum and Library Services.
The Datafied Classroom
The Datafied Classroom is a three-year research project that will investigate faculty perspectives of student privacy and their practices in relation to emerging learning analytics tools and initiatives. The research team will conduct a survey investigating how faculty incorporate student privacy resources into their courses and address student privacy in their instructional designs and adoption of educational technologies. Building on the results from the survey, the research team will aim to conduct 30 semi-structured interviews with faculty, librarians, and instructional technologists. The final phase of the project uses the empirical findings from the survey and interviews to facilitate student privacy discussions among faculty, librarians, and instructional technologists. This project is funded by the Institute of Museum and Library Services.
Prioritizing Privacy is a three-year continuing education program that will train academic library practitioners to comprehensively address privacy and other related ethical implications of learning analytics projects. The primary deliverables of the project are: (1) face-to-face training for an estimated 200 participants; (2) online training for an estimated 200 participants; (3) an open educational resource packet consisting of the training curriculum, guidelines for facilitating the training, and recommendations for incorporating the materials into other training programs and library science courses; and (4) at least two peer-reviewed conference presentations and one peer-reviewed research publication based on a survey. This project is funded by the Institute of Museum and Library Services.
Fenced In is an emerging research project that investigates the use of geolocation data and tools to influence student behaviors. Related data practices are often associated with attendance tracking in higher education classrooms, but not exclusively. Issues concern student surveillance, agency, and paternalistic interventions. I’m currently gathering literature to support future research and potential grant applications.
Start date: Not started
Funding: Seeking funding
Expected end date: Unknown
Information: No project page at this time