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首页> 美国卫生研究院文献>Springer Open Choice >Privacy and data protection in learning analytics should be motivated by an educational maxim—towards a proposal
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Privacy and data protection in learning analytics should be motivated by an educational maxim—towards a proposal

机译：学习分析中的隐私和数据保护应以教育准则为动力—达成一项建议

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摘要

Privacy and data protection are a major stumbling blocks for a data-driven educational future. Privacy policies are based on legal regulations, which in turn get their justification from political, cultural, economical and other kinds of discourses. Applied to learning analytics, do these policies also need a pedagogical grounding? This paper is based on an actual conundrum in developing a technical specification on privacy and data protection for learning analytics for an international standardisation organisation. Legal arguments vary a lot around the world, and seeking ontological arguments for privacy does not necessarily lead to a universal acclaim of safeguarding the learner meeting the new data-driven practices in education. Maybe it would be easier to build consensus around educational values, but is it possible to do so?This paper explores the legal and cultural contexts that make it a challenge to define universal principles for privacy and data protection. If not universal principles, consent could be the point of departure for assuring privacy? In education, this is not necessarily the case as consent will be balanced by organisations’ legitimate interests and contract. The different justifications for privacy, the legal obligation to separate analysis from intervention, and the way learning and teaching works makes it necessary to argue data privacy from a pedagogical perspective. The paper concludes with three principles that are proposed to inform an educational maxim for privacy and data protection in learning analytics.
机译：隐私和数据保护是数据驱动的教育未来的主要绊脚石。隐私权政策基于法律法规，而法律法规又从政治，文化，经济和其他类型的论述中获得其正当性。应用于学习分析，这些政策是否也需要教学基础？本文基于为国际标准化组织开发用于学习分析的隐私和数据保护技术规范时的实际难题。在世界各地，法律论点千差万别，寻求关于隐私的本体论论点并不一定会导致普遍的捍卫学习者满足教育中新的数据驱动实践的要求。围绕教育价值观建立共识也许会更容易，但是有可能这样做吗？本文探讨了法律和文化背景，这使定义隐私和数据保护的通用原则成为一项挑战。如果不是通用原则，那么同意可以成为确保隐私的出发点吗？在教育中，情况不一定如此，因为同意将由组织的合法利益和合同来平衡。隐私的不同理由，将分析与干预分开的法律义务以及学与教工作的方式使得有必要从教学的角度争论数据隐私。本文总结了三个原则，这些原则旨在为学习分析中的隐私和数据保护提供教育指导。

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