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OLDaily - Text Edition by Stephen Downes Jun 23, 2016
Examining ethical and privacy issues surrounding learning
analytics
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Tony Bates reviews Drachsler, H. et al. (2016) Is Privacy a
Show-stopper for Learning Analytics? A Review of Current
Issues and Their Solutions
http://www.laceproject.eu/learning-analytics-review/files/2016/04/LACE-review-6_privacy-show-stopper.pdf Learning
Analytics Review. The problem stems when individuals who
provide data "are unable to specify who has access to the
data, and for what purpose, and may not be confident that
the changes to the education system which result from
learning analytics will be desirable." My own response has
been to focus on personal analytics, but this has been a
hard sell. As Bates notes, a European Commission project
called LACE (Learning Analytics Community Exchange)
Linkhas proposed an eight-point
framework (really badly) named DELICATE - it's described in
Drachsler, H. and Greller, W. (2016) Privacy and Learning
Analytics – its a DELICATE issue
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From my perspective, it seems to me that a complex
framework like DELICATE is full of loopholes, and
therefore, no real protection for individuals.
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Work Changes Culture
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Nothing is more true than this. "Work changes culture, not
words.... Creating new value requires people to do more
than communicate. They must work in new ways." Simon Terry
is talking about the future of work, but I'm thinking of
work more generically, in the sense of taking action rather
than merely thinking about it or talking about it. How many
times have I met people who want to lead change without
actually creating anything, who want to tell people how to
do things without actually doing things themselves?
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Of OER and Free Riders
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David Annand writes
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"Incentives need to discourage ‘free-riders’.
Otherwise, a valid competitive strategy for institutions...
would be to wait and merely use without cost the OER
resources produced by others." Heather Ross asks
Link"Is the idea of
'free-riders' really a concern in OER?" David Wiley replies
with an emphatic "no" and then, more usefully, takes Annand
to task for his presumed model of OER production. "If our
only model for creating the OER necessary to replace
traditional textbooks is to spend $250k of government or
philanthropic funding for each and every course offered at
each and every university, there is literally no path from
here to there. We need to enable and facilitate alternative
development models if our vision of universal OER adoption
is to become a reality. (It’s no secret that I
believe that these future models must be significantly more
distributed and stigmergic
https://en.wikipedia.org/wiki/Stigmergy"
data-versionurl="http://opencontent.org/blog/amber/cache/24c53f7ee7078fae0b2f9fff13da5d11/"
data-versiondate="2016-06-23T04:43:18+00:00"
data-amber-behavior=" than current models.)" Quite so.
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Part 2: Draining the Semantic Swamp of “Personalized
Learning†: A View from Silicon Valley
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Continuing from Part One, covered here
Linkearlier this week, Larry
Cuban continues his exploration of “personalized
learning spectrum,” as anchored in the tangled
history of school reform (he says) and now subject to more
recent developments. In a nutshell, "those
efficiency-minded school reformers, filled with optimism
about the power of new technologies to 'transform' teaching
and learning, have appropriated the language of 'whole
child' Progressives."
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How to Succeed at Work When Your Boss Doesn’t Respect You
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Here are the recommendations (all quoted):
Identify areas for growth and actively pursue development
in those areas.
Sleep, exercise, good nutrition, and stress-management help
ward off the noxious effects of disrespect.
Generate more meaning at work by shaping your activities
around your motives, strengths and passions.
Seek positive relationships. Positive relationships in and
out of work help you thrive.
Thriving in non-work activities doubles an
individual’s emotional reserves.
Sounds like a plan. Something everybody could use to more
or less a degree.
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Copyright 2008 Stephen Downes
This work is licensed under a Creative Commons License
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