Group Admins
Description
What happens if, we instead work from a starting point where learners are given the ability to create, maintain and build their own learning data store in alignment with Windley’s (2016) “sovereign-source identity” and Groom’s Domain of One’s Own concept and grounded in learner-centered and connected learning theory?
Brigham Young University’s Personal API experiment is an example of a system in which students can store information “and then decide how they want to share that data with other applications and services.” (McNeal, 2015). Learners would then have their own copy of data from traditional sources.
Building on that concept, they could then also choose to pull in data from other sources to create a more complete picture of their learning experience. The Connected Learning Analytics (CLA) toolkit is another of a tool that “enables data to be extracted from social media and imported into a Learning Record Store” (Kitto, 2015).
From an open perspective, learners would ideally choose to share their learning record to an open repository for research including the Open Knowledge repository (okfn.org). Benefits of open data in other fields include flood prediction models and models predicting which surgeries will be most under pressure by 2020 (Braggins, 2015).
As data owners, however, they would also have the right not to share. Some learners would also almost certainly find new and unexpected uses for their data, both open and not-so-open.
This lightning talk will explore the possibility of taking a student-centered approach to learning data and some possible benefits and risks.
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References:
Jim Groom, “Domain of One’s Own,” Reclaim Hosting.
K. Kitto, S. Cross, Z. Waters & M. Lupton. Learning Analytics beyond the LMS: the Connected Learning Analytics Toolkit. Learning Analytics and Knowledge (LAK’15), In Press, ACM.
Mark Braggins, “Good stuff, continued,” Data.gov.uk: Opening Up Government, October 10, 2015.
Marguerite McNeal, “BYU’s bold plan to give students control of their data,” EdSurge, December 18, 2015.
Phil Windley, “Soverign-source identity, autonomy, and learning,” Technometria, January 19, 2016.
