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The recent Universities UK report, ‘Analytics in Higher Education<http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/analytics-in-higher-education.aspx>’, may also be of interest, along with the podcast commentary from Niall Sclater at Jisc: https://www.jisc.ac.uk/podcasts/a-review-of-learning-analytics-in-uk-higher-education-16-nov-2016 A couple of colleagues online have pointed out the reference to ‘data-informed’ vs ‘data-driven’, which I think is an important aspect of the work that the community is trying to do. I think this is where the use of the word ‘appropriate’ comes in, not so that we can be deliberately vague, but so that we can emphasise the point that this is about the appropriate and considered use of data to inform practice, not that the data should be the be-all and end-all. Interestingly, teachers have been trying to gauge students reaction to being taught through reading body language, room temp/environment, observed behaviour etc. for as long as time, but now we have the technology to tell us all of these things (pupil dilation, heart rate, sleep/activity patterns, room temp etc.) we don’t think we want it anymore, or is it just that we’re not ready for it!? (just being deliberately provocative here, in the spirit of friendly debate/discussion) Kind regards Phil Phil Vincent Technology Enhanced Learning Manager York St John University Lord Mayor’s Walk York YO31 7EX T: 01904 876782 | @PhilVincent<https://twitter.com/PhilVincent> | www.yorksj.ac.uk/TEL P Before Printing, Think About The Environment From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Sarah Chesney Sent: 18 November 2016 10:46 To: [log in to unmask] Subject: Re: Our principles re digital technology Thank you for all the positive responses on this issue so far – it’s clear there is a need for a discussion and a need for ‘outputs’ that will guide us. It’s also clear that there has been a lot of thinking around this issue already and we have resources and expertise to guide us. I like Helen’s outline of our ‘responsibilities’ which signal some of the priorities, and any discussion around digital ethics in an educational context will need to look at our rights as well. Learning analytics at the moment mainly focusses on students but we need to anticipate the consequences of what the technology can monitor, analyse and predict and what we think is acceptable for our students, ourselves and our colleagues. An example of where a discussion about digital ethical principles would serve us well is using Microsoft API<https://www.microsoft.com/cognitive-services/en-us/apis> to gauge, record and analyse the reaction of a student while being taught. Would this have implications for peer observation practices? This information, once captured, could potentially be a very sensitive part of an individual student’s and an individual tutor’s data set. Phil, thank you for sharing the Learning Analytics code of practice - it is a valuable and necessary document and I have had some productive conversations with Jisc on their blog. I wonder if we still need something more than a code of practice at this moment in time. The language in the code is, at points vague e.g. there is frequent use of the word ‘appropriate’. I’m assuming the code of practice was intentionally written this way so that there was room for institutions to interpret the code dependent on the context. However, to underpin any code of practice we need to agree our digital ethical principles as educators and developers, and use this to inform and support institutional decision making around the use of digital technology. I am concerned about the risk that an institution’s definition of legally ‘appropriate’ isn’t aligned with our definition, which should be informed to a large extent by our pedagogical principles and values. Some of the most difficult discussions may well be over practices which are legal but (in the opinion of some) not ethical. What do others think? Sarah On 17 Nov 2016, at 10:52, Nicholas Bowskill <[log in to unmask]<mailto:[log in to unmask]>> wrote: Hi, This may sound like a bit of an advert for the SEDA online short-course but it also responds to many of the points raised in this conversation. It certainly picks up on a lot of the digital ideas of mapping values to the digital domain. In the short course on Introduction to Educational Change we have recently re-organised the pedagogical approach into an inquiry-based learning approach to exploring SEDA values. This is a completely online short-course which runs again in the new year. This change to an inquiry-based design avoids a deterministic or behaviourist view of technology. We organise conversations around the meaning of the different values for each participant and for the group as a whole. The conversations we have online are about how we as a group interpret and explore the SEDA values with the values at the centre. We find this interpretive approach allows participants to appropriate and critique the values in a way which is relevant to them and their institutional context. Likewise, it informs their personal-professional practice. We use the technology in different ways, different structures and with different resources to support an inquiry-based learning approach to exploring the values. This helps model the application of technology to open conversations. These are about the values from a practice-based perspective avoiding generic views of either tech or practice. Our evaluation data has shown this online inquiry-based approach to SEDA values helps participants experience staff-development practice as both intra- and inter-institutional in nature (local and global). We have participants and guest-speakers from different cultures & continents to enrich and develop the potential of diversity. In the short-course, we can only cover so much but we have found that this online inquiry-based approach is received in a positive way by participants. It helps them explore the SEDA values and raises awareness of issues to do with technology and practice. There are still spaces available for the next running of this short online course. You 'may' find it addresses at least some of the issues raised in this thread. These are certainly important issues. Best Wishes, Nick -------------------------------------- Dr. Nicholas Bowskill, SFHEA, Lecturer in Education (UDOL) University of Derby, Kedleston Road, Derby Workshop: Student-Generated Induction: A Social Identity Approach, University of London,Thursday 1st December 2016: http://bit.ly/2eTTSa9 Nicholas Bowskill is a former Kelvin-Smith Scholar at University of Glasgow. Nicholas is a Senior Fellow of the Higher Education Academy. He is lead tutor for SEDA online workshop on Introduction to Educational Change and Lecturer in Education (UDOL) at University of Derby. SharedThinking is an independent consultancy. On 17 November 2016 at 10:15, Catherine Hack <[log in to unmask]<mailto:[log in to unmask]>> wrote: In further self-promotion, I wrote a chapter in the MELSIG publication, Smart learning (http://melsig.shu.ac.uk/wp-content/uploads/2015/04/Smart-Learning.pdf) , on “Applying learning analytics to smart learning”, which raises some of the questions we need to think about in this area (if not the answers). Catherine (Kay) Hack Academic Lead STEM E [log in to unmask]<mailto:[log in to unmask]> T +44 (0)1904 717500 XTN: 365 M +44 (0) 7912 043056<tel:%2B44%20%280%29%207912%20043056> www.heacademy.ac.uk<http://www.heacademy.ac.uk/> Twitter: @HEASTEM Innovation Way, York Science Park Heslington, York YO10 5BR <image001.gif> From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Sarah Chesney Sent: 17 November 2016 09:42 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Our principles re digital technology Dear all, I’ve followed and enjoyed the recent conversation about are students ‘customers or members’. So I thought I would suggest another conversation which I feel is really needed at this moment in time. This year has been a shocker when you think about social media and its impact on democracy and personal security (I’m thinking of intimidation and trolling). There have been serious leaks of sensitive information – Wikileaks has taken some extraordinary decisions about release of sensitive, personal information In our own educational world Jisc is leading a codesign challenge<https://www.jisc.ac.uk/rd/how-we-innovate/co-design-consultation-2016-17> which includes a focus on learning analytics and even the use of technologies in the classroom that monitor human reactions in real time such as Microsoft’s emotion API. What I feel is needed from the conversations we have about the use of digital technology is an answer to the question ‘what are our guiding principles, as educators and developers, on the use of digital technology?’ I can think of lots of sub questions about the commodification of data, should we be using companies who don’t pay appropriate levels of UK tax etc – but these can wait or it may be decided they are irrelevant. Could we, members of SEDA, produce a statement of similar length and focus to the existing SEDA values but with a focus on use of technology in education? As the SEDA values show, this goes way beyond compliance and adherence to the law. You can probably tell I’m not clear in my own thinking yet but that is why I’m sending this email. What are the ethics that inform and underpin our choices when we use technology? Are we happy with the choices/decisions made about our use of educational technology and any future impact this will have on us, our students and our society? What are our responsibilities to ourselves and our students? I can’t think of a better place to start the conversation in a safe, informal way than here with SEDA members – what do you think? Sarah Chesney MEd, SFHEA Flourish Learning Ltd<http://www.flourishlearning.co.uk/> This e-mail along with any attachment(s) is strictly confidential and may contain privileged information. 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