The authors argue "The academic learning analytics (LA) community should contest prominent tool-based and data-centric conceptions of LA that frequently render this technology as a neutral object delimiting ethical implementations, critiques and potential harms such as surveillance and discrimination." They support this analysis with three speculative vignettes that "illustrate that LA technologies can be used by students in ways not intended by designers or not expected given institutional norms." I have no objection to looking at any technology with a critical eye, but that should be a part, not the whole, of any such consideration. Image: A data-centric view of the management framework, Couch.
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