Media Innovation Circle #1
April 30@2pm-3pm (Lisbon Time)
Learning Analytics and Ethical Issues
Speaker: Nuno Otero, Professor of Media Technology at Linnaeus University, Sweden
Moderation: Carlos Santos, University of Aveiro

Nuno Otero is an Associate Professor at the Department of Computer Science and Media Technology at Linnaeus University (LNU) in Sweden. He is interested in theories and conceptual frameworks in HCI, and Technology-Enhanced Learning. The main question driving his research concerns the understanding of how the properties of distinct devices, computational artefacts and embedded external representations impact on people’s activities.


Research in Learning Analytics (LA) has contributed to various guidelines, ethical frameworks, and checklists to ethically collect and use student data. However, little is still known about how users and, in particular, students reason about student data for analytics purposes in practice. Our research tries to fill this gap and is investigating students’ situated views of data and analytics. While there have been studies asking students about student data ethics collected in institutional LMS, those often lead to abstract reasoning on student data. Our research efforts aim at determining how students reason in-situ on the data collected during their studies. We conducted a deployment study using a value-sensitive design methodological approach. The study investigated the students’ views of data collected in institutional LMS before and after interacting with an analytical dashboard we designed explicitly for raising students’ awareness of data collection practices at the university. Results indicate that increased awareness impacts students’ privacy perception and their acceptance of LA systems and data-driven practices. This study contributes to gaining a grounded understanding of how students reason in practical terms about their data and discuss the role that awareness and context play in students’ willingness to share their data for learning analytics purposes.