This chapter proposed a learning analytics (LA) ethics framework to inform the design and implementation of an ethics-based LA system for tertiary institutions. A background to ethics of LA is provided, ethical approaches discussed, and philosophies explained, followed by an explanation of various ethical dilemmas in LA. A brief overview of ethical framework considerations is given, followed by an overview of three ethical frameworks from practice. An LA maturity measuring instrument is proposed before an LA ethics framework culminates this research. The LA ethics framework can be used towards the development of a specific ethical LA framework for tertiary institutions.
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In considering the epistemology of the topic of this research, one needs to contextualise the topic within the broader knowledge fields that influence the subject of the topic. The subject of the topic, learning analytics (LA), falls in the broader context of analytics and artificial intelligence (AI). There are four main types of analytics, namely descriptive, diagnostic, predictive, and prescriptive (Porter & Heppelmann, 2015). LA, as an application of analytics, conforms to these categories (Berland, Baker, & Blikstein, 2014). LA also falls within the realm of artificial intelligence (AI), as an application of machine learning (ML) (see figure 1).
Furthermore, LA is defined as, “the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (LAK 2011, 2011, p. 3).
In considering the spiritual implications of artificial intelligence (AI) and its increasing presence in society this research defines spirituality in the context of ethics as the motivations required to live morally (Spohn, 1997). Furthermore, the spiritual lenses of Fernandez-Borsot (2022) in the technology were used to further focus the research aim. These spiritual lenses in technology are defined on a transcendence axis, immanence axis, and relationality axis (Fernandez-Borsot, 2022). The transcendence axis concerns itself with the spiritual values that originate from an external source (e.g., God). The immanence axis concerns itself with the source of spiritual values and human potential that originate within the individual. The relational axis concerns itself with the spiritual values in the relationships we have with others. The spiritually lensed perspective of this research is on the relational axis as it concerns itself with the rights, privileges, and obligations we have towards our fellow humans.
Ethics is divided into three main categories, namely meta-ethics, which deals with the virtues of right and good, as well as the nature and justification of ethical claims; normative ethics, which deals with the standards and principles (norms) used to determine whether something is right or good in a particular situation; and applied ethics, which deals with the actual application of ethical principles to a particular situations, issues, situations or circumstances (Israel & Hay, 2006). This research focuses on normative ethics to firstly, define the ethical approaches that an institution can use to establish their norms in LA and secondly, how to apply these norms to a framework in LA.