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dc.contributor.authorHoel, Tore
dc.date.accessioned2020-06-03T12:28:23Z
dc.date.available2020-06-03T12:28:23Z
dc.date.issued2020
dc.identifier.isbn978-951-39-8190-7
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/69680
dc.description.abstractIntroduction of learning analytics to education opened up the can of worms related to privacy issues that come with big data. Privacy issues are increasingly ‘wicked problems’ that call for a rethinking of the key artefacts involved. Global information systems make privacy a challenge that go to the center of solution design and information science research. In this dissertation research we exemplify the long and winding process from capturing questions of concern, to constructing conceptual artefacts to begin discussing the concerns, to proposing the first constructs that could lead to technical solutions—all within the context of technology enhanced learning and education. Learning analytics is a new discipline based on an increasing access to data, which will be extended by introduction of more and more sensors that are part of smart classrooms and intelligent campus projects. There is a gap between people’s online sharing of personal data and their concern about privacy. However, online practices are volatile, which make action design research and design science research an appropriate approach to explore conditions for design of privacy solutions. The research has been carried out taking part in two practice communities, the learning analytics knowledge community, and the learning technologies standards community. The contributions of this PhD research are both theoretical and practical. Privacy is defined in the context of big data; the theory of contextual integrity is extended to include the concept of ‘context trigger’, and design proposals explore the role of privacy policies in regulating data sharing. Risks and benefits of data sharing is explored to develop a learning analytics design space model. In addition, other constructs to facilitate discourse on data sharing in context are developed. Keywords: privacy, privacy engineering, contextual integrity, personal data, learning analytics, big dataen
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherJyväskylän yliopisto
dc.relation.ispartofseriesJYU dissertations
dc.relation.haspart<b>Artikkeli I:</b> Hoel, T., Chen, W., & Mason, J. (2016). Data sharing for learning analytics – exploring risks and benefits through questioning. <i>Journal of the Society of e-Learning. Vol.1. No.1.</i>
dc.relation.haspart<b>Artikkeli II:</b> Hoel, T. & Chen, W. (2018). Privacy and data protection in learning analytics should be motivated by an Educational maxim - towards a proposal. <i>Research and Practice in Technology Enhanced Learning.</i> <a href="https://doi.org/10.1186/s41039-018-0086-8"target="_blank"> DOI: 10.1186/s41039-018-0086-8</a>
dc.relation.haspart<b>Artikkeli III:</b> Hoel, T. & Chen, W. (2019). Privacy engineering for learning analytics in a global market – defining a point of reference. <i>International Journal of Information and Learning Technology.</i> <a href="https://doi.org/10.1108/IJILT-02-2019-0025"target="_blank"> DOI: 10.1108/IJILT-02-2019-0025</a>
dc.relation.haspart<b>Artikkeli IV:</b> Hoel, T., & Chen, W. (2016). Privacy-driven design of learning analytics applications: exploring the design space of solutions for data sharing and interoperability. <i>Journal of Learning Analytics, 3(1), 139–158.</i> <a href="https://doi.org/10.18608/jla.2016.31.9"target="_blank"> DOI: 10.18608/jla.2016.31.9</a>
dc.relation.haspart<b>Artikkeli V:</b> Hoel, T. & Chen, W. (2015). Privacy in learning analytics – implications for system architecture. <i>Watanabe, T. and Seta, K. (Eds.) (2015). Proceedings of the 11th International Conference on Knowledge Management.</i>
dc.relation.haspart<b>Artikkeli VI:</b> Hoel, T. & Chen, W. (2016). Data sharing for learning analytics – designing conceptual artefacts and processes to foster interoperability. In <i>Chen, W. et al. (Eds.) (2016). Proceedings of the 24th International Conference on Computers in Education. India: Asia-Pacific Society for Computers in Education.</i>
dc.relation.haspart<b>Artikkeli VII:</b> Hoel, T. & Chen, W. (2018). Interaction between standardisation and research – a case study. In <i>International Journal of Standardization Research (IJSR). Vol 16. Issue 1.</i> <a href="https://doi.org/10.4018/IJSR.2018010102"target="_blank"> DOI: 10.4018/IJSR.2018010102</a>
dc.relation.haspart<b>Artikkeli VIII:</b> Hoel, T., Chen, W., & Gregersen, A.B. (2018). Are norwegian academic librarians ready to share usage data for learning analytics? <i>Nordic Journal of Information Literacy in Higher Education,Vol 10, No 1.</i> <a href="https://doi.org/10.15845/noril.v10i1.269"target="_blank"> DOI: 10.15845/noril.v10i1.269</a>
dc.relation.haspart<b>Artikkeli IX:</b> Hoel, T. & Mason, J. (2018). Standards for smart education - towards a development framework. <i>Smart Learning Environments. Springer Open.</i> <a href="https://doi.org/10.1186/s40561-018-0052-3"target="_blank"> DOI: 10.1186/s40561-018-0052-3</a>
dc.relation.haspart<b>Artikkeli X:</b> Hoel, T. & Chen, W., & Pawlowski, J.M. Making context the central concept in privacy engineering. <i>Submitted for review.</i>
dc.rightsIn Copyright
dc.subjectyksilönsuoja
dc.subjecttietosuoja
dc.subjectyksityisyys
dc.subjectopetus
dc.subjectoppiminen
dc.subjectanalyysi
dc.subjecthenkilötiedot
dc.subjectopetusteknologia
dc.subjectbig data
dc.subjecttiedonlouhinta
dc.subjectoppimisanalytiikka
dc.subjectprivacy
dc.subjectprivacy engineering
dc.subjectcontextual integrity
dc.subjectpersonal data
dc.subjectlearning analytics
dc.titlePrivacy for learning analytics in the age of big data – exploring conditions for design of privacy solutions
dc.typeDiss.
dc.identifier.urnURN:ISBN:978-951-39-8190-7
dc.contributor.tiedekuntaFaculty of Information Technologyen
dc.contributor.tiedekuntaInformaatioteknologian tiedekuntafi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.relation.issn2489-9003
dc.rights.copyright© The Author & University of Jyväskylä
dc.rights.accesslevelopenAccess
dc.type.publicationdoctoralThesis
dc.format.contentfulltext
dc.rights.urlhttps://rightsstatements.org/page/InC/1.0/


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