Abstract:

In this paper, we present the results of an exploratory study in which the requirements and (conflicting) interests of various stakeholders (learners, teachers, school directors, educational publishers, parents, policy makers, etc.) regarding the development and implementation of Learning Analytics applications are discussed. Furthermore, we explain how they relate to the process of Learning Analytics, for which a new model is presented. We conducted a workshop with various stakeholders that demonstrated that interests clashed in the areas of privacy, data ownership, trust and interference, the prevailing educational culture, standards and interoperability, competition and regulation. The biggest obstacles arise in the fields of privacy and data ownership. Learners and their parents are expected to want control over their personal data, as this data enables better services and innovation from producers of learning materials and Learning Management Systems. This calls for the application of the ‘privacy by design’ principle. Another important topic is human-machine interaction: the degree of autonomy of a Learning Analytics application, and its implications for the teacher’s role.

Keywords:

Learning Analytics, stakeholder analysis, privacy, privacy-by-design, data ownership.