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Learning analytics and higher education: a proposed model for establishing informed consent mechanisms to promote student privacy and autonomy

International Journal of Educational Technology in Higher Education, 2019-07, Vol.16 (1), p.1-22, Article 24

Jones, Kyle M. L.

2019

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Student privacy in learning analytics: An information ethics perspective

The Information society, 2016-03, Vol.32 (2), p.143-159

2016

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"Just Because You Can Doesn't Mean You Should": Practitioner Perceptions of Learning Analytics Ethics

Portal (Baltimore, Md.), 2019-07, Vol.19 (3), p.407-428

Jones, Kyle M. L

2019

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Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

College & research libraries, 2018-04, Vol.79 (3), p.304-323

2018

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Reconsidering data in learning analytics: opportunities for critical research using a documentation studies framework

Journal of educational media : the journal of the Educational Television Association, 2019-01, Vol.44 (1), p.52-63

2019

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Library Learning Analytics: Addressing the Relationship between Professional, Research, and Publication Ethics

Portal (Baltimore, Md.), 2021-07, Vol.21 (3), p.417-423

Jones, Kyle M. L.

2021

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Advising the whole student: eAdvising analytics and the contextual suppression of advisor values

Education and information technologies, 2019-01, Vol.24 (1), p.437-458

Jones, Kyle M. L.

2019

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A Comprehensive Primer to Library Learning Analytics Practices, Initiatives, and Privacy Issues

College & research libraries, 2020-04, Vol.81 (3), p.570

2020

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A matter of trust: Higher education institutions as information fiduciaries in an age of educational data mining and learning analytics

Journal of the American Society for Information Science and Technology, 2020-10, Vol.71 (10), p.1227-1241

2020

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Transparency and Consent: Student Perspectives on Educational Data Analytics Scenarios

Portal (Baltimore, Md.), 2023-07, Vol.23 (3), p.485-515

2023

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“We're being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education

Journal of the American Society for Information Science and Technology, 2020-09, Vol.71 (9), p.1044-1059

2020

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Emerging Roles: Key Insights from Librarians in a Massive Open Online Course

Journal of library & information services in distance learning, 2015-01, Vol.9 (1-2), p.133-147

2015

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A “just-in-time” pragmatic approach to creating Quality Matters-informed online courses

Information and learning science, 2020-08, Vol.121 (5/6), p.365-380

2020

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A measurement of faculty views on the meaning and value of student privacy

Journal of computing in higher education, 2022-12, Vol.34 (3), p.769-789

2022

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The syllabus as a student privacy document in an age of learning analytics

Journal of documentation, 2019-09, Vol.75 (6), p.1333-1355

2019

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Questions of Trust: A Survey of Student Expectations and Perspectives on Library Learning Analytics

The Library quarterly (Chicago), 2022-04, Vol.92 (2), p.151-171

2022

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MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU's First Not-for-Credit MOOC

Journal of education for library and information science, 2014-10, Vol.55 (4), p.345-361

2014

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“For the benefit of all students”: Student trust in higher education learning analytics practices

Proceedings of the Association for Information Science and Technology, 2019, Vol.56 (1), p.682-683

2019

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Instructors' understanding of and responses to student privacy in the datafied classroom

Proceedings of the Association for Information Science and Technology, 2020, Vol.57 (1), p.n/a

2020

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Contexts, critiques, and consequences: A discussion about educational data mining and learning analytics

Proceedings of the Association for Information Science and Technology, 2018, Vol.55 (1), p.697-700

2018

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Community of Practice or Affinity Space: A Case Study of a Professional Development MOOC

Education for information, 2016-01, Vol.32 (1), p.101-119

2016

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Introduction

Library trends, 2019-07, Vol.68 (1), p.1

Jones, Kyle M L

2019

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Introduction

Library trends, 2019, Vol.68 (1), p.1-4

Jones, Kyle M. L

2019

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Changing student privacy responsibilities and governance needs: Views from faculty, instructional designers, and academic librarians

Journal of computing in higher education, 2024-01

2024

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Introduction

Library trends, 2019, Vol.68 (1), p.1-4

Jones, Kyle M. L.

2019

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Learning analytics and higher education: a proposed model for establishing informed consent mechanisms to promote student privacy and autonomy

Student privacy in learning analytics: An information ethics perspective

"Just Because You Can Doesn't Mean You Should": Practitioner Perceptions of Learning Analytics Ethics

Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

Reconsidering data in learning analytics: opportunities for critical research using a documentation studies framework

Library Learning Analytics: Addressing the Relationship between Professional, Research, and Publication Ethics

Advising the whole student: eAdvising analytics and the contextual suppression of advisor values

A Comprehensive Primer to Library Learning Analytics Practices, Initiatives, and Privacy Issues

A matter of trust: Higher education institutions as information fiduciaries in an age of educational data mining and learning analytics

Transparency and Consent: Student Perspectives on Educational Data Analytics Scenarios

“We're being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education

Emerging Roles: Key Insights from Librarians in a Massive Open Online Course

A “just-in-time” pragmatic approach to creating Quality Matters-informed online courses

A measurement of faculty views on the meaning and value of student privacy

The syllabus as a student privacy document in an age of learning analytics

Questions of Trust: A Survey of Student Expectations and Perspectives on Library Learning Analytics

MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU's First Not-for-Credit MOOC

“For the benefit of all students”: Student trust in higher education learning analytics practices

Instructors' understanding of and responses to student privacy in the datafied classroom

Contexts, critiques, and consequences: A discussion about educational data mining and learning analytics

Community of Practice or Affinity Space: A Case Study of a Professional Development MOOC

Introduction

Introduction

Changing student privacy responsibilities and governance needs: Views from faculty, instructional designers, and academic librarians

Introduction

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