Presentation to Ascilite Conference 2015

1. DIVISION OF STUDENT LEARNING
Clearing the Fog
A Learning Analytics Code of Practice
Simon Welsh
Manager, Adaptive Learning & Teaching Services
Division of Student Learning
Charles Sturt University
siwelsh@csu.edu.au
http://www.csu.edu.au/division/student-
learning/analytics-and-evaluations
Stewart McKinney
Blackboard Analytics Project Officer
Division of Student Learning
Charles Sturt University
smckinney@csu.edu.au

2. DIVISION OF STUDENT LEARNING
Contents
1. Why Have a Code of Practice?
2. Overview of Our Approach
3. Lessons Learned

3. DIVISION OF STUDENT LEARNING
1. Why Have a Code of Practice?
Learning Analytics is a rapidly growing field within
Higher Education and is impacted by:
• Privacy legislation and ethical obligations
• General societal concerns around monitoring
of online behaviour
• The relative immaturity of the discipline
• The potential for misuse/abuse

4. DIVISION OF STUDENT LEARNING
1. Why Have a Code of Practice?
The preceding factors suggest the need for a
framework to define lawful and ethical practice
For CSU, it’s about:
• Moving beyond compliance
• Defining how we will balance the impositions
and benefits of Learning Analytics
• Building trust through transparency

5. DIVISION OF STUDENT LEARNING
2. Overview of Our Approach
• The Code to provide the boundaries in an
accessible way
• The Policy Framework to provide the structure,
supporting by an Analytics Consent Statement
and Statement of Student Data Rights
• The professional learning program to provide the
pragmatic guidance on good practice

6. DIVISION OF STUDENT LEARNING
2. Overview of Our Approach
The Code is structured around three themes:
1. Ethical Intent
2. Student Success
3. Transparency and Informed Participation
Under each theme
are our Governing
Principles

7. DIVISION OF STUDENT LEARNING
2. Overview of Our Approach
The Governing Principles are operationalised through Our Commitments

8. DIVISION OF STUDENT LEARNING
3. Lessons Learned
• Code cannot sit in isolation
• Consult broadly and consult from the start:
• Two phases: preliminary “fact finding” and secondary
“testing”
• Consultation was an informative process for many
participants
• Engage with students
• Value in the refresh of policies to catch up with technology
• Finding the balance between detail in document and
“usability”

9. DIVISION OF STUDENT LEARNING
Thanks
&
Questions
Simon Welsh
Manager, Adaptive Learning & Teaching Services
Division of Student Learning
Charles Sturt University
siwelsh@csu.edu.au
http://www.csu.edu.au/division/student-
learning/analytics-and-evaluations
Stewart McKinney
Blackboard Analytics Project Officer
Division of Student Learning
Charles Sturt University
smckinney@csu.edu.au