User talk:Leighblackall/Data and Power

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Let us know what you discover at this conference, Leigh. I like the openly available editing analytics through a platform like Wikiversity but also social media more generally (rather than instructors snooping through learning management system server logs at one extreme - or simply ignoring all student logged activity except for assessment submission at the other extreme). Working with publically logged info helps to gives teachers and learners some control and accountability over their activity data - and the info is then more than learning analytic fodder-feed - it is part of one's online profile. -- Jtneill - Talk - c 15:16, 26 September 2013 (UTC)
 * Hi JT. Thanks for the edit on the transcript. That comes from Youtube machines. I'll slowly tidy it up.
 * I'd say the general mood at the conference was that universities shouldn't proceed anytime soon with analytics. I might have set this mood though. More and more people's jobs are depending on analytics, like the Marketing departments for example. I was disappointed to see such people come and present, then leave the conference. Not many at all seem interested in discussion. Just presenting and meeting their academic performance indicators.
 * The usual blind spots - data extracted from the LMS, as though activity in there is even close to a consistent and meaningful indicator of learning. There is just so much wrong with the university implementation of just about everything computing, that I really think they should slow right down on this topic.
 * One fella spoke to me about an analysis he did over so-called deidentified data collections in research projects and reports. He found that more than 10% of those collections could easily be identified. For example, where an academic quoted something that a subject wrote online, thereby giving a simple search term to quickly identify the subject! These things get past ethics committees.. its really that bad! Leighblackall (discuss • contribs) 09:15, 4 October 2013 (UTC)