Ethics and Learning Analytics: a necessary combination for scientific rigor
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/21370 |
Resumo: | We live in a networked information society, which transcends physical and temporal spaces through the Internet and Information and Communication Technologies (ICT). This scenario produces data accumulation that can be analyzed for better decision making, aiming, in the educational field, to improve learning, using Learning Analytics (LA). Thus, the use of these data needs to be guided by well-defined ethical precepts, however, in the Brazilian reality, there are still gaps in the specific resolutions for the area of knowledge of the Human and Social Sciences (HSS), including the field of LA, a fact that generated this essay, which intended to interrelate ethical norms and the field of LA. In Brazil, Resolution no. 510/2016 regulates investigations in HSS, but its approach is superficial and there is no concern with research based on data collected digitally. Recently, the General Law for the Protection of Personal Data (Law no. 13.709/2018) demonstrates concern with this scenario, always in favor of scientific development, as provided for in the Code of Conduct for LA. Thus, despite being embryonic, the Brazilian initiative is already a step forward for researchers in the area to use data based on ethical and scientific rigor. Keywords: Human and Social Sciences. Education. Data analysis. |
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Ethics and Learning Analytics: a necessary combination for scientific rigorÉtica y Learning Analytics: una combinación necesaria para el rigor científicoÉtica e Learning Analytics: uma combinação necessária para o rigor científicoWe live in a networked information society, which transcends physical and temporal spaces through the Internet and Information and Communication Technologies (ICT). This scenario produces data accumulation that can be analyzed for better decision making, aiming, in the educational field, to improve learning, using Learning Analytics (LA). Thus, the use of these data needs to be guided by well-defined ethical precepts, however, in the Brazilian reality, there are still gaps in the specific resolutions for the area of knowledge of the Human and Social Sciences (HSS), including the field of LA, a fact that generated this essay, which intended to interrelate ethical norms and the field of LA. In Brazil, Resolution no. 510/2016 regulates investigations in HSS, but its approach is superficial and there is no concern with research based on data collected digitally. Recently, the General Law for the Protection of Personal Data (Law no. 13.709/2018) demonstrates concern with this scenario, always in favor of scientific development, as provided for in the Code of Conduct for LA. Thus, despite being embryonic, the Brazilian initiative is already a step forward for researchers in the area to use data based on ethical and scientific rigor. Keywords: Human and Social Sciences. Education. Data analysis.Se vive en una sociedad de la información en red, que trasciende los espacios físicos y temporales por medio de la internet y de las Tecnologías de Información y Comunicación (TIC). Este escenario produce una acumulación de datos que pueden ser analizados para una mejor toma de decisión, mirando, en el ámbito educativo, mejorar el aprendizaje, utilizando Learning Analytics (LA). Así, el uso de estos datos debe ser guiado por preceptos éticos bien definidos, sin embargo, en la realidad brasileña todavía existen vacíos en las resoluciones específicas para el área de conocimiento de las Ciencias Humanas y Sociales (CHS), incluyendo el campo de LA, hecho que generó este ensayo, que pretende interrelacionar las normas éticas y el campo de LA. En Brasil, la Resolución No 510/2016 regula las investigaciones en las CHS, pero su enfoque es superficial y no hay preocupación por las investigaciones basadas en datos recopilados del medio digital. Recientemente, la Ley General de Protección de Datos Personales (Ley No 13.709/2018) demuestra preocupación con este escenario, siempre a favor del desarrollo científico, como previsto en el Código de Conducta para la LA. Así, a pesar de embrionaria, la iniciativa brasileña ya es un avance para que investigadores del área utilicen datos con base en el rigor ético y científico. Palabras clave: Ciencias Humanas y Sociales. Educación. Análisis de datos.Vive-se em uma sociedade da informação em rede, que transcende os espaços físicos e temporais por meio da internet e das Tecnologias de Informação e Comunicação (TIC). Esse cenário produz um acúmulo de dados que podem ser analisados para uma melhor tomada de decisão, visando, no âmbito educacional, melhorar a aprendizagem, utilizando a Learning Analytics (LA). Assim, a utilização desses dados precisa ser norteada por preceitos éticos bem definidos, porém, na realidade brasileira, ainda existem lacunas nas resoluções específicas para a área de conhecimento das Ciências Humanas e Sociais (CHS), incluindo o campo da LA, fato que gerou este ensaio, que pretendeu inter-relacionar as normas éticas e o campo da LA. No Brasil, a Resolução No 510/2016 regulamenta as investigações nas CHS, mas sua abordagem é superficial, e não há preocupação com pesquisas baseadas em dados coletados por meio digital. Recentemente, a Lei Geral de Proteção de Dados Pessoais (Lei No 13.709/2018) demonstra a preocupação com esse cenário, sempre em prol do desenvolvimento científico, como o previsto no Código de Conduta para a LA. Assim, apesar de embrionária, a iniciativa brasileira já é um avanço para que pesquisadores da área utilizem dados com base no rigor ético e científico. Palavras-chave: Ciências Humanas e Sociais. Educação. Análise de dados.Universidade Estadual de Ponta Grossa2023-03-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2137010.5212/PraxEduc.v.18.21370.016Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-11Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-11Práxis Educativa; V. 18 (2023): Publicação contínua; 1-11Práxis Educativa; v. 18 (2023): Publicação contínua; 1-111809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/21370/209209217407https://revistas.uepg.br/index.php/praxiseducativa/article/view/21370/209209217586Copyright (c) 2023 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMenezes, Jones Baroni Ferreira deAlmeida, Andrea Chagas Alves deLima, Marcos Vinicius de AndradeSousa, Thales Mesquita2024-01-12T15:57:25Zoai:uepg.br:article/21370Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2024-01-12T15:57:25Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Ethics and Learning Analytics: a necessary combination for scientific rigor Ética y Learning Analytics: una combinación necesaria para el rigor científico Ética e Learning Analytics: uma combinação necessária para o rigor científico |
title |
Ethics and Learning Analytics: a necessary combination for scientific rigor |
spellingShingle |
Ethics and Learning Analytics: a necessary combination for scientific rigor Menezes, Jones Baroni Ferreira de |
title_short |
Ethics and Learning Analytics: a necessary combination for scientific rigor |
title_full |
Ethics and Learning Analytics: a necessary combination for scientific rigor |
title_fullStr |
Ethics and Learning Analytics: a necessary combination for scientific rigor |
title_full_unstemmed |
Ethics and Learning Analytics: a necessary combination for scientific rigor |
title_sort |
Ethics and Learning Analytics: a necessary combination for scientific rigor |
author |
Menezes, Jones Baroni Ferreira de |
author_facet |
Menezes, Jones Baroni Ferreira de Almeida, Andrea Chagas Alves de Lima, Marcos Vinicius de Andrade Sousa, Thales Mesquita |
author_role |
author |
author2 |
Almeida, Andrea Chagas Alves de Lima, Marcos Vinicius de Andrade Sousa, Thales Mesquita |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Menezes, Jones Baroni Ferreira de Almeida, Andrea Chagas Alves de Lima, Marcos Vinicius de Andrade Sousa, Thales Mesquita |
description |
We live in a networked information society, which transcends physical and temporal spaces through the Internet and Information and Communication Technologies (ICT). This scenario produces data accumulation that can be analyzed for better decision making, aiming, in the educational field, to improve learning, using Learning Analytics (LA). Thus, the use of these data needs to be guided by well-defined ethical precepts, however, in the Brazilian reality, there are still gaps in the specific resolutions for the area of knowledge of the Human and Social Sciences (HSS), including the field of LA, a fact that generated this essay, which intended to interrelate ethical norms and the field of LA. In Brazil, Resolution no. 510/2016 regulates investigations in HSS, but its approach is superficial and there is no concern with research based on data collected digitally. Recently, the General Law for the Protection of Personal Data (Law no. 13.709/2018) demonstrates concern with this scenario, always in favor of scientific development, as provided for in the Code of Conduct for LA. Thus, despite being embryonic, the Brazilian initiative is already a step forward for researchers in the area to use data based on ethical and scientific rigor. Keywords: Human and Social Sciences. Education. Data analysis. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-03-03 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/21370 10.5212/PraxEduc.v.18.21370.016 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/21370 |
identifier_str_mv |
10.5212/PraxEduc.v.18.21370.016 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/21370/209209217407 https://revistas.uepg.br/index.php/praxiseducativa/article/view/21370/209209217586 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Práxis Educativa https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Práxis Educativa https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-11 Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-11 Práxis Educativa; V. 18 (2023): Publicação contínua; 1-11 Práxis Educativa; v. 18 (2023): Publicação contínua; 1-11 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
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Universidade Estadual de Ponta Grossa (UEPG) |
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UEPG |
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UEPG |
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Práxis Educativa (Online) |
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Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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1799317615917662208 |