Learner Privacy in MOOCs and Virtual Education
Learner Privacy in MOOCs and Virtual Education
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MOOC 和虚拟教育中的学习者隐私
DOI：
10.1177/1477878518815340
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发表时间：
2018
影响因子：
1.2
通讯作者：
H. Nissenbaum
中科院分区：
文献类型：
--
作者：
Elana Zeide;H. Nissenbaum
目前关于教育技术引发的学生隐私问题的争论集中在学校如何与私人供应商提供信息。它忽略了一个相关但不同的趋势，即直接向用户提供学习体验和证书的在线学习平台的兴起。这些大规模开放在线课程（MOOCs）和虚拟教育提供商试图“颠覆”传统的学校教育体系，并将自己定位为教育的下一个发展方向。本文以隐私为视角，强调了虚拟学习平台的问题维度，这些平台将自己塑造成教育提供者，同时摆脱了传统教育机构的规范和监管约束。围绕情境完整性理论构建我们的评估，我们认为，通过采用商业市场规范，这些提供者破坏了教育的核心功能和价值，包括促进民主、平等机会、自我实现和经济增长。传统上，学校信息实践的物理、规范和监管约束创造了相对封闭的学习环境。相比之下，虚拟学习环境自动化教学，最大化数据收集，并根据数据定义的指标和凭证的有限参数编纂学习成果。由于独立的虚拟学习环境提供商在没有学校调解的情况下直接从学习者那里收集信息，因此不属于学生隐私监管的范围，可以在未经学习者同意或考虑教育目的的情况下广泛共享信息。我们担心的是，新的做法可能会让人感到寒心；鼓励狭隘的观点，过滤知识探索；通过增加赌注和保留纵向记录加剧现有的不平等；把学习变成一种纯粹的工具练习，专注于经济产出和可量化的结果。mooc和虚拟教育提供商必须超越数据收集和使用监管，以维护学生隐私规范所支持的价值观。
The current debate about student privacy issues raised by education technology focuses on how schools information with private vendors. It neglects a related but different trend, namely, the rise of online learning platforms offering learning experiences and credentials directly to users. These Massive Open Online Courses (MOOCs) and Virtual Education providers seek to ‘disrupt’ the traditional schooling system and position themselves as the next evolution in education. With privacy as the lens, this article highlights problematic dimensions of virtual learning platforms, which fashion themselves as education providers while shaking off the normative and regulatory constraints of traditional educational institutions. Structuring our evaluation around the theory of contextual integrity, we argue that by adopting commercial marketplace norms, these providers undermine core functions and values of education, which include promoting democracy, equal access to opportunity, and self-actualization as well as economic growth. Traditionally, the physical, normative, and regulatory constraints on school information practices created relatively hermetic learning environments. In contrast, Virtual Learning Environments automate instruction, maximize data collection, and codify learning outcomes according to the limited parameters of data-defined metrics and credentials. Because they collect information directly from learners without school mediation, independent Virtual Learning Environment providers fall outside the scope of student privacy regulation and can share information broadly without learner consent or consideration of educational purpose. Our concern is that the new practices risk chilling expression; encouraging narrow viewpoints and filtering out intellectual exploration; exacerbate existing inequities by raising stakes and retaining longitudinal records; and reduce learning to a purely instrumental exercise focused on economic outputs and quantifiable outcomes. MOOCs and Virtual Education providers must go beyond compliance with data collection and use regulation to preserve the values supported by student privacy norms.