Month: July 2024

Privacy in Digital Learning

There should be an expectation of a reasonable level of privacy within digital learning. The problem is how to define “reasonable.” Regan and Jesse (2019) identified six separate edtech ethical issues related to information privacy, anonymity, surveillance, autonomy, non-discrimination, and information ownership. All of these topics require individual consideration in their own right rather than as part of some general “privacy” heading. For example, the volume of data that personalized learning programs collect on student interactions triggers huge concerns around transparency and consent. That means striking a balance that is capable of ensuring students and parents are aware of how their data is collected will be very important. The schools should also put measures in place to protect the data from access or misuse by students.

Privacy vs. Educational Needs

There are situations where the use of edtech tools might affect student privacy, but is a necessary requirement for educational purposes. Suppose during the COVID-19 pandemic that changed was Burke to online learning; at that time, digital tools were needed to educate students remotely. In those contexts, a fine balance between safeguarding student privacy and meeting the paths of education should prevail. Regan and Jesse (2019) underline how predictive analytics in personalized learning may further limit children’s autonomy, by reducing options based on algorithmic predictions. If schools are to adopt fair, transparent policies genealogically explaining the purposes of collection and use of data, then they will have a say on behalf of parents and students regarding how their data shall be used.

Universal Design for Learning (UDL)

UDL is a framework developed to support diverse learners within all learning environments. From an initial focus on inclusion of students with disabilities, UDL has moved toward the prevention of all forms of exclusion through multiple means for engagement, representation, and expression. The following are specific ways in which UDL practices can be used effectively within digital learning

• Multiple Means of Engagement: Optimize interest and identity, sustain effort and persistence, enhance emotional skills.
• Multiple Means of Representation: Perception, language and symbols, understanding knowledge.
• Multiple Means of Action and Expression: Interaction, expression and communication, strategy development.

Ethics and Digital Tools in Education

Several ethical factors should be taken into consideration during the selection of digital tools in education and their consequent use: noise reduction, avoiding algorithmic bias, transparency in use of data. According to Regan and Jesse, “policymakers and educators must think beyond the rubric of privacy generally and engage specific ethical issues thru their constituent parts”. For example, EdTech surveillance can alter students’ behavior and expectations of privacy. As such, the ethical use of technology must adopt policies by educators and institutions that most consider the protection of student privacy and data security; independent reviews of edtech tools by third-party experts to identify bias and reduce them; guaranteeing students and their parents are aware of how data will be collected and used.

It is in thoughtfully and comprehensively addressing these many different aspects that we can really begin navigating the complex intersection of privacy, educational needs, and inclusivity within digital learning environments.

References

Regan, P. M., & Jesse, J. (2019). Ethical challenges of edtech, big data, and personalized learning: Twenty-first-century student sorting and trackin. Ethics and Information Technology, 21, 167–179. https://doi.org/10.1007/s10676-018-9492-2

Blog #1

Reflecting on Digital Technologies and Identity

Digital technologies are deeply remaking ideas of self and communities, especially within education. According to Bonnie Stewart, in her podcast on networked pedagogy, networks are part of the very structure that shapes human experience and, therefore, shape identities through constant curation. In online environments, these can be presented and remade in highly dynamic ways. For instance, participating in online courses has motivated me to establish a professional digital identity, separate from my personal one; I keep it with the utmost care according to my educational and career aims. Through blogging, contributing on social media, and collaborating virtually, I have been able to develop a persona in line with my aspirations and areas of interest.

Digital Education Platforms

These digital tools and platforms have increased the learning experience in terms of today’s engagement and skill development. Some, like Moodle, Canvas, and Zoom, greatly contribute to interactive learning environments. For instance, I was able to develop my critical thinking skills through the discussion forums in Moodle with peers. Furthermore, breakout rooms in Zoom initiated collaboration among some selected students in a class in order to create more intimate and focused group discussions. Most importantly, these tools engage students in activities that build on essential digital literacies required in today’s ever-increasingly digital workforce.

The digital tools also provide several ways of representing information and reception. Educational games, virtual simulations, and multimedia create other ways students learn in a more interesting way. For example, Kahoot! can take quizzes and turn them into assessments for the classroom. Inversely, turning assessment into fun by making activities competitive on class helps to keep the children engaged, making the learning stick. Another example is the video responses created by students on platforms like Flipgrid.

Instructor and Social Presence in Online Learning

The importance of instructor presence within online learning is rather well-documented. A reading states it best: “Where’s the Teacher? Defining the Role of the Instructor Presence in Social Presence and Cognition in Online Education“. As has been documented in much research, instructors must be present and active to build a sense of community and improve learning outcomes. This can be done through effective methods such as timely meaningful feedback, regular video updates, and active posting within the discussion forums. The following are many of the actions to be taken in creating a supportive learning environment, increasing student motivation and satisfaction. In my experience, the courses where instructors are present in a strong way bring about higher engagement and deeper understanding of the material.

In summary, the impact of digital technologies and platforms is in educational interactions and community dynamics through identity performances, along with new modes for engagement and learning. This actual role of instructors in sustaining social presence goes a long way to creating an effective and inclusive online learning environment.

Blog Post 2

Blog Post #2 – Open Learning Theories, Educational Technology History, and Evolution

My name is Bei Zhao, this is my third year at the University of Victoria. I studied economics. I chose this course because I want to develop my interests in various aspects. I use search engines like Google Scholar or academic databases to find scholarly articles, research papers, and other relevant resources for my studies. I utilize social media platforms like LinkedIn or Twitter to connect with other person, join professional groups, and stay updated on industry trends and educational practices. I think open and distributed learning platforms make education more accessible to a broader audience, including those in remote areas or with limited resources. These platforms allow us to study at their own pace and schedule, accommodating diverse learning styles and personal commitments. The flexibility of open and distributed learning appeals to me because it accommodates different learning styles and preferences. I can study at my own pace, engage with materials asynchronously, and balance learning with other responsibilities. Digital literacy encompasses the ability to effectively navigate, evaluate, and create information using digital technologies. In open and distributed learning environments, digital literacy supports effective communication and collaboration. And digital literacy equips us with the skills needed to navigate and succeed in today’s digital world, enhancing our ability to learn independently and participate meaningfully in open and distributed learning experiences. In addition, digital literacy enables us to create and share digital content, fostering creativity and innovation in educational projects and assignments. I regularly access digital resources such as e-books, research articles, and educational videos available online. I also engage in online communities and forums to exchange ideas, seek advice, and collaborate with like-minded individuals. I will actively participate in discussions, forums, and virtual sessions within the course. Engaging with fellow learners and instructors will allow me to share perspectives, ask questions, and contribute to meaningful dialogue. I will contribute to collaborative activities and group projects by offering input, supporting teamwork dynamics, and helping to synthesize ideas. Collaboration in an open and distributed learning environment enhances collective learning and fosters a sense of community. I will engage in reflective practices by reviewing my learning progress, identifying areas for improvement, and providing constructive feedback to peers. Reflection fosters personal growth and enhances the learning experience for everyone involved. By actively engaging with and contributing to the open and distributed learning approach in the course, I aim to enrich my own learning journey while also supporting a collaborative and inclusive learning environment for others.