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Enthusiasm for the potential of learning analytics and big data technologies must be tempered with caution for fundamental learner rights to that data and concern for the ways in which these re-shape the learning environment and the learner-teacher-university relationship. This paper argues that there is a legitimate distrust of 'creepy' analytics that misuse surveillance technologies and that a Charter of Learner Data Rights would be a strong foundation on which to build analytic technologies that are open, personalised, portable, adaptive and engaging for learners.
Beattie et al. (Thu,) studied this question.
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