Standard

The unbearable lightness of consent: mapping MOOC providers' response to consent. / Khalil, Mohammad; Prinsloo, Paul; Slade, Sharon.

L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale. ed. / Rose Luckin; Scot Klemmer; Kenneth Koedinger. 2018. 61.

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Harvard

Khalil, M, Prinsloo, P & Slade, S 2018, The unbearable lightness of consent: mapping MOOC providers' response to consent. in R Luckin, S Klemmer & K Koedinger (eds), L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale., 61, L@S '18 The Fifth Annual ACM Conference on Learning at Scale, London, United Kingdom, 26/06/18. https://doi.org/10.1145/3231644.3231659

APA

Khalil, M., Prinsloo, P., & Slade, S. (2018). The unbearable lightness of consent: mapping MOOC providers' response to consent. In R. Luckin, S. Klemmer, & K. Koedinger (Eds.), L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale [61] https://doi.org/10.1145/3231644.3231659

Vancouver

Khalil M, Prinsloo P, Slade S. The unbearable lightness of consent: mapping MOOC providers' response to consent. In Luckin R, Klemmer S, Koedinger K, editors, L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale. 2018. 61 https://doi.org/10.1145/3231644.3231659

Author

Khalil, Mohammad ; Prinsloo, Paul ; Slade, Sharon. / The unbearable lightness of consent: mapping MOOC providers' response to consent. L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale. editor / Rose Luckin ; Scot Klemmer ; Kenneth Koedinger. 2018.

BibTeX

@inproceedings{cabaccdf8cc2430a8ef4f184d7bc3ac1,
title = "The unbearable lightness of consent: mapping MOOC providers' response to consent",
abstract = "While many strategies for protecting personal privacy have relied on regulatory frameworks, consent and anonymizing data, such approaches are not always effective. Frameworks and Terms and Conditions often lag user behaviour and advances in technology and software; consent can be provisional and fragile; and the anonymization of data may impede personalized learning. This paper reports on a dialogical multi-case study methodology of four Massive Open Online Course (MOOC) providers from different geopolitical and regulatory contexts. It explores how the providers (1) define 'personal data' and whether they acknowledge a category of 'special' or 'sensitive' data; (2) address the issue and scope of student consent (and define that scope); and (3) use student data in order to inform pedagogy and/or adapt the learning experience to personalise the context or to increase student retention and success rates.This study found that large amounts of personal data continue to be collected for purposes seemingly unrelated to the delivery and support of courses. The capacity for users to withdraw or withhold consent for the collection of certain categories of data such as sensitive personal data remains severely constrained. This paper proposes that user consent at the time of registration should be reconsidered, and that there is a particular need for consent when sensitive personal data are used to personalize learning, or for purposes outside the original intention of obtaining consent.",
author = "Mohammad Khalil and Paul Prinsloo and Sharon Slade",
year = "2018",
month = "6",
doi = "10.1145/3231644.3231659",
language = "English",
isbn = "978-1-4503-5886-6",
editor = "Rose Luckin and Scot Klemmer and Kenneth Koedinger",
booktitle = "L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale",

}

RIS

TY - GEN

T1 - The unbearable lightness of consent: mapping MOOC providers' response to consent

AU - Khalil, Mohammad

AU - Prinsloo, Paul

AU - Slade, Sharon

PY - 2018/6

Y1 - 2018/6

N2 - While many strategies for protecting personal privacy have relied on regulatory frameworks, consent and anonymizing data, such approaches are not always effective. Frameworks and Terms and Conditions often lag user behaviour and advances in technology and software; consent can be provisional and fragile; and the anonymization of data may impede personalized learning. This paper reports on a dialogical multi-case study methodology of four Massive Open Online Course (MOOC) providers from different geopolitical and regulatory contexts. It explores how the providers (1) define 'personal data' and whether they acknowledge a category of 'special' or 'sensitive' data; (2) address the issue and scope of student consent (and define that scope); and (3) use student data in order to inform pedagogy and/or adapt the learning experience to personalise the context or to increase student retention and success rates.This study found that large amounts of personal data continue to be collected for purposes seemingly unrelated to the delivery and support of courses. The capacity for users to withdraw or withhold consent for the collection of certain categories of data such as sensitive personal data remains severely constrained. This paper proposes that user consent at the time of registration should be reconsidered, and that there is a particular need for consent when sensitive personal data are used to personalize learning, or for purposes outside the original intention of obtaining consent.

AB - While many strategies for protecting personal privacy have relied on regulatory frameworks, consent and anonymizing data, such approaches are not always effective. Frameworks and Terms and Conditions often lag user behaviour and advances in technology and software; consent can be provisional and fragile; and the anonymization of data may impede personalized learning. This paper reports on a dialogical multi-case study methodology of four Massive Open Online Course (MOOC) providers from different geopolitical and regulatory contexts. It explores how the providers (1) define 'personal data' and whether they acknowledge a category of 'special' or 'sensitive' data; (2) address the issue and scope of student consent (and define that scope); and (3) use student data in order to inform pedagogy and/or adapt the learning experience to personalise the context or to increase student retention and success rates.This study found that large amounts of personal data continue to be collected for purposes seemingly unrelated to the delivery and support of courses. The capacity for users to withdraw or withhold consent for the collection of certain categories of data such as sensitive personal data remains severely constrained. This paper proposes that user consent at the time of registration should be reconsidered, and that there is a particular need for consent when sensitive personal data are used to personalize learning, or for purposes outside the original intention of obtaining consent.

U2 - 10.1145/3231644.3231659

DO - 10.1145/3231644.3231659

M3 - Conference contribution

SN - 978-1-4503-5886-6

BT - L@S '18: Proceedings of the Fifth Annual ACM Conference on Learning at Scale

A2 - Luckin, Rose

A2 - Klemmer, Scot

A2 - Koedinger, Kenneth

ER -

ID: 45582308