ETHICAL, EQUITABLE, INFORMATIVE, AND TRANSFORMATIVE LEARNING ANALYTICS

Authors

• Jeffrey A. Greene, The University of North Carolina at Chapel Hill
• Matthew L. Bernacki, The University of North Carolina at Chapel Hill
• Shelbi L. Kuhlmann, University of Memphis
• Robert D. Plumley, The University of North Carolina at Chapel Hill

Abstract

Digital tools can enhance learning and educational outcomes when they are designed and implemented via best practices and best intentions. These positive outcomes can be scaled up via the use of learning analytics, a field of study focused on understanding and enhancing learning by leveraging data produced when people use digital tools and learning environments. However, the positive potential of digital tools, the data they produce, and the learning analytics they afford come with a set of unique threats as well, including intentional and unintentional obfuscation of violations of ethics, principles, and justice. Thus, in this chapter, we discuss how to realize this great potential, and mitigate threats, via a commitment to ethical, equitable, informative, and transformative learning analytics.

Publication Title

Handbook of Race Equity and Asset Based Research in Educational Psychology

Recommended Citation

Greene, J., Bernacki, M., Kuhlmann, S., & Plumley, R. (2026). ETHICAL, EQUITABLE, INFORMATIVE, AND TRANSFORMATIVE LEARNING ANALYTICS. Handbook of Race Equity and Asset Based Research in Educational Psychology, 322-342. https://doi.org/10.4324/9781032673417-19