Seventeenth International Conference on Technology, Knowledge, and Society

Abstract

Transformational capabilities of learning analytics within Australian classrooms are increasingly being acknowledged and as such, commercialised. With increasing discussion about going to scale, from prototype to product, learning analytics research is at risk of succumbing to mass commercialization. Therefore, there is a need for increased debate. The debate within educational settings is being called for, as there are increasing concerns concurrently being examined by large Australian regulators such as the Australian Competition and Consumer Commission, about potential impacts associated with Big Data and Analytics. Drawing on sixteen interviews with Australian K-12 educators and practitioners over the course of 12 months, this paper presents a new economic model to challenge the standard notion of commercializing education. Calling for learning analytics designers and edtech companies to consider alternate forms of innovation, the paper differentiates between ‘Collaborative Learning Analytics’ (col-LA), a notion based on community building principles and ‘Commercialized Learning Analytics’ (com-LA), which is based on current modes of capitalism. The findings of this paper, afford those working and managing K-12 settings, a vehicle to promote discussion and awareness of ‘hidden’ risks made real through the use of digitized mediums in Australian classrooms.