Data-driven personalisation and the law - a primer: collective interests engaged by personalisation in markets, politics and law

Interdisciplinary Workshop on â��Data-Driven Personalisation in Markets, Politics and Law' on 28 June 2019Southampton Law School will be hosting an interdisciplinary workshop on the topic of â��Data-Driven Personalisation in Markets, Politics and Law' on Friday 28 June 2019, which will explore the pervasive and growing phenomenon of â��personalisationâ�� â�� from behavioural advertising in commerce and micro-targeting in politics, to personalised pricing and contracting and predictive policing and recruitment. This is a huge area which touches upon many legal disciplines as well as social science concerns and, of course, computer science and mathematics. Within law, it goes well beyond data protection law, raising questions for criminal law, consumer protection, competition and IP law, tort law, administrative law, human rights and anti-discrimination law, law and economics as well as legal and constitutional theory. Weâ��ve written a position paper, https://eprints.soton.ac.uk/428082/1/Data_Driven_Personalisation_and_the_Law_A_Primer.pdf which is designed to give focus and structure to a workshop that we expect will be strongly interdisciplinary, creative, thought-provoking and entertaining. We like to hear your thoughts! Call for papers! Should you be interested in disagreeing, elaborating, confirming, contradicting, dismissing or just reflecting on anything in the paper and present those ideas at the workshop, send us an abstract by Friday 5 April 2019 (Ms Clare Brady [email protected] ). We aim to publish an edited popular law/social science book with the most compelling contributions after the workshop.Prof Uta Kohl, Prof James Davey, Dr Jacob Eisler<br/

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students

Harnessing Technology: analysis of emerging trends affecting the use of technology in education (September 2008)

Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–1

Alter ego, state of the art on user profiling: an overview of the most relevant organisational and behavioural aspects regarding User Profiling.

This report gives an overview of the most relevant organisational and\ud behavioural aspects regarding user profiling. It discusses not only the\ud most important aims of user profiling from both an organisation’s as\ud well as a user’s perspective, it will also discuss organisational motives\ud and barriers for user profiling and the most important conditions for\ud the success of user profiling. Finally recommendations are made and\ud suggestions for further research are given

Personalised Learning: Developing a Vygotskian Framework for E-learning

Personalisation has emerged as a central feature of recent educational strategies in the UK and abroad. At the heart of this is a vision to empower learners to take more ownership of their learning and develop autonomy. While the introduction of digital technologies is not enough to effect this change, embedding the affordances of new technologies is expected to offer new routes for creating personalised learning environments. The approach is not unique to education, with consumer technologies offering a 'personalised' relationship which is both engaging and dynamic, however the challenge remains for learning providers to capture and transpose this to educational contexts. As learners begin to utilise a range of tools to pursue communicative and collaborative actions, the first part of this paper will use analysis of activity logs to uncover interesting trends for maturing e-learning platforms across over 100 UK learning providers. While personalisation appeals to marketing theories this paper will argue that if learning is to become personalised one must ask what the optimal instruction for any particular learner is? For Vygotsky this is based in the zone of proximal development, a way of understanding the causal-dynamics of development that allow appropriate pedagogical interventions. The second part of this paper will interpret personalised learning as the organising principle for a sense-making framework for e-learning. In this approach personalised learning provides the context for assessing the capabilities of e-learning using Vygotsky’s zone of proximal development as the framework for assessing learner potential and development

Addendum to Informatics for Health 2017: Advancing both science and practice

This article presents presentation and poster abstracts that were mistakenly omitted from the original publication