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The Complexities of Developing a Personal Code of Ethics for Learning Analytics Practitioners: Implications for Institutions and the Field
In this paper we explore the potential role, value and utility of a personal code of ethics (COE) for learning analytics practitioners, and in particular we consider whether such a COE might usefully mediate individual actions and choices in relation to a more abstract institutional COE. While several institutional COEs now exist, little attention has been paid to detailing the ethical responsibilities of individual practitioners. To investigate the problems associated with developing and implementing a personal COE, we drafted an LA Practitioner COE based on other professional codes, and invited feedback from a range of learning analytics stakeholders and practitioners: ethicists, students, researchers and technology executives. Three main themes emerged from their reflections: 1. A need to balance real world demands with abstract principles, 2. The limits to individual accountability within the learning analytics space, and 3. The continuing value of debate around an aspirational code of ethics within the field of learning analytics
Education alignment
This essay reviews recent developments in embedding data
management and curation skills into information technology,
library and information science, and research-based
postgraduate courses in various national contexts. The essay
also investigates means of joining up formal education with
professional development training opportunities more
coherently. The potential for using professional internships as a
means of improving communication and understanding between
disciplines is also explored. A key aim of this essay is to identify
what level of complementarity is needed across various
disciplines to most effectively and efficiently support the entire
data curation lifecycle
Perceptions of Doctoral Graduates on the Usefulness of Written Reflections as an Instructional Strategy
One of the goals of the Ed.D. in Leadership and Professional Practice at Trevecca Nazarene University is for candidates to be reflective practitioners. Since the inception of the program in 1999, written reflections as an instructional strategy has been encouraged by the administration and used by several professors. This focus is supported by the conceptual framework that informs all courses and programs in the School of Education and includes the national standards adopted by INTASC (Interstate New Teacher Assessment and Support Consortium) which calls for teacher education candidates to be reflective practitioners who plan, implement, and evaluate effectively. This standard is applied to all programs, including those at the master’s and doctoral levels. Research by Ballantyne and Packer (1995) in Studies in Continuing Education reported that the analysis of journal entries by 13 students enrolled in education doctoral programs confirmed the usefulness of journals in reflecting on and connecting academic learning and experience
In the soft-to-hard technical spectrum: Where is software engineering?
In the computer journals and tabloids, there have been a plethora of articles written about the software engineering field. But while advocates of the need for an engineering approach to software development, it is impressive how many authors have treated the subject of software engineering without adequately addressing the fundamentals of what engineering as a discipline consists of. A discussion is presented of the various related facets of this issue in a logical framework to advance the thesis that the software development process is necessarily an engineering process. The purpose is to examine more of the details of the issue of whether or not the design and development of software for digital computer processing systems should be both viewed and treated as a legitimate field of professional engineering. Also, the type of academic and professional level education programs that would be required to support a software engineering discipline is examined
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