学习分析政策制定框架研究——基于SHEILA框架的分析

Study on Policy-making Framework of Learning Analytics:Based on Analysis of SHEILA Framework

随着学习分析技术中一系列道德安全和数据管理问题的出现,学习分析政策研究成为各国研究者关注的热点。为了验证SHEILA框架对我国学习分析政策的制定有指导作用,研究从学习分析政策SHEILA框架的实践性出发,基于文献研究,对国内外学习分析领域存在的挑战和SHEILA框架的应用进行综述,将对已应用SHEILA框架来制定学习分析政策的四个欧洲高等教育机构的案例进行对比分析。结果发现:道德和安全以及制度和管理问题是我国学习分析发展中存在的主要挑战;SHEILA框架可以为政策发展提供证据支持、评估现有学习分析举措质量、促进关键利益者之间的对话和为政策的制定过程提供信息。通过对SHEILA框架的实践应用的经验总结,本研究提出我国应用SHEILA框架需注重学习分析准备状态的评估、明确利益相关者的责权和加强机构数据管理、提升学校组织信息化领导力和鼓励经验分享及案例推广等四条建议,以期为我国学习分析政策的制定提供理论性指导。

With the emergence of a series of problems concerning moral,security and data management in learning analytics,the study of learning analytics policy has attracted great attention of researchers in various countries.In order to verify that SHEILA framework plays a guiding role in the formulation of China's learning analytics policy,based on literature research,this paper starts from the practicality of SHEILA framework,and summarizes the challenges in the field of learning analytics at home and abroad,as well as the application of SHEILA framework.Meanwhile,this paper carries out a comparative analysis of four European higher education institutions that have applied the SHEILA framework to develop learning analytics policies.The results show that ethical and safety issues as well as institutional and management issues are the main challenges in the development of learning analytics in China.The SHEILA framework can provide evidence to support policy-making,assess the quality of existing learning analytics initiatives,promote dialogues among key stakeholders and provide information for the policy-making process.Finally,based on the practical application of SHEILA framework,this study proposes that the application of SHEILA framework in China needs to focus on the assessment of the readiness of learning analytics,the responsibilities of stakeholders and institutional data management,the school leadership of organizing informatization,and experience sharing and case promotion,which provides theoretical guidance for the policy-making of learning analytics in China.