In his blog on big data in education, Williamson (2016) critically examines how big data is being used by posing and answering several critical questions on big data. Williamson (2016) looks at how the claim of using big data to ‘optimize learning’ is underpinned in cognitive neuroscience and behaviorist theories, remarking on the limitations of relying solely on these theories to understand online learning. Through his analysis of big data in education, he highlighted some of the benefits and some of the downfalls. He acknowledges the importance of understanding how big data has previously been used to promote inclusion and recognizes that when data is used ethically, it creates opportunities for targeted and personalized learning experiences. However, he queries the accuracy and reliability of this big data and the potential consequences that follow with inaccuracy.
I approach the topic of big data in higher education through the lens of a student. Big data is not something that I have spent much time thinking about. As a Gen Z student, I have become accustomed to pressing accept to policies, agreements, and terms and services, without giving much thought to how my data will be used, nor have I been concerned as the draw to the technology is more potent than the fear of my data being collected.
Recently I have had two experiences that have started to re-shape my perspective on data collection. The first experience was in LTRN 525. Our instructor posted the collection of data she could obtain through Moodle. It showed when students were logging in, when they were engaging with materials, how long they were engaging with materials, and much more. Upon signing up for this program, I am sure that I agreed to Royal Roads terms and conditions, which likely stated that they would be collecting this information; however, once again, I had not thought about what that truly meant/ Did I have a choice? What consequences would occur to my learning if I did not agree to the terms? The second event that changed my perspective on big data collection was through exploring the terms and services of TikTok with my team for our inquiry project. TikTok’s privacy policy is alarming. Their privacy policy states, “We may access content, including text, images, and video, found in your device’s clipboard, with your permission” (TikTok, 2022). You permit them upon joining TikTok. Additionally, TikTok states, “We may access content, including text, images, and video, found in your device’s clipboard, with your permission” (TikTok, 2022). Once a user signs up for TikTok, the platform has access to a considerable amount of personal data, which is used to feed the algorithm creating a personalized content page based on your collected data. Both situations have caused me to re-evaluate how my personal data is used.
With an increasing amount of accessible technologies being developed with the ability to collect data, it is inevitable that data is going to be collected (Tojiyeva & Abdullayev, 2021). How can we ensure that the data is used ethically and with good intent? What can educational institutions do to create more transparency on how student data is collected and used. What role do I play in understanding how my data is being used? Is acknowledging that my data is being collected and used enough?
Williamson, B. (2016, June 2). Critical questions for big data in Education. code acts in education. https://codeactsineducation.wordpress.com/2016/06/02/critical-questions-for-big-data-in-education/
TikTok. (2022). Privacy Policy. https://www.tiktok.com/legal/privacy-policy-row?lang=en
Tojiyeva, M. M., & Abdullayev, A. A. (2021). The use of modern technologies in Statistical Data Collection. Asian Journal of Multidimensional Research, 10(12), 752–757. https://doi.org/10.5958/2278-4853.2021.01241.6