Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands.
University Hospital Bern, Bern, Switzerland.
Med Teach. 2020 Jun;42(6):673-678. doi: 10.1080/0142159X.2020.1733505. Epub 2020 Mar 9.
A group of 22 medical educators from different European countries, gathered in a meeting in Utrecht in July 2019, discussed the topic of learning analytics (LA) in an open conversation and addressed its definition, its purposes and potential risks for learners and teachers. LA was seen as a significant advance with important potential to improve education, but the group felt that potential drawbacks of using LA may yet be under-exposed in the literature. After transcription and interpretation of the discussion's conclusions, a document was drafted and fed back to the group in two rounds to arrive at a series of 10 caveats educators should be aware of when developing and using LA, including too much standardized learning, with undue consequences of over-efficiency and pressure on learners and teachers, and a decrease of the variety of 'valid' learning resources. Learning analytics may misalign with eventual clinical performance and can run the risk of privacy breaches and inescapability of documented failures. These consequences may not happen, but the authors, on behalf of the full group of educators, felt it worth to signal these caveats from a consumers' perspective.
来自欧洲不同国家的 22 位医学教育者于 2019 年 7 月在乌得勒支召开会议，以开放的对话形式讨论了学习分析（LA）这一主题，并探讨了其定义、目的以及对学习者和教师可能存在的风险。LA 被视为一项重大进展，具有重要的潜力来改善教育，但该小组认为，使用 LA 的潜在缺点在文献中可能尚未得到充分揭示。在对讨论结论进行转录和解释后，起草了一份文件，并在两轮中反馈给小组，以达成教育者在开发和使用 LA 时应注意的 10 项警告，包括过度标准化的学习，对学习者和教师产生过度高效和压力的不必要后果，以及“有效”学习资源种类的减少。学习分析可能与最终的临床表现不一致，并可能存在侵犯隐私和无法避免记录失败的风险。这些后果可能不会发生，但作者代表全体教育者认为，从消费者的角度来看，值得注意这些警告。
