But is this really what we want? And who should get access to such combined data? For starters, course faculty should not have access to students' academic backgrounds and performance outside of their courses, as such information could easily bias grading decisions.9 On the reverse side of the coin, university administrators should not have access to individual course grading data, as it is not their business to interfere with faculty conducting their courses.
In the case of learning analytics, the personal touch — supported by the data collected about students — could make the real difference in their success.
Kortmann, Bernd, & Lunkenheimer, Kerstin (eds.). (2013).
The Electronic World Atlas of Varieties of English.
Leipzig: Max Planck Institute for Evolutionary Anthropology.
(Available online at http://ewave-atlas.org, Accessed on 2016-04-05.)
"This policy paper, released for International Mother Language Day, argues that being taught in a language other than their own can negatively impact children’s learning. It shows the importance of teacher training and inclusive
supporting materials to improve the learning experience of these children, and provide them with a resilient path of achievement in life" (¶3).