Personal Learning Environments (PLE) as an approach to technology enhanced learning emphasizes the shift of control and ownership from the educator or the designer of a learning environment to the user or the learner, bestowing decision making and choice upon the learner, especially the choice of the learning tools and the use of these tools for learning. According to this approach each learner designs a unique learning environment to support and enhance individual learning, collecting a wide variety of personal data related not only to the private life, but also to the student learning profile. While more and more private data is created and shared on the Internet, more and more enterprises, government agencies and marketers are collecting personal data. Many users and learners are not aware of how their private data is used or misused and they are not taking steps to protect their personal data from being used by others. At the same time, it is possible to use the data created and shared on the Internet for educational purposes, for example by means of learning analytics and recommender systems to support individual learning processes. By addressing the problem of privacy in Personal Learning-Environments in this paper, we are focusing on privacy of ordinary and sensitive data in context of digital, social learning. The emerging research questions are: 1 What kind of personal data is required to support organisation and management of learning in a Personal Learning Environment? 2 What kind of personal data should be shared and with whom to support learning achievements and personally successful learning? 3 How can student's data privacy be guaranteed in PLEs, if it is to be connected to analytical tools applied for educational purposes?
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