Abstract
ABSTRACT This article explores potential uses, misuses, beneficiaries, and tensions of learning analytics in higher education. While those promoting and using learning analytics generally agree that ethical practice is imperative, and student privacy and rights are important, navigating the complex maze of ethical dilemmas can be challenging, particularly in situations involving competing principles. We tease out the ‘clouds’ behind the silver lining of learning analytics and propose a principles-based operational framework for ethical data governance to help educational developers navigate situations involving individual and institutional uses of learner data, where what might be legally and technologically permissible is not necessarily ethical.
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