Applying a Responsible Innovation Framework in Developing an Equitable Early Alert System: A Case Study

被引：4

作者：

Patterson, Chris R. ^{[1
]}

York, Emily ^{[2
]}

Maxham, Danielle ^{[3
]}

Molina, Rudy ^{[4
]}

Mabrey, Paul, III ^{[1
]}

机构：

[1] James Madison Univ, Student Success Ctr, MSC 1023, 738 South Mason St, Harrisonburg, VA 22807 USA

[2] James Madison Univ, Engn Geosci, MSC 4302, 801 Carrier Dr, Harrisonburg, VA 22807 USA

[3] James Madison Univ, MSC 0201, 421 Bluestone Dr,Zane Showker Hall, Harrisonburg, VA 22807 USA

[4] James Madison Univ, MSC 1208, 60 Bluestone Dr,Roop Hall, Harrisonburg, VA 22807 USA

来源：

JOURNAL OF LEARNING ANALYTICS | 2023年 / 10卷 / 01期

关键词：

Responsible innovation; retention; early alert systems; equity; students as partners; HIGHER-EDUCATION;

D O I：

10.18608/jla.2023.7795

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The anticipation, inclusion, responsiveness, and reflexivity (AIRR) framework (Stilgoe et al., 2013) is a novel framework that has helped those in science and technology fields shift their focus from products to the processes used to create those products. However, the framework has not been known to be applied to the development and implementation of data analytics in higher education. In a case study of creating an early-alert retention system at James Madison University, a working group of similar to 20 faculty, staff, and students creatively utilized the AIRR framework. The present study discusses how the AIRR framework was utilized to observe and enhance group processes, and the outcomes of those enhanced processes.

引用

页码：24 / 36

页数：13

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