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Big data ethics, also known simply as data ethics, refers to systemizing, defending, and recommending concepts of right and wrong conduct in relation to data, in particular personal data. [1] Since the dawn of the Internet the sheer quantity and quality of data has dramatically increased and is continuing to do so exponentially.
This framework focuses on ways to approach and understand how data is collected, processed, and used emphasizing ethical perspectives and protecting individuals information. [24] Datafication focuses on understanding the process associated with the emergence and use of big data. According to Jose and Dijck, it highlights the transformation of ...
There are three significant factors in the use of big data in marketing: Big data provides customer behavior pattern spotting for marketers, since all human actions are being quantified into readable numbers for marketers to analyze and use for their research. [115] In addition, big data can also be seen as a customized product recommendation tool.
Aspects of big data research pose formidable challenges for research ethics and thus show potential for wider applicability of formal review processes. [26] [27] [28] One theme is data breaches, but another with high difficulty is potentially dangerous predictive analytics with unintended consequences, via false-positives or new ways to invade ...
Technoethics (TE) is an interdisciplinary research area that draws on theories and methods from multiple knowledge domains (such as communications, social sciences, information studies, technology studies, applied ethics, and philosophy) to provide insights on ethical dimensions of technological systems and practices for advancing a technological society.
Information ethics has been defined as "the branch of ethics that focuses on the relationship between the creation, organization, dissemination, and use of information, and the ethical standards and moral codes governing human conduct in society". [1] It examines the morality that comes from information as a resource, a product, or as a target. [2]
Dr. Wolfgang Greller and Dr. Hendrik Drachsler defined learning analytics holistically as a framework. They proposed that it is a generic design framework that can act as a useful guide for setting up analytics services in support of educational practice and learner guidance, in quality assurance, curriculum development, and in improving teacher effectiveness and efficiency.
Prior to Princeton, she was a professor at Columbia University's Craig Newmark Center for Journalism Ethics and Security, a faculty associate at the Berkman Klein Center for Internet and Society at Harvard University, [5] [6] [7] and an associate professor at the School of Information and Library Science at the University of North Carolina and ...