Ethical Benefits and Drawbacks of Digitally Informed Consent

As organizations steadily adopt remote and virtual capabilities, informed consent processes are increasingly managed by digital technologies. These digital methods are generating novel opportunities to collect individuals' permissions for use of private information but are blurring traditional boundaries of consent communication and documentation. Therefore, the rapid growth of digital technologies used for informed consent as well as the sheer volume of data resulting from electronic data capture are generating complex questions about individual engagement and data practices. This chapter presents emerging risks, benefits, and ethical principles about digital informed consent methods and technologies. For the areas where digital informed consent creates ethical uncertainties, ethical guidelines and user-design recommendations are provided.

Incentivising research data sharing: a scoping review

Background: Numerous mechanisms exist to incentivise researchers to share their data. This scoping review aims to identify and summarise evidence of the efficacy of different interventions to promote open data practices and provide an overview of current research. Methods: This scoping review is based on data identified from Web of Science and LISTA, limited from 2016 to 2021. A total of 1128 papers were screened, with 38 items being included. Items were selected if they focused on designing or evaluating an intervention or presenting an initiative to incentivise sharing. Items comprised a mixture of research papers, opinion pieces and descriptive articles. Results: Seven major themes in the literature were identified: publisher/journal data sharing policies, metrics, software solutions, research data sharing agreements in general, open science ‘badges’, funder mandates, and initiatives. Conclusions: A number of key messages for data sharing include: the need to build on existing cultures and practices, meeting people where they are and tailoring interventions to support them; the importance of publicising and explaining the policy/service widely; the need to have disciplinary data champions to model good practice and drive cultural change; the requirement to resource interventions properly; and the imperative to provide robust technical infrastructure and protocols, such as labelling of data sets, use of DOIs, data standards and use of data repositories.

Finding Their Data Voice: Practices and Challenges of Dashboard Users

Dashboards are the ubiquitous means of data communication within organizations.Yet we have limited understanding of how they factor into data practices in the workplace, particularly for data workers who do not self-identify as professional analysts. We focus on data workers who use dashboards as a primary interface to data, reporting on an interview study that characterizes their data practices and the accompanying barriers to seamless data interaction.While dashboards are typically designed for data consumption, our findings show that dashboard users have far more diverse needs. To capture these activities, we frame data workers’ practices as data conversations:conversations with data capture classic analysis(asking and answering data questions), while conversations through and around data involve constructing representations and narratives for sharing and communication. Dashboard users faced substantial barriers in their data conversations: their engagement with data was often intermittent, dependent on experts, and involved an awkward assembly of tools. We challenge the visualization and analytics community to embrace dashboard users as a population and design tools that blend seamlessly into their work contexts

Data in Schools: (Changing) Practices and Blind Spots at a Glance

This review aims to provide a concise overview of the role of (digital) data and new data practices in schools. By focusing on the impact of data on pedagogical practices, it aims to shed light on how the everyday tasks of teachers and other pedagogical staff in schools are changing, particularly as a result of the generation and use of digital data. For this purpose, existing studies and previous theoretical debates on this topic are examined for their perspectives on data and data practices in schools. The pedagogical data practices of (improving) teaching and learning, assessment and counseling, (data-driven) decision-making, and cooperation and collaboration by “doing data” will be elaborated and discussed. Likewise, data practices that are missing from the studies are identified. We conclude with an overview of blind spots and further research needs.

EXPRESS: The Bulletproof Glass Effect: Unintended Consequences of Privacy Notices

Drawing from a content analysis of publicly-traded companies’ privacy notices, a survey of managers, a field study, and five online experiments, this research investigates how consumers respond to privacy notices. A privacy notice, by placing legally-enforceable limits on a firm’s data practices, communicating safeguards, and signaling transparency, might be expected to promote confidence that personal data will not be misused. Indeed, most managers expected a privacy notice to make customers feel more secure (Study 1). Yet, consistent with the analogy that bulletproof glass can increase feelings of vulnerability despite the protection offered, formal privacy notices undermined consumer trust and decreased purchase interest even when they emphasized objective protection (Studies 2, 3, and 5) or omitted any mention of potentially concerning data practices (Study 6). These unintended consequences did not occur, however, when consumers had an a priori reason to be distrustful (Study 4) or when benevolence cues were added to privacy notices (Studies 5-6). Finally, Study 7 showed that both the presence and conspicuous absence of privacy information are sufficient to trigger decreased purchase intent. Together, these results provide actionable guidance to managers on how to effectively convey privacy information (without hurting purchase interest).

Big Data, Big Changes? A Survey of K-12 Science Teachers in the United States on Which Data Sources and Tools They Use in the Classroom

The tools that scientists and engineers analyze data are changing—and at the same time, science education standards have shifted to focus on science practices that articulate multiple ways for teachers to support students to make sense of data in science classrooms. Moreover, the types of data and technologies available to teachers and students to support their work with data have advanced. While these changes and features point to the importance of data, practices that relate to data, and the roles of technology, little research has offered a portrait of what teachers presently use. We report on findings from a survey conducted in the United States of 330 science teachers on the data sources, practices, and technologies common to their classroom. We found that teachers predominantly involve their students in analyzing relatively small data sets that they collect. In support of this work, teachers tend to use the technologies that are available to them—namely, calculators and spreadsheets. We discuss what these findings suggest for practice, research, and policy, with an emphasis on supporting teachers based on their needs.