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Abstract：
In recent decades, higher education institutions around the world have come to depend on complex digital infrastructures. In addition to registration, financial, and other operations platforms, digital classroom tools with built-in learning analytics capacities underpin many course delivery options. Taken together, these intersecting digital systems collect vast amounts of data from students, staff, and faculty. Educators\' work environments-and knowledge about their work environments-have been shifted by this rise in pervasive datafication. In this paper, we overview the ways faculty in a variety of institutional status positions and geographic locales understand this shift and make sense of the datafied infrastructures of their institutions. We present findings from a comparative case study (CCS) of university educators in six countries, examining participants\' knowledge, practices, experiences, and perspectives in relation to datafication, while tracing patterns across contexts. We draw on individual, systemic, and historical axes of comparison to demonstrate that in spite of structural barriers to educator data literacy, professionals teaching in higher education do have strong and informed ethical and pedagogical perspectives on datafication that warrant greater attention. Our study suggests a distinction between the understandings educators have of data processes, or technical specifics of datafication on campuses, and their understanding of big picture data paradigms and ethical implications. Educators were found to be far more knowledgeable and comfortable in paradigm discussions than they were in process ones, partly due to structural barriers that limit their involvement at the process level.
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摘要：
近几十年来,世界各地的高等教育机构已经开始依赖复杂的数字基础设施。除了注册，金融,和其他运营平台，具有内置学习分析能力的数字教室工具支持许多课程交付选项。一起来看,这些交叉的数字系统从学生那里收集大量数据，工作人员,和教员。教育者的工作环境-以及有关其工作环境的知识-已经因普遍的数据通信的兴起而发生了变化。在本文中,我们概述了各种机构地位职位和地理位置的教师如何理解这种转变，并理解其机构的数据化基础设施。我们提供了六个国家的大学教育工作者的比较案例研究(CCS)的结果，检查参与者的知识，实践,经验,以及与数据通信有关的观点，同时在上下文中跟踪模式。我们依靠个人，系统性，和历史比较轴，以证明尽管教育者数据素养存在结构性障碍，高等教育中的专业教学确实对数据通信有强烈和知情的道德和教学观点，值得更多关注。我们的研究表明，教育工作者对数据处理的理解有区别，或校园数据通信的技术细节，以及他们对大图景数据范式和伦理含义的理解。教育者被发现在范式讨论中比在过程中更有知识和舒适，部分原因是结构性障碍限制了他们在流程层面的参与。
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