Compliance of MOOCs and OERs with the new privacy and security EU regulations
Journal
5th International Conference on Higher Education Advances (HEAd'19)
Date Issued
2019-06-26
Author(s)
DOI
10.4995/head19.2019.9063
Abstract
Since their appearance in the early 2000s, Massive Open Online Courses
(MOOCs) and Open Educational Resources (OERs) arose among the most
important educational priorities. Many top universities worldwide have been
involved in the research and direct implementation of this innovative
pedagogical approach. Simultaneously with the development and massive
deployment of the new learning and teaching method, European regulations
responsible for data privacy and information security protection have
significantly evolved. This paper assesses the compliance of the ten most
popular MOOCs and OERs with the General Data Protection Regulation
(GDPR) and the Directive on security of network and information systems (NIS
Directive). In order to systematically examine their online platforms, a few
privacy indicators were outlined and thoroughly observed. Alongside this, the
involvement of the open education providers in the NIS Directive was
examined. Research findings are presented and elaborated in a way that it
makes easy to generate recommendations on how to anticipate the future of
open education as a reasonable reaction to global change in the era of rapid
technological growth, and at the same time to obey the crucial ethical
principles defined by this development.
(MOOCs) and Open Educational Resources (OERs) arose among the most
important educational priorities. Many top universities worldwide have been
involved in the research and direct implementation of this innovative
pedagogical approach. Simultaneously with the development and massive
deployment of the new learning and teaching method, European regulations
responsible for data privacy and information security protection have
significantly evolved. This paper assesses the compliance of the ten most
popular MOOCs and OERs with the General Data Protection Regulation
(GDPR) and the Directive on security of network and information systems (NIS
Directive). In order to systematically examine their online platforms, a few
privacy indicators were outlined and thoroughly observed. Alongside this, the
involvement of the open education providers in the NIS Directive was
examined. Research findings are presented and elaborated in a way that it
makes easy to generate recommendations on how to anticipate the future of
open education as a reasonable reaction to global change in the era of rapid
technological growth, and at the same time to obey the crucial ethical
principles defined by this development.