The rapid adoption of digital technologies has greatly increased the volume of real-world data (RWD) in education. While these data offer significant opportunities for advancing learning analytics (LA), secondary use for research is constrained by privacy concerns. Differentially private synthetic data generation is regarded as the gold-standard approach to sharing sensitive data, yet studies on the private synthesis of educational data remain very scarce and rely predominantly on large, low-dimensional open datasets. Educational RWD, however, are typically high-dimensional and small in sample size, leaving the potential of private synthesis underexplored. Moreover, because educational practice is inherently iterative, data sharing is continual rather than one-off, making a traditional one-shot synthesis approach suboptimal. To address these challenges, we propose the Cyclic Adaptive Private Synthesis (CAPS) framework and evaluate it on authentic RWD. By iteratively sharing RWD, CAPS not only fosters open science, but also offers rich opportunities of design-based research (DBR), thereby amplifying the impact of LA. Our case study using actual RWD demonstrates that CAPS outperforms a one-shot baseline while highlighting challenges that warrant further investigation. Overall, this work offers a crucial first step towards privacy-preserving sharing of educational RWD and expands the possibilities for open science and DBR in LA.

Membership inference attacks (MIAs) are used to test practical privacy of machine learning models. MIAs complement formal guarantees from differential privacy (DP) under a more realistic adversary model. We analyse MIA vulnerability of fine-tuned neural networks both empirically and theoretically, the latter using a simplified model of fine-tuning. We show that the vulnerability of non-DP models when measured as the attacker advantage at a fixed false positive rate reduces according to a simple power law as the number of examples per class increases. A similar power-law applies even for the most vulnerable points, but the dataset size needed for adequate protection of the most vulnerable points is very large.

It stands to reason that if we want to offer "personalized" education, our methods should be designed to capture the person and the intraindividual processes. However, an idiographic approach that investigates within-person processes and provides insights on the person has been so far lagging. We conducted a scoping review to explore how the idiographic approach has been applied in educational research (i.e., what methods, topics, data, and statistical approaches). We found that person-specific analysis has mostly been used to investigate education psychology constructs. In addition,Except for a few exceptions in learning analytics, many idiographic studies have employed basic statistical techniques, whereas advanced statistical methods have been applied only recently. Therefore, considering the recent development of educational data science, the potential of idiographic methodology needs to be explored further.