Big Data
School perspectives on what, how and why

Outstanding education, awesome technology
Data
Big

What is it ?
“The ability of society to harness
information in novel ways to
produce useful insights or goods
and services of significa...
“The ability of society to harness
information in novel ways to
produce useful insights or goods
and services of significa...
Big Data
2% and 98%
In a school,
what would be
really useful to
know?
•
•
•
•
•
•
•
•
•
•
•
•
•
•

which questions generate most thought?
at exactly what point in a lesson learners switch off?...
•
•
•
•
•
•
•
•
•
•
•
•
•

which questions generate most thought
at exactly what point in a lesson learners switch off
who...
Big Data
What is ‘big’
about it ?
Stand
or Sit
Credit and other Cards
On-Line Presence
National Databases
Social Media
Big Data
How will it affect
our lives?
Society
• Cause for good or cause
for concern?
• Usage issues, access,
and ownership issues
Big Data
How will it impact
on education ?
The Moneyball
Approach…
• System Challenges

• Schools
• Teachers and Teaching
• Learners and Learning
Big Data
and the eye of
the storm
Big Data
The Streetly
experience
Big Data
School
Teacher

Student
School
Drive
Systems
Culture/Ethos
School & Teachers
School
Value Added Points

100

93.9

70
80

Correlation

60
60

60.9

58.1

58.2

• Example - Sport & A...
Teachers & Students
Behaviour

Transition

Habits

The
Student

Context

Progress
Sisra
Go4Schools
Engagement
Records

The Suite

Online
Habits

PM

CPD

Behaviour
Data
Drive

Systems
Culture/Ethos
Big Data
How will
Frogtrade use it ?
• System

• Schools
• Teachers and Teaching
• Learners and Learning
Academic Performance
Learning Activity
Personal Timeline Portfolio
Network Involvement
Feedback Analysis
Contribution Reco...
Outcomes
School Community

Engagement

Big Data
Frog
Learning Engine
Big Data
School perspectives on what, how and why

Outstanding education, awesome technology
Bett 2014 Learn Live Session - Big Data: School perspectives on what, how and why
Bett 2014 Learn Live Session - Big Data: School perspectives on what, how and why
Bett 2014 Learn Live Session - Big Data: School perspectives on what, how and why
Bett 2014 Learn Live Session - Big Data: School perspectives on what, how and why
Bett 2014 Learn Live Session - Big Data: School perspectives on what, how and why
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Bett 2014 Learn Live Session - Big Data: School perspectives on what, how and why

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Schools are swamped with data on a daily basis. Senior leaders and classroom teachers are constantly challenged to make decisions about what information to use and what to discard. Alistair Smith, Frog, and Billy Downie, The Streetly Academy, explore the powerful affect that the efficient use of data can have on the wellbeing and achievement of each and every student.

With technology enabling gamification, assessment and feedback loops, teachers can instantly assess their students’ level of understanding on specific topics and quickly intervene when they identify a gap in knowledge – personalising every student’s learning journey.

The session will explore practical ideas on how to use big data to maximise performance across the whole school community, impacting students, teachers and even parents.

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  • Big Data is shrinking the worldLook around you; who do you know?Six degrees of separation now 4.7 as a consequence of social media; chances are many of you have a direct social media relationship without having ever met face to face
  • Scale offers opportunitiesVolumeVelocity Variety
  • Scale offers opportunitiesVolumeVelocity Variety
  • AnalogueDigital Relationships in a school between two type of activity – typically 98% analogue and 2% digital: how do we digitise student learning product?
  • There’s a feeling that the more successful we become, the harder we have to work to secure the smallest of additional improvementsTwo types of data schools can use but we focus on one; we conduct post-mortems and autopsies and head teachers act as coroners in chief we neglect the pathologyHeadlights and tail lightsBrown and blue signsBut what if we could use the data to discern correlations, uncover patterns in everyday behaviour? What would it reveal about our schools our teachers our learners? In order to fully understand an individual we need to know them in the round
  • There’s a feeling that the more successful we become, the harder we have to work to secure the smallest of additional improvementsTwo types of data schools can use but we focus on one; we conduct post-mortems and autopsies and head teachers act as coroners in chief we neglect the pathologyHeadlights and tail lightsBrown and blue signsBut what if we could use the data to discern correlations, uncover patterns in everyday behaviour? What would it reveal about our schools our teachers our learners? In order to fully understand an individual we need to know them in the round
  • They eye of the storm is epitomised by the sit-down, winner takes all public paper and pencil exam - stubborn refusal to move beyond analogue in our use of dataprioritise single point learning outcomes over fluid and dynamic processpromote passivity and direct whole class instruction and rote learningridicule active engagement and personalised learning Brown and blue signsBut what if we could use the data to discern correlations, uncover patterns in everyday behaviour? What would it reveal about our schools our teachers our learners? In order to fully understand an individual we need to know them in the round
  • They eye of the storm is epitomised by the sit-down, winner takes all public paper and pencil exam - stubborn refusal to move beyond analogue in our use of dataprioritise single point learning outcomes over fluid and dynamic processpromote passivity and direct whole class instruction and rote learningridicule active engagement and personalised learning Brown and blue signsBut what if we could use the data to discern correlations, uncover patterns in everyday behaviour? What would it reveal about our schools our teachers our learners? In order to fully understand an individual we need to know them in the round
  • There’s a feeling that the more successful we become, the harder we have to work to secure the smallest of additional improvementsTwo types of data schools can use but we focus on one; we conduct post-mortems and autopsies and head teachers act as coroners in chief we neglect the pathologyHeadlights and tail lightsBrown and blue signsBut what if we could use the data to discern correlations, uncover patterns in everyday behaviour? What would it reveal about our schools our teachers our learners? In order to fully understand an individual we need to know them in the round
  • CD containing a movie is about a gigabyte: lay them out across the pitch at wembley and they would reach the top of the stadiumIn the time its taken me to get to this point in our talk humanity has created the same amount of information from the beginning of time to 2003By the end of 2015 global internet traffic will be in the order of 4.8 zettabytes a yearIn 2003 UC Berkley researchers calculated that human information had accumulated 5 billion gigabytes since time began (38,000 years ago with cave paintings)2011 every two days2013 every ten minutes1000kB kilobyte10002MB megabyte10003GB gigabyte10004TB terabyte10005PB petabyte10006EB exabyte10007ZB zettabyte
  • Credit and other Cards Credit LoyaltySocial Mediafacebook twitter linked InOn-Line Presence Amazon Netflix GoogleNational databases Driving Licence National Insurance Number
  • Berlin – Museum of FDR, SurveillanceAni phone
  • Berlin – Museum of FDR, SurveillanceAni phone
  • Tipping point Huge potential for insights and discoveries: Kirk Borne – novelty, class and associationJob opportunities Need to know how we know – experts need to interpretSix degrees of separation now 4.74Significance of networksHuggies and men and beer (correlation does not imply causation)Amazon – people who bought this also bought thisNetflix – others who watched what you watched rented thisWalmart – 2004 hurricane strawberry pop tarts x 700%
  • Berlin – Museum of FDR, SurveillanceAni phone
  • They eye of the storm is epitomised by the sit-down, winner takes all public paper and pencil exam - stubborn refusal to move beyond analogue in our use of dataprioritise single point learning outcomes over fluid and dynamic processpromote passivity and direct whole class instruction and rote learningridicule active engagement and personalised learning
  • They eye of the storm is epitomised by the sit-down, winner takes all public paper and pencil exam - stubborn refusal to move beyond analogue in our use of dataprioritise single point learning outcomes over fluid and dynamic processpromote passivity and direct whole class instruction and rote learningridicule active engagement and personalised learning
  • They eye of the storm is epitomised by the sit-down, winner takes all public paper and pencil exam - stubborn refusal to move beyond analogue in our use of dataprioritise single point learning outcomes over fluid and dynamic processpromote passivity and direct whole class instruction and rote learningridicule active engagement and personalised learning Brown and blue signsBut what if we could use the data to discern correlations, uncover patterns in everyday behaviour? What would it reveal about our schools our teachers our learners? In order to fully understand an individual we need to know them in the round
  • Berlin – Museum of FDR, SurveillanceAni phone
  • So much informationWhat is useful?What isn’t?What is useful that we didn’t know was useful?
  • Case Study – Streetly School (screen shoots)School level – leadership of technologies; systems leadership; data evidencing for change via systemsKey messages ethos and culture/systems/driveData pulled together to facilitate processesTeachers and TeachingLook at teachers and teaching and the systems which surround both – the suite; all teachers have access to all dataStudentsStudents access to their own dataUse of social media to drive students to Frog 
  • Case Study – Streetly School (screen shoots)School level – leadership of technologies; systems leadership; data evidencing for change via systemsKey messages ethos and culture/systems/driveData pulled together to facilitate processesTeachers and TeachingLook at teachers and teaching and the systems which surround both – the suite; all teachers have access to all dataStudentsStudents access to their own dataUse of social media to drive students to Frog 
  • Case Study – Streetly School (screen shoots)School level – leadership of technologies; systems leadership; data evidencing for change via systemsKey messages ethos and culture/systems/driveData pulled together to facilitate processesTeachers and TeachingLook at teachers and teaching and the systems which surround both – the suite; all teachers have access to all dataStudentsStudents access to their own dataUse of social media to drive students to Frog 
  • Case Study – Streetly School (screen shoots)School level – leadership of technologies; systems leadership; data evidencing for change via systemsKey messages ethos and culture/systems/driveData pulled together to facilitate processesTeachers and TeachingLook at teachers and teaching and the systems which surround both – the suite; all teachers have access to all dataStudentsStudents access to their own dataUse of social media to drive students to Frog 
  • Case Study – Streetly School (screen shoots)School level – leadership of technologies; systems leadership; data evidencing for change via systemsKey messages ethos and culture/systems/driveData pulled together to facilitate processesTeachers and TeachingLook at teachers and teaching and the systems which surround both – the suite; all teachers have access to all dataStudentsStudents access to their own dataUse of social media to drive students to Frog The Future > Back to Alistair
  • Berlin – Museum of FDR, SurveillanceAni phone
  • GatherSortSelectInterpretRefashionPresent
  • Bett 2014 Learn Live Session - Big Data: School perspectives on what, how and why

    1. 1. Big Data School perspectives on what, how and why Outstanding education, awesome technology
    2. 2. Data Big What is it ?
    3. 3. “The ability of society to harness information in novel ways to produce useful insights or goods and services of significant value.… Big data refers to things one can do at a large scale that cannot be done at a smaller one” Mayer-Schonberger and Cukier, Big Data, A Revolution That Will Transform How We Live, Work and Think, 2013
    4. 4. “The ability of society to harness information in novel ways to produce useful insights or goods and services of significant value.… Big data refers to things one can do at a large scale that cannot be done at a smaller one” Mayer-Schonberger and Cukier, Big Data, A Revolution That Will Transform How We Live, Work and Think, 2013
    5. 5. Big Data 2% and 98%
    6. 6. In a school, what would be really useful to know?
    7. 7. • • • • • • • • • • • • • • which questions generate most thought? at exactly what point in a lesson learners switch off? who will be bullied and when? which concepts are actually most difficult? the link between diet and progress? how friendship networks impact on exam performance? the emotional state of a year group as they approach an exam? which pupils thrive on what sorts of feedback? the amount of time actually spent on homework? the ideal design of a learning task? which book a child should read next? how room temperature affects learning? who runs most in the playground?
    8. 8. • • • • • • • • • • • • • which questions generate most thought at exactly what point in a lesson learners switch off who will be bullied and when which concepts are actually most difficult the link between diet and progress how friendship networks impact on exam performance the emotional state of a year group as they approach an exam which pupils thrive on what sorts of feedback the amount of time actually spent on homework the ideal design of a learning task which book a child should read next how room temperature affects learning who runs most in the playground
    9. 9. Big Data What is ‘big’ about it ?
    10. 10. Stand or Sit Credit and other Cards On-Line Presence National Databases Social Media
    11. 11. Big Data How will it affect our lives?
    12. 12. Society • Cause for good or cause for concern? • Usage issues, access, and ownership issues
    13. 13. Big Data How will it impact on education ?
    14. 14. The Moneyball Approach…
    15. 15. • System Challenges • Schools • Teachers and Teaching • Learners and Learning
    16. 16. Big Data and the eye of the storm
    17. 17. Big Data The Streetly experience
    18. 18. Big Data School Teacher Student
    19. 19. School Drive Systems Culture/Ethos
    20. 20. School & Teachers School Value Added Points 100 93.9 70 80 Correlation 60 60 60.9 58.1 58.2 • Example - Sport & Achievement 44.7 49.5 50 Value Added Value Added 40 40 20 0 30.3 27.5 Connections 9.7 18.4 33.9 28.2 Clubs 30 -20 -40 10 -60 0 •Level 4 22.2 At - The Suite/ Level 4 Example Level 4 Performance Management/CPDAll Below Above FSM LAC -14.4 20 Change Drivers • Example - Chromebooks 0 -80 23.3 22.8 1 to 10 11 to 20 21 to 30 Over 30 Number of Clubs Attended Fully Informed Strategic Planning -84.9 -100 • Using Wider Datasets to facilitate “Confident Leadership” No Clubs
    21. 21. Teachers & Students Behaviour Transition Habits The Student Context Progress
    22. 22. Sisra Go4Schools Engagement Records The Suite Online Habits PM CPD Behaviour Data
    23. 23. Drive Systems Culture/Ethos
    24. 24. Big Data How will Frogtrade use it ?
    25. 25. • System • Schools • Teachers and Teaching • Learners and Learning
    26. 26. Academic Performance Learning Activity Personal Timeline Portfolio Network Involvement Feedback Analysis Contribution Record Attendance Exercise Nutrition Sports Clubs and Groups
    27. 27. Outcomes School Community Engagement Big Data Frog Learning Engine
    28. 28. Big Data School perspectives on what, how and why Outstanding education, awesome technology

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