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Digital Classrooms as Data Factories


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Part 2 of 7 in the Series: Education in the Cloud.Introduction at:

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Digital Classrooms as Data Factories

  1. 1. Education in the Cloud Digital Classrooms as Data Factories What is a “Smart” City? Learning Ecosystems and the Internet of Things Blockchain and “The Ledger” How Austerity Generates Data Reinventing Education for Impact Investment
  2. 2. How did education come to be all about the data? No child left behind made accountability a priority. Under Race to the Top many states adopted Value Added Measures (VAM) to evaluate teachers and metrics-based report cards to grade schools. Classroom instruction is now about improving test scores via learning analytics. The Every Student Succeed Act tweaked the formula. Now formative assessments are a priority, which means testing all the time. Rather than a single score, growth is valued, which requires even MORE data collection. The door has opened to measure non-academic education elements now, too (social-emotional).
  3. 3. Is this what we want?
  4. 4. E-Learning Technology Developed by the Department of Defense Total Learning Architecture Source More information on DoD and xApI HERE.
  5. 5. Refined by the ed-tech sector. Training as “Lifelong Learning” Education serves industry. Device-Dependent Data-Driven Workforce-Oriented Narrowed Options Image From 2016 IBM Whitepaper on Personalized Learning
  6. 6. “Smart” City Interests Involved
  7. 7. Learning is pushed online, even for the youngest students.
  8. 8. Academic, Social & Emotional Data Captured and Mapped Via RedCritter Teacher
  9. 9. Teachers pressured to monitor and enter data. Limited time for face-to-face interaction with students.
  10. 10. Articulab Virtual Peers, Carnegie Mellon Genie, Reasoning Mind Device-based education maximizes data collection. Use of “Intelligent” tutoring systems grows.
  11. 11. Teacher training programs reinforce data-driven education. FUSE Rhode Island The New Teacher Project Relay Graduate School of Education
  12. 12. The Learning Accelerator = Advocate for Online Blended Learning Hired Yet Analytics for a “Next Gen Human Capital Initiative”
  13. 13. Teachers are targeted for human capital management, too. Round 1=Get Educators On Board Competency-Based Education Micro-Credentials Badges Device-Based, Data-Driven
  14. 14. Yet Analytics also works with Hewlett Packard on Human Capital Management. Their Education Data Command Center debuted at 2017 Education World Forum. HP also promotes use of Open Education Resources(OER) for “playlist” education. Source
  15. 15. Online learning is normalized. Physical schools and human teachers are no longer required. Acquisition and demonstration of employment skills is prioritized. Impacts are measured. Education requires return on investment.
  16. 16. Doing more with less Austerity = Public-Private Partnerships Emphasis on “Impact” “Success” Defined in Terms of Data Learn Platform is a new Benefit Corporation that analyzes impact and ROI of ed-tech products.
  17. 17. Standards Facilitate Data Collection Emphasis on detailed standards has enabled the shift to “playlist,” digitized education. Rather than places for learning in relationship, classrooms are becoming data factories. Data will be used to 1) assess ed-tech “Returns on Investment” 2) feed predictive analytics on labor and financial markets 3) “manage” citizens and “education” suppliers through blockchain digital identities. Common Core State Standards broke education down into discrete pieces, paving the way for badges and micro- credentials. Teachers autonomy has been eroded. Data is used punitively against schools and teachers. Student learning has been reduced to data walls and dashboards. Not unlike a “Smart” City command-and-control center.
  18. 18. Deloitte’s Gov2020 Drivers & Trends report: “By 2020, more than 80 percent of consumers collect, track, barter or sell their personal data for savings, convenience and customization, making information a currency in the truest sense.” Source “Personalized” online education extracts value from students. We need to refuse their vision of our children’s future.