Data entry: towards the critical study of digital data and education

Abstract

The generation and processing of data through digital technologies is an integral element of contemporary society, as reflected in recent debates over online data privacy, 'Big Data' and the rise of data mining and analytics in business, science and government. This paper outlines the significance of digital data within education, arguing for increased interest in the topic from educational researchers. Building on themes from the emerging sub-field of 'digital sociology', the paper outlines a number of ways in which digital data in education could be questioned along social lines. These include issues of data inequalities, the role of data in managerialist modes of organisation and control, the rise of so-called 'dataveillance' and the reductionist nature of data-based representation. The paper concludes with a set of suggestions for future research and discussion, thus outlining the beginnings of a framework for the future critical study of digital data and education.

Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

“…Lastly, when using and examining the effects of E-portfolio-environments enhanced with Learning analytics, one should address the challenge of ensuring user privacy (Greller and Drachsler 2012;Selwyn 2015). Due to the nature of the multi-sourced E-portfoliodataset, at least, two ethical issues arise.…”

The Givenness of the Human Learning Experience and Its Incompatibility with Information Analytics

“…In an insightful sociological analysis of the impact of digital analytics on education, Selwyn (2014) identifies six areas for further study in the ethical consideration of learning analytics: 1) What data exist in educational contexts? -including concern for the interoperability and compatibility of data.…”

The imperative to protect data and the rise of surveillance cameras in administering national testing in Russia

“…This diverse group of people compose the assembly-line of the data-factory. In this manner, the present article shares concern for the workings of the infrastructure of accountability and data infrastructure (Sellar, 2014) at the backdrop of emerging digital governance and data-driven governance (Selwyn, 2015;Selwyn et al,. 2015;Williamson, 2015) in education settings.…”