documentation studies
early documentation studies
modern documentation studies
study of recording and retrieval of information
study that views documents through a technological lens, focused on resources, management processes, e.g., preservation, organization, representation, dissemination processes
study that focuses on social contexts and political factors, purported evidence and facts within a document depend on the perception of those who use and construct the document
document
document according to Buckland
data and 2 ways of data
3 characteristics of data
object of study that has become physical evidence being used by those who study it
Buckland - anything that is regarded as signifying: books, records, data speech, signs, symbols, objects
anything recorded in a relational database, which can be searched, aggregated, cross-referenced, examined
functional way - anything can be considered data as long as it can be ‘‘held-up’’ and used as evidence
semiotic way - evidence of something, regardless the intentions of the creation or the format
- data is not neutral and is fallible
- can lead to apophenia
- data selection process
data made into documents
data considered as documents
- material aspect of data, process leading to that and the actors involved
- role of the data in a social system, along with how data is used
apophenia big data digital data data entities data work
seeing patterns where none actually exist, can be problematic regarding
big data - spotting patterns that were previously unidentifiable
digital data - originate from different sources, take numerous different forms, can be generated deliberately or automatically through routine operations or voluntary by individuals
data entities: representations, models and calculations relating to real-world things, e.g., people, places, things
data work: archiving and tagging, linking and connecting, harvesting and mining of data through various computational processes
indexical data
concerns
infinite data fusions
concerns: increasing use of data doubles
4 characteristics of education
- receiving and teaching knowledge
- transmission of values
- intertwined with socialization and learning
- institutionalized systems
Data-ism in education:
media logic for digital data in educational institutions
social actors operating under heteronomous poles of education
consequences brought by mediatization of education
media logic for digital data in educational institutions
1. platformization - moving towards data-fueled institutions that organize interactions among users
2. datafication - transforming social action into digital quantified data
3. dataveillance - continuous surveillance through the use of data
4. content - digital media doxa
social actors operating under heteronomous poles of education
1. perceptions and experiences of teachers & students
2. mediatized classroom
3. mixed options - more control, but more controlled
consequences brought by mediatization of education
1. governance via data
2. accessibility of content
3. new learning and teaching affordances
Digital media doxa - rules when producing digital content
- EDTech - combined use of digital tools, administrative and online resources to facilitate education
- EDL - technology enhanced learning - tech tools combined with education to bring efficiency, improved processes
- learning analytics - collection, report measurement, analysis of educational data from learning environments to optimize learning practices
mediatization of education:
mediatization of school
3 tasks of mediatization of schools
mediatization of classroom
- education policy (macro) - norms, regulations, standards
- school organizations (meso) - administration and management
- classroom (micro) - teaching & learning
- direct interpersonal communication
- teaching & learning = students & teachers
- management = discussions and content sharing among staff & parents - mass communication
- teaching & learning = content distribution from teachers to students
- management = school info system, internal mass communication - interactive communication
- digital learning environment
- school management information system - facilitate interactions
- datafication - governance through platforms
- commercialization of education - ownership relations and monetized business models
- need for constant stimulation
- bridging deep and hyper attention
- hyper attention = focuses switches quickly, low tolerance for boredom
- deep attention = concentration for long periods on a single object - new pedagogical tools & methods
platformization
inserting data into systems, data visualization and dataveillance, decision-making based on data
1. digital learning environments: management and learning tools, integration of systems, data visualization, interface for educational actors, affordances (quality of an object that defines its possible uses and makes clear how it is used
-digital learning platforms (DLP)
- learning management and support system (LMS)
2.
interoperability = connecting platforms through actors
intra-operability = connecting platforms through one major actor
3. online courses
learnification - learning rather than educating
teachers as data users
perception of teachers
perception of students
teachers as data users:
- platformization - inserting data into systems, data visualization and dataveillance, decision-making based on data
- standardization - use of shared templates and standardized assessments
perception of teachers:
-democratizing & liberating: more consistent, efficient and accessible work, work = manageable, teachers are in control
explorative & disempowering: intensification of work, no creativity, teachers are not in control, judged based on digital-literacy
perception of students:
- logistics & management: flexibility & accessibility, time-saving, structure
learning experiences: technology makes learning efficient, strategic approaches towards learning
the 3 V’s: data as a social, political and cultural form
- volume - amount of data being produced
- velocity - speed in which data is produced and processed
- variety - range of data types and sources that exist
areas of educational concerns emerging from the sociology of data:
- digital data and the reproduction of inequalities and social relations
-data classes: individuals who create data for others to process - intensification of managerialism within education
first data: sorting things out
now data: intensified processes; heightened sense of solutionism - dataveillance - monitoring within educational institutions
- data-profiling processes
- used for identification and classification of individuals - reductive nature of what counts as education
