{"id":76,"date":"2022-11-13T09:10:12","date_gmt":"2022-11-13T01:10:12","guid":{"rendered":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/?p=76"},"modified":"2022-11-13T09:13:40","modified_gmt":"2022-11-13T01:13:40","slug":"block-2-data-visualisation-and-blog","status":"publish","type":"post","link":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/2022\/11\/13\/block-2-data-visualisation-and-blog\/","title":{"rendered":"Block 2 Data Visualisation and Blog"},"content":{"rendered":"\n

During block two, we explored the affordances of data. In my context as a primary school teacher, I’m intrigued by the impact live learning data dashboards could have on learning. All sorts of data could be at play. How could technology and digital systems capture learning and\/or data to impact student outcomes?<\/p>\n\n\n\n

In my block one data visualisation, I explored my relationship with data in the context of my work. I’m interested in our relationship with data in a school setting, so I decided to explore my students’ experience with data for this block. As a starting point, I considered classroom relationships; how do students interact with their teacher and peers? How often does this happen in person compared to a digital environment? What data could be captured if teachers were given access to learning dashboards?
I started by listing the types of interactions in my classroom. From teacher-led to peer discussion, I also noted the (potential) frequency of these moments. While only some exchanges have been listed here, I wanted to document how often students might interact digitally. If a live learning dashboard were to be created, data from such digital platforms could prove helpful.<\/p>\n\n\n\n

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My list above shows that there are more face-to-face interactions with teachers in person rather than in the digital realm. Therefore, we would have to rely more on capturing live interactions between students and teachers to get valuable insights. This is problematic. First, how can a digital system capture meaningful interactions between students and their teacher? How might verbal and non-verbal interactions infer meaning in any given context? We also need to recognise that peer-to-peer exchange is just as important! Cultural and contextual aspects of a classroom may need to be considered too. Some students may be free to express all ranges of emotions and thoughts, while others might be conditioned to be docile and recipients of teacher knowledge. Secondly, interactions in the classroom are not just between one child and their teacher. Whole class and group working scenarios also generate unique forms of data. How might these complex interactions be interpreted?<\/p>\n\n\n\n

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My final visualisation shows that student and teacher interaction predominately occurs face-to-face (in my current context). While students interact with teachers and peers digitally, this might only happen occasionally. I opted not to show the frequency of interaction in my final visual, despite recording it, as I felt the types of interaction were more telling. If we want to use data to help inform or impact learning in the classroom, we must consider how we might capture the many nuances and forms of interaction that occurs. We must also consider the ethical implications of taking such an approach. However, my final question would be, why would we go to such lengths? If fully trained and successful teachers can continue to support and develop learners, is there a need for this type of technology?<\/p>\n","protected":false},"excerpt":{"rendered":"

During block two, we explored the affordances of data. In my context as a primary school teacher, I’m intrigued by the impact live learning data…<\/p>\n","protected":false},"author":8,"featured_media":84,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[23],"tags":[24,25,26,17,6],"class_list":["post-76","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-block-2","tag-capture","tag-dashboard","tag-data","tag-ethics","tag-visualisation","has-post-thumbnail-archive"],"_links":{"self":[{"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/posts\/76","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/comments?post=76"}],"version-history":[{"count":3,"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/posts\/76\/revisions"}],"predecessor-version":[{"id":86,"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/posts\/76\/revisions\/86"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/media\/84"}],"wp:attachment":[{"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/media?parent=76"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/categories?post=76"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/wp-json\/wp\/v2\/tags?post=76"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}