{"id":88,"date":"2022-12-04T08:43:11","date_gmt":"2022-12-04T00:43:11","guid":{"rendered":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/?p=88"},"modified":"2022-12-04T08:46:52","modified_gmt":"2022-12-04T00:46:52","slug":"block-3-data-visualisation-and-block","status":"publish","type":"post","link":"http:\/\/cde22.education.ed.ac.uk\/cmcneil\/2022\/12\/04\/block-3-data-visualisation-and-block\/","title":{"rendered":"Block 3 Visualisation and Blog"},"content":{"rendered":"\n

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The context for this block’s data visualisation<\/strong><\/p>\n\n\n\n

In 2021, my school was subjected to a ransomware attack. Fortunately, the outcome was not severe, but it prompted our senior leaders to think deeply about our relationship with data – especially from outside sources. As a result, the school is completing an ISO 27001 audit<\/a> to evaluate our IT systems and policies. <\/p>\n\n\n\n

As a result of the audit, new policies have been created to meet the standard for certification. This may be an example of fast-policy creation as the school tries to ensure that they meet expectations – quickly. We have an external, non-political agency helping us shape our policy. <\/p>\n\n\n\n

Data visualisation<\/strong><\/p>\n\n\n\n

For this block, I wanted to continue the theme of my relationship with data. I choose to compare our academic policies with the new policies linked to technology and data use. What might the comparison show me? To begin, I chose the main academic policies and the technology and data policies displayed on our school handbook intranet site.<\/p>\n\n\n\n

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There are approximately 45 other policies linked to the ISO 27001 audit, but for brevity, I opted to compare the policies displayed on the main page of the school handbook intranet site. <\/p>\n\n\n\n

To compare, I wanted to look at word frequency in each policy. I hoped this would shed light on the main points being considered and whether those points differed between the academic policies and the technology and data ones.<\/p>\n\n\n\n

Each policy was downloaded into Word format and pasted into the Lexicool<\/a> website. A report was generated listing the most frequently used words. I recorded these for each policy in Google Sheets, removed duplicates and combined the results. The top ten from each list was used for the visualisation. I chose to remove ‘instrument’ from the top list in Academic Policies because it was repeatedly used in the music lesson policy.<\/em> <\/p>\n\n\n\n

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The complete list can be found HERE<\/a>.<\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n

Using the word frequency results, I created the data visualisation below. In comparison to my previous entries, I opted not to create a key but instead displayed the relevant words clearly. I wanted to make the visualisation more transparent so that the reader could clearly see the difference in policies.<\/p>\n\n\n\n

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While my approach to comparing the two sets of policies was not profoundly scientific, it has created a visualisation to prompt further conversation. There is a clear difference in the vocabulary used between the policies, which could be deliberate due to the requirements of the ISO audit. There is an obvious need to meet expectations of the audit, including the use of specific terms. What other requirements, or changes, must organisations make to successfully met their requirements? This may provide an interesting example of, ‘‘governance turn’, which sees authority over education redistributed from central governments and their agencies to a much wider array of public sector and civil society organizations’.<\/em> (Williamson, 2017 pg. 106).

‘School’ is the only consitent term used across both policy categories, which shouldn’t be a big surprise, but I do wonder what the visualisation would look like if the other 45 technology and data policies were considered too.<\/figcaption><\/figure>\n","protected":false},"excerpt":{"rendered":"

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