These questions inspired me to consider a visualisation around communication. Specifically, information or requests present to me, at work, and within a set a time limited period (48 hours). I set out to capture:<\/p>\n\n\n\n
- How the information or request was communicated to me.<\/li>
- If I was required to undertake:
- a specific action<\/li><\/ul>
- absorb and\/or store information<\/li>
- provide an opinion on a general or corporate policy matter, not directly related to my portfolio of work. <\/li><\/ul><\/li><\/ul>\n\n\n\n
The data shown below shows my initial attempts at an initial data capture.<\/p>\n\n\n\n
![\"\"](\"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-content\/uploads\/sites\/2\/2022\/11\/information-communication-data-collection-rotated.jpg\")
<\/figure>\n\n\n\nI realised early on that my \u2018comments\u2019 were more interesting than either the communication method or the priority rating. This may be due to me noticing areas where efficiencies could have been made as I was supplying similar information to different stakeholders.<\/p>\n\n\n\n
It made me wonder if a snapshot was taken of similar information across a wide range of staff if others in the organisation would find the same? If so, would there be scope to consider ways to streamline information sharing to avoid repetition. Alternatively, they may not have come to the same conclusions that I did due to differences in interpretation.<\/p>\n\n\n\n
Does providing a \u2018wealth\u2019 of information on student progress lead to teachers making individualised interpretations of the data presented with perhaps different teachers reaching different conclusions on similar data, or is their scope for discussion across peers who all have access to the same information to find a common understanding, therefore also discussing and agreeing ways forward? Alternatively, does the sharing of learner data pose to much concern for teachers as comparisons and assumptions could be extracted from the data on the teacher and their teaching practices? Would I be concerned if a co-worker commented on data capture of my communications?<\/p>\n\n\n\n
Taking this a step further I wondered if the people I interacted with would have communicated with me differently if they had known I was logging the interaction? Would the interaction have been more, or less, formal? Would they have considered if the information they were asking for was elsewhere already before asking? Essentially does the knowledge that information is being recording affect behaviour.<\/p>\n\n\n\n
In this respect I was intrigued by the reference Brown (2020) makes to lecture in his study no longer relying on a show of hands (\u2018which were never counted anyway\u2019) but instead now used the digital tech available to capture precise information. This change of practice does give the lecturer far more reliable information on student performance from a class and individual perspective; however, I wonder if this very subtle switch from a \u2018show of hands\u2019 to \u2018digital technology answer selection\u2019 has an effect on the learners in the room? By which I mean that learners no longer must visibly commit to an answer or preference in front of the class by carrying out a physical activity but instead, although still an action, are able to select an answer invisible to their peers.<\/p>\n\n\n\n
These reflections have been a nice detour away from my data and my consideration of how best to visualise the data, but I now have a better appreciation perhaps of what I might make \u2018visible or invisible\u2019 depending on what value I place on each piece of data.<\/p>\n\n\n\n
References<\/strong><\/p>\n\n\n\n
Brown, M (2020) Seeing students at scale: how faculty in large lecture courses act upon learning analytics dashboard data, Teaching in Higher Education, 25:4, 384-400, DOI: 10.1080\/13562517.2019.1698540<\/p>\n\n\n\n
Williamson, B. Bayne, S. & Shay, S. (2020) The datafication of teaching in Higher Education: critical issues and perspectives, Teaching in Higher Education, 25:4, 351-365, DOI: 10.1080\/13562517.2020.1748811<\/p>\n","protected":false},"excerpt":{"rendered":"
One of the key themes across various block readings that struck me was the volume of information captured and collected on learners as they interact…<\/p>\n","protected":false},"author":4,"featured_media":54,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-52","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorised","has-post-thumbnail-archive"],"_links":{"self":[{"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/posts\/52","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/comments?post=52"}],"version-history":[{"count":2,"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/posts\/52\/revisions"}],"predecessor-version":[{"id":56,"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/posts\/52\/revisions\/56"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/media\/54"}],"wp:attachment":[{"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/media?parent=52"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/categories?post=52"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/jhendry\/wp-json\/wp\/v2\/tags?post=52"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- a specific action<\/li><\/ul>