Ngā Matapakinga | Discussion

    CORE Education
    Pasi Sahlberg Keynote: If you don’t lead with small data, you’ll be led by Big Data
    20 August
    Public discussion Created by CORE Education

    Does working with data scare or excite you? What is BIG data (machines/algorythms) and small data and how can data and learning analytics make a difference to our student's learning? What are your thoughts? Feel free to share these below.

    Learning analytics, algorithms and big data are knocking on the doors of many schools promising fast improvements and new solutions to wicked problems facing schools today. In the midst of datafication educators need to remember the power of small data: tiny clues through personal observations, collective human judgment, and raw instinct that can lead to big change in schools. Leading with small data requires collaboration, trust and professionalism as key features of educational change. 

    Meet Pasi Sahlberg

    Pasi Sahlberg

    Prof Pasi Sahlberg has recently been appointed a professor of educational policy in the School of Education, UNSW, and will be working closely with Prof Adrian Piccoli setting up the new Gonski Institute for Education. Pasi has worked as a school teacher, teacher educator, researcher, and policy advisor in Finland and has studied education systems, analysed education policies, and advised education reforms around the world.

    Kia ora Bernice thanks for your comment, good points.

    If we're looking for data as part of evidence-based practice, what exactly are we noticing/investigating? Is the data we're trying to make sense of, even relevant to the students that need it most?

    Opens up a whole can of worms about our beliefs about how students learn best (in differentiated ways) and our current practices with data collection, analysis, monitoring and evaluation. It's not the first time we've asked if, we need to question the way we assess.

    So what does small data look like? 

    - By Tessa Gray
      • Tessa Gray
        By Tessa Gray
        Aug 28

        Kia ora Bernice thanks for your comment, good points.

        If we're looking for data as part of evidence-based practice, what exactly are we noticing/investigating? Is the data we're trying to make sense of, even relevant to the students that need it most?

        Opens up a whole can of worms about our beliefs about how students learn best (in differentiated ways) and our current practices with data collection, analysis, monitoring and evaluation. It's not the first time we've asked if, we need to question the way we assess.

        So what does small data look like? 

        • Bernice Swain
          By Bernice Swain
          Aug 22

          One problem I see with big data is that it hasn't helped us to solve some of our ongoing issues with education in Aotearoa - specifically the group of students who continue to appear in our statistics as the 'tail end'. That is, Maori and Pacifica students. The data does not give us information about why these groups of students are not achieving. Small data could give us more information.

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