A few months ago I came across an ad for IBM in the Harvard Business Review. The title was “The more we know, the more we want to change everything.” Ads don’t normally capture my attention but this one did. As I’ve written before, there are many things that schools can learn from business. We share the desire to continually improve our product (learning and teaching) and to use technology in smarter ways to understand our students (clients) in order to deliver a better experience. The ad says:
Across the world, a distinct group of leaders is emerging who possess both a wealth of data and an acuity of analytical insight that that their predecessors never had. So they feel freer to act – with a calculated boldness – to lead the big shifts that are reverberating through their organisations. They are making bold decisions and advancing them on the basis of rich evidence; they are anticipating events, not merely reacting to them; and they are toppling the conventions that stand in the way of thinking and working smarter.
The adage is knowledge is power but data is knowledge. The more we know, the more we can do and in this age of personalisation, big data is big business. I think however its impact on education is yet to be fully realised. We’ve always known that data is critical to our work but it’s been the case of what to do with it and how to use it effectively to anticipate [learning needs] rather than merely react to them.
There is obviously a buzz in education now around big data or learning analytics. The 2013 K-12 Horizon report includes learning analytics as one of its mid term trends. According to the report, “learning analytics leverages student data to build better pedagogies, target at-risk student populations, and assess whether programs designed to improve retention have been effective and should be sustained.”
This is taking personalised learning to a whole new level. As more and more schools move to online learning, this will make it so much easier for teachers to examine students’ progress in real time and to respond accordingly.
The Khan Academy is one organisation that has been developing its metrics in order to understand learners’ progress and performance. Two years ago I met Ramona Pierson who used her own extraordinary journey to develop tools for blind people, which then segued into education. Ramona is now the CEO of Pierson Labs, which is developing tools to help teachers create more personalised lesson for students that combines learning analytics and social networking platforms.
Learning analytics will not only significantly impact on students’ learning but also on teacher learning. Imagine as Ramona says mapping the learning progression of teachers against the needs of students – this means being one step ahead instead of five years behind.
As Lyn Sharratt and Michael Fullan write in Putting Faces to the Data, effective teachers combine emotion and cognition in equal measure. Teaching is a balance between art and science, data and humanity. The proliferation of learning analytics will enable every teacher to make decisions based on rich evidence not assumptions.
I’d like to think that the more teachers know about their students, the more they want to change everything. These teachers don’t see artificial divides between performance data and student well being, they see it as a symbiotic relationship that gets richer the deeper you dive. The test is how feedback is given and it’s used to improve our core business – learning and teaching.