Literaturnachweis - Detailanzeige
Autor/inn/en | Selwyn, Neil; Gaševic, Dragan |
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Titel | The Datafication of Higher Education: Discussing the Promises and Problems |
Quelle | In: Teaching in Higher Education, 25 (2020) 4, S.527-540 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Selwyn, Neil) ORCID (Gaševic, Dragan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2019.1689388 |
Schlagwörter | Criticism; Data Analysis; Higher Education; Dialogs (Language); Electronic Mail; Interpersonal Communication; Prediction; Accuracy; Interdisciplinary Approach; Researchers; Computer Science; Social Sciences; Problems Kritik; Auswertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Dialog; Dialogs; Dialogue; Dialogues; Elektronischer Briefkasten; Interpersonale Kommunikation; Vorhersage; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Researcher; Forscher; Informatik; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Problemsituation |
Abstract | A common recommendation in critiques of datafication in education is for greater conversation between the two sides of the (critical) divide -- what might be characterised as sceptical social scientists and (supposedly) more technically-minded and enthusiastic data scientists. This article takes the form of a dialogue between two academics representing these different perspectives -- Dragan Gasevic (a data scientist who is one of the founders of the 'learning analytics' field) and Neil Selwyn (a social scientist and long-time critic of educational technology). Over the course of a six-month email exchange, we explore various arguments for and against the datafication of higher education. Thus, we are able to add a computational dimension to well-worn social criticisms of data representativeness, reductionism and injustice, as well as exploring social tensions inherent in technical claims to data-based precision, clarity and predictability. Crucially, these exchanges allow us to explore ways in which our two viewpoints converge, and therefore highlight opportunities for productive inter-disciplinary exchange and collaboration. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |