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Sep 10 2019 - 07:55 AM
HUDK 4052 Fall 2019 - Data, Learning, and Society

Session 1 - Sept 9th


Arc of the Class and Session 1 Deck



1. WELCOME

2. INTRODUCTIONS

3. ICEBREAKER/DEBRIEF

4. THE SYLLABUS

5. COURSE RESOURCES

6. LUNCH

7. PAPER AIRPLANE GAME

8. AGILE/SCRUM

9. PROJECT 1

10. SESSION 2

Session 1 Deck: File:HUDK 4052 Session 1 Deck.pdf


Syllabus, Instructional/Agile Scrum Team, and Basic Info



Syllabus (Download File:HUDK 4052 Syllabus.pdf)

Instructor/Scrum Master:

Hui Soo Chae 500 Russell Hall

hsc2001@columbia.edu

Office Hours: Thu, 8:00AM-9:00AM+ by appointment

Course Assistant/Developer:

George Nantwi500 Russell Hall

gn2177@tc.columbia.edu

Office Hours: By appointment

Course Assistant/ Developer:

Yi Chen yc3356@tc.columbia.edu

Course Assistant/ Developer:

Malik Mufau amm2415@tc.columbia.edu

Course Designer/Product Owner:

Gary Natriello

470 Grace Dodge

gjn6@columbia.edu

Office Hours: On leave 2019-2020

Teachers College Columbia University

HUDK4052 – Data, Learning, and Society

Fall 2019

Course Goal

This course will introduce students to multiple normative perspectives on the activities connected to progress in our capacity to examine learning and learners, represented most notably by the rise of learning analytics. Students who complete the course will have developed strategies for framing and responding to the range of values-laden opportunities and dilemmas presented to the research, policy, and practice communities as a result of the increasing capacity to monitor learning and learners.

Course Design

The course utilizes the Agile/Scrum method and has multiple layers of activities designed to encourage active learning through the completion of projects.

Weekly Activities

During each week of the semester there are readings and activities to help you move through the course material. Be sure to complete the weekly activities during the week they are assigned.

Workshop Sessions

There are five full-day workshop sessions where your attendance is required. Because these sessions will involve collaborative activities it is essential for everyone to attend. Note that course fees will cover lunch and other workshop materials.

Projects

We will move through five projects that build on one another and culminate in a final course project for the semester. The weekly background readings and activities are designed to help you prepare for the project work, and the five course workshops provide opportunities for collaborate with your project group and advance your projects.

Project 1 – Working with Individual Learner Data

Learners occupy a key position in any system to generate robust data on learning. Indeed they are essential for learning analytics, and as such they have interests more deeply related to the resulting data than other players. Learners have unique claims to the data generated from their learning activities, and they are also uniquely positioned to receive direct benefits from analyses of their own learning. The position of learners within a learning analytics system is the focus of this first project of the course.

Project 2 – Working with Organizational Data

Analytic systems that gather data on learning inevitably also gather data on the provision of learning opportunities. These data can pertain to a variety of entities involved in the provision of learning, including: individual educators, programs, curricula, media, funders, funding streams, institutions, governance regimes, and any other unit in the education delivery system. These entities, or the people associated with them, have interests in both the opportunities and the liabilities associated with the “social lives” of the data that can be connected to them via analytic systems. In this project we consider the impact of these interests on the design and operation of learning analytic systems.

Middle range or mediating structures increasingly hold data of all kinds, including data on learning and learners. Such structures include organizations in which individuals are members and networks that serve to link individuals together in diverse ways. Students participate in both organizations such as schools and networks of various kinds, and both gather student data on learning and other dimensions.

Project 3 – Working with Governmental Data

The rise of information as a salient element in society brings with it the rise of the informational state, that is, political organization characterized by an emphasis on informational power. Informational states are empowered by the ability to control the creation, assembly, and exchange of data of all types. In particular, data on individual citizens equips the state to provide for the security and welfare of citizens even as it concentrates power and influence. This project considers the role of the state in the information ecology of the information era and considers the advantages and disadvantages of that role in the case of data on learning and learners.

Project 4 – Working to Integrate Data from Multiple Levels

The fifth and final project for the course is to draw on principles developed over the semester through readings, discussion, and earlier projects to design a comprehensive approach to an analytics framework/platform that reflects the perspectives developed in the course. This is your opportunity to review and refine your work on prior projects and integrate them.

Course Requirements

Weekly Readings and Activities

There are assigned common readings throughout the semester. These are essential for providing perspectives and background for all of our work in the course. Most of the readings are available online through the library course reserve system by following the link from the library homepage: http://library.tc.columbia.edu/

Many of the course readings are journal articles or book chapters that will be online. However, please note that publishers may limit use of an ebook to one student at a time so do NOT wait until the deadline to access ebook readings.

During some weeks there will also be activities to complete.

Design Projects

For the five projects you will draw on principles developed in the readings or discussed during the term. For each project you should consider the normative issues surrounding the growing role of data on learning in contemporary societies. Your group will present on each of the projects during the workshop sessions. In addition, you will discuss your role in each project in your individual learning reflections. Your group will submit a written report on the final integrative project by December 17th.

Self-Directed Learning Reflections

Your learning is paramount to the success of the class. Every week you should be taking time to explore course topics and related areas of interest further, and to document/share your thoughts in Rhizr.

Grading

Grades will be determined based on course assignments as follows:

Weekly Self-directed Learning Reflections – 25%

Projects 1-3 – 15% each

Final design project 30%


List of Student Rhizrs



Aidi Bian

Zifan Cao

Chaoxiong Chen

Jie Chen

Weijiang Chen

Susan Xiaowen Chen

Yanyi Chen

Bernell Downer

Anqi Duan

Han Ge

Zhihao Guo

Maria Hamdani

Bozi Jin

Jiali Jin

SuWon Jung

Tim XueQiao Lee

Lintong Li

Huiling Liu

Stuart Potter

Leonardo Restrepo

Jack Jiancong Shen

Artemas Wang

Sarah Weeks

Yijia Wu

Yiyi Xie

Chenyu Yan

Hsiao Yang

Chuheng Yu

Yu Yu

Wanruo Zhang

Yujun Georgina Zhang

Zhongyuan Noah Zhang

Rhonda Zhaozhuo Zheng

Peter Qi Zhou

Xinyi Zhou

Yawei Zhu

Leona Yixuan Zhu

DROPPED/MISSING

Roslyn Hui

Jingze Dai

Zhulin Yu

TEAM 1

TEAM 2

TEAM 3

TEAM 4

TEAM 5

TEAM 6

TEAM 7

TEAM 8


Project 1 (Individual Learner Data) - Product Goals



Your firm has been hired to develop a student data system that will gather information on students as they interact with school personnel and applications during their educational careers. The product owner has specified a number of features desired in this data system and your team will need to deliver on as many of the requirements as possible. The requirements include:

· Creation of an individual personal data record for each student

· A persistent student id number that will follow the student throughout their educational career and ideally throughout their entire life

· A broad selection of personal background data

· Data on the full variety of learning experiences (in-school and out-of-school) to which the student has been exposed

· Multi-modal data on individual learning patterns

The data in the system should be adequate to drive decisions about further action to foster learner development and progress.


Project 1 (Individual Learner Data) - Sprint Goals



Develop a brochure for your student data system.

Learners occupy a key position in any system to generate robust data on learning. Indeed they are essential for learning analytics, and as such they have interests more deeply related to the resulting data than any other actor.  Learners have unique claims to the data generated from their learning activities, and they are also uniquely positioned to receive direct benefits from analyses of their own learning.  The position of learners within a learning analytics system is the focus of this sprint.

For this sprint, your team will develop a brochure for your student data system.

Step 1: Identify a population of learners (e.g., 25 middle school students) and a learning context (e.g., online workshop)

Step 2: Generate an approach for evaluating learning

Your group’s student data system brochure should address the following issues:

i.               What is your group’s perspective on learning?

ii.             What data are being analyzed?

iii.            How are the data being collected?

iv.            What are the data analysis procedures?

v.             What will the results of the data analyses show? What will it reveal about learners?

vi.            How will the data be used to enhance learning?

vii.          What are the limitations of your analyses/findings?

viii.         Who will the findings be shared with?

ix.            Who can access the data and for what purpose?

x.             Who owns the data?

xi.            What rights do data owners have?

Be sure to reference relevant course readings in the brochure.


Session 2 - Sept 24th


Arc of the Class



1. WELCOME

2. CIRCLE UP

3. FISHBOWL

4. SPRINT REVIEW

5. RETROSPECTIVE/LUNCH

6. SPRINT REVIEW

7. RETROSPECTIVE/LUNCH

8. WHOLE CLASS RETROSPECTIVE

9. PROJECT 2


Project 1 Sprint Review



Team 5

Brochure

Team 1

Brochure

Team 3

File:Intelligence Discussion System-merged.pdf

Team 6

File:Group 6 Data System Brochure.pdf

Team 4

File:Classroom Motivational School Poster.pdf

File:Forever Data Analysis System Trifold Brochure.pdf

Team 2
Brochure

Team 8

Brochure: File:HUDK4052.pdf

Project Ethos


Project 2 (Organizational Considerations) - Product Goals



Your team has been enlisted to design an organizational information infrastructure for (pick one: a school, a public agency, a corporation, a non-profit, a network) that can be used to inform and support organizational decision making. The system should collect, process, analyze, and report on the behavior of all those engaged with the organization, including employees and clients/customers. Key data types to include are:·

- Individual background

- History with the organization

- Performance and behavior within the organizational context

- Interactions with others within the organization

- Organizational resources made available

- Contributions to the well-being of the organization

- Organizational offices and roles held· Disciplinary infractions

- Workplace Attendance and Movement Throughout the Facility

The system should provide organizational leaders with information to allow them to assess the contributions of individuals to organizational progress and it should be used to guide decisions about individual rights and responsibilities, and the distribution of organizational rewards and punishments.

Embed link: http://go.tc.edu/hudk4052project2productgoals


Project 2 (Organizational Considerations) - Sprint Goals



 

Analytic systems that gather data on learning inevitably also gather data on the provision of learning opportunities. These data can pertain to a variety of entities involved in the provision of learning, including: individual educators, programs, curricula, media, funders, funding streams, institutions, governance regimes, and any other unit in the education delivery system. These entities, or the people associated with them, have interests in both the opportunities and the liabilities associated with the “social lives” of the data that can be connected to them via analytic systems. In this component of Project 2 we consider the impact of these interests on the design and operation of learning analytic systems.

For this project, you will work in your team to produce a format for a DATA PROFILE for each of the entities involved in the provision of learning. Each team member is responsible for producing at least one data profile.

Step 1: Identify the individual(s) for who you will develop a Data Profile.

Step 2: Identify the organizational context in which that individual(s) operates.

Step 3: Determine what learning data (if any) will be aggregated for the Data Profile and how meaningful analytics will be presented.

Step 4: Determine what activity data (if any) will be included in the Data Profile.

Step 5: Determine what data on organizational context (if any) will be included in the Data Profile.

Step 6: Design a data dashboard/interface for organizational decision makers and others in the organization to interact with the Data Profile.

In addition to the Data Profile prepare a Data Profile Guide that includes the following:

i. Overview/Purpose of the Data Profile

ii. Data Glossary - Explanation of Analytics in the Profile

iii. Recommendations for Interpreting the Data

iv. Frequently Asked Questions

v. Limitations of the Data Profile

vi. Terms of Use

vii. Privacy Policy

viii. References (of required and recommended course readings)

Embed link: http://go.tc.edu/hudk4052project2sprintgoals


Project 2 - Stories and Epics (unordered)



User Stories – Project 2 – Organization Level

As the leader of the organization, I want to be able to access current information on the performance of all employees.

As the leader of the organization, I want to be able to access information on the employment history of all employees.

As the leader of the organization, I want to be able to access information on the performance history of all employees.

As the leader of the organization, I want to be able to access information on the salary history of all employees.

As the leader of the organization, I want to be able to access performance information aggregated to the work unit level.

As the head of HR, I want to be able to access background information on all applicants for employment.

As the head of HR, I want to be able to access background information on all employees.

As the head of HR, I want to be able to access information on the current and historical performance evaluations for all employees.

As the head of HR, I want to be able to access information on the health and health insurance benefit utilization of all employees.

As the head of HR, I want to be able to access information on the attendance of all employees.

As the head of HR, I want to be able to access information on all workplace drug test results for all employees.

As the head of HR, I want to be able to access information on all psychological test results for all employees.

As the head of the legal department, I want to be able to access information on the immigration status of all employees.

As the chief learning officer, I want to be able to access information on the continuing education experiences of all employees.

As the chief learning officer, I want to be able to access information on employee compliance with all safety, health, and legal training requirements.

As the chief learning officer, I want to be able to access information on the learning needs of all employees as determined by their supervisors.

As the chief information officer, I want to be able to access information on the workplace online behavior of all employees.

As a supervisor, I want to be able to access the attendance information of all my reports.

As a supervisor, I want to be able to access the salary history of all my reports.

As a supervisor, I want to be able to access information on the workplace psychological test results of all my reports.

As a supervisor, I want to be able to access information on the workplace drug test results of all my reports.

As a supervisor, I want to be able to access information on the current and historical performance of all my reports.

As a supervisor, I want to be able to access information on the disciplinary history of all my reports.

As a supervisor, I want to be able to access information on the online behavior during the workday of all of my reports.

As an employee, I want to be able to access all information that the organization maintains on me in all of its systems.

As an employee, I want to be able to make corrections to any incorrect or inaccurate information on me in any of the systems maintained by the organization.


Session 3 - Oct 22nd


Arc of the Class



1. WELCOME

2. EXHIBIT SET UP

3. EXHIBITION TOURS

4. RETROSPECTIVE

5. LUNCH IN PROJECT 3 GROUPS

6. PROJECT 3 INTRODUCTION

7. PROJECT 3 PLANNING


Welcome



Job Surveillance


Deck



File:HUDK 4052 Session 3.pdf


Project 3 Details - The State



File:Project 3 Details.pdf

Learn more about the 10-20-30 Rule for presentations here.

Check out this resource for presentation planning


Session 4 - Nov 19th


Arc of the Class



1. WELCOME

2. PROJECT 3 REPORT OUT/FEEDBACK

3. WHOLE CLASS RETROSPECTIVE

4. LUNCH

5. PROJECT 4 INTRO

6. PROJECT 4 WORK SESSION


Welcome



Safe and Sorry – Terrorism and Surveillance – 6:13

Guardian on Surveillance – 2:52


Deck



File:Data Learning and Society Session 4.pdf


Chinese Rappers Challenge the Surveillance State



Story from Latrlab

Story from The Atlantic


Project 4 Details - Individuals, Organizations, and the State



File:Project 4.pdf

Learn more about Pecha Kucha here.

Posted in: Rhizr|By: Zeph Grunschlag|198 Reads