The logic of data-sense

Thinking through Learning Personalisation

Bibliographic Data

ID2937585
AuthorsGreg Thompson (0000-0003-0484-8175, Queensland University of Technology, corresponding author), Ian Cook (0000-0003-2159-4074, Murdoch University)
Year2017
Volume38
Issue5
Pages740-754
Publication date2017-09-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2016.1148833
OpenAlexW2343601579
LanguageEN
Citations received17
References cited28

Big Data and Learning Analytics’ promise to revolutionise educational institutions, endeavours, and actions through more and better data is now compelling. Multiple, and continually updating, data sets produce a new sense of ‘personalised learning’. A crucial attribute of the datafication, and subsequent profiling, of learner behaviour and engagement is the continual modification of the learning environment to induce greater levels of investment on the parts of each learner. The assumption is that more and better data, gathered faster and fed into ever-updating algorithms, provide more complete tools to understand, and therefore improve, learning experiences through adaptive personalisation. The argument in this paper is that Learning Personalisation names a new logistics of investment as the common ‘sense’ of the school, in which disciplinary education is ‘both disappearing and giving way to frightful continual training, to continual monitoring

Analytics · Big data · Common sense · Data science · Epistemology · Knowledge management · Learning analytics · Personalization · World Wide Web · Computer Science · Online Learning and Analytics · Artificial Intelligence

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Open DOISci-HubOpen Access