If you are here
It is because you care. Because you want to know, understand and transform educational practice and research, in relation to the emerging phenomenon of datafication.
Datafication in Higher Education
The digitalization of processes and services has been considered a form of innovation. This digital activity laid the foundations for the later phenomenon of datafication, namely, the intensive collection, extraction and the algorithmic manipulation of digital data to produce several types of activities and artifacts.
The two main missions in Higher Education, teaching and research, went through several processes of digitalization that encompassed data-intensive practices.
Initially fervent discourses embraced data-driven practices as an opportunity to improve efficiency, objectivity, transparency and innovation.
While there is doubtless value in these developments, there are frequent assumptions on the power of algorithms to predict, support or address educational and social processes that could prevent agentic and transformational practices if unsupervised.
Beyond a dystopian vision, data cultures in Higher Education should be discussed, revisiting the new contingencies datafication imposes in the relationship between teachers and students and towards society.
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This site was created in the context of the project “Professional Learning Ecologies for Digital Scholarship: Modernizing Higher Education by Supporting Professionalism” (Ministry of Science, Innovation, Technology and University of Spain), RYC-2016-19589
Led by the Research Group Edul@b, at the Universitat Oberta de Catalunya
Communication & Language Support: Sofia Morandini
Under Creative Commons Attribution 4.0 International license. Icons by The Noun Project.