Data activism through intentional participation, student-centric learning analytics, and storytelling¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article advocates data activism, defined via Milan and Van der Velden as action that tangles with new forms of information and knowledge production and can be seen "as an exercise in creating alternative ways of seeing the world." Concretely, it endorses a student-centric approach to learning analytics merging the roles of data creator, collector, and analyzer, so students become co-interpreters of their data. It also endorses Ottinger's storytelling, which gives community groups a way to refuse dominant narratives and advance their own alternative understandings, addressing the narrative mismatch communities experience with researchers.

Design Implications¶

Context¶

Requirements¶

• Individuals must take every action they can, even if it is just awareness, to interrogate how beliefs are justified; the article says doing nothing in the face of epistemic concealment is unacceptable.

Constraints¶

• Deeper participation could push for more qualitative data in datasets, leading to a richer though more complex product.

Target Learners¶

• students working with learning management system data
• community members who are subjects of research

Target Learning Goals¶

• epistemic agency and self-advocacy in datafied environments
• self-awareness through co-interpreting one's own learning data

Related Strategies¶

• Learning Dashboards

Examples¶

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Key Sources¶

• Haarman, Susan. (2021). The Data Should Not Speak for Itself: Epistemic Injustice and Data as Rhetoric. Philosophical Studies in Education 52. https://www.ovpes.org/