Kilder:
Williamson, B. (2017). Big Data in Education : The Digital Future of Learning, Policy and Practice. SAGE Publications Ltd. Kap 1-4
Williamson, B. (2017). Chapter 1 – Introduction: Learning machines, digital data and the future of education. (In Williamson, B. (2017). Big Data in Education : The Digital Future of Learning, Policy and Practice. SAGE Publications Ltd.)
- Hva er formålet med boken Big Data in Education, ifølge Williamson (2017)?
- Hva menes med “datafying” og “digitizing” av utdanning, ifølge Williamson (2017, s. 5-15)?
- Forklar begrepet “sociotechnical imaginaries” og i hvilken kontekst det refereres til (Williamson, 2017).
Williamson, B. (2017). Chapter 2 – Conceptualizing Digital Data: Data mining, analytics and imaginaries. (In Williamson, B. (2017). Big Data in Education : The Digital Future of Learning, Policy and Practice. SAGE Publications Ltd.)
- Hvordan defineres “data” hos Williamson (2017, s. 29-30)?
- Hva menes med “first wave big data” og “second wave of big data” (Williamson, 2017)?
- Hvilke sammenhenger trekkes det mellom myndighetene og “big data imaginary” (Williamson, 2017)?
Williamson, B. (2017). Chapter 3 – Software, code and algorithms: Programming, automating and governing everyday life. (In Williamson, B. (2017). Big Data in Education : The Digital Future of Learning, Policy and Practice. SAGE Publications Ltd.)
- Skriv hvordan “software” forklares i kapittelet.
- Hvordan defineres “algorithms”, ifølge Williamson (2017)?
- På hvilke måter kan man snakke om “algorithmic governance”, ifølge Williamson (2017, s. 60)?
Williamson, B. (2017). Chapter 4 – Digital Education Governance: Political analytics, performativity and accountability. (In Williamson, B. (2017). Big Data in Education : The Digital Future of Learning, Policy and Practice. SAGE Publications Ltd.)
- Forklar følgende sitat ved å lese hva som står før og etter dette: “Understood as policy instruments, data processing technologies can therefore be seen as digital policy instruments that reproduce and reinforce existing regimes of performativity and accountability” (Williamson, 2017, s. 75).
- På hvilke måter kobler Williamson (2017) store datainnsamlinger til politiske avgjørelser innen utdanning?
- Hva refererer uttrykket “intimate accountability” til i en skolekontekst, ifølge Williamson (2017, s. 82-86)?