“New technologies thus bring the potential of transforming education from a data-poor to a data-rich enterprise. Yet while an abundance of data is an advantage, it is not a solution. Data do not interpret themselves and are often confusing — but data can provide evidence for making sound decisions when thoughtfully analyzed.” — Expanding Evidence Approaches for Learning in a Digital World, Office of Educational Technology, U.S. Department of Education, 2013
|A radar chart of design space exploration.
|A histogram of action intensity.
Data gathered from highly open-ended inquiry and design activities, key to authentic science and engineering practices that we want students to learn, are often intensive and “messy.” Without analytic tools that can discern systematic learning from random walk, what is provided to researchers and teachers is nothing but a DRIP (“data rich, information poor”) problem.
|A scatter plot of action timeline.
|A digraph of action transition.