«Datificación» y Educación Superior: Hacia la construcción de un marco para la alfabetización en datos del profesorado universitario

Raffaghelli, Juliana Elisa

doi:10.15332/25005421/5466

Cited by 11 publications

(8 citation statements)

References 32 publications

(40 reference statements)

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“…Nevertheless, the aggregation and analysis of data gathered from assessment and processed as quality evaluation metrics can initiate reflection, with data considered as an element in support of pedagogical methods (Mandinach & Gummer, 2016). Less emphasis has been put on understanding how the students can be empowered by the use of data within the classroom and towards their communities (Raffaghelli, 2020a), though the debate around students' data usage is evolving at a steady pace (Willis, Slade, & Prinsloo, 2016). More recently, ideas such as data justice and data feminism have permeated the educational system in search of broader perspectives on data for the society and the educational institutions themselves (D'Ignazio & Bhargava, 2015;Raffaghelli, 2020b).…”

Section: -Conceptual Lensmentioning

confidence: 99%

Educators' data literacy

Raffaghelli¹

2022

Learning to Live With Datafication

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Data extraction and algorithmic manipulation have become increasingly frequent across the globe -hence the expression "datafied society". Initially perceived as an opportunity to innovate in several areas of human knowledge (Stephen-Davidowitz, 2017), data practices had unthinkable impacts. Race, gender and other vulnerable characteristics were made invisible, overrepresented and over-tracked by certain forms of data visualisation (Ricaurte, 2019). Automations based on machine learning have entailed perilous biases in the way they represent or neglect relevant cultural perspectives (Malik, 2020). Moreover, they have led to biases and users' lack of agency or even harm (Eubanks, 2018;O'Neil, 2016). In education, research has also highlighted forms of surveillance on children, teenagers and young adults with the aim of addressing their behaviours, emotions and cognition (Chi, Jeng, Acker, & Bowler, 2018;Lupton & Williamson, 2017;Prinsloo, 2020). The "platformisation" of learning and the monetisation of students' data are also pressing issues in the educational agenda. These problems were magnified by the intense and unprecedented use of digital technologies during the pandemic (Perrotta, Gulson, Williamson, & Witzenberger, 2020;Williamson, Eynon, & Potter, 2020).Against this backdrop, an activist counterculture emerged (Baack, 2015) in which participants aim to uncover how surveillance is redistributing power through the participatory appropriation of data (Lehtiniemi & Ruckenstein, 2019). Expressions of this movement have manifest through the Open Government Data and Open Science (Lehtiniemi & Ruckenstein, 2019), as well as with independent collectives reacting to the oppression of surveillance, including forms of disconnection and "hacking" the system (Pybus, Coté, & Blanke, 2015). Overall, data activists' search for recognition, awareness, redistribution of symbolic and material power aims at emancipation. As Milan and van der Velden (2016) argue, data circulates generating imaginaries, discourses and practices, which they refer to as "data epistemologies". Despite the universal circulation of metrics and quantification, the concept of data epistemology spots the contextual and diversified nature of data practices in response or reaction to datafication. According to these same authors, the activists that search for data appropriation to express diversity and empowerment embrace a proactive data epistemology . Instead, the activists whose goal is to uncover injustice and condemn malpractice stick to a reactive data epistemology. In each case, the quest for equal representation, voice and self-determination leads to an ideal known as fair data culture The term "epistemology" refers too widely to a theory of knowledge in the context of philosophy, though it is apparently used "lato sensu" by Milan and van der Velden. From an

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Section: -Conceptual Lensmentioning

confidence: 99%

Educators' data literacy

Raffaghelli¹

2022

Learning to Live With Datafication

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“…En el sector de la educación algunas plataformas informáticas están recolectando a gran escala datos sobre las actividades de enseñanza-aprendizaje, de las cuales no se tenían antecedentes, aplicando técnicas de Minería de Datos e IA para mejorar la calidad educativa por medio del análisis de datos (Raffaghelli, 2020). De esa forma se ha dado lugar a una nueva disciplina denominada Learning Analytics (LA), cuyos objetivos fundamentales son la reflexión y la predicción sobre los datos masivos (estructurados y no-estructurados), a través del procesamiento social con instrumentos analíticos como ML o análisis estadístico clásico (Rojas-Castro, 2017).…”

Section: Tablaunclassified

“…Educación (Raffaghelli, 2020), (Rojas-Castro, 2017), (Sánchez et al, 2019), (Giraldo-Ocampo, 2017), (Taborda, 2020), (Mendoza-Jurado, 2018), (Rodríguez et al, 2019), (Tejada, et al, 2018), (Lleixà et al, 2018) Salud (Open Mind, 2017), (Perrotta, 2018), (Monleón-Getino, 2015), (OECD, 2018), (Estrada, 2017), (GobCundinamarca, 2018), (Andía et al, 2019), (ITU, 2018).…”

Section: Sector Trabajos Relacionadosunclassified

Aplicaciones de la Datificación y Big Data en América Latina entre el 2015 y 2019

Cardona

Ocampo

Esponda

2022

rev. Logos cienc. tecnol.

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Debido a la gran cantidad de datos generados por la sociedad, conceptos como Big Data, Minería de datos, Analítica de datos y Open Data se abren paso como herramientas que permiten su tratamiento, consulta y análisis, y que aplicando algoritmos de Inteligencia Artificial ayudan a encontrar y comprender patrones de comportamiento gracias a la Datificación. El objetivo de la investigación es identificar casos de aplicaciones del uso de la Datificación y las herramientas de análisis de datos, en América Latina entre el 2015 y 2019, y reseñar cómo estas tecnologías afectan las dinámicas en diversos escenarios sociales de la región. La investigación se realizó utilizando una metodología descriptiva. La población objetivo está representada principalmente por países de América Latina, aunque se incluyen algunos casos de Estados Unidos y España. El estudio se dividió en cuatro fases. Se evidencia que la Datificación y las tecnologías asociadas, están transformando la sociedad en los países objeto de estudio, reflejándose mejoras en la calidad de vida de sus ciudadanos, principalmente en sectores como Gestión Pública y Seguridad. Se resalta que hay carencia de leyes que regulen cuestiones de protección y tratamiento de datos privados, especialmente en el campo tecnológico, lo cual se traduce en un reto de seguridad de información que debe ser atendido de forma interdisciplinar.

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“…All aspects of human life can be transformed into data that can be used to track, monitor and predict human behavior without the users’ awareness in a process known as datafication (Livingstone, 2019). Datafication, the process of quantifying social behavior by collecting extensive digital data for algorithmic decision-making and services (Eubanks, 2018; Noble, 2018; O’Neil, 2016; Raffaghelli, 2023), is a pervasive structure in the digital platforms we navigate every day.…”

Section: Introductionmentioning

confidence: 99%

Exploring alternative discourses about datafication in a speculative youth participatory action research curriculum

Aleman

2023

ILS

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Purpose This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses. Design/methodology/approach This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies. Findings The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing. Research limitations/implications The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure. Originality/value This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.

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«Datificación» y Educación Superior: Hacia la construcción de un marco para la alfabetización en datos del profesorado universitario

Cited by 11 publications

References 32 publications

Educators' data literacy

Educators' data literacy

Aplicaciones de la Datificación y Big Data en América Latina entre el 2015 y 2019

Exploring alternative discourses about datafication in a speculative youth participatory action research curriculum

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