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What are the potential benefits of gathering detailed learner data?
Auteur
The collection and analysis of individual data may one day lead to benefits for teaching and learning in the form of education that is specifically adapted to individual children, a practice known as ‘precision education’. In gathering detailed information, protection of personal data will be essential, requiring sophisticated and secure data management systems.
Éducation de précision is a possible future avenue for teaching and learning that takes into account many factors about each individual learner, tailoring learning input to suit the child’s needs. Understandably, for this to be possible and effective, it will be necessary to gather vast amounts of data. This process of data collection has already begun, in the form of the many studies that aim to uncover the psychological and neurological processes that underpin learning.
« Les pratiques pédagogiques individualisées seraient destinées à tous – chaque apprenant recevrait des supports adaptés à ses besoins. »
If precision education is to come to fruition, each individual learner will need to provide their own data in order to establish which type of learning materials best suit them. It is important to highlight that individualised education would differ from a styles d'apprentissage Cette approche ne repose pas sur des preuves. L'éducation de précision, quant à elle, s'appuierait sur les meilleures données probantes disponibles, issues d'une multitude de facteurs tels que les résultats aux tests, les données génétiques, les intérêts de l'apprenant et les facteurs environnementaux.
One of the key anticipated benefits of this approach to learning is the identification of difficulties. Promoteurs of precision education hope that problems would be picked up on much earlier than current practices can manage. This prospect is appealing because extra assistance is thought to be best given as soon as possible to help each child develop important skills.
“Having an in-depth knowledge of one’s own strengths and weaknesses may allow individuals to choose whether to develop their weak areas or further their abilities in their strong areas.”
But it isn’t only those with difficulties who are set to benefit. Adaptation of materials based on each learner’s needs will also benefit those with no particular difficulties. Individualised educational practices would be for everyone – every learner would receive tailored materials.
Precision education may also lead to greater choice for the learner – in particular, adolescents choosing which subjects to focus on later in school. Having an in-depth knowledge of one’s own strengths and weaknesses may allow individuals to choose whether to develop their weak areas or further their abilities in their strong areas. This would be helpful when making career choices and developing the skills and knowledge needed for certain jobs. This also applies to adult learners, who would be better able to choose which areas need developing, and focus their learning armed with the knowledge of where they are now and where they want to be.
The rate of change in the level of learning input may be more frequent with an individualised approach. Under a tailored learning programme, material would change quickly to adapt to the needs of the student.
L'avantage potentiel de cette approche se manifeste par rapport à un système éducatif classique où un enfant, initialement dans le groupe de mathématiques le plus performant, peut se retrouver dans le groupe moyen après un trimestre difficile. Avec un enseignement de précision, les supports pédagogiques de l'enfant s'adapteraient constamment à ses résultats, l'aidant ainsi à progresser au lieu de le freiner. De même, les programmes ou stratégies personnalisés qui s'avèrent plus néfastes que bénéfiques pourraient être abandonnés plus facilement. L'analyse continue des données individuelles permettrait de mettre en évidence les domaines où les interventions pédagogiques n'ont pas l'impact escompté.
“Under a tailored learning programme, material would change quickly to adapt to the needs of the student.”
Educators already tailor their practice to the needs of individuals based on the evidence and resources currently available to them. Precision education is not a million miles away from current educational practices. But it does require the gathering of more data, analysis of factors that affect learning, testing of different interventions, and ongoing analysis. It is currently unclear how this process might work in practice.
Une compréhension scientifique approfondie des mécanismes qui influencent l'apprentissage constituera la première étape vers la mise en œuvre d'une éducation de précision. Toutefois, elle nécessitera probablement un engagement continu des chercheurs et le recours à des technologies (telles que des logiciels complexes) qui pourraient s'avérer coûteuses.
“The continual analysis of individual data would highlight where the learning input is not having the anticipated impact.”
Crucially, precision education will require buy-in from parents who will understandably have concerns about the use of their children’s data. Discussions surrounding privacy and security with policy makers, teachers, and parents will be essential. Data protection will be absolutely critical, requiring secure data management systems.
An ideal precision education would give teachers and learners a greater knowledge of the learner’s needs and ongoing progress. This would lead to increased choice over the skills and knowledge to develop further, leading to a satisfying learning experience and a successful future.
The steps required for precision education
- Découvrir les mécanismes des nombreux facteurs qui influencent l'apprentissage
- Tester l'efficacité de différents types de ressources pédagogiques pour différents apprenants
- Tailoring materials to individual learners
- Ajustement constant des matériaux en fonction des progrès et de l'évolution des besoins
Auteur
Notes
Cet article fait suite à une introduction à éducation de précision.
4 commentaires
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A really fascinating piece. Certainly a strong case is made for the potential benefits of gathering detailed learner data. It is, however, a huge step change and has potential disbenefits.
That said, for me, the most significant opportunity this development offers lies in the identification of difficulties. Clearly, the earlier we can obtain data to support individual children with learning difficulties the better, with one reservation. Child development generally progresses according to a specific pattern but the precise timing will vary between individuals, sometimes greatly. Initially we need to be clear that any delay in development is actually a problem. The risk of getting this wrong could be damaging to self esteem and cause anxiety for the child and family. As an example, when we compare the experience of children learning to read in English schools with children in Finish schools, there is a body of opinion, supported by substantial evidence, that too much early pressure placed on children here is detrimental and can be counterproductive.
I read with interest that, “The continual analysis of individual data would highlight where the learning input is not having the anticipated impact.” The phrase ’anticipated impact’ raises several interesting questions. Do we expect all learners to be impacted in the same way? Are all learners in fact capable of responding to a given input?
Le développement d'une éducation de précision, tel qu'envisagé ici, implique une augmentation exponentielle du volume, de la complexité et du niveau de détail des données collectées et traitées. Certaines de ces données proviendraient de l'élève, comme indiqué, mais je suppose que la plupart seraient issues d'évaluations et de tests continus. J'imagine que le résultat net serait une augmentation du temps passé devant les écrans par les jeunes. En tant que grand-parent d'un élève de sixième désireux de limiter son exposition aux écrans, je me demande quel impact le développement d'un apprentissage personnalisé aurait sur ce choix.
You write, “Precision education is not a million miles away from current educational practices.” In some respects I agree. In as much as the best teaching and therefore the most effective learning is potentially enhanced by the use of quality data relating to individual learners, precision learning does mimic (vastly extending) present practices. Where I disagree is in relation to the paradigm shift such a move would require.
Precision education involves a highly complex interplay between mountains of data accompanied by rapid analysis of those data. I feel it is not just “unclear how this process might work in practice”, it is also debatable whether the price to pay in terms of security of data, increased screen time for learners and the cost implications can be justified if this practice ever becomes available to us. To conclude, I would hope that as this work goes forward opportunities to debate the pros and cons will develop in tandem.
Salut John,
Thanks for your comment. You’re absolutely right that the conversation needs to be about potential problems with this approach. Message de Ben Williamson sur le BOLD blog emphasises the concerns and risks associated with precision education, and we both conclude that discussions across fields will be essential.
Your view that the most significant opportunity here lies in early identification of difficulties is one that is echoed in the literature I’ve read on this topic. I agree with you that we must be careful about diagnosing problems when a child may simply be a slow developer with no specific difficulties. That said, we may be able to help those children progress sooner, which may in fact boost their self-esteem and ease anxiety. With more data we will be able to answer the questions you pose about how different learners will respond to different types of input.
Concernant le temps passé devant les écrans, aucune preuve scientifique ne permet à ce jour d'affirmer que limiter l'exposition aux écrans soit une mesure positive. Voir l'excellent résumé d'Amy Orben dans le Guardian à ce sujet. Par ailleurs, l'apprentissage de précision n'implique pas nécessairement un temps d'écran supplémentaire ; il est difficile pour l'instant d'imaginer précisément comment cette approche fonctionnera, mais je ne pense pas que les partisans de l'enseignement de précision préconiseraient que tous les cours et évaluations se déroulent sur écran.
Nonetheless, this is of course a valid concern, alongside concerns about data protection and cost.
Like you, I think it is important that we continue to involve as many people in the discussion as possible, because many of these technologies will be coming our way and we need to be prepared.
Hello, Annie. Me again. I believe we have a responsibility to explore every opportunity to help ALL young people become devoted life-long learners. There is no doubt that technology has a role to play. In the US they are ahead of us in exploring and exploiting its use in the sphere of personalised learning. I follow an American by the name of Nancy Bailey. She writes prolifically on what is happening across the pond. You might find it interesting to read some of her blogs on this subject. Here are a few, if you have the chance.
https://nancyebailey.com/2018/01/18/elephant-in-the-room-its-the-tech-takeover-not-common-core/
https://nancyebailey.com/2018/05/16/the-danger-of-online-or-any-pre-kindergarten-assessment/
https://nancyebailey.com/2018/05/06/beware-of-tech-titans-bearing-gifts/
[…] in ways best suited to each individual student. Advocates of precision education also suggest that complex computer programmes may be required to process these vast troves of data in order to personalize the learning […]