Philip Piety, Founder
Philip Piety is a national expert in educational data. He is the author of Assessing the Educational Data Movement published by Teachers College Press and several other publications about this new aspect of education. His career began with organizational technology where he worked with many large government and commercial organizations to develop data systems to improve productivity and enable to models of work. A lifelong learner, he returned to school as an adult and completed several degrees, including a PhD from the University of Michigan in 2008 where his dissertation looked at the assessments, including the data practices that resulted from them, across several levels from classrooms to the state testing office in a single state. He was the first student at the Michigan School of Education to use a cross-disciplinary degree option that he and his committee titled: Learning Sciences: Materials, Measurement, and Information Architecture. I his forthcoming book, and in other work, he advocates for understanding educational practice deeply; both what they have been and what they can be with blended and personalized learning models.
Education technology is an accepted and integral component of reforming and improving the American educational system. The educational possibilities made possible by today's technology and mobile devices are expansive, with mobile phones apps, interactive games, distance learning programs, and environment software readily available to most students and teachers in the United States. Now that these tools are a common feature in the classroom, how can technology’s integration in education be expanded to best benefit students? How can educators incorporate the latest technologies to improve education and assess what proves effective? What future innovations can be expected in educational technology?
On March 20, Governance Studies at Brookings will host a public forum to discuss the next generation of education technologies. A panel of experts will discuss recent advances in educational technology and what new innovations are on the horizon. After the program, speakers will take audience questions.
Ed Info Connections is a Benefit Corporation dedicated to the goals of:
These are social goals that Ed Info Connections is measured against through publications, forums, and publicly developed solutions.
Education has entered the information age and all aspects of practice are impacted. Ed Info Connections is dedicated to doing public work--research, development, and outreach--to promote sensible uses of data and information that help practitioners and students.
Learning Analytics as both a research topic and emerging marketplace has recently garnered the attention of faculty, educational researchers and administrators, policy makers, data scientists and learning technology entrepreneurs. Unprecedented quantity of, and access to, learner-generated data has opened up new opportunities, for instance, for researchers to better understand how learners learn, for educators to assess the impact of teaching activities and interventions, and for learners to receive personalized, real-time, automated support for their learning advancements.
Learning Analytics (LA) as a field is related to disciplines such as educational data mining, machine learning, various branches of psychology, learning sciences, psychometrics, and systems theory. LA aspires to integrate cognitive, social, pedagogical, technical, and organizational components to advance a holistic view of learners and the cognitive, social, organizational contributions to their learning processes. Cross-disciplinary research, publications, and specific documented socio-technical systems and their associated designs and algorithms are important for advancing these goals.
For the past three years, the Society for Learning Analytics Research has hosted open online courses, the international LAK conference and national meetups, initiated a distributed research lab for PhD students, and established the Journal of Learning Analytics. During this timeframe, researchers from learning sciences, computer supported collaborative learning, and related disciplines have found research affinity with the emerging LA field.