All posts filed under: Blog entry

DATAFIED at the Educational Research Conference 2021

Next week from 09-10.03.2021 the virtual BMBF Educational Research Conference 2021 will take place under the motto “Educational Worlds of the Future”. The DATAFIED project will be there.In Forum 3.1. “Challenges and Perspectives of Teacher Education in a Digitally Shaped World”, there will be an exchange about aspirations and reality in all three phases of teacher education regarding the professionalization of teachers in a digitally shaped world. Exemplary formats for cooperation between teacher education and research will be presented and discussed. Our contribution by Felicitas Macgilchrist on “Datafication and (Critical) Data Literacy” can be found here: The project is also represented in the virtual marketplace. Feel free to drop by – we look forward to seeing you! Tue, 03/09 11:45-13:15am and 16:30-17:30pm.Wed, 10.03. 12:15-12:45h and 15:00-14:30h Further information can be found here:Datafied Poster (german)

Collaborative Meeting in February 2021 all about the Joint Book

The DATAFIED book is now taking shape. We were happy to use our first collaborative meeting this year to hammer out the book structure and metanarrative. Tracing data practices in and around schools, our collaborative publication unfolds themes around the datafication of school and makes the findings of the four subprojects available to anyone interested in data. As soon as further details are available, we will inform you here.

DATAFIED – First Results presented at two Research Colloquia

In November 2020 and February 2021, Dr. Juliane Jarke and Irina Zakharova presented the first results from TP2 of the DATAFIED research project. They reflected first at the Colloquium Social Research of the University of Lucerne and then at the Research Colloquium of the Center for Media, Communication and Information Research (ZeMKI) on the methodological approaches to researching data flows in educational organizations. At the heart of these methodological reflections is the further development of the approach of “data journeys” – data journeys already used in the sociology of science and the natural sciences (Bates et al., 2016; Leonelli 2014, 2020). For example, data journeys are used to track the movement of climate data from a meteorological sensor to global financial market institutions (Bates et al., 2016). The DATAFIED research team is examining the data that moves within schools and between schools and departments of education. The focus is on school management systems. In doing so, the concept of a data journey presents how data changes along the way, how paths of data open and close …

DTAFIED: Virtual Joint Meeting – What’s next in 2021?

We are slowly developing a routine in the virtual execution of our joint meeting. Unfortunately, due to corona, we were again unable to meet in person. Nonetheless the mood was still good. On Wednesday, 11.11.2020, we first met to discuss the current status of the four subprojects. Additionally each subproject had brought something to the discussion. From a basic text on “Changes in School Management and Supervision” to “Methods of Walktrough for the Analysis of learning Software” and the examination of individual transcript extracts from classroom observations, everything was included. Once again, the interdisciplinary nature of the project team proved to be a strength: the different professional perspectives gave rise to exciting discussions and further bi- and trilateral meetings were arranged for further in-depth study. The second day of the joint meeting on Thursday, 12.11.2020, was dedicated to the question “What is the future of DATAFIED in 2021?”. In particular the numerous school closures and the still tense situation in the schools pose great problems for our data collection. Together, various strategies were discussed and …

Digital Education in the US and Germany: Promises and Challenges

On October 21st, Andreas Breiter as head of the DATAFIED project took part in an international panel discussion on the future of digital education. It was organized by the German Embassy in Washington, the German Consulate General in San Francisco and the German Center for Research and Innovation and Innovation (DWIH) New York. He discussed current developments in both countries as well as chances and risks with four other experts: Barbara Holzapfel (VP Microsoft Education), Maureen McLaughlin (Senior Advisor to the Secretary and Director of International Affairs, U.S. Department of Education) Prof. Dr. Christoph Meinel (CEO and Scientific Director, Hasso Plattner Institute for Digital Engineering (HPI)). His main statement was a déja-vu. 20 years ago, he collected data for his PhD research project in U.S. states (CA, MA, IL) and districts as well as in schools. This was compared to the German school system. The first result was the different speed of ICT and media integration in classroom practices and school management, as well as in educational policies (Breiter 2000). The “connector” between school development, district decisions and state policy …

DATAFIED at the Congress of the German Sociological Association

Yesterday (22.09.2020) Juliane Jarke from SP2 and Vtio Dabisch (SP1) jointly presented first results of the two subprojects at this year’s congress of the German Sociological Association. Her presentation was the first of four papers presented by an ad hoc group on the digitization of education. Vito Dabisch’s presentation focused on the increasing production and usage of data for school management by school supervision. He noted that there is an increasing expansion and compression of data and data practices. In this context, the simultaneous data criticism and data orientation of the interviewed actors was striking: School councils are partly (very) skeptical about how helpful data-based control is, but on the other hand more and more data is used in institutionalized discussions. Schools are encouraged to “see” themselves through “their” data and to work with this data.Juliane Jarke’s presentation concentrated on how school as an organization is changing through digitization and datafication and how this change can be researched.She presented various research artifacts from TP2 that allow to analyze data flows and show how schools (re)position …

DATAFIED. First DataSession for a joint evaluation

Data session! This sounds like “Jam session” and to a certain extent it is. Together we look at our research data, interpret and consider whether a (dys)harmonic “picture” emerges. In mid-September, the four DATAFIED subprojects met for a joint data evaluation and discussed possible evaluation intersections with regard to the interview excerpts collected in the research field. The data session is the prelude to a series of reconstructive to qualitatively interpretive evaluation sessions, which will result in a book by the end of next year, where we will present the DATAFIED results for public discussion. Picture from: <a href=”https://www.freepik.com/vectors/business”>Business vector created by katemangostar – www.freepik.com</a>

DATAFIED represented on the 4S / EASST 2020 Convention in “virPrague”

From August 18 to 21, the joint conference of the European Association for the Study of Science and Technology and the international Society for Social Studies of Science (4S) took place. Due to the Corona Pandemic, the conference was moved from the Czech capital Prague to “virPrague” and was held digitally. Whether the “vir” stands for “virus” or “virtual” was left open by the organizers. Despite the restrictions due to the pandemic, the organizers quickly created a digital infrastructure combining the classical lectures with the possibilities of digital communication and giving the participants a feeling of community. The theme of the conference – “Locating and Timing Matters: Significance and agency of STS in emerigng worlds” – focused on the situated nature of the actions of different human and more-than-human actors in the datafied world. In numerous panel discussions, the impact of the corona pandemic on social practices and the role of data, algorithms and information systems in this process were also critically discussed. As part of TP2 at ifib, Irina Zakharova and Juliane Jarke presented …

Sixth joint meeting of DATAFIED – again in digital form

A return to normality is not yet foreseeable in times of the COVID-19 pandemic, and so the second joint meeting this year was again realized virtually via the conference platform Zoom instead of a meeting in Hamburg. It took place from June 29th to July 1st and was characterized by a good and target-oriented exchange between the participating scientists.On the first day, previous results were summarised and the first results of analyses and ideas for publications were shared via video conference. The good exchange produced further ideas for synergies between the subprojects, which are now being pursued further. On the second day various possibilities for the distribution of results were discussed. In addition to the scientific community, the practical partners should also learn what DATAFIED has found out. It is a special concern of ours to “give something back”. In the second part of the second day the participants concentrated on the consequences of the corona crisis on the DATAFIED project. In all four federal states investigated, schools were closed for several weeks, making it …

Speculative Fiction as a method of investigation: Prof. Dr. Felicitas Macgilchrist presents paper at the University of Utrecht

What will school look like in 2040? Which socio-technical assemblages will be shaped? How will learners be addressed as subjects? Prof. Dr. Felicitas Macgilchrist poses these questions in her paper “Students and society in the 2020s. Three future ‘histories‘ of education and technology“, which she wrote together with Heidrun Allert and Anne Bruch and which she reported on in the seminar “Transmissions in Motion” at the University of Utrecht. In their “Social Science Fiction” paper the authors formulate three different versions of the future.   In the first, learners become so-called “smooth users” who optimize themselves in the pursuit of frictionless efficiency within a post-democratic framework created by large corporations. Because the 2020s had to respond to digitisation and its challenges, education was “smoothed” by technological support, entrepreneurs and tech companies became government advisors, decisions were made behind closed doors, and schools became dependent on companies. Educational software was designed to be particularly user-friendly, smooth and groundbreaking, making students less independent, especially in non-cognitive learning dimensions, and their self-optimization became the key process.   The second vision …