From November 26 to 28, 2019, the doctoral students* of the DATAFIED project met in tranquil Braunschweig for methodological training in a workshop. On the first day the focus was on the art of reading and writing strategies. Guided by Dr. Sven Arnold, the participants gained valuable insights into the subject matter, so that the skills they had acquired so far could be reflected and optimized in this area. The second day was devoted to text analysis. In this context, the theoretical approach of the so-called Rich-Point-Analysis was presented, which we were able to apply practically afterwards. As a research group, the participants analyzed class observations under the guidance of Barbara Christophe. The workshop ended in the evening of the 2nd day. All participants found it interesting and helpful to receive further and more detailed information on the topic of reading and writing strategies and rich point analysis.    

As part of subproject 3: “Digital learning software and teaching”, an interactive map was created showing the locations of the manufacturers of learning software.  The map can be used in a variety of ways because it has many useful filters and can therefore be used optimally and efficiently for further research purposes. The manufacturers of digital learning software are classified according to location flags in different colours: Level 0: Non-customizable software Level 1: Learning Management (LMS) Level 2: Data Driven Learning with Teacher Decision Level 3: Data Driven Learning without Teacher Decision Level 4: Adaptive Learning Level 5: Intelligent Tutor Level 6: Intelligent Game-Based Learning Environments Level 7: Cognitive (Deep Learning) System You can find the interactive map here.

On September 12 and 13, 2019 the international “DATA POWER: global in/securities” conference took place at the University of Bremen.  On the second conference day the DATAFIED project had the opportunity to hold the session “DATAFIED: DATA For and in Education – The construction of school in a datafied society” within the framework of a dialogue café. After a few introductory words by Annekatrin Bock on the general setting of the event and the thematic project DATAFIED, the participants embarked on a journey through a total of four stations. Even though the group was small, interesting discussions on the methods used and (surprising) differences between Germany and e.g. Great Britain arose.  

From 23 to 24 September, the third joint meeting of the BMBF-funded DATAFIED project took place at the Helmut Schmidt University in Hamburg. The meeting was used for an intensive exchange with the partners of the other participating institutions, the Helmut Schmidt University (HSU), the Georg Eckert Institute Leibniz Institute for International Textbook Research (GEI) and the Leibniz Institute for Educational Research and Information (DIPF). In addition to the reports of the four subprojects on their current status and the interdisciplinary exchange of participants, this joint meeting was marked by the incipient field survey phase. In the course of the year, the subprojects were able to identify many relevant actors who can now be successively interviewed and researched. The coordination and the exchange of experiences in this regard are of great interest for all participants in order to be able to use synergies at an early stage or to face problems together. The discussion about the research methods used was not neglected either. Last but not least, there was an exchange between the doctoral students …

On September 6th and 7th, 2019 the DATAFIED project team participated in the workshop “Exploring the Datafication, Digitalization and Automatization of Educational Governance and Practice” of the Helmut-Schmidt-University Hamburg. The workshop was organized by Sigrid Hartong and Annina Förschler within the framework of the DFG project “Bildungsdatenmanagement – Neue Wissens-, Interdependenz- und Einflussstrukturen im Kontext der Digitalisierung von Educational Governance“. The agenda of both days was filled with interesting lectures of various international researchers as well as discussion and question rounds on the topic of data archiving, digitisation and automation of educational policy aspects. In addition, the workshop was divided into four sessions and thus offered a broad spectrum: International perspectives on the multiple dynamics of data infrastructures in education Discussing effects of datafication and digitalization for school management and the teaching profession Methodologies and methods of (researching) big data in education Broadening the Scope The workshop was a great opportunity to discuss current topics on an international level as well as to establish and intensify contacts. Thank you very much for the invitation! For …

From 03rd to 06th September 2019 the ECER (European Conference on Educational Research) took place again on the campus of the University of Hamburg. This year’s conference was held under the theme “Education in an Era of Risk – the Role of Educational Research for the Future” and thus offered an optimal framework for the presentation of the DATAFIED project. The DATAFIED project was represented on site by Annekatrin Bock, Vito Dabisch, Sigrid Hartong, Sieglinde Jornitz and Jasmin Troeger. At noon on Wednesday, the project was finally introduced to interested listeners in the course of a short lecture. Further information on this year’s ECER can be found at: https://eera-ecer.de/ecer-2019-hamburg/

On the 15th of June 2019 the Open Campus of the University of Bremen took place for the third time. In addition to the many offers of the different departments, the projects of the ifib and the Lab “Information Management and Media Technology” of the Center for Media, Information and Communication Research (ZeMKI) were presented. Prof. Dr. Juliane Jarke and Irina Zakharova spoke in the afternoon in the ZeMKI tent about the increasing datafication of education and their new project “DATAFIED: DATA For and In Education”. For one it was about the project goals: The analysis of transformation processes in the course of datafication of schools (e.g. the changing understanding of “good school” and the changing relationships and roles of different school actors). Examples which were discussed included the increasing uncertainty on the part of teachers, as a result of new data protection regulations or school rankings. Lastly, the project representatives reported on the upcoming empirical research in partner schools, the planned practical workshops and the Data Festival, which is to conclude the project in …