Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6361
Title: Designing for Data-Wisdom: Data for Whom, of What, Towards What Ends?
Authors: Taylor, Katie Headrick
Bell, Adam
Lee, Jiyoung
Riesland, Erin
Hays, Maria
Hock, Ari
Shea, Molly
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Taylor, K. H., Bell, A., Lee, J., Riesland, E., Hays, M., Hock, A., & Shea, M. (2020). Designing for Data-Wisdom: Data for Whom, of What, Towards What Ends?. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1539-1546). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Institutes of higher education continue initiating data science centers. K-12 public schools are committed to data-driven decision-making. School administrators and policymakers promote data literacy. But data of what? Data for whom? Data towards what ends? In this symposium, we argue that the learning sciences consider data-wisdom a guiding principle for ethnographic studies of how people learn and for design-based interventions that create and study new opportunities for learning. Our field has had much to say about data, information, and knowledge. Yet the notion and utility of wisdom has yet to be thoroughly explored. As our field collectively turns our commitments from generating knowledge about learning to knowledgeably enacting change through learning, we have to rely on wisdom to ensure our research endeavors act on problems that matter toward more just, caring, and loving futures for all learners.
URI: https://doi.dx.org/10.22318/icls2020.1539
https://repository.isls.org//handle/1/6361
Appears in Collections:ICLS 2020

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