1 getting smarter with student data mark schneiderman siia senior director of education policy nces...
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Getting Smarter with Student DataMark Schneiderman
SIIA Senior Director of Education Policy
NCES Forum July 16, 2013 / Washington, DC
ABOUT SIIA
About the SIIAThe Software & Information Industry Association (SIIA) is principal trade association for the software and digital content industry. SIIA provides global services in government relations, business development, corporate education and intellectual property protection to more than 800 leading software and information companies. www.siia.net
Sample of Programs
•Anti-Piracy Division conducts a comprehensive campaign to fight software and content piracy. Balances enforcement with education in order to be effective.
•SIIA's Public Policy program is the leading voice on key legislative, regulatory and judiciary issues, particularly with electronic commerce and the digital marketplace.
•The Software Division provides a neutral forum for companies that develop applications, services, infrastructure and tools that drive software services industry.
•The Content Division provides a forum for companies that publish and distribute online content, or offer technologies and services that facilitate their distribution.
•SIIA’s Education Division provides leadership, advocacy and critical marketing information to promote the success of education technology.
•The Financial Information Services Division provides a neutral business forum for exchanges, market data vendors, brokerage firms and banks to address technical issues related to market data distribution, management, administration and use.
•The Public Sector Innovation Group helps software and IT services firms navigate the federal market. 3
Education Division Members95 Percent Group Inc.; ABC-CLIO; Academic Benchmarks; Academic Business Advisors, LLC; Accenture; Achieve3000;Adaptive Curriculum; Adobe Systems, Inc.; American Public University System; Ann Foster Consulting; Apple Education;
Arc Capital Development; Atomic Learning; Avant Assessment; Avanti Management Group; AWC - Ann Watson Consulting;Becker Professional Education; Benchmark Education Company; BiblioNasium; Blackboard Inc.; BLEgroup; Boardworks; Brain Parade, LLC;
BrainPOP; Bridgepoint Education - Learning Resources; Brighter Future for Beautiful Minds; BSG Team Ventures; BuzzMath; C. Blohm & Associates, Inc.; CafeScribe; Cambium Learning Technologies; Cambridge Information Group;
Capstone Digital; Carolina Science Online; Catapult Learning; CDW Corporation; Cengage Learning; Chalkable; Cherry Tree & Associates, LLC; Clarity Innovations; ClassLink, Inc.; College Board - SpringBoard Division; CollinsConsults;Computer Power Solutions of Illinois, Ltd. (CPSI); ConnectYard, Inc.; Consulting Services for Education; Courseload, Inc.;
CyberSmart! Education Company; David Samuelson Consulting; Dell ASAP; DeVry - Educational Technology Research and Development;Digital Ignite; DJS EdTech Consulting; Dorsey & Whitney, LLP; DreamBox Learning; E.T.C. International; Edmodo; EducAide Software;
Education Networks of America (ENA); Education Week and Digital Directions; Educational Systemics, Inc.; Educurious Partners;EDUMETRIX INC.; EduTone Corporation; edWeb.net; eGenio Education Solutions; eInstruction; Empirical Education Inc.;
Espresso Education; ETA hand2mind; Filament Games, LLC; First Analysis Corp.; Flat World Knowledge, Inc.;Florida Virtual School- Global Services Division; Focus EduVation, Inc.; Follett Corporation - Technology Solutions & International Group;Foundations in Learning, Inc.; Funds for Learning, LLC; Gaggle; Game to Learn; Generation YES, Inc.; Google, Inc.; Greaves Group LLC;
Grockit; GuideK12; Hinds and Associates; Houghton Mifflin Harcourt; IBM Corporation; Inside Music, LLC; Intel Corporation Education Group; Interactive Educational Systems Design, Inc.; Intrinsic Strategy; itslearning, Inc.; ITWorx Inc.;
K12, Inc.; Kaplan Test Prep; Key Curriculum Press; Knovation; Language Express; Learning.com; LearningExpress, LLC;LearnSprout; LectureTools Inc.; Lerner Publishing Group - Electronic Content Division; Lesson Planet;
Marketing Projects, Inc./Big Deal Book; MathResources, Inc.; Mayer-Johnson; McGraw-Hill Companies, Inc.; MCH Strategic Data;Measured Progress; Meizner, Inc.; MemeSpark LLC; MetaMetrics, Inc.; Mimio Interactive Teaching Technologies;
MIND Research Institute; Mindset Works; MMS Education; Mojo Learning Inc.; Monarch Teaching Technologies; Muzzy Lane, Inc.;My Learning Plan Inc.; Naviance; Ness USA, Inc.; New Markets Venture Partners; NextGenEd Consulting; O'Donnell & Associates, LLC;Olympus Math; Operant Systems Inc.; Oracle, Owen Software; PASCO Scientific; Paula Maylahn Consulting; PCI Education Publishing;Pearson; Pierson Labs, INC.; PR with Panache!; Promethean Inc. (USA); Qualcomm Wireless Reach; Red Hat, Inc.; RedRock Reports;
Reed Elsevier Inc.; Renaissance Network, Inc.; Ripple Effects; Rosen Digital; SAFARI Montage; Sanford Rose Associates-Austin;SAS Institute Education Group; Scholastic Education – Curriculum; School Improvement Network; Schoology, Inc;
Second Avenue Learning; Seeds Software; Seward Incorporated; Slate Science Inc.;SMART Technologies ULC; SoftChalk LLC; Sophia Consulting LLC; SRI International - Center for Technology in Learning; Steelcase;
Sublime Learning, Inc.; Tales2Go Inc.; TechEd Connect Executive Recruiters; TechERA (Technology for Education Reform and Accountability);Texas Instruments Education Technology Group; Texthelp, Inc.; Think Through Learning Inc.; Triad Interactive Media, Inc.; Trinity Education Group;
Turning Technologies; Tutor.com; TVTextbook; Twist Education, LLC; uBoost; Vernier Software & Technology - Software DivisionVictory Productions Inc.; Virtual Nerd, LLC; Virtual Piggy Inc.; Vocab Network LLC; Washington Corporation; Whitestone Communications
WILL Interactive, Inc.; Winter Group; Wireless Generation; World Wide Workshop; Wowzers; WS Sales Advisors; YourTeacher; Zac Fisher Consulting
About the SIIA Education DivisionSIIA's Education Division represents and supports developers of educational software applications, digital content, online learning services and related technologies across the K-20 sector.
Mission:•Vision and Leadership•Education Policy & Advocacy•Strategic & Actionable K-20 Market Intelligence•Business Development & Networking
Committees & Working Groups•Market Data and Analysis (Trends reports, Market Sales reports) •Technical & Development (Cloud and Interoperability)•Global (International opportunities and strategic partnerships)•Games for Learning (Value, business models and approaches)•Voice of the Educator•Ed Tech Policy
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About the SIIA Education Division
Key Initiatives•Vision K-20 - SIIA Survey Finds Technology Progress in U.S. Schools and Universities •CODiE Awards – Educators and Developers vote on the best applications and services•The Market Report - SIIA Estimates $7.76 Billion US Market for K12 Software and Digital Content •Innovation Incubator Program – Recognizes and supports the most innovative new products and services •Personalized Learning – Redesigning Education from a School-Based Industrial / Agragian Model to a Student-Centered, Anytime/Everywhere, Mastery-Based Model
Signature Events:•Ed Tech Industry Summit (May, SF; Sales/Marketing; Product Dev.; Bus/Fin)•Ed Tech Business Forum (ETBF) (December, NY; Bus/Fin; Investment)•Ed Tech Government Forum (April, DC; State/Federal Programs & Regs)
Recent Webinars•Understanding OER's Impact on Educational Institutions and Developers/Publishers•Ed Tech Opportunities in Turkey•Ed Tech Opportunities in China•Preparing for SBAC: A Guide for Developers and Publishers•Turning SIS/LMS Data into Action - Vendor Implications•Learning Resource Metadata Initiative (LRMI) Progress & Impact•Ed Tech Market Opportunities in Latin America•Software Publishers Guide to the E-Rate 6
SIIA Advocacy Agenda;Sample of Priorities
• NTIA process to finalize a voluntary code of conduct for mobile app transparency.
• Facilitate cross-border data flows, and develop interoperable legal frameworks that help to advance global implementation of Internet computing.
• Educate policymakers on value of data. SIIA’s “Data-Driven Innovation, A Guide for Policymakers: Understanding & Enabling the Economic and Social Value of Data”
• Reforms to patent system to address the ongoing problem of patent trolls
• Domain name system that protects copyright/trademark owners from piracy and counterfeiting
• Move federal agencies to cloud, consolidate and optimize the existing data center infrastructure and better leverage government data.
• Increase federal and state investment in digital learning, including through enhancements to the federal E-Rate and ESEA.
• Replace outdated regulations with 21st Century e-learning policies, including anytime/everywhere, competency-based and personalized learning.
• Support value of for-profit sector in serving education needs, including government-industry R&D partnership, not government competition with private sector.
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A VISION FOR
PERSONALIZED LEARNING
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System Reality• Classrooms: self-contained, isolated
• Instruction: frontal delivery; 1:many
• Curriculum: flat; standardized
• Cohorts: age-based; factory
• Schedule: fixed; agrarian
Time is the constant
Achievement is the variable
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Student Reality• Disengagement • Expectations • Diversity• Needs
Texas Education Agency
barbarafrankonline.com
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Normal Curve Assumption
| | | | | | |
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Long Tail of Learners
Standardized Personalized
Curricular / Instructional Interventions
# s t u d e n t s
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• Today’s industrial-age, assembly-line educational model – based on fixed time, place, curriculum and pace – is insufficient in today’s society and knowledge-based economy.
• Our education system must be reengineered from a mass production, teaching model to a student-centered, customized learning model to address both the diversity of students backgrounds and needs as well as our higher expectations for all students.
• Personalization cannot take place at scale without technology. Technology dramatically increases a teacher's ability to track the needs of many students, and for students to access a large variety of content and learning opportunities everywhere at anytime.
"Our conversation in the future is not about fixing schools. It's about defining an optimum learning experience for every child in America. When you begin to define it in that way, then all of the aspects of the historic institution we have established are
up for grabs.” --Gene Wilhoit, CCSSO (2010)
CCSSO-ASCD-SIIA 2010 Personalized Learning Summit Organizing Assumptions
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Education System [Re]Design to Personalize Learning
w/ CCSSO & ASCD
Essential Elements1. Flexible, Anytime, Everywhere Learning2. Redefine Teacher Role and Expand “Teacher”3. Project-Based, Authentic Learning4. Student-Driven Learning Path5. Mastery/Competency-Based Progression/Pace
Policy Enablers1. Redefine Use of Time (Carnegie Unit/Calendar)2. Performance-Based, Time-Flexible Assessment3. Equity in Access to Technology Infrastructure4. Funding Models that Incentivize Completion5. P-20 Continuum & Non-Age/Grade Band System
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Education “Market of One”
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Current System Personalized Learning System
Mass Production Mass Customization
Time Constant / Achievement Variable; Seat Time Time Variable / Achievement Constant; Mastery/Competency-Based
Industrial Age, Assembly-Line, Common-Pace Instructional Model
Knowledge Age, Individualized, Variable-Pace Learning Model
End of Year/Course Assessment of Knowledge Ongoing, Embedded, and Dynamic Assessment of Knowledge/Skills, Learning Styles, and Interests
Institution/Teacher Centered Student-Centered
Fixed Place; School-Based Anywhere and Everywhere; Mobile
Academics Addressed in Isolation Learning Plan Recognizes and Integrates “Whole Child” range of social, emotional and physical needs
Fixed Time; September-June; 9 a.m. – 3 p.m. Flexible Schedule; Anytime; 24/7/365; Extra Time
One-Size Fits all Instruction/Resources Differentiated Instruction
Teach the Content; Sage at the Stage Teach the Student; Guide at the Side; Collaborative Learning Communities
Comprehensive Teacher Role Differentiated and Specialized Teacher Roles
Geographically Determined and Limited Instructional Sources (Teacher and Textbook)
Virtually Unlimited, Multiple Instructional Sources (Online Resources and Experts)
Limited/Common System Determined Curriculum-to-Life Path
Unique Student Voiced Curriculum-to-Life Path
Printed, Static Text as Dominant Content Medium Digital, Interactive Resources as Dominant Content
Physical/Face-to-Face Learning Online Learning Platform to Enable Blended Learning
Informal Learning Disconnected Informal Learning Integrated
“We cannot meet the personalized learning needs of students within our traditional system –
tweaking the teacher/classroom-centered model is not enough, and systemic redesign is needed.”
A. B. C. D. E. F.
76%
15%
1%0%3%
5%
A. Very Strongly Agree
B. Strongly Agree
C. Agree
D. Disagree
E. Strongly Disagree
F. Very Strongly Disagree
How important is technology to personalized learning?
A. B. C. D.
2%
61%
35%
2%
A. Not Very: A supplement but not needed
B. Somewhat: Important for some aspects/practices, but not all
C. Significant: Necessary for many aspects/practices, and for scale
D. Critical: Necessary to implement all aspects/practices and scale for all learners
Technology-Enabled Personalization: Educational Access Learning Data Analytics Performance
Assessment Collaboration & Community Individualization & Differentiation Engagement
Productivity
SIIA Vision K20The Educational Goals: We know that educational software, digital content, e-learning and related technologies:
•Help meet the personalized needs of all students
•Support accountability and inform instruction
•Deepen learning and motivate students
•Facilitate communication, connectivity and collaboration
•Manage the education enterprise effectively and economically
•Enable students to learn from any place at any time
•Nurture creativity and self-expression
The Technology Benchmarks: To achieve the vision for K-20 education, SIIA anticipates an education system that effectively and as a matter of common, second-nature practice:
•Widely utilizes 21st century tools for teaching and learning
•Provides all members of the education community with anytime/anywhere educational access
•Offers differentiated learning options and resources to close achievement gaps
•Employs technology-based assessment tools
•Uses technology to design and enable the enterprise
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The Future is Now
School Of One
Progress, But . . . 2013 Vision Survey Resultssiia.net/visionk20/survey.asp
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Q# Question20 Security tools are used to
protect student data and privacy
3 Information systems provide digital student and achievement data that support instructional decisions by educators and administrators
19 Institution leaders use technology tools for planning, budgeting and decision making
16 Information systems track performance and institutional data for educational accountability and decision making
18 Robust enterprise applications and systems are in place to support institutional management and business activities
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Q# Question
20 Security tools are used to protect student data and privacy
3 Information systems provide digital student and achievement data that support instructional decisions by educators and administrators
19 Institution leaders use technology tools for planning, budgeting and decision making
16 Information systems track performance and institutional data for educational accountability and decision making
18 Robust enterprise applications and systems are in place to support institutional management and business activities
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Challenges to Education Redesign to a Personalized Learning Model
•vision and leadership•risk aversion, culture, habit & bureaucracy•professional development and support•technology access and effective use•interoperability and integration•resource realignment•public-private partnerships•data privacy and security
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STUDENT DATA PRIVACY & SECURITY
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Adaptive Learning System Model
U.S. DoED Draft Issue Brief (2012): Enhancing Teaching & LearningThrough Educational Data Mining and Learning Analytics
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Data-Driven Education Opportunities
• Understanding what works with what type of student under what conditions
• Data-empowered school, district & state decision-making• Data dashboards for teachers, students and families• Early-warning student performance systems• Response-to-intervention• Adaptive courseware• Predictive learning analytics• Recommendation engines• Dynamic cycle of intervention development, evaluation
and improvement
= Personalized learning
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What Has Changed?
TECHNOLOGY: Technology is rapidly evolving away from the static personal computing model, to a more nimble, powerful computing environment. •Mobile: Proliferation of Internet-connected devices provides ubiquitous data•Cloud Computing: Abundant High Performance Computing Power on Demand•Social: Enhanced communicative and collaborative data environment•Analytical: Broad usage of software with advanced data analytical software
DATA: The amount of data being generated has grown exponentially, as has the ability to extract analytic value from a wide range of this data.•Traditional enterprise data •Machine-generated /sensor data (e.g., Call Detail Records, weblogs, smart meters, and manufacturing sensors)•Social data (e.g., customer feedback streams, micro-blogging sites like Twitter, social media platforms like Facebook
What Has Changed: BYOD
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Getting Smarter with Student Data
What Can and Should Be Done? •Schools and agencies should manage and leverage data to drive decisions and improve learning (and better share those success stories)
•This work should be outsourced as appropriate and necessary to achieve the given task and goal.
•Privacy practices and security technologies are an area for innovation and provider competition.
What is being done? •Licenses and SLAs include terms and conditions around data collection and use.
•COPPA requires parental consent by operators (including mobile apps) directed to (or with actual knowledge regarding use by) children under 13 that collect, use, or disclose PII from children.
•FERPA appropriately allows for disclosure of student information from student records to contractors that perform services otherwise be performed directly by the school/agency employees.
•Schools/agencies protect student privacy by retaining ownership and access control to student data, specifying who gets access to what and how, and ensuring providers include strong data security.
•In most cases, personally identifiable information is either not collected, or if collected, is maintained in such a manner that the third party technology provider may not access the data.
What Not to Do? Educational data systems, application providers and education officials should not provide access to personally identifiable student data to any individual or organization not authorized by the school/agency as allowed through that agreement.
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Perceived Concerns Reality Benefits1. Data-Enabled Customization Tracking & Profiling
(Stereotypes and Limits)Personalized Learning
(Effective & Efficient)2. Controls & Protections Inappropriate Intentions Inadequate Attention3. Vertical, Horizontal and Longitudinal Data Integration
Invasive Tracking Smart Accountability & Decision Making
4. Opt-In/Out Default parent/student “right” impractical to school/classroom management
5. Big Data unfettered creation of and access to student data
undeveloped potential to drive improve learning
6. Cloud personal information unprotected and vulnerable
secure and cost-effective compared to . . .
7. FERPA fails to evolve and protect student privacy
empowering of local communities and appropriately
technology neutral8. Data Mining for Commercial Gain
data sales for profit
product development / improvement for student benefit
9. Vendor Data Access commercialization necessary and managed outsourcing
Student Data Privacy & Security:Perceived Concerns vs. Reality Benefits
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Data Privacy & Security:Privacy as Proxy for . . .
• Anti-testing• Anti-teacher evaluation based on student test scores• Anti-forprofit and the notion that anyone should make
many off children, even in return for valuable services• Anti-technology, including view that technology as
replacing teachers in a negative way• Anti- common core standards and assessments• Anti . . .
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DRAFT Sample Vendor Best PracticesNote that this list does NOT represent official SIIA position.
These are provided for discussion purposes only.
• Do not allow access to personally identifiable information obtained through an agreement with a school, except in accordance with the terms of that agreement.
• Practice privacy by design, where data privacy and security are areas of product development and innovation
• Identify a chief privacy officer responsible for internal data practices as well as external facing issues such as regulatory compliance.
• Establish internal policies and practices to ensure appropriate access to personal student information per privacy policy and service level agreement, including by company employees, customers (i.e., school/agency staff), and third parties.
• Provide a transparent data privacy policy, including what types of personally identifiable information collected, how used, how protect data security and integrity, and what is retention and deletion policy (recognizing these may vary by product/service and customer)
• Include clear data use and access terms in any license or service level agreement.• Follow all applicable federal, state and other laws• Be deliberate and sensitive about data collecting, analysis, linking and sharing• Aim for data minimization and anonymization, recognizing this default is not always
practical or optimal
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DRAFT Agency Best PracticesTechnology and Regulation should Not be the default sole solution to student data privacy. Institutions and agencies should first implement appropriate policies and procedures:•Identify a chief privacy officer responsible for internal data practices as well as external facing issues such as regulatory compliance.•Establish internal policies and practices to ensure appropriate access to personal student information, including by staff, vendors and other third parties.•Provide a transparent data privacy policy, including what types of personally identifiable information collected, how used, who has access, how protect data security and integrity, and what is retention and deletion policy•Ensure that vendors include clear data use and access terms in any license or service level agreement, and encourage their competition around privacy/security.•Follow all applicable federal, state and other laws•Be deliberate and sensitive about data collecting, analysis, linking and sharing•Aim for data minimization and anonymization, recognizing this default is not always practical or optimal •Assess whether particular uses of data are consistent with cultural and social norms•Train personnel around data privacy and security•Implement appropriate safeguards to protect the security of information based on its sensitivity and risk
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Overall SIIA Public Policy Recommendations
Overall, avoid broad policies that curb data collection and analysis, and balance educational opportunity with privacy and other concerns:•Leverage data to make government more efficient and effective. •Provide an evolving view of privacy rights based on risk and benefits, and enable innovation and competition around privacy and security. •Adjust principle of data minimization. •Encourage de-identification to balance innovation and privacy protection. •Uniform rules should not apply to the collection of personal information and consent. Best practice varies by lifecycle stage, sector, data type and use case.•Avoid technology mandates and promote technology neutrality and avoid technology mandates, including those specific to cloud computing and cross-border data flow. •Support open standards, but through industry-led standards development organizations and not governments. •Allow data collectors/controllers to contract with data management/analytics suppliers to comply with privacy/security rules across jurisdictions. •Embrace open data policies and public-private partnerships that maximize access to critical public data.
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SIIA ResourcesFor Educators: http://bit.ly/siiaeducator
eStore: www.siia.net/estore/www.siia.net/education
• Innovate to Educate: System [Re]Design for
Personalized Learning www.siia.net/pli• Guide to the Use of Open Educational Resources• Primer on K-20 Education Interoperability Standards • Best Practices for Using Games & Simulations in the Classroom• Conducting and Reporting Product Evaluation Research: Guidelines
and Considerations for Educational Technology• Guide to Cloud Computing for Policymakers • K-12 Software Implementation Guidelines Toolkit• Vision K-20 – Survey, Evidence, Resources siia.net/visionk20/
Survey Report siia.net/visionk20/survey.asp • Data-Driven Innovation; A Guide for Policymakers: Understanding and
Enabling the Economic and Social Value of Data
