In our discussion of trends to date, we haven't paid much attention to particular methodologies and data sources. A quick skim through the discussion thread on trends reveals numerous interesting opinions on where education (and related fields) are heading. However, opinions alone aren't sufficient in considering the future of education. Yes, tools/methods like tension pairs can be helpful in drawing attention to the zeitgeist among experts, but something more is needed. In a qualitative or anthropological research frame, triangulation of evidence is important in providing overlapping support for evidence. Other sources of data provide more rigorous support (Dave would disagree with me on rigour, but sometimes he's wrong, you know) for trend analysis.
A few of these sources:
Consultant or corporate-produced
Such as Mary Meeker's annual "state of the internet" report...see her recent presentation on the mobile web or Deloitte's Center for the Edge work on the shift index.
McGraw-Hill on Future of Education
Statistics agencies
Stats Canada
US Department of Education - National Center for Education Statistics
Office for National Statistics (UK)
Government or international agencies
UNESCO - Institute for Statistics
OECD - Statistics Portal and Publications and Documents
World Bank Data
Atlantic Council: 2025: A Transformed World
Sector-specific organizations
EDUCAUSE Center for Applied Research
SURF - Netherlands - Annual Report
Canadian Council on Learning Data and Reports
Pew Internet
Military or Specific Government Sector reports
DCDC Global Trends Programme
Mapping Global Trends - National Intelligence Council
University Reports/Research
How much Information?
Pick any sociology or psychology department in a university for societal trends...or, for that matter, approach the office of institutional data for information on a particular university's student population (see University of Manitoba's Office of Institutional Analysis)
The Importance of Open Data
The open data movement promises to provide a flood of data for analysis and futures thinking. Much of the data that was previously closed is increasingly accessible. Have a look at Tim Berners-Lee's TED talk on the importance of open, linked data.
Education and educational technology are nexus fields - we import much of our research from related disciplines. As such, we have a rich array of data sources to consult: technology, sociology, economics, etc. On the one hand, the large number of data sources is particularly helpful for future(s) researchers...but on the other hand, it makes futures work difficult and time consuming.
Activities for this week
1. Stop by the forum for week six and add data sources that you've found to be helpful in validating or refuting assumed trends.
2. Revisit the trends forum earlier in the course. Select a few trends and find supporting/refuting evidence in the data sources listed above or posted in the data forum (see point 1, above). Share your experiences on your blog or in the discussion forum
3. Revisit your futures concept map from last week. Look at the futures elements that you have posted on your map...are they supported by data? If not, are their compelling qualitative sources that support them? And, if that's not the case, it might be best to revise/eliminate and update your map.
A few of these sources:
Consultant or corporate-produced
Such as Mary Meeker's annual "state of the internet" report...see her recent presentation on the mobile web or Deloitte's Center for the Edge work on the shift index.
McGraw-Hill on Future of Education
Statistics agencies
Stats Canada
US Department of Education - National Center for Education Statistics
Office for National Statistics (UK)
Government or international agencies
UNESCO - Institute for Statistics
OECD - Statistics Portal and Publications and Documents
World Bank Data
Atlantic Council: 2025: A Transformed World
Sector-specific organizations
EDUCAUSE Center for Applied Research
SURF - Netherlands - Annual Report
Canadian Council on Learning Data and Reports
Pew Internet
Military or Specific Government Sector reports
DCDC Global Trends Programme
Mapping Global Trends - National Intelligence Council
University Reports/Research
How much Information?
Pick any sociology or psychology department in a university for societal trends...or, for that matter, approach the office of institutional data for information on a particular university's student population (see University of Manitoba's Office of Institutional Analysis)
The Importance of Open Data
The open data movement promises to provide a flood of data for analysis and futures thinking. Much of the data that was previously closed is increasingly accessible. Have a look at Tim Berners-Lee's TED talk on the importance of open, linked data.
Education and educational technology are nexus fields - we import much of our research from related disciplines. As such, we have a rich array of data sources to consult: technology, sociology, economics, etc. On the one hand, the large number of data sources is particularly helpful for future(s) researchers...but on the other hand, it makes futures work difficult and time consuming.
Activities for this week
1. Stop by the forum for week six and add data sources that you've found to be helpful in validating or refuting assumed trends.
2. Revisit the trends forum earlier in the course. Select a few trends and find supporting/refuting evidence in the data sources listed above or posted in the data forum (see point 1, above). Share your experiences on your blog or in the discussion forum
3. Revisit your futures concept map from last week. Look at the futures elements that you have posted on your map...are they supported by data? If not, are their compelling qualitative sources that support them? And, if that's not the case, it might be best to revise/eliminate and update your map.
