Index
ISBN: 978-1-78754-853-4, eISBN: 978-1-78754-852-7
ISSN: 1479-3679
Publication date: 25 November 2019
This content is currently only available as a PDF
Citation
(2019), "Index", Jules, T.D. and Salajan, F.D. (Ed.) The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education (International Perspectives on Education and Society, Vol. 38), Emerald Publishing Limited, Leeds, pp. 269-280. https://doi.org/10.1108/S1479-367920190000038016
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” with numbers indicate notes.
Academy-in-a-box
, 226
Access economy
, 24
Acquaintance society
, 243
Action analytics
, 253
Actionability
, 224
Administrators, implications of LA for
, 261–264
Adult educators
, 135
Advanced regression techniques
, 238
Agile economy
, 24
Airbnb
, 23
ALEKS ITS
, 153
Algorithm(ic)
biases
, 118, 120
governance
, 5, 226
violence
, 245
Amazon
, 23
American Civil Liberties Union
, 191
American cybernetics
, 57–58, 61
American Educational Research Association (AERA)
, 42–43
Analytics
, 256
academic
, 253–254
action
, 253
predictive
, 56, 216
real-time learning
, 60
solutions
, 252
web
, 253
Anthropology
, 220
Anti-colonialism
, 35
Anticipative thinking models
, 7
Anticipatory systems
, 89
Apple
, 183
Arithmetic operations
, 21
Artificial intelligence (AI)
, 8–9, 53, 62, 89, 110, 115–116, 128, 146–152, 180, 192, 200, 206, 208, 235–237
AMM
, 186–188
AST
, 186–188
automotive engineers
, 183–186
across education and industry
, 180
governance, challenges, and responses
, 188–192
rebellions
, 247n7
reimagining occupations in automobile industry
, 182
Winter
, 181
Artificial Intelligence in Education (AIED)
, 115–117, 238–239
Assemblages
, 25
Assessment and Teaching of Twenty-first Century Skills (AT C21s)
, 59
Association of Southeast Asian Nations (ASEAN)
, 202
Attrition
, 77
Austin Peay University
, 256
Australian Curriculum
, 114
Auto industry, AI across
, 180–192
Automation
, 184, 186, 189, 191
Automobiles
, 180
reimagining occupations in automobile industry
, 182
Automotive engineers
, 181, 183–186
Automotive Master Mechanics (AMM)
, 186–188
Automotive mechanics and technicians
, 181
Automotive Specialty Technicians (AST)
, 186–188
Autonomous navigation
, 185
Autonomous vehicles
, 89
Baidu (Chinese search engine giant)
, 183
Bedfordshire University
, 256
Behavioral economics
, 223
Big Data
, 1–2, 16, 24, 34, 36–40, 53, 70, 110, 113, 115, 129, 200, 205, 224–225, 234, 239, 252, 259, 261
access to
, 5–6
Big Data-based analytics
, 115
control and regulation of
, 4
European Union as case for comparison in era of
, 202–203
fundamentalism
, 36–37
indiscriminate use of
, 7
intentional deployment
, 4
manifest lucrative value
, 5
mining
, 37
“new” about
, 55–57
opportunities and challenges
, 115–117
Bill and Melinda Gates Foundation
, 260
Biological determinism
, 220
Biopolitical concerns
, 220
Biopolitics
, 55
Biotechnology
, 89
Blackboard
, 259
Blitzscaling
, 18, 24–28
Blockchain
, 110, 115
opportunities and challenges
, 119
BrainChain
, 236
Brave New World (Huxley)
, 234
Chinese dream
, 240–246
UN’s Education 2030 agenda
, 235–240
Bridge International Academies
, 223–224
Bring Your Own Device Classes (BYOD Classes)
, 244
Broadening participation
, 45
Brontobytes
, 16
Business intelligence
, 253
“Career Pathways” initiatives
, 135
Caribbean Community (CARICOM)
, 202
Cedefop
, 115
Centre for Educational Technology, Interoperability and Standards (CETIS)
, 253
Charitable foundations
, 260–261
Child-Parent Center program in Chicago
, 95
China
adaptive system
, 246
cultural and moral essence
, 241
Chinese Communist Party
, 241
Chinese Dream
, 234, 240–246
Chinese traditional culture
, 241
Choice architects
, 223
“City Brain” project in Hangzhou
, 242
Civic Education Study (CivEd)
, 20
Classroom technology
, 153
Classroom-level “smart” systems
, 60
Closed loop
, 239
Cloud Classes
, 244
Cloud Computing
, 234
Code of Ethics
, 42
Cognitive universalizations
, 58–60
Coherence
, 205–210
Collaborative economy
, 24
Colonial difference
, 219–222
Colonial model
, 35
Colonial residues in data-driven reforms
, 228–229
Colonial-era school reforms
, 226
Commercial presence
, 23
Commercialization
of education
, 152
of LA
, 259–260
Commissioned colonial surveys
, 218
Commodification
data
, 35
of knowledge
, 163, 165
of LA
, 259–260
Communication systems
, 52
Comparative and International Education (CIE)
, 17–18, 34, 37, 40, 43, 110, 202
data collection and IEA
, 18–20
data collection and OECD
, 20–22
data collection and UNESCO reports
, 22
Comparative and International Education Society (CIES)
, 34
Comparative content analysis
, 98–100
Comparative education
, 145, 155
Comparative Education Society (see Comparative and International Education Society (CIES))
Complex survey sampling
, 137
Compulsory schooling
, 8, 88
educational intelligent economy
, 89–90
framework for analysis and limitations
, 90–91
learning vs. schooling
, 90
purpose of
, 96–98
scenarios within educational intelligent economy future
, 91–100
Computational theories of human behavior
, 56
Confucianism
, 234, 240, 241, 245
Connectivism and Connective Knowledge (CCK)
, 24
Consortium for Student Retention Data Exchange (CSRDE)
, 255
Contamination
, 77
Content analysis
, 165
Contrapuntal method
, 218
Control and regulation of Big Data
, 4
Coordiated civic action
, 29n17
Coordinated Plan for Artificial Intelligence
, 211
Core and periphery model
, 36, 40
Craigslist
, 23
Credit checks
, 242
Cross-border supply
, 23
Cutting-edge technology, value of
, 110
Cyberbullying
, 120
Cybernetics
, 53, 61
Cyberpunk world
, 246n5
Cyberspace
, 236, 246n5
Cyborg dialectic
, 163
Danish Board of Technology
, 48n5
Dark data
, 29n7, 144
Data
, 26
analysts, methods, trends, and creating
, 135–137
analytics
, 135
cleanup
, 144
commodification
, 35
control
, 44–46
data servitization, governance in era of
, 23–24
economy
, 9, 210
ownership
, 117
privacy
, 118
security
, 120–121
sharing
, 42–44
technology in education
, 148–150
Data collection
and IEA
, 18–20
and OECD
, 20–22
and UNESCO reports
, 22
Data frontierism
, 36–38
data sharing
, 42–44
electronic colonialism to
, 40
neoliberal inclinations
, 40–41
Data mining
, 23, 146–152, 152–157
educational intelligence, and comparative analysis
, 154–155
Data-driven decision-making
, 133
Data-driven economy
, 206
Data-driven educational governance
, 24
Data-driven educational systems
American cybernetics and structural objectivity
, 57–58
cognitive and “non-cognitive” universalizations
, 58–60
intelligence-as-information
, 52–53
methodological notes
, 53–54
models, minds, and social physics
, 54–55
“new” about big data and learning analytics
, 55–57
of perceptrons and change
, 60–63
Data-driven learning analytic platforms
, 54
Data-driven reforms, colonial residues in
, 228–229
Data-harvesting machines
, 188
Data-Informed Decision-Making approach (DIDM approach)
, 37
Datafication
, 25, 56–57, 63n4
Datum
, 28n3, 29n6
“Decentralized city” design
, 89, 95
Decolonial frameworks
, 34
Big Data
, 36–40
educational intelligent economy
, 46–47
electronic colonialism to digital frontierism
, 40–44
neoliberal scientism, control of data, and NSF
, 44–46
notion of CIE
, 34–35
stake
, 35–36
Deep learning algorithms
, 238
DeepBrain
, 236
DeepMind
, 236
Degree Compass system
, 255
Deliberations
, 47
Dell Inc.
, 163
Democratic Republic of Congo (DRC)
, 37
Dependent races
, 220
Dependent variables
, 72
Derritorializiation
, 25
Desire2Learn
, 259
Developmentalism
, 220
“Deviancy and moral disorder”
, 54–55
Differences and exclusions
, 217
Differential mode of association
, 243
Digital
colonialism
, 36
competency
, 113–115
data
, 70
exclusion due to algorithmic biases
, 118
governance
, 234
landscape
, 200
platforms
, 114
revolution
, 208, 210
Taylorism
, 26
technologies
, 203
transformation of education
, 238
Digital education
data mining, machine learning, and AI
, 146–152
data mining and
, 152–157
economic security and educational intelligence
, 145–146
Digital Single Market
, 205–208
Digitization
, 24, 56–57, 63n4
Discourse analysis
, 210
Disruptive innovation
, 23
Document literacy data
, 21
Drivers of Student Success
, 170
Dusty, dangerous, or dull work (three Ds)
, 148
Dystopic machine
, 246
East London University
, 256
EBay
, 23
ECAR program
, 260
Economic intelligence
, 27
Economic security
, 145–146
Economies
, 56
Edinburgh University
, 255
Edu-business
, 5, 163
Education
, 20, 111, 144, 154, 201
AI across
, 180–192
export business
, 3
markets
, 5
policy
, 139
primary and secondary
, 113
Education for All Global Monitoring Report (see Global Education Monitoring Report (GMR))
Educational Big Data governance
, 24–28
Educational borrowing and lending
, 158
Educational brokers
, 28
Educational data
, 24
educational data-driven governance
, 23
governance
, 25–26
Educational data mining (EDM)
, 238–239, 253
Educational Department
, 220
Educational fundamentalism
, 18
Educational intelligence
, 1–3, 6, 17, 22, 27, 34–35, 52, 88, 145–146, 164, 200, 201, 203, 209–212, 236
Big Data
, 17–18
in CIE
, 18–22
educational Big Data governance
, 24–28
in era of data servitization
, 23–24
interwoven worlds of
, 245–246
methodology
, 165–166
theoretical framework
, 164–165
Web of Battelle
, 166–170
Educational intelligent economy
, 1–4, 7, 28, 34, 37, 62, 89–90, 217
digital competency, literacy and
, 113–115
EU policy challenges in
, 210–211
Haunted data of
, 226–228
scenarios within educational intelligent economy future
, 91–100
technology and
, 115–122
Educational policy-making
, 16
Educational programs
, 181
Educational regionalism
, 18
Educational technology (EdTech)
, 148
Educators, implications of LA for
, 261–264
Educators use technology for tasks
, 162–163
EDUCAUSE
, 253, 260–261, 263
Edusphere
, 239
Electronic colonialism theory
, 37
Electronic colonialism to digital frontierism
, 40–44
Employability
, 154
Energy storage
, 89
England’s Higher Education Funding Council’s funding
, 260
Enrollment rates
, 152
Epistemic communities
, 39–40
ePrivacy Regulation
, 203–204
European “science” of pedagogy
, 52
European Commission
, 111, 208, 210, 211
European Institute of Innovation and Technology (EIT)
, 209
European policy space for data regulation with global implications
, 203–205
European Statistical Office (EUROSTAT)
, 203
European Statistical System
, 203
European Training Foundation (ETF)
, 115
European Union (EU)
as case for comparison in era of big data
, 202–203
competing policy narratives
, 205–210
Data Protection Directive
, 203
further research directions
, 211–212
policy challenges in educational intelligent economy
, 210–211
policy riposte to unrestrained data flows
, 200–201
“Evidence-based” decision-making
, 75
Exceptional Student Experience Initiative
, 259
Experience economy
, 24
Facebook
, 16
Fast policy
, 135
Federal Automated Vehicles Policy
, 182
Fine grain of practice
, 91–93
First International Conference
, 257
First International Mathematics Study (FIMS)
, 19
FISITA (International Federation of Automotive Engineering Societies)
, 184
Fitness App Polar
, 16
Flipped curriculum
, 154
Formative Instructional Practices (FIP)
, 169
Forward looking
, 88
Fourth Industrial Revolution
, 6, 16, 89, 128, 130–132, 144, 157, 201
Fragmentation
, 205–210
Freelance economy
, 24
Fulbright Teacher Exchange
, 121
Fundamental inequality, principle of
, 221
Funding
, 163–164
Gender Equality Scorecard (GE Scorecard)
, 29n14
General Agreement on Trade in Services (GATS)
, 23
General Data Protection Regulation (GDPR)
, 5, 24, 118, 203, 205, 209
General documents about ethos
, 98–99
General Education Management Systems (GEMS)
, 163
General equilibrium effects
, 79
Generalizability lack in RCTs
, 78
Generalized linear mixed models
, 137
Geo-mapping
, 156
Geopbyte
, 16
Gig-economy
, 24
Global Education Inc.
, 6
Global education industry (GEI)
, 27
Global Education Monitoring Report (GMR)
, 22
Global education study
, 169–170
Global governance of education
, 70
impact evaluation
, 70–71
methodological limitations of impact evaluation
, 71–80
Global North
, 7, 34–36, 40, 43, 46–47, 217
Global South
, 7, 36, 40, 43, 224
Google
, 23, 163, 183
Governance
in CIE
, 18–22
in era of data servitization
, 23–24
Governing clouds
, 236–237
Governing rationalities
, 132–135
Government policies
, 119–122
Governments
, 260–261
Grades
, 156
Group differences
, 77
Groupminds
, 246n3
Hauntology
, 226
Hazelwood East High School in St. Louis
, 153
Hegemonic empire
, 37
Higher education (HE)
, 252–253
Higher education institutions (HEIs)
, 252
Higher education managers and administrators
, 257–259
Hive mind
, 236, 247n7
Horizons Report
, 258
Huddersfield University
, 255
Human algorithmic boundary-making assemblages
, 53
Human Nature Club, The (Thorndike)
, 63n1
Human-To-Machine (H2M)
, 148
Humanitarian ends
, 235
Ideological innumeracy
, 139
IEA’s large-scale international assessment (ILSA)
, 19, 58–59, 63n3
Immersive AIEd
, 245
tutoring
, 238
Impact evaluation
, 70–71
attribution
, 71–72
methodological limitations of
, 71
RCTs
, 75–80
regression analysis
, 72–75
Imperialism
, 40
Inclusion
, 45
Independent Learning Centre (ILC)
, 145, 155
Independent variables
, 72
Individualization
, 153
Industrial megamachine
, 236
Industry 4. 0
, 16, 128
Influential policy-informing entities
, 7
Information and communication technology (ICT)
, 20, 202
Information barriers
, 205
Information Technology (IT)
, 144, 183
Infra-spectrality
, 226
“Integrity awareness and creditworthiness” of Chinese people
, 242
Integrity collapse
, 243
Intelligence
, 52
of educational intelligent economy
, 223
intelligence-as-information
, 52–53
Intelligence Unleashed
, 238
Intelligent data
, 37
Intelligent economy
, 16, 27, 89, 162
Intelligent environments
, 245
Intelligent Tutoring Systems (ITS)
, 144, 152
Intentional deployment of Big Data
, 4
Interactive governance
, 29n15
International Adult Literacy Survey (IALS)
, 20
International Civic and Citizenship Study (ICCS)
, 20
International comparative target achievements (ICTA)
, 27
International Educational Data Mining Society
, 257
International Evaluation of Educational Achievement (IEA)
, 18, 28
data collection and
, 18–20
International Federation of Automotive Engineering Societies
, 184
International Labour Organisation (ILO)
, 115
International large-scale assessments (ILSAs)
, 53
International Monetary Fund
, 18
Internet
, 89
Internet for All initiative
, 237–238
Internet of Things (IoT)
, 89, 128, 144, 200, 206, 208
Interuniversity Consortium for Political and Social Research (ICPSR)
, 43
Jeanes School
, 221–222, 226–227
JISC CETIS Analytics Series of publications
, 260–261, 263
Joint Research Centre (JRC)
, 119
Journal of Learning Analytics Research
, 255
Kenya Colony’s Education Department
, 220
Killer robots
, 189, 191
Knowledge economy
, 206
Knowledge-based economy
, 28, 162
Knowledge-based enterprise
, 27
Lamarckian impressibility
, 220
Learner role
, 91–94
Learning
, 90
management
, 112
self-regulation of
, 114
skills
, 24
Learning analytics (LA)
, 53, 59, 115, 252–254
charitable foundations, technology networks, and governments
, 260–261
commercialization and commodification
, 259–260
community of research and practice
, 256–261
drivers of learning analytics development
, 256–261
higher education managers and administrators
, 257–259
“new” about
, 55–57
past, present, and future
, 252
in practice
, 254–256
for students, educators, and administrators
, 261–264
Learning management systems (LMS)
, 144, 259
Lex specialis
, 203
Libertarian paternalism
, 223
Lifelong learning
, 111–112, 114, 117–118
partners
, 238
Literacy
, 113–115
Little analytics
, 56
Loughborough University
, 255
Machine learning
, 53, 62, 110, 115, 144, 146–152, 154, 246n4
on education policy and practice
, 234
Machine-To-Machine (M2M)
, 148
Manchester Metropolitan University
, 255–256
Market fundamentalism
, 22
Massive Open Online Courses (MOOCs)
, 23, 110–111, 113, 121, 144
Master Algorithm
, 236
Materials science
, 89
Measurement systems
, 262
Megamachine
, 236, 239
Mental development
, 220
Mental labor
, 54
Meta-governance
, 29n18
Meta-steering
, 26–27
Metro Early College High School (MECHS)
, 168
Metro Institute of Technology (MIT)
, 168
Microsoft Corporation
, 163
Microsoft Word
, 113
Minds
, 54
Hive
, 236, 247n7
models
, 53
MindSphere
, 236
ML+AI in Educational Technology
, 148
Mobile applications
, 243
Modus operandi
, 17
governance
, 23–24
Moral ends
, 235
Multidimensional Adaptive Assessment
, 94
Multilevel and longitudinal linear modeling
, 137
Multimedia industries
, 40
Multinational corporations
, 163
Multiple-choice assessments
, 111
Mumford’s dystopic machine, humanism of
, 246
Nanotechnology
, 89
National Assessment of Educational Progress (NAEP)
, 170, 173
National Center for Education Statistics (NCES)
, 19
National education systems
, 27–28
National Highway Traffic Safety Administration
, 182
National Science Board (NSB)
, 168
National Science Foundation (NSF)
, 34, 44–46, 168
Native men
, 221–222
Neocolonial discourses
, 35
Neocolonialism
, 40
Neoliberal scientism
, 44–46
Network
ethnographic analysis
, 165
governance
, 29n16
Neural network
, 62
Neuroengineering
, 92
Neuromancer
, 246n5
New Story of Stone, The (Wu Jianren)
, 241
“New Taylorism”
, 26
New Zealand
, 88
“Non-cognitive” universalizations
, 58–60
Non-educational players
, 28
Non-profit organizations
, 8
Non-spatial process
, 25
Noosphere
, 236, 239
North American educational providers
, 144
Nottingham Trent University
, 255
Nudges
, 223
O*Net
, 183
Office of Educational Technology on analytics in education
, 260
Ohio State University (OSU)
, 167–168
Ohio STEM Learning Network (OSLN)
, 168
Omega point
, 236
“On demand economy”
, 24
Ontario Secondary School Diploma (OSSD)
, 155
Open learning management systems
, 23–24
Open Method of Cooordiantion (OMC)
, 29n17
Open talent economy
, 24
Operational Technology (OT)
, 144
Optimization logics
, 60
Organisation for Economic Cooperation and Development (OECD)
, 20–22, 28, 70, 115, 202
Organizational forgetting
, 99–100
Organizational management theories
, 223
Partners in Learning program
, 163
Partnerships for International Research and Education (PIRE)
, 46
Paternalistic articulations
, 222
Pedagogy
, 90
Pedagogy of relatedness”
, 94
Perceptron
, 53
and change
, 60–63
Performance-based governance systems
, 29n19
Personal Learning Environments (PLE)
, 24
Personalizations
, 56
Personalized knowledge
, 112
Persuasive technology
, 239
Philanthropy
, 163
“Place-based” teaching modes
, 24
Planning Outline for Construction of Social Credit System, The (2014–2020)
, 243
Policy-relevant knowledge
, 70, 75
Poundbury project
, 98
Poverty
, 227
“Predict and control” narratives
, 56
Predictive analytics
, 53, 56, 216
Predictive Analytics Reporting (PAR)
, 260
Predictive Analytics Research Framework
, 255
Private organizational involvement
, 164
Private sector
, 162, 167
Product-as-a-service providers
, 23
Programme for International Student Assessment (PISA)
, 3, 7, 21, 58–59, 62, 70, 73–75, 113, 122, 170, 173, 238
Programme for the International Assessment of Adult Competencies (PIAAC)
, 3, 21–22, 134
Progress in International Reading Literacy Study (PIRLS)
, 20, 170, 173
Prose literacy data
, 21
Public Library of Science (PLOS)
, 43
Public or charitable investment
, 261
Quantitative literacy data
, 21
Quantitative methods
, 70, 71–72, 75
Quantitative techniques
, 135
Quantum computing
, 89
Randomization
, 75, 77
Randomized control trials (RCTs)
, 75–76
group differences
, 77
lack of generalizability
, 78
unbiasedness and impact
, 77–78
variance of treatment effects
, 78
Rational actors
, 23
“Ravaging” anti-colonial movements
, 35
“Real-time” assessment
, 59
“Real-time” learning analytics
, 60
Recidivism
, 191
Reclaim colonialism
, 35
Red, Amber, Green ratings (RAG ratings)
, 255
Regression analysis
, 72–75
Report on Government Work (2015)
, 241
“Research”
, 41
Reterritorialization
, 25
Right to Repair movement
, 187–188
Robotic process automation (RPA)
, 145
Robotics
, 89
School design
, 94–96
School reforms
, 219–222
for Africa
, 216
School website
analysis
, 99
coding
, 104–105
Schooling
, 20, 90
Science, Technology, Engineering and Mathematics (STEM)
, 19, 144, 151, 166
Learning Networks across US
, 169
Scientization
, 165
2nd AI for Good Global Summit
, 237–238
Second Information Technology in Education Study (SITES)
, 20
Second International Mathematics Study (SIMS)
, 19
Self in Confucianism
, 244
“Self-driving car” engineering
, 182, 185, 187
Self-regulation of learning
, 114
Sharing economy
, 24
Sharing Research Data
, 42
Signals Project
, 255
“Single-layer” perceptron
, 62
Slack resources
, 100
Smart Cities
, 240–246
Smart governance
, 235
under benevolent AI clouds
, 235–240
Smart Schools
, 240–246
Smart technologies
, 5
Snowball sampling
, 165
Social
credit
, 240–246
justice
, 35
physics
, 54–56
social-commercial behavior ratings
, 242
transition
, 243
Socialist Core Values
, 241
Society for Learning Analytics Research (SoLAR)
, 257
Sociological neo-institutionalism
, 164–165
Sociology
, 220
Sociotechnical assemblages
, 53–54
Sovereign individuals
, 236
“Spaghetti bowl” of educational governance
, 26
Spatiotemporal data
, 28n5
Spillover effects
, 77
Spiritual transcendence
, 228
STEMx
, 169
Challenge Grant Program
, 169
STEMxChange annual conference
, 169
STEMxSuperstars
, 169
Structural objectivity
, 57–58
Student
implications of LA for
, 261–264
records
, 253
student-as-customer model
, 18
success
, 252, 255
Student Experience® Survey
, 169
Subjectification
, 54
Sui generis phenomenon
, 6
Sustainable Development Goals (SDGs)
, 27, 234
Swarm intelligence
, 247n7
Synthesis of Optical Materials for Bioapplications: Research, Education, Recruitment and Outreach (SOMBRERO)
, 46
Systems-thinking
, 56
Taoism
, 234, 240
Teacher
psychological principles of teacher reflection
, 225
role
, 91–94
Teacher Education and Development Study in Mathematics (TEDS-M)
, 20
Teaching and Learning International Survey (TALIS)
, 21
Techno-solutionism
, 25
Technological/technology
advancements
, 35–36
change
, 182
and educational intelligent economy
, 115–122
networks
, 260–261
technological-driven disruption
, 27
Territorializiation
, 25
Textual analysis
, 151
Theories of cognition
, 61
Thinking devices
, 205
Thinking machine
, 236
3-D printing
, 89
Time-stamped datum
, 28n3
Top-down approach
, 39
Top-performing systems
, 170
Totalitarian utopia
, 237
Traditional “stop-and-start” approaches
, 238
Trans-individual intention
, 224
Transcendence through technology
, 234, 236
Transnational school reforms
colonial residues in data-driven reforms
, 228–229
data as infra-spectral and algorithmic governance of difference
, 222–226
haunted data of “educational intelligent economy”
, 226–228
school reforms and colonial difference
, 219–222
ungrounding data’s colonial residues
, 218–219
Trends in International Mathematics and Science Study (TIMSS)
, 3, 7, 19, 73, 113, 122, 170, 173, 238
Tribal consciousness
, 227
Truth-as-data
, 226
Twitter
, 23
Uber
, 23, 183
UN’s Education 2030 agenda
, 235
on bright lights and dark shadows
, 235–237
smarter global governance
, 237–240
Unbiasedness and impact
, 77–78
UNESCO
, 22, 28
Ungrounding data’s colonial residues
, 218–219
United Nations Children’s Fund (UNICEF)
, 22
United Nations Development Programme (UNDP)
, 22
United Nations Population Fund (UNFPA)
, 22
University of London Computing Centre
, 256
University of Washington Tacoma
, 255
US Department of Education
, 260
Utopia-dystopia dialectics
, 235
Variety
, 115–116
Velocity
, 115–116
Virtual and augmented reality (VR/AR)
, 144, 151–152
Virtual learning environments (VLE)
, 144, 253, 259
Vision for future
, 111–112
Volume
, 115–116
Volume, variety, and velocity (3Vs)
, 25, 37–38, 63n3
Volume, Variety, Velocity, Value, Veracity (five V’s)
, 37–38
Walmart
, 128
War-inspired Operations Research and American cybernetics
, 52
Web analytics
, 253
Web of Battelle
, 166–167, 171
Center for Science, Engineering, and Public Policy
, 167–168
Education
, 167
FIP
, 169
global education study
, 169–170
for Kids
, 167
MECHS
, 168
Memorial Institute
, 166
OSLN
, 168
STEM Learning Networks across US
, 169
Student Experience® Survey
, 169
Workforce development policymakers
, 135
Workforce Innovation and Opportunity Act (2014)
, 135
World Bank
, 18
World Education for All (WCEFA)
, 22
World Education Services (WES)
, 156
Yottabytes
, 16
Zettabytes
, 16
- Prelims
- Introduction: The Educational Intelligent Economy, Educational Intelligence, and Big Data
- Part I: (Re)Conceptualizing Data in Comparative and International Education
- Chapter 1: Big “G” and Small “g”: The Variable Geometries of Educational Governance in an Era of Big Data
- Chapter 2: The Educational Intelligent Economy and Big Data in Comparative and International Education Research: A Decolonial Vision
- Part II: Revisiting Methodologies
- Chapter 3: The Perceptron: A Partial History of Models and Minds in Data-Driven Educational Systems
- Chapter 4: Best Practices from Best Methods? Big Data and the Limitations of Impact Evaluation in the Global Governance of Education
- Chapter 5: What if Compulsory Schooling was a 21st Century Invention?
- Part III: Workforce Participation, Transformation, and Industry 4.0
- Chapter 6: The Educational Intelligent Economy – Lifelong Learning – A vision for the future
- Chapter 7: Humanistic, Innovative Solutionism: What Role do Data Analytics Play in Developing a More Responsive and More Intelligent Adult and Workforce Education Policy?
- Chapter 8: Data Mining and Predictive Analytics in Digital Education: Lessons We can Learn from Big Data that are Often Discarded
- Chapter 9: The Intricate Web of Educational Governance: The Cyborg Dialectic and Commodification of Knowledge
- Chapter 10: Engineering the Mechanism/Repairing the Robot: Artificial Intelligence at the Intersection of Education and Industry
- Part IV: Case Studies
- Chapter 11: Policy Development for an Educational Intelligent Economy in the European Union: An Illusory Prospect?
- Chapter 12: Haunted Data: The Colonial Residues of Transnational School Reforms in Kenya
- Chapter 13: Brave New World(s): Governing Clouds, Smart Schools, and the Rise of AIEd
- Chapter 14: Learning Analytics for Student Success at University: Trends and Dilemmas
- Index