I recently had the opportunity to serve as a moderator for the session “How Will the Use of Learning Data Change the Educational Field?” at Edvation x Summit 2019. I was joined by panelists Mr. Inada from atama plus, Mr. Kamino from COMPASS, and Mr. Kato from Classi, who discussed the effects and challenges of introducing systems that utilize learning data.
Edvation x Summit 2019
https://www.edvationxsummit.jp/
Atama plus
COMPASS
Classi
The use of ICT for learning analysis is called Learning Analytics. Before the panel discussion, I introduced what Learning Analytics is, as well as the Learning Analytics Center established at Kyushu University (Founder: Professor Hiroaki Ogata (currently at Kyoto University)) and the Research Unit for Learning and Educational Data Science (Leader: Professor Keishi Shimada). I also introduced the research we are conducting, including Professor Shimada’s real-time analysis, the knowledge map creation system I developed as the lead, which integrates with the digital textbook/material distribution system “BookRoll,” the knowledge map analysis system overseen by Professor Shimada, and the automatic speech classification system for text chats.
Although the fields targeted by the panelists and the characteristics of the systems they handle differ, their vision for human resource development and their approaches are truly EdTech. I was impressed that they have a clear vision not just for maximizing the efficiency of knowledge input, but for what kind of learning environment and educational ideal they are aiming for based on that. Regarding the effects, while they showed data contributing to improved grades, I felt that the struggles they faced in getting these systems accepted in the field and how they responded to those challenges were common experiences. This was also the case in the research I conduct.
Records accumulated in learning support systems are learning data, and by utilizing them, it becomes possible to construct various learning environments. The panelists today are truly pioneers who are showing that world to society through their businesses.
“You’ve utilized knowledge, but what’s next?”
That is the vision rooted there. In my view, EdTech is not just about using information and communication technology for education and learning; it also includes innovative methods of human resource development, and I believe this fits that definition. Even in schools, cram schools, and homes, there are people who show resistance to information and communication technology. The belief that the education and learning environment one received oneself is the correct one has a strong influence, but I think it is becoming clear that the views on education and learning that one considers “normal” are no longer applicable. In my classes, I don’t just convey Educational Technology research and teach research methods; I also communicate that the educational and learning resources around us change dynamically every day, that we are required to build learning environments ourselves by utilizing those resources, and that this is not just our own issue but one that will affect future generations (we will work with children who have received such education, and our own children will receive education in a new era, so our own views on education and learning may no longer be applicable). As various approaches increase, I believe that not only researchers but also public education institutions like schools and educational service providers need to think about how to consider these options.
In this context, the utilization and linkage of learning data can seamlessly connect places of learning that were previously independent—not only schools and cram schools, but also libraries, museums, art galleries, aquariums, and workshops held in the community. This makes it possible to deepen the meaning of learning from various perspectives, including not just knowledge acquisition, but also learning awareness, career paths, and views on life. I believe this is truly innovation through EdTech.
To fully realize such innovation, while attention has recently been focused on fostering data utilization literacy among teachers, it is not just a teacher’s issue; it requires fostering data utilization literacy among various stakeholders involved in education, including families and the learners themselves. However, for that to happen, a transformation in views on education and learning for the coming educational and learning innovation will be required. It might be interesting to use models like TAM to verify various awareness levels.
These were the thoughts I had at Edvation x Summit 2019. With so many energetic participants, I felt that the future of Educational Technology is bright. I hope that Edvation x Summit will continue to develop as a platform for a community of human resource developers who use information and communication technology to change the world. Thank you to the panelists, Mr. Inada, Mr. Kamino, and Mr. Kato. I look forward to seeing your products based on Learning Analytics grow, spread throughout society, and have an even greater impact. As a researcher, I also want to contribute to this field.
Finally, I would like to thank Professor Sato of Digital Hollywood University Graduate School, who organized Edvation x Summit, for giving me this opportunity. Thank you very much.
