From BCeSIS to M Ed ti BC

From BCeSIS to
M Ed
MyEducation
ti BC
Larry Kuehn
Director of Research and Technology
BC Teachers’ Federation
Fall 2014 Representative Assembly
Purposes of collecting and
storing data on K–12
K 12 st
students
dents
• historical—small amounts of data kept
permanently
• record of a student—demographics attendance,
courses of study/grade level, performance,
completion
l ti
• Permanent Record Card
• transcript
t
i t for
f Grades
G d 10–12
10 12
• “Dogwood” graduation certificate.
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MyEducation BC
Proposed More data to be collected
Proposed—More
• track students throughout their K–12 career with
a portfolio
• report on student behaviour
• define and monitor Individual Education Plans
for students with special needs
• maintain data on learning outcomes, tests, and
“
“competencies”
t
i ”
• private “cloud” for all student work, teacher
plans,
l
and
d ffor llearning
i resources.
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What is the purpose of each of the
t pes of information in M
types
MyEdBC?
EdBC?
“…ensure that these digital constructs are not
used in new ways, for administrative or other
government purposes unrelated to the original
purposes for
f which
hi h th
the constituent
tit
td
data
t elements
l
t
were collected.”
—Information
Information and Privacy Commissioner
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Potentially,
y, how much data in MyEdBC?
y
* Standard demographic/tracking
—600,000 students
• “Formative Assessment”
• “Summative Assessment”
• daily/hourly data reflecting teacher decisions
—up to 200 decisions/hour
• “cloud” with student work and portfolios
• “cloud” with teacher work, lesson plans, etc.
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Cross-curricular competencies
—Amount
Amo nt of data to be collected
There are three cross-curricular competencies, each with a
number of sub-domains:
Thinking Competency
Competenc
• critical thinking
• creative thinking
• reflective thinking.
In the following
follo ing section,
section each sub-domain
s b domain
of the cross-curricular competency is
described in three parts:
Personal and Social Competency
• positive personal and cultural identity
• personal awareness and responsibility
• social awareness and responsibility.
• a description of how the sub-domain is
characterized for the purposes of
assessment
• a definition that summarizes the key
features of the sub-domain
• a description of how the development of the
sub-domain may be supported through
learning and teaching.
Communication Competency
g g and symbols
y
• language
• digital literacy.
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How many people will have access?
—2
2 million
million, in theor
theory
•
•
•
•
•
•
•
•
administrators—4,000
clerical staff—5,000
counsellors—600
teachers—38,000
students—600,000
p
parents/guardians—1,200,000
g
,
,
ministry staff—(?)
researchers/data miners—(?)
miners (?)
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9. Architecture
Core Platform
3rd Party Applications
A
Follett Application
ns
Reports
Assessments
A
Conduct
Gradebook
FFamily Portal
Speecial Education
Attendance
Timetabling
Registration
Demographics
D
MyEducationBC SIS
Integration
Services
Universal Schema
Proprietary and confidential – Fujitsu Consulting (Canada) Inc. Student Information Systems: From BCeSIS to MyEducation BC
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Some issues—Overreaching
g
• the amount of data that is supposed to be
collected and entered
• the number of people who are supposed to have
access
• bandwidth of the online carrier (Provincial
Learning Network)
• the
th amountt off storage/place
t
/ l
off storage
t
• no existing user-base of Aspen as large as the
size
i off BC education.
d
ti
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Privacy
y risks
• the “right to be forgotten” for behaviour as a
child
• “…‘social sorting,’ which uses personal
information to slot individuals, through their
di it l profiles,
digital
fil
iinto
t risk
i k or d
desirability
i bilit
categories.”
• “…proliferation
proliferation of inaccurate information about
an individual.”
—Information
Information and Privacy Commissioner
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More issues—Costs
Costs:
• $20 per student—$10 of that from the district
Downloaded costs:
• adequate hardware and software
• adequate access to the Internet in the district and school
• training
t i i ffor tteachers
h
• administering the system
• time to put information in the system and process it
• administering user names and passwords for all users
• training for parents/guardians.
Additional applications
Additional storage
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Further issues—Surveillance
Hierarchical access and use for surveillance of
students and teachers
“…‘digital personas’ may be threatening
phenomena given the propensity for
governments to use data surveillance
to control individual behaviour.
behaviour.”
—Information and Privacy Commissioner
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Still more issues—Intellectual property
p p y
Who owns the student information?
The student?
The school district? The ministry?
The contractor who stores it?
Who owns the teacher work?
Th teacher?
The
t
h ? Th
The school
h l di
district?
t i t? Th
The ministry?
i i t ?
The contractor?
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Why?
y
According to the promoters:
• objective of having all education data in one
system—insisted on an “enterprise solution”
• developing data mining and analytics within
education
• ability to link education data to other government
databases.
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The Circle by
y Dave Eggers
gg
• The Circle is a dystopian novel—a 2020 version
off 1984
• The Circle is the “universal database” and the
greatest crime is “the criminality of privacy”
• it provides a description of “adaptive”
personalization in education
education.
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“Data is the new oil”
“What
What does it mean if we view students (and their
data) as a resource to be mined and extracted?
What’s g
gained? What’s lost? What’s depleted?
p
Who profits? Who benefits?”
—Audreyy Watters,, Edtech critic
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Key
yq
questions for teachers and p
parents
• How much information should be collected
on students?
• What is the purpose of the information
collected?
• Who should have access to the data and for
what purposes?
• Who
Wh should
h ld d
decide?
id ?
• What is the governance mechanism?
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What should be
the pri
privacy
ac req
requirements?
irements?
• What should be the limits to access?
• What is the balance between being able to track
students for educational reasons and privacy
rights?
• What about the “right to be forgotten”?
• Should data be linked across government
d t b
databases?
?
• How much should parents have access to?
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What are the requirements
for s
successful
ccessf l implementation?
• What training is required? For teachers, for
administrators, for students, for parents?
• What technical support is needed on an ongoing
basis?
• What bandwidth is required? What school-based
access?
• What
Wh t hardware
h d
and
d software
ft
iis required?
i d?
• Who is going to pay for all this?
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What should be the
relationship to teacher a
autonomy?
tonom ?
What is the individual teacher able to
determine of the use of MyEdBC?
• Can the teacher use alternative technology?
• How much is the administrator able to override
teacher decisions?
• How might it affect teacher relationships with
students
t d t and
d with
ith parents?
t ?
• How might the information in MyEdBC be used
f personnell d
for
decisions?
i i
?
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What should be the role of the
union
nion in the iss
issues
es aro
around
nd MyEdBC?
M EdBC?
• Teacher participation in committees deciding on
issues related to scope and boundaries through
committees
itt
sett outt in
i Section
S ti 53 off th
the Labour
L b
Code.
• BCTF policy
li framework?
f
k?
• Local policy and committees?
• Training
T i i tteachers
h
on iissues?
?
• Defending teachers’ rights?
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Executive motions on MyEdBC
y
Recommendation 1:
That the BCTF recommend to locals that a
district committee be created and charged with
developing a plan for the district
implementation
p
of MyEducation
y
BC.
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Recommendation 2:
That the BCTF identify key issues that should be
dealt with by local committees in developing and
carrying out implementation plans.
These should include:
1. adherence to provisions in existing collective agreements.
2. p
protection of p
privacy
y for students,, families,, and teachers.
3. defining limited boundaries of required use of the student information
system.
4. policies on electronic communications among parents, students, and
teachers within MyEd BC as well as in social media external to MyEd BC.
teachers—within
BC
5. adequate time, training, and support for the implementation of MyEd BC.
6. clear policies on who has access to each level of data and clear guidelines
for how information mayy be used.
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Recommendation 3:
That the BCTF carry
y out consultations with
members about issues of privacy, boundaries,
required uses, implementation, resources,
t i i
training,
the
th impact
i
t on teaching
t
hi
and
d learning,
l
i
and ongoing support for members with regard
to MyEd BC.
BC
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Recommendation 4:
That the BCTF inform the Ministry
y of
Education about the importance of informing
districts that they must include locals as
representing teachers if the implementation
of MyEducation BC is to be carried out
ethically and with a minimum of conflict.
conflict
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Recommendation 5:
That the BCTF develop
p a research report
p
on
the potential implications of a government
objective of linking information from the
MyEducation BC database with other
government databases such as the Integrated
Case Management system.
system
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Recommendation 6:
That the
Th
h BCTF inform
i f
BCCPAC and
d request
locals to inform DPACs and PACs about issues
that may be of concern to parents related to
MyEducation BC.
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