The advent of large-scale data-systems in the 1990s has transformed public schooling in the US. States and districts across the country have invested heavily in school information systems, data warehouses and formative assessment systems to generate and use data to improve student learning. The lives of teachers, students, families and consumers have also been transformed by participation in distributed data-systems, often in ways that conflict with, or that do not fit easily into the practices of data-use in schools. In this talk, I will argue that the transformational power of data in schools will need to move toward the convergence of institutional and consumer data to create a learning data ecology that will benefit families as well as educators. The presentation will describe how existing movements in data-driven decision making, personalized learning and connected learning are using data to transform schooling and learning on three different levels, then will outline possible points of convergence in which these movements can emerge as a new form of learning data ecology.

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