Pecha Kucha on Empowering student voices in learning data

Project Type: Research and Analysis, Multimedia Presentation
Topics and Themes: Trauma-Informed and Holistic Learning, Data Justice

The Challenge Space

It is increasingly understood that efforts aimed at advancing equity must include attention to the quality of teaching and learning. This includes considering how the valuation of expediency and solution-centric narratives of “progress” has impacted how we assess learning; how we track, assess, and measure learning matters.

The Response

The current literature on data justice offers insight on how we may measure and arrive at more authentic truths in learning data. Student responses to end-of-term course evaluations collect student feedback too late to benefit their own learning experience. I hypothesize that if learners and instructors have access to qualitative data in the beginning weeks of the term, then there would be greater meaningfulness of the data as well as student voice empowerment because instructors would be able to get to know their students better and better align teaching and co-constructed learning practices.

The Artifacts

To explore how evaluative micro-narratives may be normalized into teaching practices, I designed a three-step learning data intervention that would be implemented in the first three weeks of the course. The following pecha kucha presentation outlines the study proposal goals, steps, and supporting research.