This course is one of the required courses for the MA in Education program for teaching and pedagogical supervision. Data-driven decision making is indeed a crucial skill for educators at all levels, including administrators, coordinators, and teachers. This course is designed to help participants understand how to use data effectively in their roles within the field of education The Purpose of the Course This course aims to empower education professionals with the knowledge and skills to use data in enhancing educational outcomes, informing policy, and improving the overall effectiveness of education systems.

Temps présentiel : 24 heures

Charge de travail étudiant : 66 heures

Méthode(s) d'évaluation : Travaux pratiques, Travaux pratiques contrôlés

Référence :
Armstrong, D. (2019). The social life of data points: Antecedents of digital technologies. Social Studies of Science, 49(1), 102–117. https://doi.org/10.1177/0306312718821726 Davenport, T. H., & Kim, J. (2010). Keeping up with the quants: Your guide to understanding and using analytics. Harvard Business Review Press. Fleming, L., & Waguespack, D. M. (2007). Brokerage, boundary spanning, and leadership in open innovation communities. Organization Science, 18(2), 165–180. Kaplan, D. W. (Ed.). (2004). The SAGE handbook of quantitative methodology for the social sciences. SAGE. Kitchin, R., & McArdle, G. (2016). What makes Big Data, Big Data? Exploring the ontological characteristics of 26 datasets. Big Data & Society, 3(1). https://doi.org/10.1177/2053951716631130 Pasha, N. (2020). The top of the agenda. The Edge. Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. SAGE. Yin, R. K. (2016). Qualitative research from start to finish (2nd ed.). Guilford Press.