How Could Education Learn from Amazon, Uber, and Netflix?

Just-In-Time Learning

First of all, let’s define what a data point is: A data point is a piece of information. Data points, on the other hand, are a set of those specific values of information or observations that inform collectors of those points if a pattern exists.

According to TechTarget:

• Data points should be accurate and precise.
• They should be representative of the statistical population or phenomenon being studied.
• They should be free from bias.
• They should be timely.
• They should be easy to understand and use.

(https://www.techtarget.com/whatis/definition/data-point)

One of the issues that many educators have with benchmark testing is that the information received is often collected well after the ability to reteach has past. Therefore educators often feel a general uneasiness about data and its usefulness in the classroom.

Formative assessments are sometimes not useful because there is often a breakdown between the learning outcomes being taught and the questions regarding the lesson being asked. If there was ever a need for backward planning, it is in the role of creating assessment questions. In order to receive precise, actionable data points, classroom teachers must hone into the non-negotiables of that lesson. In other words, asking themselves “what are the absolute skills or facts a student should have learned from what we just did in class?”

During Covid teaching I saw teachers scraping away at their curriculum in order to focus on the non-negotiables of their curriculum. When Zoom meetings were the only way to teach, teachers were more mindful of what was being taught.

-How might we take that mindset into creating good formative assessments?

-How might we reevaluate what we are accessing in the classroom to give clearer data points?

-How might we take the pressure off the students to create formative assessment opportunities that feel useful to their learning path instead of possibly punitive for their lack of understanding?

-How might teachers feel more comfortable with data points and consider it as a way to inform instruction regularly?

-How might we create more timely data points to create a classroom culture compared to shopping at Amazon? Getting what you need, with ease of access.

We live in a “just-in-time” culture where we are inundated with receiving what we need, when we need it- whether it’s a meal or ride from Uber, a new shirt from Amazon, or a grocery delivery from Walmart, a movie from Netflix, or medicine from your drug store- our world is shifting to meet pressure points where they are. What will it take for education to tap into technology in meaningful ways to do the same?

I believe this is the potential that educational technology can fill- informed teaching that allows teachers to not only see gaps because of good data, but fill those gaps because data sets are also actionable. This is the future educational thought leaders, professors, and districts must consider to truly use data in a way that makes a difference. We are seeing it play out in industries that touch our lives everyday. Amazon, Uber, WalMart, Insta-cart, Netflix, and your drug store are all meeting needs in timely, efficient, ways. Our students deserve the same- data that matters to each of them.