{"schema_version":"ICEQC_NEWS_ARTICLE_V1","id":"iceqc-news-7d608ef8a078002c","slug":"2016-08-17-digital-education-methodological-considerations","language":"en","publication_status":"READY_FOR_IMPORT","publication_date":"2016-08-17","last_modified_date":"2016-08-17","title":"Digital education: methodological considerations","summary":"Assesses evidence on digital education: methodological considerations, with particular attention to definitions, population coverage, comparability and uncertainty.","category":{"code":"DATA_RESEARCH","label":"Data Research"},"article_type":"Data and research analysis","publisher":"International Council for Education Quality Certification (ICEQC)","jurisdictional_scope":"International","historical_reference_basis":"Expansion of technology-supported learning","reference_authority":"Relevant public authorities and official international sources","sections":[{"heading":null,"paragraphs":["In 2016, consideration of digital education must take account of the expansion of technology-supported learning and the responsibilities it places before education systems. A decision concerning the available evidence should recognise that evidence should inform action without implying a level of precision, coverage or causal certainty that the underlying data cannot support. The chosen response should address the risk without weakening access, educational quality or fair treatment."]},{"heading":"Analytical scope","paragraphs":["The historical reference basis is the expansion of technology-supported learning. Its relevance to digital education should be assessed against the affected jurisdiction, learner population and form of provision. In relation to digital education, the international development warrants attention, but a consequential conclusion still requires current, attributable and representative evidence for the affected scope.","Responsibility for the issue should be visible at the point where consequential decisions are made. A decision concerning the available evidence should recognise that trend claims require comparable observations over time and a documented account of revisions, breaks in series and changes in coverage.","The technical issue within the issue concerns the basis on which a conclusion is reached. In reviewing the measure, the subject should be examined as a connected system of policy, people, resources, decisions and evidence. Assurance should not overlook failures arising at the boundary between otherwise adequate controls. The judgement should state its supporting evidence and any condition limiting application to the declared scope.","Assurance of the available evidence should draw on more than one form of evidence. Useful records include learner access and participation information, service availability and incident records, assessment validity and integrity reviews, accessibility and usability testing, and supplier performance and exit arrangements. System-wide assurance cannot be inferred from a favourable case chosen after the event."]},{"heading":"Definitions and data coverage","paragraphs":["The relevant outcome should be capable of direct and consistent explanation. A decision concerning digital education should recognise that a change in delivery mode should not weaken the defined learning outcomes, learner protection, accessibility or reliability of assessment. Assurance should not stop at adoption, resourcing or completion of administrative tasks. Authorities and providers require evidence of operation and effect, with a route to identify and correct unequal or unintended consequences.","Failure in relation to the analysis may arise even where the stated policy is reasonable. Material concerns include unclear identity and participation records, technology access determining educational access, supplier dependency without continuity controls, and inaccessible content or interaction. Materiality depends on the consequence and extent of an exception, not only on how often it appears in sampled records."],"bullets":["Define the educational purpose of the technology.","Test access before requiring use.","Assure assessment validity.","Provide alternative routes for material barriers.","Maintain continuity and supplier exit controls."]},{"heading":"Use of the findings","paragraphs":["For operational review of digital education, authorities and providers should proceed in a defined sequence. The method for the measure is to map the complete process, identify the intended result and responsible authority at each stage, and test normal cases together with exceptions.","Publication of findings on the analysis should distinguish observed values, estimates and interpretation.","Proportionality in relation to the comparison does not mean reduced protection for learners exposed to greater risk. Oversight of the measure should reflect the principle that digital participation data should not be treated as a direct measure of learning. Log-ins, connection time and activity counts require interpretation alongside assessment and learner experience. The analysis of the available evidence proceeds on the basis that a single indicator rarely provides an adequate account of quality. Quantitative evidence should be considered with implementation records and the experience of affected learners. In relation to digital education, each exception should record its basis, authorisation, duration and review date.","Accountability and effective correction both depend on a record that can be followed from evidence to decision. In this case, the responsible body should be able to identify the evidence considered, the judgement made, the person or body authorised to make it and the action that followed. Material changes require a traceable effective date and explanation so that prior reliance can be reviewed fairly."]},{"heading":"Uncertainty and safeguards","paragraphs":["Where digital education involves partners, suppliers or several public bodies, responsibility should be mapped across the complete service. The division of responsibilities should cover records, communication, escalation and the power to require correction. Division of delivery responsibilities must not create gaps in learner protection.","A complete conclusion on the measure requires evidence extending beyond an individual measure or safeguard. A conclusion should be revised when stronger evidence materially changes the assessment of implementation, outcome or risk."]}],"word_count":737,"content_hash":"sha256-782cccce47be3cb936887001dcb67ad0a2fe1bdf58f6080000c4f75c049fbea6","seo_keywords":["digital education","international education data research","education quality","ICEQC"],"schema_type":"AnalysisNewsArticle"}