Using Digital Tools to Engage in Collaborative Data‐Based Decision‐Making

2021 ◽  
Author(s):  
Jaime Puccioni ◽  
Sarahlee Desir
2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110119
Author(s):  
Brett Zyromski ◽  
Catherine Griffith ◽  
Jihyeon Choi

Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors’ identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and an appreciation of the complexity of the school counselor identity. We discuss implications for applying the data-based decision-making process using a multifaceted school counselor identity lens to support students’ success.


2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.


Author(s):  
Nina Hall ◽  
Hans Peter Schmitz ◽  
J Michael Dedmon

AbstractInternational relations (IR) scholars have recognized the importance of technology in enabling nongovernmental organizations (NGOs) to build transnational networks and enhance their influence. However, IR scholars have typically focused on elite networks across NGOs, states, and international organizations. This article considers how digital technologies generate new types of networked power between NGOs and their members. Digital tools allow for fast feedback from supporters, rapid surges in mobilization, and more decentralized campaigns. Importantly, in the digital era, NGOs must decide not only which digital platforms to use, but also whether to devolve decision-making to their supporters. Two questions arise: First, do NGO staff or supporters primarily define and produce advocacy content? Second, is the goal of digital activism to broaden or intensify participation? Answers to these questions generate four digital strategies: proselytizing, testing, conversing, and facilitating. These strategies change advocacy practices, but only facilitating strategies open up new forms of networked power based on supporter-to-supporter connections. Digital strategies have profound ramifications for individual organizations, the nature of the advocacy sector, and its power in relation to states, corporations, and other nonstate actors. Digital adoption patterns shape how NGOs choose campaigns, how they legitimate their claims, and what strategies they rely on.


2009 ◽  
Vol 17 (3) ◽  
pp. 202-210
Author(s):  
Patricia Wright

Information overload results from having plenty of data but not enough time to organize it so that it assists decision making. This paper argues that although digital tools can help people make decisions, their development could benefit from an appreciation of how people’s behavior changes as the display features of the tools change. Therefore advantages could come from greater collaboration between designers and researchers who explore the psychological processes that enable decision making (processes such as search, understanding, inference and memory). Evidence is provided of individual differences in the way decision aids are used, and the value of multimodality information to accommodate diverse audience needs.


2017 ◽  
Vol 8 (2) ◽  
pp. 123-137
Author(s):  
Rosanna De Rosa ◽  
Biagio Aragona

Abstract The use of big data represents a valuable way to inspire decision-making in a time of scarce resources. The technological revolution is in fact enabling governments to use a great variety of digital tools and data to manage all phases of the policy cycle process, becoming a core element for e-governance applications and techniques. However, research is seemingly not yet aligned yet with the hybrid environment that both public policies and politics are moving in, while the actors (old and new) and the decision-making processes themselves, in their searching for automation and objectivity, risk being overshadowed. Taking the case of Higher Education, this article proposes a research framework for big-data use to prompt the reflection on the power of “evidence” in decision making; to question and contextualize such evidences in a multimodal and integrated scenario, and to understand the challenges that data will pose to education both in terms of unforeseen and hidden effects.


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