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Becoming Information Centric: The Emergence of New Cognitive Infrastructures in Education Policy

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Title: Becoming Information Centric: The Emergence of New Cognitive Infrastructures in Education Policy
Language: English
Authors: Sellar, Sam (ORCID 0000-0002-2840-5021), Gulson, Kalervo N. (ORCID 0000-0002-3581-9935)
Source: Journal of Education Policy. 2021 36(3):309-326.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Automation, Artificial Intelligence, Educational Policy, Decision Making, Policy Analysis, Foreign Countries, Policy Formation, Computation, Mathematics
Geographic Terms: Australia
DOI: 10.1080/02680939.2019.1678766
ISSN: 0268-0939
Abstract: New cognitive infrastructures are emerging as digital platforms and artificial intelligence enable new forms of automated thinking that shape human decision-making. This paper (a) offers a new theoretical perspective on automated thinking in education policy and (b) illustrates how automated thinking is emerging in one specific policy context. We report on a case study of a policy analysis unit ('The Centre') in an Australian state education department that has been implementing a BI strategy since 2013. The Centre is now focused on using BI to support complex decision making and improve learning outcomes, and their strategy describes this focus as becoming 'information centric'. The theoretical framework for our analysis draws on infrastructure studies and philosophy of technology, particularly Luciana Parisi's recent work on automated thinking. We analyse technical documentation and semi-structured interview data to describe the enactment of a BI strategy in The Centre, with a focus on how new approaches to data analytics are shaping decision-making. Our analysis shows that The Centre is developing a cognitive infrastructure that is already creating new conditions for education policy making, and we conclude with a call for research designs that enable pragmatic exploration of what these infrastructures can do.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1293478
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sellar%2C+Sam%22">Sellar, Sam</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2840-5021">0000-0002-2840-5021</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gulson%2C+Kalervo+N%2E%22">Gulson, Kalervo N.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3581-9935">0000-0002-3581-9935</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/02680939.2019.1678766
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  Data: New cognitive infrastructures are emerging as digital platforms and artificial intelligence enable new forms of automated thinking that shape human decision-making. This paper (a) offers a new theoretical perspective on automated thinking in education policy and (b) illustrates how automated thinking is emerging in one specific policy context. We report on a case study of a policy analysis unit ('The Centre') in an Australian state education department that has been implementing a BI strategy since 2013. The Centre is now focused on using BI to support complex decision making and improve learning outcomes, and their strategy describes this focus as becoming 'information centric'. The theoretical framework for our analysis draws on infrastructure studies and philosophy of technology, particularly Luciana Parisi's recent work on automated thinking. We analyse technical documentation and semi-structured interview data to describe the enactment of a BI strategy in The Centre, with a focus on how new approaches to data analytics are shaping decision-making. Our analysis shows that The Centre is developing a cognitive infrastructure that is already creating new conditions for education policy making, and we conclude with a call for research designs that enable pragmatic exploration of what these infrastructures can do.
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      – SubjectFull: Educational Policy
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      – SubjectFull: Decision Making
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      – SubjectFull: Policy Analysis
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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