How does the Internet support the linking, combining, and use of this data in ways previously impossible?

How does the Internet support the linking, combining, and use of this data in ways previously impossible?

Posted by: Willie Jenkins
Category: My Blog

In education, this refers to all information collected by educators, schools, districts, and state institutions around separate learners, together with data such as learner level data, personal information (e.g., student age, gender, race, and place of residence), registration information. (For example, student schools are a knowledge-based approach to education to inform teaching, teaching, and learning based on student data. The idea is about methods used by teachers to enhance teaching by looking at the information they have about their students. Using data from parents, students, classes, and teachers to assess and allocate resources as needed. There are several types of data collected and used by schools to inform school improvement plans, including demographics, perceptions, school progress, and student learning data.

Online data collection and analysis are now a key aspect of how actions are structured and decisions are made in many areas of education. Now, as a result of Internet-based activities taking place in educational institutions, from internal monitoring of the system to local data collection, for example, a lot of online data is generated, collected, and compiled at state and federal levels. This data is used for a variety of purposes, including internal course management, goal setting, performance management, and student tracking. Similar processes and practices exist in terms of data usage in the education system from student databases to performance league schedules. Of course, the growing importance of online data has many potential advantages. The potential for analytical learning – that is, there have recently been too many requests to measure, collect, analyze and report data about students and their context in order to understand and optimize learning and the environment in which they occur. Similarly, there is a growing debate about the mining of educational data and academic analysis. It is seen that all these uses of digital data lead to a more efficient and transparent educational process and support individuals to monitor their learning and self-diagnosis.

Source : Aprendum

However, amid these potential benefits, there is a clear need to be mindful – not to mention how the increasing prevalence of online data in education is involved in the creation of what others can and cannot do. For example, how are individuals and their learning represented by data collected online? How does the Internet support the linking, combining, and use of this data in ways previously impossible? To what extent is individual training participation now determined by data profiles? How is this online data used in the form of predictive surveillance where educators and educational institutions use data about past performance and behavior to communicate expectations about future behavior? What aspects of educational participation are not reflected in online data collected and analyzed?

Another important issue with the increasing importance of internet education is the way online data and information now defines social life. The Internet has expanded the importance of databases, data mining, analytics, and algorithms, with increasingly functional institutions and organizations through continuous data collection, consolidation, and (re) analysis. Most importantly, the Internet allows the study of these data to take place on a group scale. A large amount of online data is now generated, collected, and aggregated as a result of Internet-based activities taking place in educational institutions, for example, from the system’s internal monitoring of local data collection. This data is used for a variety of purposes, including internal course management, goal setting, performance management, and student tracking. Similar processes and practices exist in terms of data usage in the education system from student databases to performance league schedules. It is seen that all these uses of digital data lead to a more efficient and transparent educational process and support individuals to monitor their learning and self-diagnosis.

However, amid these potential benefits, there is a clear need to be mindful – not to mention how the increasing prevalence of online data in education is involved in the creation of what others can and cannot do. For example, how are individuals and their learning represented by data collected online? How does the Internet support the linking, combining, and use of this data in ways previously impossible? To what extent is individual training participation now determined by data profiles? How is this online data used in the form of predictive surveillance where educators and educational institutions use data about past performance and behavior to communicate expectations about future behavior? What aspects of education participation are not reflected in the online data collected and analyzed?

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Willie Jenkins