dimensions
of
trust

: to hope or expect confidently

-Merriam-Webster Online

trust
The
system

• will educate every student well
• will nurture lifelong learning
• will be individually engaging
• will make sound choices based on evidence

trust
The
PLACE

• schools are accountable to their community
• they make local decisions and choices
• progress is a local concern
• ...but systemic support can disappear

trust
The
MACHINES

• is my data safe?
• is my data secure?
• is my privacy respected?
• do I give informed consent?
• do I own my data?

trust
YOUR
people

• data makes nothing happen
• talking about data does
• data must:
  • empower a teacher to be the most effective they can be
  • empower a student to achieve the most that they can

TRUST in the future

If you do not change direction, you may end up where you are heading

– Lao Tzu

Whosoever desires constant success must change his conduct with the times

– Niccolo Machiavelli

One teacher in the study referred generally to educational reform efforts as "going in one year and out the other."

- James A. Levin and Amanda Datnow

The Principal Role in Data Driven Decision Making (2012)

the school paradox

chaos

stability

school

for example...

OUR challenge

new goals in australian education

GONSKI 2.0

Deliver at least one year’s growth in learning for every student every year

Equip every child to be a creative, connected and engaged learner in a rapidly changing world

Cultivate an adaptive, innovative and continuously improving education system

OUR RESPONSE

new goals in australian education

GONSKI 2.0

Deliver at least one year’s growth in learning for every student every year

Equip every child to be a creative, connected and engaged learner in a rapidly changing world

Cultivate an adaptive, innovative and continuously improving education system

feedback loops with evidence must be immediate, relevant and seamless to use

requires an adaptive system of data management and integration 

teachers need evidence for such judgements,

even if agreed measures are still developing

nias 3

Adaptive Data Infrastructure

trust in place

scale as needed

N3 supports multiple deployment topologies, and allows mixtures of these to suit the local needs and concerns.

It scales down as well as up from single machines to cross-enterprise clusters.

individual

school

system

intra-system

N3 nodes can run as self-contained services on a single machine to allow inter-application interoperability

N3 nodes can be run at a school level to allow interoperability and aggregation of data for analytics

N3 nodes form a distributed network to allow sharing and interoperability across an enterprise 

N3 systems can communicate across organisational boundaries to share student information between organisations and systems

HOW we share

All data is broken down into its smallest atomic representation, and forms a property-graph of data tuples that can be used for interoperability or for data exploration and learner support.

Data in any known standard structure or arbitrary xml/json can be broken down into tuples and added to the graph.

Associations between different data sets can be created by adding equivalence tuples in a context.

the graph learns

infrastructure service learns new data formats as they transit the system, we can support in a single model:

• xAPI / Caliper (Learning Event Data)
• SIF / EdFi (Establishment Data)
• XML/JSON (Local Arbitrary Data Formats)

Streams

Security & privacy

an enabling infrastructure

same data, many services

different data, same objective