Doctoral thesis: using real data in schools brings education closer to real life

Sensors in smart home systems collect real-time information about the environment to control different systems: a simple example would be the temperature to start heating or cooling, or the CO2 level to control ventilation; a more complex situation is when multiple sensors work together, like when light sensors detect that it is dark and a  change in the thermal radiation data (e.g. movement) triggers the automatic light switch. In this closed system, there is a large amount of data that could be used in different school subjects, either as real-life examples or as unprocessed data that students can use to formulate hypotheses and analyse situations.

In her doctoral thesis, Marge Kusmin developed guidelines for the creation of software that would enable the collection of such data so that students and teachers could use them in the learning process. "The use of real data would bring real-world relevance to education by linking real environmental data to students' everyday studies," Kusmin outlines, adding that so far it has been used very little in education, "but learning from real data could also be a way to get children more interested in learning STEM subjects (science, technology, engineering, mathematics)."

In a teaching process (for example, a physics class on light), this would mean students having light sensors and measuring the intensity of light at different points in the classroom, and using the data to draw a "heat map" of the light. They would then experiment with the effects of light intensity on the use of curtain blinds, or investigate how light intensity affects the perception of colours and the ability to see details.

This example can be extended to studying the effects of light intensity on plants or human biological rhythms. The lesson could be completed with a larger practical activity where groups of students create a solution for automating lighting, with a blind automatically shading part of the windows if there is too much sun.
Students will be able to use and analyse pseudonymiseddata collected from the everyday environment around them and use it for science, technology and engineering learning or independent research. "It's no longer a question of how the technology will reach schools – it's already there in many places,” Kusmin explains. “The question is how to use it in a way that adds value to the education process and allows us to understand what is really going on when students are learning, or how the environment affects them. Together with the data collected from the digital footprint of students, it sets the stage for data-driven educational decisions – from teaching strategies to classroom or school space management."

As part of her PhD, Kusmin developed the Smart Schoolhouse concept, which aims to combine data collected from different sources and make it available in the learning process, and created a reference architecture, or a common model that can be used to create software for schools to adopt the Smart Schoolhouse concept. She also developed a self-assessment model for schools to determine their readiness to adopt the Smart Schoolhouse solutions and created a support system for teachers to help them use the innovative solution in a conscious and consistent way.

"When creating innovative solutions, it is also important to follow the principles of responsible innovation," acknowledges Kusmin, explaining that in her doctoral thesis, too, the involvement of different stakeholders, ethical considerations and taking into account the specificities of the educational context played an important role. Following the principles of responsible innovation guides the implementation of environmentally friendly, economically sound and socially responsible solutions, helps to prevent risks and design solutions that support the long-term interests of the school community, build trust and ensure continuous analysis of the impact of innovations to identify their impact on teaching, management and school culture, with a view to making adjustments where necessary. Building on the principles of responsible innovation will help to ensure that the implementation of the Smart Schoolhouse concept is not just a technological innovation, but a comprehensive, value-based and future-proof educational solution.
 

Tallinn University, Schiool of Digital Technologies doctoral student Marge Kusmin defended her doctoral thesis "Reference Architecture for Data Collection and Analytics in Smart Schoolhouse" („Targa koolimaja andmekogumise ja -analüütika lahenduse referentsarhitektuur“) on 5 September. Thesis supervisor was Mart Laanpere, Professor at Tallinn University, opponents were Emanuele Bardone, Professor at the University of Tartu and Jari Laru, Lecturer at the University of Oulu