Why Big Data (Mostly) Can't Help Improve Teaching

Michael Feldstein razona por qué, en su opinión, la estrategia de los "big data" no puede ser efectiva en la evaluación de los enfoques educativos, al menos por el momento.

Right now, what we're trying to do is a little like trying to conduct physics research before somebody has invented calculus. You can do some things around the edges, but you can't describe the really important hypotheses about causes and effects in learning situations with any precision. And if you can't describe them with precision, then you can’t test them, and you certainly can’t get a machine to understand them.