The Power of Open Education Data by Todd Park and Jim Shelton.
The title implies a description or example of the “power” of Open Education Data.
Here are ten examples of how this post disappoints:
- …who pledged to provide…
- …voting with their feet…
- …can help with…
- …as fuel to spur…
- …seeks to (1) work with…
- …and (2) collaborate with…
- …will also include efforts…
- …will enable them to create…
- …will include work to develop…
- …which can help fuel…
None of these have happened, just speculation on what might happen, maybe.
Let me call your attention to, Consumers and Credit Disclosures: Credit Cards and Credit Insurance (2002) by Thomas A. Durkin, a Federal Reserve study of the impact of the Truth in Lending Act, one of the “major” consumer victories of its day (1968).
From the conclusion:
Conclusively evaluating the direct effects of disclosure legislation like Truth in Lending on either consumer behavior or the functioning of the credit marketplace is never a simple matter because there are always competing explanations for observed phenomena. From consumer surveys over time, however, it seems likely that disclosures required by Truth in Lending have had a favorable effect on the ready availability of information on credit transactions.
Let me save some future federal reserve researcher time and effort and observe that with Open Education Data, there will be more information about the cost of higher education available.
What impact it had on behavior is unknown.
The Power of Open Education Data is a disservice to the data mining, open data, education and other communities. It is specious speculation, beneficial only to those seeking public office and the cronies they appoint.