Objective 2.2 - Analyze Information

Among the three objectives of the ICT Profile aimed at processing information, analysis is the operation that is most often associated with an intellectual process. Arising within a disciplinary logic or field of expertise, it is sometimes difficult to link the analysis to a digital tool. In spite of the importance of cognitive operations in analysis, digital tools can often be used to one’s advantage in order to support certain operations.

In view of vocabulary, notions of quantitative and qualitative data are important in some areas of analysis. The following expressions are also heard in our circles: literary analysis, concept analysis, critical analysis, financial analysis, content analysis, etc.

Demonstrating the mastering of this objective generally involves justifying one’s choices, presenting one’s approach as well as the ability to use the functions of the selected analysis tools.

Because there is a wide variety of analysis, tools have to be the same. Some of the main tools are relevant in many disciplines (such as office tools), while other areas require more specialized tools.

It would normally be appropriate to analyze the information in real situations with one approach per problem.

This objective can be carried out independently, for example during a statistical analysis or one that follows the acquisition of data. Otherwise, it can sometimes be difficult to dissociate the analysis from the two other ways of processing information (see objective 2.1 and 2.3), because they are often carried out using linear logic.

Students choose the best type of analysis for their project according to the nature and format of the information to process and of the nature of the operation they wish to carry out with it.

The objectives and the analysis approach vary depending on the work to accomplish. One might want to:

• compare elements of information, e.g. to validate what coincides or what is similar;
• judge or criticize;
• classify, structure, associate or organize;
• link elements together;
• summarize;
• highlight trends or observe developments;
• compile or extract;
• calculate, merge or transform;
• classify or sort;
• explain results or draw conclusions.

Since information analysis often means using specialized tools, students have less freedom in their choices related to types of analysis and which tools to use. However, it is important for students to know how to associate the choices made by teachers in their program of study to characteristics, criteria and constraints, and that they be aware what other comparable tools exist. Students will then be able to select a type of analysis that goes with the proper tool while pursuing their studies or when in the labour market.

Here are some examples of tools that are applicable to college studies:

• statistics using a spreadsheet (i.e. Excel, Google Sheets, Numbers or Calc), or a specialized tool (i.e. SPSS, R, Le Sphinx or PSPP);
• mathematical analysis and problem solving (i.e. Maple or Maxima);
• tools allowing the analysis of frequency (i.e. a spreadsheet or Wordle);
• accounting and management suite (i.e. Acomba or Avantage);
• technical drawing tool (i.e. Autocad);
• general databases (i.e. Access or Base) or one specialized to a given domain.

The ICT Profile philosophy invites teachers to work together because it is important to make the right choices when analyzing information. This objective can be used to clarify a pedagogical team’s reflection and decision making in terms of the best means of analyzing information in their area as well as the selection of appropriate specialized tools to be used in the process.

Below are examples of analytical activities applicable to college studies:

• statictical analysis in commercial research or while learning quantitative methods using surveys in Business Administration or Social Science;
• analyzing lab data following data acquisition;
• complex mathematical calculations and problem solving;
• literary analysis in English;
• financial analysis in accounting and management;
• analysis of textures, colours or 3D Design in Interior Design or Presentation Design.

In order to carry out this task, students must take into account the characteristics and rules of the selected type of analysis. They must also consider the functionalities of the selected tool.

Here are some of the operations that students may have to carry out depending on the type of analysis and tool used:

• acquire the elements of information to analyze;
• use software support to automate a series of operations;
• extract results (generate reports, graphics or lists);
• apply functions to objects or data;
• create formulas;
• create and manipulate forms, symbols and objects of many different types;
• organize or structure elements of information to facilitate their observation or transformation;
• apply styles (lines, colours, etc.) appropriately to highlight characteristics;
• etc.

Assignments linked with this objective are closely related to the other steps or operations that may be associated with the analysis to carry out (objective 2.1 and 2.3 for example).

Students can develop this objective by presenting to their teacher the following intermediate assignments:

• a list of concrete operations carried out or to be carried out (comparison, sorting, calculations, etc.);
• the order into which such operations are carried out;
• the tools and functions used.

Simulation is a most rewarding activity with regards to learning and to the global experience for developing students’ analytical capacities.