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D3: a project to Develop Digital Data Literacy

Initial results are presented for the D3 Project - Developing Digital Data literacy in schools. An Erasmus Plus project seeking to:
1. Promote the use of digital technologies and open data tools in learning and teaching
2. Increase the capacity to integrate democratic engagement into educational plans and strategies
3. Establish suitable styles of learning to access and integrate open data into schools and
4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
The presentation focuses on the Comparative Review undertaken to examine the situation in partner countries.
It also looks forward to the teacher professional development course being developed and joining the Open Data Charter initiative.
Presentation given at the GeoDecade 2020-2030 conference on 24 November 2020

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D3: a project to Develop Digital Data Literacy

  1. 1. Karl Donert, Education Consultant Vice President EUROGEO, Director: European Centre of Excellence: digital-earth.eu kdonert@yahoo.com D3: a project to Develop Digital Data Literacy
  2. 2. https://www.eurogeography.eu/projects/ EUROGEO Projects
  3. 3. Developing Digital Data (D3) Literacy Project KA2 - 2019-1-BE02-KA201-060212 Open data, digital skills and democratic engagement in school education 11/23/2020 Kickoff meeting Bruges, 12-13 September 2019 KA2 - 2019-1-BE02-KA201-060212
  4. 4. D3 Objectives 1. Promote the use of digital technologies and open data tools in learning and teaching 2. Increase the capacity to integrate democratic engagement into educational plans and strategies 3. Establish suitable styles of learning to access and integrate open data into schools and 4. Improve educational stakeholders’ response to the need for data and information literacy in schools and teacher training.
  5. 5. D3 Results • provide the means and tools (directed at target group) and promote awareness (indirect target group) of D3 • introduce training and support needed to help embrace the EU Digital Competence Framework 2.0 • for educators - DigiCompEdu https://ec.europa.eu/jrc/en/digcomp/ digital-competence-framework
  6. 6. Digicomp for educators
  7. 7. DigiCompEdu (https://ec.europa.eu/jrc/en/digcompedu) professional competences pedagogical competences learners competences
  8. 8. DigiCompEdu (https://ec.europa.eu/jrc/en/digcompedu)
  9. 9. D3 Project Outputs IO1: Review: School curricula qualifications and digital open data tools IO2: D3 Teacher professional development course IO3: D3 Teaching toolkit IO4: Gallery of Case Studies 11/23/2020 Kickoff meeting Bruges, 12-13 September 2019 KA2 - 2019-1-BE02-KA201-060212 https://d3.youthmetre.eu/
  10. 10. Education research (Saddiqa et al. 2019) Saddiqa, M., Rasmussen, L., Magnussen, R., Larsen, B. and Pedersen, J.M., 2019, August. Bringing open data into danish schools and its potential impact on school pupils. In Proceedings of the 15th International Symposium on Open Collaboration (pp. 1-10). https://dl.acm.org/doi/pdf/10.1145/3306446.3340821
  11. 11. Atenas, J and Havemann, L (2019). Open Data Sectors and Communities: Education. In: Davies, Tim; Rubinstein, Mor; Walker, Stephen B. and Perini, Fernando eds. The State of Open Data: Histories and Horizons. Cape Town and Ottawa: African Minds and International Development Open data and education (Atenas and Havemanns, 2019)
  12. 12. Comparative Review 1. Results from Desk Research: An Overview 2. Digital literacy and open data in secondary school education in partner countries 3. Examples of Open data tools 4. Training courses, qualifications and curricula 5. National legislative frameworks 6. COVID-19 and Special Measures 7. Proposals and Recommendations https://www.researchgate.net/project/D3-Project-Developing-Digital-Data-literacy
  13. 13. Desk Research • Comparison of results from the Digital Economy and Society Index (DESI) 2019 • Overview of open data initiatives: How have societies in these countries responded to the process of digitalization? Were open data effectively valued as a powerful tool for democratic engagement and active citizenship? • Labour market aspects • Need to improve students’ understanding of open data https://www.researchgate.net/project/D3-Project-Developing-Digital-Data-literacy
  14. 14. Digital literacy, open data in secondary education • Digital literacy and understanding of open data is fundamental not only as a response to the increasing demand within the labour market but also to ensure the growth of responsible and active citizens • Status of open data and digital literacy in curricula • Comparison of results from evaluation of digital competences based on DigComp 2.1 and DigiCompEdu https://www.researchgate.net/project/D3-Project-Developing-Digital-Data-literacy
  15. 15. different providers and types of open data tools digital divide Protection of personal data positive aspects of open data development of critical thinking open data at different scales Open data tools
  16. 16. Training, qualifications and curricula • Training courses and activities are limited in school curricula • Open data and digital competences just a side aspect of school subjects • Early attempts to include them: University of Palermo, Germany • Need for governmental interest and support • Specific national laws on open data
  17. 17. Recommendations - Need appropriate legislative frameworks; - Help make municipalities aware of opportunities from open data; - Train teachers – access, use open data, digital tools; - Provide infrastructures and instruments in schools; - Clarify link between digital data literacy and effective citizenship; - Develop of critical thinking concerning data; - Raise awareness of the dangers hidden in open data
  18. 18. Suggested topics for D3 Teacher Training • An understanding of open data, digital literacy, critical thinking, DigComp 2.1 • Link between open data/digital literacy and active citizenship, democracy • Catalogue of open data sources and digital platforms to use in class • Examples of how to integrate digital tools in the teaching process: which is the impact of these sources? What is the advantage deriving from them? • Critical thinking: how to protect personal data? How to boost critical thinking, curiosity, creativity? How to recognize fake news on the Web? • How to address the digital divide? • How to stay up to date: informal meetings, international networks, international initiatives
  19. 19. Framework for teaching with open data (Coughlin, 2019) Coughlan, T., 2020. The use of open data as a material for learning. Educational Technology Research and Development, 68(1), 383-411. https://link.springer.com/article/1 0.1007/s11423-019-09706-y
  20. 20. • D3 Project Outputs https://d3.youthmetre.eu/
  21. 21. • Open Data Charter on using open data for inclusive development and innovation Open Data Charter https://opendatacharter.net/ It states (point 5.d) that it is key to: “Engage with schools and post-secondary education institutions to support increased open data research and to incorporate data literacy into educational curricula”
  22. 22. Karl Donert kdonert@yahoo.com @karldonert Presentation: https://bit.ly/3pMEa4n

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