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Integrating Open Data in Education

The presentation describes and explains projects undertaken by EUROGEO to integrate open data in education. It was given to members of the Open Data Charter to inform and engage them in considering their role in promoting education developments,

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Integrating Open Data in Education

  1. 1. Karl Donert, Education Consultant Vice President EUROGEO, Director: European Centre of Excellence: digital-earth.eu eurogeomail@yahoo.co.uk Integrating Open Data in Education
  2. 2. http://www.geocapabilities.org 2
  3. 3. Open data, geospatial data and geoinformation to empower young people http://www.youthmetre.eu http://bit.ly/2CYjY9u KA2 - 2019-1-BE02-KA201-060212
  4. 4. A world of geographic information
  5. 5. European Youth Strategy EYS (2010-8) has two main objectives: • Provide more and equal opportunities for young people in education and the job market • Encourage young people to actively participate in society
  6. 6. Eurobarometer Surveys • Examined active engagement of youth
  7. 7. Barriers to participation
  8. 8. YouthMetre Challenge http://youthmetre.eu/training/ Online resources / training materials - v. soon Training for Local Authorities - Nov 2017 Training for NGOs - January 2018 MACRO level MESO level MiCRO level
  9. 9. Young people are heard Young people give their opinion Views taken into account Involved in decision making Participatory Action
  10. 10. http://eryica.org/page/principles-online-youth-information
  11. 11. Bonney, R., Cooper, C. and Ballard, H., 2016. The theory and practice of Citizen Science: Launching a new journal. Citizen Science: Theory and Practice, 1(1). Finquelievich, S., 2014. From Cultural Consumers to Cultural Prosumers: Citizens’ Co-creation of Cultural Changes in Information Society. Internet and Socio-Cultural Transformations in Information Society, p.137.
  12. 12. Structured Dialogue Connect YM to SD?
  13. 13. KA2 - 2019-1-BE02-KA201-060212 Research & data sets http://youthmetre.eu/policy-research/
  14. 14. KA2 - 2019-1-BE02-KA201-060212 15 Study Groups http://youthmetre.eu/study-groups/
  15. 15. KA2 - 2019-1-BE02-KA201-060212 20 Key Findings http://youthmetre.eu/policy-research/
  16. 16. YouthMetre Key features: • a dashboard of European open data on Youth • a database of good practice initiatives • crowdmap / cases of proposed initiatives • a high profile launch event • training of multipliers • Final event – showcasing developments
  17. 17. http://youthmetre.eu/youthmetre/ Youth Development Index Based on 87 indicators Related to youth well-being NUTS 3 level
  18. 18. http://knowto.org/ym/ Data Dashboard
  19. 19. Good Practices http://arcg.is/1TAbmn7
  20. 20. http://youthmetre.eu/study-group-surveys/ Crowdmap: Youth ideas
  21. 21. http://youthmetre.eu/study-group-surveys/ Crowdmap: Local Authority Practices How to implement?
  22. 22. KA2 - 2019-1-BE02-KA201-060212 The GeoCitizen App
  23. 23. information inspiration interaction implementation
  24. 24. Process: Orient - Browse Identify - Collect Share - Discuss Propose - Rate Implement - Monitor
  25. 25. Pilot in Marche region
  26. 26. YouthMetre Training http://youthmetre.eu/training/ Online resources / training materials available Non formal learning approaches Training for Youth / Youth Workers Training for Local Authorities Training for NGOs
  27. 27. European Commission (2015), Creating Value Through Open Data http://tinyurl.com/j6qypoe
  28. 28. YouthMetre Training http://youthmetre.eu/training/ Online resources / training materials - v. soon Training for Local Authorities - Nov 2017 Training for NGOs - January 2018 Participatory
  29. 29. KA2 - 2019-1-BE02-KA201-060212 Developing Digital Data literacy
  30. 30. 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 considerations 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.
  31. 31. 4 Intellectual Outputs 1: Report: School curricula qualifications and digital open data tools 2: D3: Professional teacher development course – open data in the classroom 3: D3 Teaching toolkit 4: Gallery of teacher Case Studies 4/25/2021 Kickoff meeting Bruges, 12-13 September 2019 KA2 - 2019-1-BE02-KA201-060212
  32. 32. D3 Results • Understand opportunities for integrating open data in education (in partner countries) • introduce training and support needed to help embrace the EU Digital Competence Framework 2.0 https://ec.europa.eu/jrc/en/digcomp/digital- competence-framework
  33. 33. DigiComp Framework https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework Digital competence for citizens in: 1) Information and data literacy 2) Communication and collaboration 3) Digital content creation 4) Safety 5) Problem solving
  34. 34. 1) Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content. DigiComp Framework https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
  35. 35. DigiCompEdu for teachers (https://ec.europa.eu/jrc/en/digcompedu)
  36. 36. DigiCompEdu for teachers (https://ec.europa.eu/jrc/en/digcompedu) 01 Professional Engagement 02 Digital Resources 03 Teaching and Learning 04 Assessment 05 Empowering Learners 06 Facilitating Learners’ Digital Competence
  37. 37. Open data and education Atenas and Havemann (2015) • research-based and scenario- based learning activities • information, statistical, scientific, curation, media, political and critical thinking, storytelling skills • Some early examples of practices • Open Data Charter https://opendatacharter.net/ Atenas, J and Havemann L, eds. (2015) Open Data as Open Educational Resources: Case Studies of Emerging Practice. London: Open Knowledge, Open Education Working Group. http://dx.doi.org/10.6084/m9.figshare.1590031
  38. 38. Open Data Charter • The Charter 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”
  39. 39. Open data – Open Education Resources (OER) (Atenas and Havemann, 2019) • Strong link between open data and OER • OER – ‘any type of educational materials that are in the public domain or introduced with an open licence’ • allows students to learn and experiment by working with the same raw data that is generated and used by researchers, governments, etc. Atenas, J and Havemann, L (2019), Open Data & Education. In: Davies, Tim; Rubinstein, Mor and Perini, Fernando eds. The State of Open Data. Cape Town: African Minds,
  40. 40. Education research (Saddiqa et al. 2019) • Survey of views of Danish teachers • Copenhagen’s open data sets 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
  41. 41. 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
  42. 42. Teaching with open data (Coughlan, 2019) • Case studies suggest a trend to use open data in project activities or enquiry-based learning – explore open data sets through visualisation (Shamash et al, 2015) – historical reconstruction from a database (Gray, 2014) – track public planning decisions (Ciocola and Reggi, 2015) – mini games on nutritional data (Dunwell et al. 2016) Coughlan, T., 2020. The use of open data as a material for learning. Educational Technology Research and Development, 68(1), pp.383-411. https://link.springer.com/article/10.1007/s11423-019-09706-y
  43. 43. Teaching with open data: themes (Coughlin, 2019) • Enquiry - first hand data gathering - personalising learning - authenticity – real data – simulations • Data from real-world projects creates learning experiences that reflect the complexity of real-world problems • Project or inquiry-based pedagogy used • Education needed for engagement with open data • Politics can define the data that is collected and shared, and encourage open data use in education Coughlan, T., 2020. The use of open data as a material for learning. Educational Technology Research and Development, 68(1), pp.383-411. https://link.springer.com/article/10.1007/s11423-019-09706-y
  44. 44. Teaching with open data: citizenship (Coughlin, 2019) Theme Definition Communicating with data Visualising, storytelling, and discussion were common activities Peer support Collaboration and cooperation helped learners to overcome barriers, or to take roles that suited them Creating open data As well as learning with existing open data, activities where learners created data could be complementary Coughlan, T., 2020. The use of open data as a material for learning. Educational Technology Research and Development, 68(1), pp.383-411. https://link.springer.com/article/10.1007/s11423-019-09706-y
  45. 45. 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), pp.383- 411. https://link.springer.com/article/10 .1007/s11423-019-09706-y
  46. 46. Importance of Leadership • Need leadership to develop open data in learning and teaching • Education needs to be more visible in ODC actions – how? • What role for Open Data Charter? Its members? • Comments? Ideas? Questions? KA2 - 2019-1-BE02-KA201-060212 47
  47. 47. Karl Donert eurogeomail@yahoo.co.uk @karldonert @eurogeography

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