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Karl Donert, Education Consultant
Vice President EUROGEO,
Director: European Centre of Excellence: digital-earth.eu
eurogeomail@yahoo.co.uk
Integrating Open Data in Education
http://www.geocapabilities.org
2
Open data, geospatial data and
geoinformation to empower young
people
http://www.youthmetre.eu
http://bit.ly/2CYjY9u
KA2 - 2019-1-BE02-KA201-060212
A world of geographic
information
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
Eurobarometer Surveys
• Examined active engagement of youth
Barriers to participation
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
Young people are
heard
Young people give
their opinion
Views taken into
account
Involved in
decision making
Participatory
Action
http://eryica.org/page/principles-online-youth-information
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.
Structured
Dialogue
Connect
YM to SD?
KA2 - 2019-1-BE02-KA201-060212
Research & data sets
http://youthmetre.eu/policy-research/
KA2 - 2019-1-BE02-KA201-060212
15 Study Groups
http://youthmetre.eu/study-groups/
KA2 - 2019-1-BE02-KA201-060212
20 Key Findings
http://youthmetre.eu/policy-research/
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
http://youthmetre.eu/youthmetre/
Youth Development Index
Based on 87 indicators
Related to youth well-being
NUTS 3 level
http://knowto.org/ym/
Data Dashboard
Good Practices
http://arcg.is/1TAbmn7
http://youthmetre.eu/study-group-surveys/
Crowdmap: Youth ideas
http://youthmetre.eu/study-group-surveys/
Crowdmap: Local Authority
Practices
How to implement?
KA2 - 2019-1-BE02-KA201-060212
The GeoCitizen App
information
inspiration
interaction
implementation
Process:
Orient - Browse
Identify - Collect
Share - Discuss
Propose - Rate
Implement -
Monitor
Pilot in Marche region
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
European Commission (2015),
Creating Value Through Open
Data http://tinyurl.com/j6qypoe
YouthMetre Training
http://youthmetre.eu/training/
Online resources / training materials - v. soon
Training for Local Authorities - Nov 2017
Training for NGOs - January 2018
Participatory
KA2 - 2019-1-BE02-KA201-060212
Developing Digital Data literacy
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.
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
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
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
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
DigiCompEdu for teachers
(https://ec.europa.eu/jrc/en/digcompedu)
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
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
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”
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,
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
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
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
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
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
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
Integrating Open Data in Education
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
Karl Donert
eurogeomail@yahoo.co.uk
@karldonert
@eurogeography

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Integrating Open Data in Education

  • 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
  • 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. A world of geographic information
  • 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. Eurobarometer Surveys • Examined active engagement of youth
  • 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. Young people are heard Young people give their opinion Views taken into account Involved in decision making Participatory Action
  • 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.
  • 13. KA2 - 2019-1-BE02-KA201-060212 Research & data sets http://youthmetre.eu/policy-research/
  • 14. KA2 - 2019-1-BE02-KA201-060212 15 Study Groups http://youthmetre.eu/study-groups/
  • 15. KA2 - 2019-1-BE02-KA201-060212 20 Key Findings http://youthmetre.eu/policy-research/
  • 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. http://youthmetre.eu/youthmetre/ Youth Development Index Based on 87 indicators Related to youth well-being NUTS 3 level
  • 24. Process: Orient - Browse Identify - Collect Share - Discuss Propose - Rate Implement - Monitor
  • 25. Pilot in Marche region
  • 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. European Commission (2015), Creating Value Through Open Data http://tinyurl.com/j6qypoe
  • 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
  • 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. 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. 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. 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. 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
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
  • 47. 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

Editor's Notes

  1. Networking projects and research/development