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,

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. http://www.geocapabilities.org
2

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

7. Barriers to participation

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

10. http://eryica.org/page/principles-online-youth-information

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. Structured
Dialogue
Connect
YM to SD?

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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

18. http://knowto.org/ym/
Data Dashboard

19. Good Practices
http://arcg.is/1TAbmn7

20. http://youthmetre.eu/study-group-surveys/
Crowdmap: Youth ideas

21. http://youthmetre.eu/study-group-surveys/
Crowdmap: Local Authority
Practices
How to implement?

22. KA2 - 2019-1-BE02-KA201-060212
The GeoCitizen App

23. information
inspiration
interaction
implementation

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

29. KA2 - 2019-1-BE02-KA201-060212
Developing Digital Data literacy

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

35. DigiCompEdu for teachers
(https://ec.europa.eu/jrc/en/digcompedu)

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?
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48. Karl Donert
eurogeomail@yahoo.co.uk
@karldonert
@eurogeography