Open Government Data Ecosystems: Linking Transparency for Innovation with Tra...Luigi Reggi
Presentation at IFIP EGOV 2016 Conference. September 5, 2016.
Abstract. The rhetoric of open government data (OGD) promises that data transparency will lead to multiple public benefits: economic and social innovation, civic participation, public-private collaboration, and public accountability. In reality much less has been accomplished in practice than advocates have hoped. OGD research to address this gap tends to fall into two streams – one that focuses on data publication and re-use for purposes of innovation, and one that views publication as a stimulus for civic participation and government accountability - with little attention to whether or how these two views interact. In this paper we use an ecosystem perspective to explore this question. Through an exploratory case study we show how two related cycles of influences can flow from open data publication. The first addresses transparency for innovation goals, the second addresses larger issues of data use for public engagement and greater government accountability. Together they help explain the potential and also the barriers to reaching both kinds of goals.
This is a presentation of research done within the EU Community project and its evaluation, combining reputation management and sentiment analysis techniques for policy modelling
WeGov was presented at the Samos 2010 Summit, “Declaration On the Future of ICT for Governance” in Samos, Greece, on the 8th July 2010. The presentation took place in Session V of the Summit. Session V focused on the subject "ICT Research meets practice". The session underlined the adoption of the research prototypes and ideas, as well as on the application of various innovative solutions in the Public Sector and the Local Administrations, with a view to achieve efficient services provision which will meet the administration needs with overall aim, to better serve the citizens.
OpenCoesione - The Italian open government strategy on cohesion policyLuigi Reggi
Carlo Amati – Simona De Luca – Luigi Reggi
OpenCoesione Steering Committee
European Commission Webinar: Cohesion policy national portals 2014-2020
Discover different approaches to the creation of the national Cohesion policy portal from France, Italy and Poland
6 February 2015
DG Regional Policy, Brussels
Transferring knowledge into policy and the role of WikiprogressWikiprogress_slides
This is a presentation made for the QoLexity Masters course, given at the Universita degli Studi, Florence by Kate Scrivens, manager of the knowledge-sharing site Wikiprogress on November 6 2014.
Open Government Data Ecosystems: Linking Transparency for Innovation with Tra...Luigi Reggi
Presentation at IFIP EGOV 2016 Conference. September 5, 2016.
Abstract. The rhetoric of open government data (OGD) promises that data transparency will lead to multiple public benefits: economic and social innovation, civic participation, public-private collaboration, and public accountability. In reality much less has been accomplished in practice than advocates have hoped. OGD research to address this gap tends to fall into two streams – one that focuses on data publication and re-use for purposes of innovation, and one that views publication as a stimulus for civic participation and government accountability - with little attention to whether or how these two views interact. In this paper we use an ecosystem perspective to explore this question. Through an exploratory case study we show how two related cycles of influences can flow from open data publication. The first addresses transparency for innovation goals, the second addresses larger issues of data use for public engagement and greater government accountability. Together they help explain the potential and also the barriers to reaching both kinds of goals.
This is a presentation of research done within the EU Community project and its evaluation, combining reputation management and sentiment analysis techniques for policy modelling
WeGov was presented at the Samos 2010 Summit, “Declaration On the Future of ICT for Governance” in Samos, Greece, on the 8th July 2010. The presentation took place in Session V of the Summit. Session V focused on the subject "ICT Research meets practice". The session underlined the adoption of the research prototypes and ideas, as well as on the application of various innovative solutions in the Public Sector and the Local Administrations, with a view to achieve efficient services provision which will meet the administration needs with overall aim, to better serve the citizens.
OpenCoesione - The Italian open government strategy on cohesion policyLuigi Reggi
Carlo Amati – Simona De Luca – Luigi Reggi
OpenCoesione Steering Committee
European Commission Webinar: Cohesion policy national portals 2014-2020
Discover different approaches to the creation of the national Cohesion policy portal from France, Italy and Poland
6 February 2015
DG Regional Policy, Brussels
Transferring knowledge into policy and the role of WikiprogressWikiprogress_slides
This is a presentation made for the QoLexity Masters course, given at the Universita degli Studi, Florence by Kate Scrivens, manager of the knowledge-sharing site Wikiprogress on November 6 2014.
ODDC Context - Opening the Cities: Open Government Data in Local Governments ...Open Data Research Network
Presentation in the first workshop of the Exploring the Emerging Impacts of Open Data in Developing Countries project. Looking at the context of open data, and the research case study planned for 2013 - 2014. See http://www.opendataresearch.org/project/2013/jcv
Policy Compass presented a scientific paper titled “Towards more factual, evidence-based, transparent and accountable policy evaluation and analysis: The Policy Compass approach“ in the context of the eChallenges 2014 conference.
ODDC Context - An Investigation of the use of the Online National Budget of N...Open Data Research Network
Presentation in the first workshop of the Exploring the Emerging Impacts of Open Data in Developing Countries project. Looking at the context of open data, and the research case study planned for 2013 - 2014. See http://www.opendataresearch.org/project/2013/unilorin
Estermann montreal symposium_2016_open_glam_benchmark_survey_20160509Beat Estermann
OpenGLAM Benchmark Survey - Measuring the Advancement of Open Data / Open Content in the Heritage Sector. Presentation at the International Symposium on the Measurement of Digital Cultural Products, Montreal, May 2016.
Workshop II on a Roadmap to Future GovernmentSamos2019Summit
In this session we proceed to presentations and discussion concerning the the development of the new roadmap for digital government. Two projects (Gov3.0 roadmap and Big Policy Canvas) will join forces in this exciting endeavor.
Organizers: Maria Wimmer, Professor, Koblentz University, Germany; Francesco Mureddu, Associate Directorr, Lisbon Council, Belgium; Juliane Schmeling Fraunhofer Institut FOKUS, Researcher, Germany; Shoumaya Ben Dhaou, Researcher, United Nations University, PT
Research Policy Monitoring in the Era of Open Science & Big Data Workshop ReportData4Impact
Workshop on Research Policy Monitoring in the Era of Open Science and Big Data was a two day event, co-organised by OpenAIRE and Data4Impact, with support of Science Europe. The event explored mechanisms for research policy monitoring and indicators, and how to link these to infrastructure and services. The first day was focused on open science indicators as these emerge from national and EU initiatives, while the second day explored more advanced aspects of indicators for innovation and societal impact.
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
ODDC Context - Opening the Cities: Open Government Data in Local Governments ...Open Data Research Network
Presentation in the first workshop of the Exploring the Emerging Impacts of Open Data in Developing Countries project. Looking at the context of open data, and the research case study planned for 2013 - 2014. See http://www.opendataresearch.org/project/2013/jcv
Policy Compass presented a scientific paper titled “Towards more factual, evidence-based, transparent and accountable policy evaluation and analysis: The Policy Compass approach“ in the context of the eChallenges 2014 conference.
ODDC Context - An Investigation of the use of the Online National Budget of N...Open Data Research Network
Presentation in the first workshop of the Exploring the Emerging Impacts of Open Data in Developing Countries project. Looking at the context of open data, and the research case study planned for 2013 - 2014. See http://www.opendataresearch.org/project/2013/unilorin
Estermann montreal symposium_2016_open_glam_benchmark_survey_20160509Beat Estermann
OpenGLAM Benchmark Survey - Measuring the Advancement of Open Data / Open Content in the Heritage Sector. Presentation at the International Symposium on the Measurement of Digital Cultural Products, Montreal, May 2016.
Workshop II on a Roadmap to Future GovernmentSamos2019Summit
In this session we proceed to presentations and discussion concerning the the development of the new roadmap for digital government. Two projects (Gov3.0 roadmap and Big Policy Canvas) will join forces in this exciting endeavor.
Organizers: Maria Wimmer, Professor, Koblentz University, Germany; Francesco Mureddu, Associate Directorr, Lisbon Council, Belgium; Juliane Schmeling Fraunhofer Institut FOKUS, Researcher, Germany; Shoumaya Ben Dhaou, Researcher, United Nations University, PT
Research Policy Monitoring in the Era of Open Science & Big Data Workshop ReportData4Impact
Workshop on Research Policy Monitoring in the Era of Open Science and Big Data was a two day event, co-organised by OpenAIRE and Data4Impact, with support of Science Europe. The event explored mechanisms for research policy monitoring and indicators, and how to link these to infrastructure and services. The first day was focused on open science indicators as these emerge from national and EU initiatives, while the second day explored more advanced aspects of indicators for innovation and societal impact.
Educating for Social Participation: Open Data as Open Educational ResourcesJaviera Atenas
Presentation for #OEGlobal in Kraków, Poland
If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role. Open Data is produced and used at various levels in research, governance, policy making and civil society. In educational and academic contexts, Open Data can be understood and used as an Open Educational Resource (OER) to help support the engagement of students and researchers in analysing and collaborating towards finding solutions for contemporary real-world problems, chiefly by embedding Open Data and Open Science principles in research-based, scenario-led activities. In this way, students can experience working with the same raw materials scientists and policy-makers use.
OER16 - Skills not Silos - Open Data as OERLeo Havemann
Open Data is produced and used at various levels in research, governance, policy making and civil society. So far though, conversation around its value and significance has tended to occur within an Open Data silo, existing in parallel with other open discussions around Open Educational Resources and Open Access. In our presentation we explore practices which make use of Open Data as OER, with a focus on the the opportunities and challenges inherent in this approach.
For the OECD, “All citizens should have equal opportunities and multiple channels to access information, be consulted and participate. Every reasonable effort should be made to engage with as wide a variety of people as possible.” A central challenge in higher education is to develop skills useful not only at subject/professional level, but which also engage students with real-word problems. The skills needed to participate in democratic discussions can be understood as transversal skills, defined by UNESCO (2015) as “Critical and innovative thinking, inter-personal skills; intra personal skills, and global citizenship”. If one of our goals as educators is to develop these transversal skills in students, towards enabling them to function as citizens, to actively participate in the discourse and debates of society, then we propose that Open Data can play a key role.
Open Data has been understood as key to research, policy and governance development, and also heralded as a force for democratic discourse and participation, but in our view, this is not achieved by opening data alone. By using Open Data in research- and scenario- based learning activities, educators can enhance the information, digital, statistical and data analysis literacies that can empower students, and ultimately citizens and communities. Such pedagogic activities allow students to learn using the same raw materials researchers and policy- makers produce and use.
Drawing from a series of case studies of the use of Open Data as OER, we suggest educators consider the following elements
Focus: define the research problem and its relation to the environment students.
Practicality: match technical applications and practices to expected solutions.
Expectations: set realistic expectations for data analysis.
Directions: support in finding data portals which contain appropriate information.
Training: provide training materials for the software students will need to analyse the data.
Location: use global, local and scientific data which is as granular as possible.
Modelling: develop model solutions to guide students on the challenges and activities.
Collaboration: support students to work collaboratively and at multidisciplinary level.
Communication: support students in communicating their findings to local or wider communities.
Open Data as Open Educational ResourcesLeo Havemann
Open Education Working Group Call, Thursday 4th June 2015 - see more at: http://education.okfn.org/7th-open-education-working-group-call-open-data-as-open-educational-resources/
Javiera Atenas, UCL
Leo Havemann, BBK
William Hammonds, Universities UK
Slides to be presented as part of the Open Web Data for Education – Linked Data technologies for connecting open educational data session given at the 2nd International Open Data Dialog, Berlin, 18-19 November 2013.
This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Innovative Teaching in Higher Education: Big Data EraMiftachul Huda
With massive amounts of data created every second across the internet, the concept of big data would give opportunities with the ability to explore data and understand in maximizing the potential of data collection in relation to innovative teaching in an online learning setting. This is to support teachers’ pedagogical skills, mainly in the big data era from multiple sources in maintaining a competitive advantage to give a feedback on innovative teaching performance. This article aims to critically investigate innovative teaching competencies of teachers in the light of big data approach. Critical review using content analysis from both the theoretical and the empirical base was conducted to explore the big data for supporting innovative teaching. This result shows innovative teaching performance with an insightful result to contribute these competencies towards the theories and models of educational innovation into the pedagogical element.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
What is Open Science and what role does it play in Development?Leslie Chan
What is Open Science and what role does it play in Development?
The talk begins with a review of current understanding of open science and its alleged role in providing new opportunities for addressing long-standing development challenges. I then introduce the newly launched Open and Collaborative Science in Development Network, funded by IDRC Canada, and in collaboration with iHub Nairobi, Kenya. The rationale, funding modalities, and the short and long term objectives of the network will be discussed.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
Developing global citizens: Open Data as Open Educational ResourcesJaviera Atenas
Introduction to the use of Open Data as Open Educational Resources aiming at developing global citizens and to relate education with local and global problems.
Open Educational Practices (OEP): What They Mean For Me and How I Use Themlisbk
Slides for a talk on "Open Educational Practices (OEP): What They Mean For Me and How I Use Them" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton for a webinar organised by Salford University from 09.30-10.30 on Thursday 5 December 2013.
See http://ukwebfocus.wordpress.com/events/webinar-on-open-educational-practices/
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Open Data as OER for Transversal Skills - WOERC 2017
1. OER AND USE OF OPEN DATA
TO DEVELOP TRANSVERSAL AND CITIZENSHIP SKILLS
Leo Havemann @leohavemann | l.havemann@bbk.ac.uk | Birkbeck, University of London
Javiera Atenas @jatenas | javiera.atenas@idatosabiertos.org | Latin American Initiative for Open Data
2nd World OER Congress Satellite, Ljubljana, Slovenia | September 19, 2017
Image: Christoph Scholtz, 2017 (CC BY-SA 2.0)
2. Introductions
Leo Havemann
@leohavemann
l.havemann@bbk.ac.uk
• Open Education
Researcher (OU UK)
• Learning Technologist,
Birkbeck, University of
London
• Advisory board, Open
Education Working
Group
Javiera Atenas
@jatenas
javiera.atenas@
idatosabiertos.org
• Latin American Initiative
for Open Data
• Co-coordinator, Open
Education Working
Group
education.okfn.org/o
pen-data-as-open-
educational-
resources-case-
studies-of-emerging-
practice
3. Why think about data?
• “A recent White House report on ‘big data’ concludes, ‘The
technological trajectory, however, is clear: more and more data
will be generated about individuals and will persist under the
control of others’ (White House, 2014: 9). Reading this
statement brought to mind a 2009 interview with Google
Chairperson Eric Schmidt …[who stated] , ‘If you have
something that you don’t want anyone to know, maybe you
shouldn’t be doing it in the first place, but if you really need that
kind of privacy, the reality is that search engines including
Google do retain this information for some time … It is possible
that that information could be made available to the authorities’
(Newman, 2009). What these two statements share is the
attribution of agency to ‘technology.’ ‘Big data’ is cast as the
inevitable consequence of a technological juggernaut with a life
of its own entirely outside the social. We are but bystanders.”
• (Zuboff, 2015)
4. Open Education/Open Data
•Are these opening movements ‘in
conversation’?
•What can Open Data do for Open
Education?
•And what can Open Education do for
Open Data?
6. Open Educational Resources (OER)
A key strand of the drive
to open education is the
movement for Open
Educational Resources
(OER), which proposes
that the application of
open, permissive
licenses to teaching and
learning resources is a
means of widening
access to knowledge and
enhancing teaching
quality.
7. Open data
Availability and Access: the data must be available as a
whole and at no more than a reasonable reproduction cost.
Re-use and Redistribution: the data must be provided
under terms that permit re-use and redistribution, including
the intermixing with other datasets.
Universal Participation: everyone must be able to use,
re-use and redistribute. There should be no discrimination
against fields of endeavour or against persons or groups.
The Open Data Handbook defines Open Data as:
“data that can be freely used, re-used and
redistributed by anyone - subject only, at most,
to the requirement to attribute and sharealike.”
(Open Knowledge International, n.d.)
8. Digital and data divides
“The illusion of access promoted by computers
provokes a confusion between the presentation of
information and the capacity to use, sort and interpret it.”
(Brabazon, 2001)
• “as with the earlier discussion concerning the ‘digital
divide’ there would, in this context, appear to be some
confusion between movements to enhance citizen
‘access’ to data and the related issues concerning
enhancing citizen ‘use’ of this data”
• (Gurstein, 2011)
9. Using Open Data as OER
Many international
organisations,
governments, NGOs and
academic researchers
generate datasets, which are
often freely available
online and openly-licensed.
This data can be used in learning and teaching
(therefore becoming OER) to give students
authentic experiences of working with the same
raw data used by researchers and policy-makers
(Atenas, Havemann & Priego, 2015; Atenas, 2016).
(Bradshaw, n.d.)
10. Sources of Open Data
• International agencies and organisations
Word Bank ; United Nations ; EU
• National Governments and their agencies
UKOD; GermanyOD; USA
• Local governments
Sardinia ; London; Barcelona
• Non-governmental organisations
ODI; Monithon
• Academic institutions
and research centres
11. The practical value of Open Data
• Open data is an invaluable resource for scientific communities
• Supports scientific development and reproducibility
• Encourages more transparent research practices
• Can be used to model good practices in academia for
research and teaching
12. The civic value of Open Data
• Students construct knowledge by
critically analyzing information from
various sources, including data.
• We live in a “datafied” society, so
being capable of analysing and
interpreting data is becoming
increasingly important.
• Students need to become critical,
skeptical, socially engaged, global
citizens to avoid the influence of
fake news, hate ads and broken
democracy.
(Gertz, 2017)
When we are the consumers of free services,
we are the product.
13. Open Data for social participation
“All citizens should have equal opportunities and
multiple channels to access information, be
consulted and participate. Every reasonable effort
should be made to engage with as wide a variety of
people as possible” (OECD, 2009, p.17).
14. Transversal skills
Transversal skills are defined by UNESCO (2015) as:
“critical and innovative thinking, inter-personal skills; intra-
personal skills, and global citizenship” (p. 4).
• Lifelong and lifewide, not simply employability.
These include:
• Language and communiation
• Information, media
and data literacies
• Critical thinking
• Analytical skills
• Research capabilities
• Ethical practices
• Teamwork
• Citizenship (European Union, 2011, p. 18)
19. Open Data in learning and teaching
1. Focus: defining the research problems and their
relation to the environment.
2. Practicality: matching technical applications and
practices to expected solutions.
3. Expectations: setting realistic and achievable
expectations for data analysis.
4. Direction: seeking data portals which contain
appropriate information.
5. Training: providing training materials for the software
students will need to use to analyse the data.
20. Open Data in learning and teaching
6. Location: using global, local and scientific data which is
as granular as possible.
7. Modelling: developing model solutions to guide
students during the challenges and activities.
8. Collaboration: supporting students to work
collaboratively and at multidisciplinary level.
9. Communication: enabling students to communicate
their findings to local or wider communities.
10. Criticality: encouraging students to consider how data
are were collected and manipulated, by whom, and for
what purposes.
21. • The University of Nottingham used
open data in a postgraduate computer
science programming course to teach
students to code with networks, files
and data structures.
• They used Python, which is a free
open source community-based
programming language (Python
Software Foundation, 2017).
• Data were obtained from e-Book text
files sourced from Project Gutenberg
and City Council Carpark status data.
• The assignment combined conceptual
knowledge with authentic applications
for public and educational use.
Open Data for introductory programming
(Coughlan, 2015)
22. • The Scuola di OpenCoesione is a MOOC
designed for Italian High School students
to challenge them to:
1. find out how public money is spent
in a given area,
2. assess the progress and challenges
facing funded projects, and
3. monitor public investment.
• Data are obtained from the OpenCoesione
portal, the Italian National Institute of
Statistics and other public sources.
• Participants collaborate in teams on
projects involving open data analysis,
data journalism and creating infographics
related to real-life civic issues.
A Scuola di OpenCoesione
(Ciociola & Reggi, 2015)
23. Open data and knowledge societies
(Power, 2015)
• MSc students studying towards Information
Management or Information Technology
qualifications at the University of Bristol
use open datasets and websites to consider
the benefits of being able to make sense of
data for individuals, organisations and society.
• Website statistics and visualisation tools are used to help students
consider the role of information and knowledge management and
data literacy in knowledge societies and knowledge economies.
• Students are asked to interrogate and analyse trends and
developments using open data to deepen their understanding of
how data is used to provide information and deepen knowledge,
but also how it is produced, consumed and commodified.
• This case study has been shared internally as an exemplar of
practice at Sharing Approaches to Learning and Teaching (SALT)
meetings and Faculty forums.
24. Open Migration
• Open Data can be used to support learners to understand
socio-political phenomena, such as the refugee crisis.
• This Italian project used journalistic techniques, such as fact-
checking (Annenberg Public Policy Center, 2017) in civic and
data-led research and data-expeditions (School of Data, n.d.).
• Students engaged with migration data to challenge stereotypes
and influence public opinion and policy.
• The project trained students, researchers
and citizens to understand the real numbers
and issues for refugees in Italy in order to
support their integration into the community.
• Open Data was used in this project to create
a replicable pedagogical pathway to improve
media and data literacy.
(Atenas, Havemann, & Menapace, 2017).
25. Over to you
• How can we make more datasets openly available for use
as OER?
• How can we raise awareness that Open Data can be
used as OER?
26. References & resources
Atenas, J. (2016) Putting research into practice: Training academics to use Open Data as
OER: An experience from Uruguay. Thoughts on Open Education. Retrieved from
https://oerqualityproject.wordpress.com/2016/07/13/putting-research-into-practice-
training-academics-to-use-open-data-as-oer-an-experience-from-uruguay/
Atenas, J., Havemann, L., & Menapace, A. (2017). Open Data and media literacies:
Educating for democracy. In OER17: The Politics of Open, April 5-6, 2017. London.
Retrieved from http://eprints.bbk.ac.uk/18959/
Atenas, J., Havemann, L., & Priego, E. (2015). Open data as open educational resources:
Towards transversal skills and global citizenship. Open Praxis, 4, 377-389. Retrieved
from https://www.openpraxis.org/index.php/OpenPraxis/article/view/233/180
Bradshaw, P. (n.d.). The inverted pyramid of data journalism (complete). Retrieved from
https://onlinejournalismblog.com/2011/07/07/the-inverted-pyramid-of-data-journalism/
Brabazon, T. (2001). Internet teaching and the administration of knowledge. First Monday,
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