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This collection presents the stories of our contributors’ experiences and insights, in order to demonstrate the enormous potential for openly-licensed and accessible datasets (Open Data) to be used as Open Educational Resources (OER). Open Data is an umbrella term describing openly-licensed, interoperable, and reusable datasets which have been crea...
Citations
... Oltre a questa azione specifica, è interessante notare come il Piano Nazionale Scuola Digitale (PNSD) fosse ispirato a una visione piuttosto aperta dell'educazione, in termini sia di pratiche e di risorse di apprendimento sia di coinvolgimento di attori esterni alla scuola come imprese e amministrazioni locali (Inamorato dos Santos et al. 2017). Oltre al PNSD, nel settore scolastico esistono alcune importanti iniziative relative alle OER, come per esempio il progetto A scuola di Open Coesione, che lavora con le scuole secondarie sul monitoraggio dei dati aperti e sul datajournalism, rilasciando esplicitamente tutte le risorse prodotte con licenze aperte, e che ha recentemente lanciato un MOOC su giornalismo e dati aperti (Ciociola e Reggi 2015). ...
Negli ultimi vent’anni il movimento Open Education, spinto da concetti come le Open Educational Resources (OER) e i Massive Open Online Courses (MOOC), ha contagiato, in misura diversa, quasi tutti i sistemi educativi del pianeta. L’idea, semplice e dirompente, è che combinando il potenziale di condivisione della rete con un sistema di licenze aperte, chiunque possa accedere a risorse educative di qualità, e che questo possa portare verso sistemi di istruzione più democratici, inclusivi e innovativi. Eppure, basta entrare in una qualsiasi scuola o università per capire che il closed by default è ancora la norma per quanto riguarda sia le risorse sia le pratiche educative.
Questo libro analizza la rivoluzione possibile dell’Open Education, provando a ragionare su quanto gli approcci open stiano effettivamente cambiando le pratiche educative e su come l’open by default potrebbe modificare radicalmente i sistemi educativi. Attraverso un’analisi dei concetti di OER, licenze aperte, Open Educational Practices, MOOC e Open Educator, così come di una rassegna storica degli sviluppi internazionali dell’Open Education, il volume inquadra i successi e le sfide del movimento. Una panoramica delle principali iniziative su OER e MOOC in Italia conclude il lavoro, evidenziandone le criticità e mettendo in luce alcune anomalie positive che fanno sperare in un futuro più inclusivo del nostro sistema educativo.
... En este sentido, los datos fueron identificados como potenciales recursos educativos abiertos (Atenas et al., 2015), cuyo uso podía fa-22. La ciencia ciudadana se basa en la participación voluntaria y amateur, con distintos niveles de experticia, por parte de cualquier persona interesada en un tema, dentro de esquema de colaboración que puede o no haber sido generado por los científicos en el sector (Vohland et al. 2021). ...
... Como han señalado varios estudiosos, los datos abiertos pueden considerarse recursos educativos abiertos a todos los efectos (Coughlan, 2019). Por ejemplo, se ha estudiado un enfoque con una serie de rubricas para analizar el desarrollo de competencia de estudiantado universitario de grado y posgrado al trabajar con conjuntos de datos abiertos, indicando también una serie de casos ejemplificativos (Atenas y Havemann, 2015). Siguiendo esta línea, he colaborado en el desarrollo de workshops en los que pensar cómo diseñar actividades educativas de grado con el uso de conjuntos de datos abiertos (Atena et al., 2018;Atenas y Raffaghelli, 2020). ...
"Construir Culturas de Datos Justas: Desafíos para el Profesorado " is proposed as a contribution to the growing body of research that explores the problematics of the impending technological change that has occurred in the last ten years. In this sense, the book makes reference to the governance of our digital interactions through Big Tech platforms, leading to massive data mining and processing for different purposes. Public opinion has been shaken by a series of scandals related to the violation of the privacy of users of this prolific, free, easy, and attractive web. Our attention has now shifted to the evolving use of this data, i.e., the production of artificial intelligence. Investments in technology, platforms, and spaces that tried to avoid closures and limits while creating others during the COVID-19 pandemic have simply empowered and shaped these practises, with contested effects.
One question the reader might pose, however, is: how will universities position themselves in this context, and how will they contribute to generating new positive, transformative, emancipatory equilibria rather than sustaining the abusive practises of a dark web in whose threads we find ourselves trapped?
This book provides scholars and educators with a series of ideas for situating the problem and supporting the search for answers to the questions above.
The book presents the university as an important social institution, not only for its own pedagogical practises and its interdisciplinary richness but also for its capacity for dialogue with society. It is through these spaces that a broader and fairer agenda of datafication and its developments can be shaped.The university is first and foremost a producer of data and has a field of expertise in data science within the emerging political economy of data-driven systems. But it is also a guardian of critical reflection and a source of social justice and activism. However, we will often wonder about the connection between these spaces and, above all, about their true activation in pursuit of a deep dialogue in search of answers. As is well known, the university is questioned for falling behind the public and private sector dynamics and interests; or for being slower in "telling" relevant stories about culture and society than mass media and particularly social media. As a result, policymakers might not prioritise academic knowledge and advice at the time of formulating relevant recommendations.
The chapters of this book propose a broad perspective on the problem that aims to support the reader to see a "bigger picture" and hence engage in dialogue with information that is updated on an almost daily basis, particularly in relation to the artificial intelligence's avalanche. Therefore, it provides more a key to an epistemological understanding than a bunch of recommendations or solutions. It invites to ask ourselves why we love datification and the automatisms it entails. And why we cannot fail to read these processes from a complex perspective that takes a critical, though not immobilising, view. Such a pathway of understanding focuses the reactions to the dangers or ethical problems involved in the concentration of power by large technological companies and their handling of data. But it also involves the analysis of practises and approaches of areas that contribute to the development of these post-digital and smart technologies are working. In focusing on these dynamics, the aim is to offer educators and those who train educators heuristic tools to confront, from the classroom and from non-formal and informal learning spaces, this "monster without a face or eyes" (sense cara i ulls, a Catalan saying) that is datafication. To give a face to this phenomenon means to accommodate its facets, to understand the epistemological and historical perspectives in which it is anchored, and above all, to situate it. Datafication does not present itself in a univocal way; the global and local contexts generate tensions and forces that imply different positions and possibilities. It is the author's aim to make this aspect very clear because no one but the actors of a datified system, in recognising its facets and edges, will be able to make the necessary choices to express themselves and live with this technological change. The book highlights this ongoing work, not finished, not based on pre-packaged solutions, but on an effort to understand and dialogue around technological choices and their ethical and social impact. Beyond the icy instrumentalism of "data science" or the structural critique of the systems of power that support certain technological developments, this book wishes to bring a message to every educator to learn to look at their environment (datafied or not) and then to look at their university institution as an entity capable of transforming rather than responding to the context. To look, more than anything else, at their students, seeking to unleash new responses and new challenges that do not repeat the top-base or centre-periphery schemes in institutions and society.The book aims to be, then, an instrument to empower each university's actors in their social and political context, as a subject of the post-digital era and agents of the post-human relations of our present and future.
... Indeed, these meetings can be abstract and complex for citizens and the workshop would provide an interesting, fun, and tangible support to the discussions. Additionally, other complementarities could be found in urban planning meetings [18], e-participation platforms [70,73], or open data portals [74]. ...
Smart cities are receiving a lot of attention from researchers and practitioners as they are considered potential solutions to challenges (e.g., traffic congestion and waste management) faced by cities. As a result, the term “smart city” is recurring in political discourses and the news. Moreover, smart cities are transitioning from strong and technological orientations toward inclusive and participative orientations, and citizens are expected to take an active part in their design. However, the smart city concept remains obscure to the majority of the public; although many participation methods exist for adults, few have been implemented for children, who remain on the sidelines. Our objective is to address the lack of research on innovative initiatives to (1) educate children on the smart city concept and (2) include them in citizen participation dynamics. To achieve this, we propose a novel hands-on workshop where children learn about the smart city concept, are challenged with a collective urban planning exercise and develop a digital citizen participation method. This paper describes the workshop conducted and reports on lessons learned from its evaluation; the workshop involved 299 children from the ages of 12 to 14. It showed success in improving the children’s understanding of the smart city concept. We then propose future inclusive smart city research directions grounded in the evaluation results and the feedback received from multiple practitioners.
... As a third layer, the implemented AI algorithms and systems as well as the generated log data should be open so it can be reused in different contexts. Atenas and Havemann (2015) stated that open data are "openly licensed, interoperable, and reusable datasets which have been created and made available to the public." Downes (2019) further stated that future open education in the era of AI should be more decentralized encryption-based ledgers with cloud and AI assisted services. ...
Despite the increased attention towards harnessing the power of AI to enhance OEP, applying them both could be “tricky” as each area (namely AI or OEP) has its own challenges to be considered, and combining them together could be a “blessing and a curse” at the same time. A blessing, as AI-based OEP will help provide more adaptive and engaging learning and teaching experiences; while a
curse, as researchers and practitioners need to pay an extra eye to the challenges merging from both areas together (i.e. copyright, privacy, and data normalization). For instance, learners might be
treated unfairly by the system due to not considering some individual factors like culture, background or language in open education. This further might stress the risks of AI to reproduce some injustices of similar experiences. To extent the understanding of this topic, this collection (still in progress) specifically focuses on how Artificial Intelligence (AI) technology could reshape OEP, for better teaching and learning experiences.
... In his research, he found a wide variety of sources and topics, including governmental, NGO, museum, and research project data. Published case studies [14], [15], [16], [17] suggested a trend using open data in project-based learning. ...
... The case study raises several questions about what makes a good assignment for students learning to handle data and about the use of Open Data in students' assignments. A similar study [26] reports results from a case study that explores why and how Open Data can be used as material to produce engaging challenges for students when they are introduced to programming. Through describing the process of creating the assignments, the author suggests that Open Data is robust material for designing learning activities because of its qualities of ease of access and authenticity. ...
Open Data is considered a key to scientific innovations. These freely available datasets can also be used as a foundation to enhance the digital and data literacies among the younger generation of school pupils. This article presents the design and prototype of an Open Data web interface based on the Enterprise Architecture Oriented Requirements Engineering (EAORE) approach for Open Data usage as an educational resource in Danish public schools. We first systematically review the literature on Open Data use in educational fields and selected 14 research articles with a particular focus on the use of Open Data in the educational domain after prescribing an inclusion/exclusion criteria on 101 research articles identified initially. The review indicates that there is a gap between Open Data opportunities within the educational domain and in exploring the use of Open Data as a source to develop twenty-first-century skills, specifically digital and data literacies among younger school pupils. To fill this gap, we propose an EAORE approach that represents how Enterprise Architecture (EA) models can guide the overall Requirements Engineering (RE) process for the use of Open Data in Danish public schools. Based on these EA models, we designed the prototype of an Open Data web interface for schools.
... Studi kasus akan membahas mengenai penentuan rute perjalanan tim pemadam kebakaran dari departemen pemadam kebakaran menuju beberapa lokasi bencana kebakaran untuk memadamkan kebakaran dan melakukan evakuasi korban kebakaran. Penulis memilih menggunakan open dataset, karena data yang dibagikan resmi, real time, up to date dan memiliki jumlah data yang cukup besar [3] [4]. Dengan kelebihan tersebut data yang digunakan akan lebih mudah diproses, karena untuk melakukan penelitian mengenai penggunaan metode akan memerlukan data yang cukup banyak dan data yang lebih variatif. ...
... Data terbaru berguna untuk mengetahui bahwa penelitian baru dilakukan. Open dataset telah memiliki aturan yang jelas untuk dibagikan, secara international ataupun nasional [3] [14]. Ditemukan oleh ilmuwan komputer Edsger Wybe Dijkstra pada tahun 1956 dan diterbitkan tiga tahun kemudian. ...
Abstrak-Shortest pathfinding atau penentuan jalur terdekat merupakan metode dalam bidang ilmu informatika khususnya struktur data yang digunakan untuk pencarian jalur terdekat diantara berbagai pilihan jalur pada suatu perjalanan. Dijkstra merupakan salah satu metode shortest pathfinding. Pada penelitian ini, metode Dijkstra digunakan untuk menentukan rute terdekat perjalanan tim pemadam kebakaran dalam melakukan evakuasi bencana kebakaran yang terjadi di beberapa tempat dalam waktu bersamaan. Data diperoleh dari open data online berupa data terbaru bencana kebakaran yang terjadi pada kota Naperville, negara Amerika Serikat. Data tersebut dikumpulkan dan disimpan pada database. Untuk mempercepat proses perhitungan, metode Dijkstra dikembangkan pada program berbasis web. User atau tim admin dapat menginputkan beberapa lokasi bencana kebakaran dan kemudian akan diproses dan ditentukan rute terbaik yang dapat ditempuh untuk melakukan perjalanan evakuasi ke beberapa lokasi bencana kebakaran. Berdasarkan hasil uji coba pada beberapa data tes, diketahui bahwa metode Dijkstra berhasil menentukan rute terbaik diantara beberapa kemungkinan pilihan rute lainnya. Kata kunci-Dijkstra; website; shortest pathfinding; graph matrix; database; open data; I. PENDAHULUAN Penentuan rute jalur terdekat menjadi hal yang penting untuk dilakukan ketika suatu perjalanan memerlukan penghematan biaya perjalanan atau mengutamakan efisiensi waktu untuk mencapai tempat tujuan. Pada penelitian sebelumnya penulis telah menerapkan beberapa metode pencarian jalur terdekat pada penentuan rute pengiriman produk. Penentuan rute perjalanan dilakukan sebelum proses pengiriman dilakukan, bagian distribusi telah mempunyai road map perjalanan sebelum memulai untuk mengirimkan produk. Dalam jumlah pengiriman yang cukup besar, proses penentuan rute tersebut dapat mempercepat waktu pengiriman dan menghemat biaya pengiriman. Pada penelitian saat ini, penulis akan mencoba untuk menerapkan penggunaan metode pencarian jalur tersebut pada kasus penentuan rute evakuasi bencana kebakaran, penulis berharap metode pencarian jalur tersebut dapat digunakan atau diterapkan pada studi kasus atau kegiatan yang lebih berguna, tidak hanya untuk menghemat biaya, namun juga dapat diterapkan untuk pencarian jalur tercepat evakuasi bencana, sehingga dapat berguna bagi kemanusiaan. Mengenai studi kasus, penulis akan menggunakan open dataset yang di bagikan secara terbuka oleh salah satu website pemerintah amerika pada situs https://data.naperville.il.us [1][2]. Studi kasus akan membahas mengenai penentuan rute perjalanan tim pemadam kebakaran dari departemen pemadam kebakaran menuju beberapa lokasi bencana kebakaran untuk memadamkan kebakaran dan melakukan evakuasi korban kebakaran. Penulis memilih menggunakan open dataset, karena data yang dibagikan resmi, real time, up to date dan memiliki jumlah data yang cukup besar [3][4]. Dengan kelebihan tersebut data yang digunakan akan lebih mudah diproses, karena untuk melakukan penelitian mengenai penggunaan metode akan memerlukan data yang cukup banyak dan data yang lebih variatif. Data terbaru berguna untuk mengetahui bahwa penelitian baru dilakukan. Open dataset telah memiliki aturan yang jelas untuk dibagikan, secara international ataupun nasional [3]. Pada penelitian sebelumnya penulis telah menggunakan beberapa metode, yaitu: Held-Karp, Iterative Deepening Search, Bidirectional Search dan Depth Limited Search [5][6][7]. Berdasarkan penelitian yang dilakukan didapatkan bahwa metode Held-Karp mendapatkan hasil yang lebih baik dari metode lainnya. Pada penelitian saat ini penulis akan menggunakan metode Dijkstra yang akan diterapkan untuk menentukan jalur terdekat evakuasi bencana kebakaran. dengan penggunaan metode Dijkstra, penulis berharap akan dapat ditentukan atau dihasilkan rute terbaik untuk evakuasi bencana kebakaran. II. TINJAUAN PUSTAKA A. Dijkstra Algoritma Dijkstra atau algoritma shortest path first Dijkstra, algoritma SPF adalah algoritma untuk menemukan
... Love et al. (2016) report difficulties in finding convenient open data for a data mining assignment, and caution that work needed to be done upfront by educators. Reflecting on the process of creating introductory programming assignments using open data, Coughlan (2015) describe work to identify data sets that facilitated activities related to learning outcomes, test model solutions, and monitor for emergent issues, to ensure that activities worked well. ...
Open data has potential value as a material for use in learning activities. However, approaches to harnessing this are not well understood or in mainstream use in education. In this research, early adopters from a diverse range of educational projects and teaching settings were interviewed to explore their rationale for using open data in teaching, how suitable activity designs could be achieved, and the practical challenges of using open data. A thematic analysis was conducted to identify patterns and relationships in these open data-based practices that have already emerged. A document analysis of teaching materials and other related artefacts was used to augment and validate the findings. Drawing on this, common approaches and issues are identified, and a conceptual framework to support greater use of open data by educators is described. This paper also highlights where existing concepts in education and educational technology research, including inquiry-based learning, authenticity, motivation, dialogue, and personalisation can help us to understand the value and challenges of using open data in education.
... Third, university researchers have access to these open data as another type of OERlearning analytics (i.e. Atenas and Havemann, 2015). Designing an equity-oriented and open CSCL initiative has meant provisioning multiple project stakeholders with the know-how and support to both contribute and work with open content. ...
Purpose
The purpose of this paper is threefold: to describe the equity-oriented design of a publicly accessible and openly networked computer-supported collaborative learning (CSCL) initiative that has supported educator discussion about equity topics; to identify design principles for equity-oriented design in open education; and to propose a model for the design of open learning initiatives that are mutually committed to educational equity and educational openness.
Design/methodology/approach
This paper draws from design-based research methodology, specifically design narrative and the worked example. The paper is one response to the need for more “designerly work” in the learning sciences, generally, and more specifically in domains such as CSCL.
Findings
Four design principles are identified that informed the equity-oriented creation and iteration of the Marginal Syllabus, an open CSCL initiative: leveraging the open web, fostering multi-stakeholder partnerships, working with open content and engaging professional learning as an open practice. This paper also advances the open palimpsests model for equity-oriented design in open education. The model integrates design principles to assist CSCL and open education designers and researchers in creating or iterating projects to be more equity-oriented learning opportunities.
Originality/value
This paper’s design narrative identifies Marginal Syllabus design principles and advances the open palimpsests model for equity-oriented design in open education. The design narrative demonstrates how critical perspectives on the relationship between equity and digital technology can encourage collaboration among diverse project stakeholders, attune to the dynamics of power and agency and respond to the worldly needs of partners and participants.
... 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 ( Open Data for introductory programming (Coughlan, 2015) • 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. ...
Developing global citizens: Open Data as Open Educational Resources. To provide an innovative framework for the use of Open Data as Open Educational Resources for developing scientific and citizenship skills. In a global and multicultural society, people need understand the political processes, the socio-economical climate, to be able to relate with the problems of the society, to be capable to critically understand and information and assess the media. In our societies, the educational systems need to develop critical thinking skills to educate active citizens to engage and participate democratic discussions, in a tolerant, respectful, creative and knowledgeable manner by learning to construct knowledge by critically analysing information from various sources and formats, including data. Even if Open Data, defined by Open Knowledge International (2013)[1] as “data that can be freely used, re-used and redistributed by anyone – subject only, at most, to the requirement to attribute and sharealike” it is not traditionally considered as Open Educational Resources (OER), we believe that being capable of analysing and interpreting data is increasingly important and can be understood as key to the development of transversal skills, which are defined by UNESCO (2015)[2] as “critical and innovative thinking, inter-personal skills; intra-personal skills, and global citizenship”(p.4). 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, to think critically, to be tolerant, to understand diversity, understand migratory flows, to support equality and to respect and promote human rights, then we propose that Open Data can be a key enabler to achieve this targets in line with the United Nations Sustainable Development Goals [3] to ensure inclusive and quality education for all and promote lifelong learning (G4); Achieve gender equality and empower all women and girls (G5); Reduce inequality within and among countries (G10); Take urgent action to combat climate change and its impacts (G13) and Promote just, peaceful and inclusive societies (G16). Open Data is produced and used at various levels in research, governance, policymaking and civil society. In educational and academic contexts, Open Data can be 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, but also, learn effective fact-checking abilities to critically interact with the media to promote inclusion, social justice, human rights and equality. [1] OKI (2013): Open Data Handbook http://opendatahandbook.org/guide/en/what-is-open-data/ [2] UNESCO. (2015). Transversal competencies in education Policy and Practice. (S. Strandberg, Ed.). Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0023/002319/231907E.pdf [3] United Nations Sustainable Development Goals: http://www.un.org/sustainabledevelopment/sustainable-development-goals/
