Evaluation of an Argument Visualisation Platform by Experts and Policy

Abstract. Argument visualisation (AV) tools enable structured debates around issues, positions and arguments. These tools have the potential to substantially improve transparency e.g. by enabling understanding complex legislation and debating. In this paper we present the results of the evaluation of an AV platform by experts and policy makers. The results suggest the potential of such tools is large particularly for understanding complex legislation and debates. The results indicate an AV tool can be also potentially used for massive deliberations when however usability is further improved. They further suggest an AV tool seems particularly relevant to the analysis and policy formation stages of policy making, where identification, elaboration and presentation of complex topics are needed. In this paper we employed a mature AV tool and concentrate on evaluating general aspects of such platforms hence we believe the results can also apply to other AV platforms

Once only principle: Benefits, barriers & next steps

The Once-Once Principle (OOP) suggests that citizens and businesses should have the right to supply information only once to a public administration. It would then be the responsibility of public administration offices to take all necessary actions in order to internally share this data by respecting the relevant data protection rules. The overall aim is to reduce administrative burden. The implementation of the OOP is high on the political agenda of many countries including the Member States of the European Union. The aim of this panel is to enable an open discussion between the panelists and the audience in order to exchange good practices and also identify and prioritize benefits and barriers as well as possible next steps towards widely implementing the once only principle in public service provisioning

Facilitating the Exploitation of Linked Open Statistical Data: JSON-QB API Requirements and Design Criteria

Recently, many organizations have opened up their data for others to reuse. A major part of these data concern statistics such as demographic and social indicators. Linked Data is a promising paradigm for opening data because it facilitates data integration on the Web. Re- cently, a growing number of organizations adopted linked data paradigm and provided Linked Open Statistical Data (LOSD). These data can be exploited to create added value services and applications that require integrated data from multiple sources. In this paper, we suggest that in order to unleash the full potential of LOSD we need to facilitate the interaction with LOSD and hide most of the complexity. Moreover, we describe the requirements and design criteria of a JSON-QB API that (i) facilitates the development of LOSD tools through a style of interaction familiar to web developers and (ii) offers a uniform way to access LOSD. A proof of concept implementation of the JSON-QB API demonstrates part of the proposed functionality

Using the problem based learning method and educational technologies to teach open data: A design-based research approach

With Open Data becoming more popular and more public bodies publishing their datasets, the need for educating prospective graduates on how they can use them has become prominent. This study examines the use of the Problem Based Learning (PBL) method and educational technologies to support the development of Open Data skills in university students. The study follows a Design Based Research approach and consists of three phases: a) examination of stakeholders’ needs, b) design of an Open Data module, and c) re-design of the module based on the outcomes of its first run. The data collected throughout the three phases come from various sources, namely interviews with practitioners, focus groups with students, and tutors’ reflection. The findings suggest that while the PBL method is suitable for Open Data education, special care should be taken to ensure that the potential of educational technologies is fully realised. The study concludes with design principles that aim to guide instructors on how they can incorporate the PBL method and digital tools into Open Data education effectively

Enhancing education and training through data-driven adaptable games in flipped classrooms

The Flipped Classroom (FC) is a set of pedagogical approaches that move the information transmission out of class and exploit class time for active and/or peer learning activities. In this context, students are required to engage with pre- and/or post-class activities in order to prepare themselves for class work. The FC instruction method has already been used in conjunction with other learning strategies. This theoretical paper presents the first developmental steps of a research project, which aims at building the FC through a fully bespoke and personalized experience, by using data-driven adaptable games and problem-based learning elements to improve the learning experience. The project will develop a gaming platform that will support the whole FC in a cyclical perspective, and aims to use the resources of gamification in a more significant manner that could go beyond score tracking and badges. Moreover, the problem-based learning approach will be used to better frame the learning activities included in FCs, while learning analytics features will provide adaptable learning pathways. The potential of this approach is to build a better FC experience for all the stakeholders. Students will be given more agency to calibrate their learning experience, while educators can monitor the students’ progress more effectively and adjust their learning activities accordingly. Finally, researchers will get better insight into the FC learning process, and the mechanics, which contribute to optimize the learning experience

PBL3.0:Integrating Learning Analytics and Semantics in Problem-Based Learning

This paper presents the PBL3.0 project that aims at enhancing Problem Based Learning (PBL) with Learning Analytics (LA) and Learning Semantics (LS) in order to produce a new educational paradigm and pilot it to produce relevant policy recommendations. To this end, the project will reach the following objectives and corresponding specific goals: 1) Construct a new educational approach that combines a well-established learning strategy like PBL with novel technologies in learning like LA in PBL respecting legal and ethical considerations (PBL_LA), 2) Design a semantic model for PBL_LA, which will enable the annotation of learning resources in order to easily integrate them to the PBL approach and enable their discoverability when setting personalized learning pathways, 3) Adapt a set of open source software tools for supporting PBL_LA and the semantic model based on existing Learning Management Systems, analytics tools, and an intuitive semantic annotation tool, 4) Create relevant, semantically annotated educational material and perform trials at various sites in order to draw evidence-based conclusions, 5) Produce relevant policy recommendations for PBL_LA that could raise the quality in education and training, 6) Create an organic ecosystem of among others organizations, researchers, educators, students with an interest in PBL_LA. Finally, the project will develop a Community of Practice, where institutions and individuals from across Europe will be able to exchange knowledge and expertise on LA, learning semantics, innovative learning tools and approaches. This aims to support transnational cooperation and mutual learning on forward-looking issues between key stakeholders to provide solutions to current challenges in education and training