Open Data as driver of critical data literacies in Higher Education

Participation in today’s datafied society requires a series of transversal skills. In fact, we need technical abilities and media literacies weaved in a critical approach to understand the socio-political and cultural mechanisms that affects individuals and groups. Higher Education (HE) must lead in the development of critical, socio-technical pedagogic approaches to understand and analyse data. To this end, adopting Open Data as the base of Open Educational Practices has potential to trigger authentic learning. situations. In this regard, the approach aims at going beyond the development of technical abilities to extract, elaborate and integrate Open Data in services, activities and projects. In fact, using data as OER in research-based learning activities for data journalism and civic monitoring techniques can be the catalyser for the appropriation of the datafied public spaces and also, to data ownership and activism. On the basis of these pedagogical practices, HE could play a key role in fostering critical approaches. The abilities developed in HE should transcend the classroom, to understand datafication in society. In time, HE students and teachers would contribute to shaping informed and transformative democratic practices and dialogue empowering citizens to address social justice concerns. This envisioned strategy requires of faculty development and engagement, as data literacies need of disciplinary and pedagogical efforts to innovate in curricular and learning design. Furthermore, supporting faculty’s awareness and practices to shape critical and ethical approaches to data implies care for spaces of dialogue at the juncture of technical and social needs. Care for interdisciplinary thinking and understanding the differences between “Psyche and Tekné”, building on Umberto Galimberti’s conceptualisation of the problem of balance between ethics/social sciences and technological advancement. Session content This workshop explores the educational potential of Open Data as a driver of interdisciplinary dialogue in learning design and pedagogical practices. It will offer instruments for designing educational interventions in two simple phases: 1- A conceptual (but dialogical!) introduction, to present the principles, the policy context and existing practices in citizen science, responsible research and innovation and Open Data, and the connections with data literacy in HE will be defined from the perspective of the researchers and their experiences in using Open Data for educational/learning purposes. An initial overview of the principles and resources to work with Open Data as OER in the context of Data in Education will be introduced. Also the frameworks to develop data literacy in HE will also be considered with a focus on the issues hindering these practices will be also displayed. 2- A “hands on” exercise in which the concepts above will be applied to the participants’ pedagogical practices, and their sense discussed on the light of both practical and deontological implications. The educational potential of Open Data in the participants perspective will collect personal reflections to understand in which extent the concept of open data could be applied to personal pedagogical practices. Which datasets could be useful? Which are the critical issues that I could face to use open data in my pedagogical practices? The reflections will be collected by using sticky notes and a map of possible future practices. Session recording: https://youtu.be/BZJX2BifYI

ALICE project: approach, outcomes …and the future

This article introduces the ALICE (Adults Learning for Intergenerational Creative Experiences) project approach, its main results and a reflection on its contribution to the EU policies. The ALICE project introduced the concept of creative languages (art, digital storytelling, social media) as instrument to build rich and caring environments for children to grow up. As an expected result, the adults’ reflection on their own role as educators through intergenerational learning could be stimulated, with impact on the achievement of adults key competences for lifelong learning 1, 4, 5, 7 and 8 (European Commission, 2007) for the participating adults. Children are not direct beneficiaries of the project’s approach: however, we can expect that the adults’ improvement with regard to the above mentioned Key Competences, will encompass better life conditions for the children

ALICE project: approach, outcomes…and the future / Il progetto ALICE: approccio, risultati…e uno sguardo al futuro.

Questo articolo introduce i risultati dell’ approccio formativo adottato dal prog- etto ALICE (Formazione degli Adulti per la generazione di esperienze intergen- erazionali creative). Vengono inoltre considerati i risultati principali del proget- to e si riflette sul suo contributo alle politiche dell’Unione Europea. Il progetto ALICE ha introdotto il concetto di linguaggi creativi (arte, narrazione digitale, so- cial media) come uno strumento per costruire ambienti ricchi per la crescita dei bambini. Come risultato atteso il progetto mirava a promuovere la riflessione degli adulti sul proprio ruolo come educatori all’interno delle relazioni intergen- erazionali, con impatto sul raggiungimento, da parte degli adulti coinvolti, di specifiche competenze chiave per l’ apprendimento permanente 1, 4, 5, 7 e 8 (Commissione Europea, 2007). I bambini nelle famiglie degli adulti coinvolti non erano diretti beneficiari del progetto: tuttavia, possiamo aspettarci che il miglio- ramento degli adulti per quanto riguarda le suddette competenze chiave, im- plicherà migliori condizioni di vita e di educazione dei bambini

Critical data literacies for good

This chapter offers an illustrative and generative example of a local social and pedagogical problem in a Global South context –students’ engagement with open data for coming up with a climate change solution– to reflect on the importance of understanding the nuance and complex nature of data literacy to transform different aspects of their social reality. This, in turn, opens up a discussion about how and why understanding the complexity of critical data literacy is the foundation of HE for Good

A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions

Exploring the (missed) connections between digital scholarship and faculty development: a conceptual analysis

Abstract The aim of this paper is to explore the relationship between two research topics: digital scholarship and faculty development. The former topic drives attention on academics' new practices in digital, open and networked contexts; the second is focused on the requirements and strategies to promote academics' professional learning and career advancement. The research question addressing this study is: are faculty development strategies hindered by the lack of a cohesive view in the research on digital scholarship? The main assumption guiding this research question is that clear conceptual frameworks and models of professional practice lead to effective faculty development strategies. Through a wide overview of the evolution of both digital scholarship and faculty development, followed by a conceptual analysis of the intersections between fields, the paper attempts to show the extent on which the situation in one area (digital scholarship) might encompass criticalities for the other (faculty development) in terms of research and practices. Furthermore, three scenarios based on the several perspectives of digital scholarship are built in order to explore the research question in depth. We conclude that at the current state of art the relationship between these two topics is weak. Moreover, the dialogue between digital scholarship and faculty development could put the basis to forge effective professional learning contexts and instruments, with the ultimate goal of supporting academics to become digital scholars towards a more open and democratic vision of scholarship

La renovación de la palabra en el bicentenario de la Argentina : los colores de la mirada lingüística

El libro reúne trabajos en los que se exponen resultados de investigaciones presentadas por investigadores de Argentina, Chile, Brasil, España, Italia y Alemania en el XII Congreso de la Sociedad Argentina de Lingüística (SAL), Bicentenario: la renovación de la palabra, realizado en Mendoza, Argentina, entre el 6 y el 9 de abril de 2010. Las temáticas abordadas en los 167 capítulos muestran las grandes líneas de investigación que se desarrollan fundamentalmente en nuestro país, pero también en los otros países mencionados arriba, y señalan además las áreas que recién se inician, con poca tradición en nuestro país y que deberían fomentarse. Los trabajos aquí publicados se enmarcan dentro de las siguientes disciplinas y/o campos de investigación: Fonología, Sintaxis, Semántica y Pragmática, Lingüística Cognitiva, Análisis del Discurso, Psicolingüística, Adquisición de la Lengua, Sociolingüística y Dialectología, Didáctica de la lengua, Lingüística Aplicada, Lingüística Computacional, Historia de la Lengua y la Lingüística, Lenguas Aborígenes, Filosofía del Lenguaje, Lexicología y Terminología

Moving education into the digital age: the contribution of teachers' professional development

This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally

Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: a systematic review of the literature

As algorithmic decision-making and data collection become pervasive in higher education, how can educators make sense of the systems that shape life and learning in the twenty-first century? This paper outlines a systematic literature review that investigated gaps in the current framing of data and faculty development, and explores how these gaps prevent the formulation of potential pathways and principles for fostering educators’ data literacy. The analysis of 137 papers through classification by relevant categories and key word mapping shows that there is little attention on higher education teachers. It also makes clear that most approaches to educators’ data literacy address management and technical abilities, with less emphasis on critical, ethical and personal approaches to datafication in education. The authors conceptualize this situation as a ‘complicated’ approach to data literacy in the academic profession, as opposed to a complex vision which would bundle management and technical skills together with a critical, systemic approach to professional learning and data

Un laboratorio per l'attraversamento di confini. Mobilità dei borsisti MIFORCAL

Il progetto MIFORCAL, come percorso di internazionalizzazione della formazione degli insegnanti, ha proposto come una delle strategie centrali del modello formativo la mobilità degli insegnanti, sia “virtuale” attraverso ambienti di apprendimento internazionali, che “vitale” (Constantino, 2002), attraverso lo spostamento fisico degli insegnanti all’interno del gruppo di Paesi facenti parte della rete di partnership. Il percorso di analisi che intraprendiamo in questo articolo si basa sullo studio del modello formativo proposto, nonché dei suoi risultati immediati raccolti attraverso diversi strumenti (Report del Borsista, Focus Group, Diario di Bordo). Di particolare importanza questo ultimo, che faceva parte dell’attività proposta durante la mobilità, risultando lo strumento attraverso il quale il corsista raccoglieva, in una operazione di storytelling, la narrativa del viaggio come metafora formativa. La presentazione di questo materiale di analisi ha uno scopo fondamentale nell'ambito della linea di ricerca MIFORCAL “valutazione ed analisi dell'impatto formativo del progetto”, e cioè, mostrare come l’operazione di allargamento del contesto culturale di apprendimento avviene attraverso un setting formativo che si realizza in diversi spazi, momenti e situazioni sociali che spronano situazioni formative, raccolte nella autobiografia personale con evidente impatto sull’identità professionale. In effetti, è il viaggio, come primo input, a provocare un movimento di transizione espansiva, ma sarà la riflessione autoformativa raccolta dal corsista che promuoverà la dimensione di vero attraversamento di confini del sé, della propria matrice culturale, in una spirale ricorsiva dove le costellazioni identitarie vengono negoziate nell’incontro con l’alterità. Tali elementi, come argomentiamo nel presente articolo, risultano cruciali per l’efficacia formativa all’interno di percorsi internazionali di formazione degli insegnanti