Last week Chiara Ciociola, Manuel Podetti and myself – with the help from OD4D and ILDA that supported us on developing this project- ran a three-day workshop in Montevideo, in which we trained a group of academics, secondary school teachers, librarians, public sector professionals and postgraduate students in using Open Data as Open Educational Resources, and by working in groups they projected a research, explored the data and communicated the results using data journalism techniques.
40 (amazingly motivated) people attended the course during the 3 days despite the weather (torrential rains I brought all the way down from London). With the academic support and expertise of Manuel Podetti and Virginia Rodés from Núcleo REA (Universidad de la República) and with the invluable collaboration of Carolina Veiga and Daniel Carranza from Data Uruguay, the participants achieved so much, leaving us amazed by setting up the bar so high.
The course design was a team effort, I had my very own ideas, taken mostly from the research Leo Havemann and I have done on Open Data as Open Educational Resources (book + paper), but it was inspired by the methodology developed by A Scuola di Open Coesione, and in the work Chiara Ciociola and Luigi Reggi do on Open Data for civic engagement. Also, we had lots of support from Silvia Sanjuan to develop the materials in Spanish and got lots of ideas for this course from Nelson Piedra, Annalisa Manca, Francesca de Chiara, Mor Rubistein, Carla Bonina, Tim Coughlan and Fabrizio Scrollini.
To develop the course content, I looked into best practices on Open Data related literacies, and got some great content from Escuela de Datos and Open Knowledge International to introduce the participants to Open Data. But also, got help gathering resources, tutorials, ideas and good examples from Mariel García, Camila Salazar, Hassell Fallas, Juan Manuel Casanueva, Silvana Fumega and many other friends from Abrelatam, to all of whom I’m really thankful.
The course was outlined in three stages [project, explore and narrate] using a critical pedagogy approach to develop – in a short period of time – the skills needed to use open data as teaching and learning resources in formal and informal learning environments, working in multidisciplinary contexts and involving the civil society in the projects, to work with students into solving real life problems towards developing critical thinking and citizenship skills.
On the first day [project], during the morning, the participants were introduced to the world of Openness (Open Licenses, Open Data and Open Educational Resources) and its basic tools. The afternoon started with the group work, setting up the first challenge: To work in groups and find a real life problem and to project a research question out of it which could be answered by using open data as core research element. So the participants gather up in multidisciplinary teams in which each participant had a specific role (project manager, designer, principal researcher, journalist or analyst) and by the end of the day, they all had a research problem, a research method and potential open data portals and documentation to gather information.
On the second day [explore], during the morning we reviewed tools to create datasets and to visualise data. During the afternoon, the participants started to report into the research problems and – with the help of lots of Mate to
keep us warm and awake – presented the initial results of their research. Also, we had an interesting discussion about their views and perceptions on the pedagogical value of their projects, with a focus on the challenges they have faced and what they have achieved so far, looking into ways to embed these new data-led practices for teaching students or for training communities.