A number of tools and initiatives seek to analyse and present the development of open data across the world.
The Open Data Watch is an independent authority that seeks to ensure national statistical systems meet their obligations to provide open and complete development data.
It provides annual assessments of the coverage and openness of official statistics in countries around the world via an approach that is transparent, reproducible, and consistent with international standards. It was first launched in 2015 with engagement with national statistical offices.
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The Open Data Monitor gives an overview of available open data resources around the world, allowing an analysis and visualisation of existing data catalogues. Innovative technologies are used to present the results.
The Monitor collects metadata from open datasets from a diverse range of open data sources. Scalable analytical and visualisation methods allow you to find out about the composition of regional, national or pan-European open data repositories. Analysing and visualising the metadata reveals hidden potential and essential insights from existing resources and identify gaps where additional open data are needed.
In the OpenDataMonitor project we will adopt CKAN as the underlying software architecture within which all our software contributions will be integrated as plug-ins. This will help make sure the platform is available to a wide population.
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The coordinators of the D3 (Developing Data Literacy) Project, EUROGEO, became a signatory of the International Open Data Charter (ODC) in 2020. The aim was to seek to promote the use of data in education and training and improve people’s understanding of the importance of open data to society.
The International Open Data Charter has as a vision the aim to: establish a world in which governments collect, share, and use well-governed data, to respond effectively and accountably to our most pressing social, economic, and environmental challenges. Education is deemed to be an important aspect of its remit however to this date there have not been any initiatives from the ODC group to encourage education decision makers to encourage its use in teaching and learning, at school or in higher education.
Work done by the D3 project has also identified the lack of research in the field and examined the approaches and data tools available in the partner countries.
Karl Donert, the project coordinator, presented the work of the D3 and results of the previous YouthMetre project . View the presentation below.
The D3 Project was disseminated at the EUROGEO 2021 Conference on April 23rd 2021. Due to the Covid pandemic the conference was held online, hosted by UNEC, Madrid, the Spanish Open University.
The conference theme Sustainable Development Goals for all, where the SDGs seek to promote a multidimensional model of development capable of guaranteeing sustainability. This involves a complex process of political and economic discussion and environmental concern with different views, which must be addressed from all areas of society.
D3 was included as part of the presentation “Geo_projects and Innovation in Education”. You can follow the presentation here below.
Partners in the Developing Digital Data Literacy are working on creating a teacher training course to connect school teaching, to the European Digital Competence Framework for Citizens (DigComp 2.1) and relating it to the Competence Framework for Educators (DigCompEdu).
Following the publication of a Comparative Review on the use of open data in school education , in July 2020, and based on its findings and recommendations, a training course is being developed seeking to help secondary teachers implement digital data literacy opportunities in schools.
A wide range of freely available open data sources will be used in the training course, such as the European Union Open Data Portal. The training course is expected to include the following modules – Being a Digital Citizen – Information and Data Literacy – Using Data for Communication and Collaboration – Digital Data Creation – Problem Solving with Digital Data More information will follow soon.
The first output of the D3 project has been published. It is a European review of digital data literacy opportunities in terms of school curricula, qualifications and availability of digital open data tools in secondary school. The report also addresses guidelines and a framework for inclusion of such data and related competences in secondary schools.
Both desk and field research were carried out, making connections between the EU Digital Competence Framework (DigComp 2.0) and school curricula. The desk research included an analysis of available open data from National Ministries, legislative frameworks, as well as an identification of open data tools, digital data literacy and open data in the school environment, training courses, qualifications and curricula.
The field research involved interviews with secondary school teachers, to gather their opinions on the use of technology and open data in their school as well as their personal knowledge of informatics, the digital world and European initiatives in the field.
As a result of the research and work undertaken by the D3 project, the European Association of Geographers identified the work being undertaken by the members of the International Open Data Charter. The association has applied for membership and signed the Charter, campaigning for the collection and open use of data gathered by governments and businesses The mission of the Charter is to make data open and freely available, while protecting the rights of people and communities.
characteristics of open data
D3 – Developing Digital Data literacy relates to the need for information literacy for all citizens in Europe. Eradicating present-day problems such as the rise of populism and mis-information in all its forms and dimensions is one of the greatest challenges faced in Europe.
The D3 project will make use of the outcomes of the Forward Looking Youth project “YouthMetre: A Tool for Forward Youth Participation”, which promoted “the collection and analysis of substantive evidence allowing young people to participate effectively in policy making”.