The D3 module on Information and Data Literacy can be used for training. It aims to strengthen teachers’ ability to identify and deal with their own and their students’ needs in terms of data and information.
Information and data literacy is the ability to read, understand, create, and communicate data as information. It focuses on the competencies involved in working with data and information as it describes the ability to work with, analyse and argue with data.
This module focuses on the teachers’ ability to find, read, select and work with data in order to turn them into useful information and then communicate them in their classroom context. The activities and tools encourage learners to identify their information needs.
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Digital data has been gathered by OECD to examine the environmental impact of farming around the world..
Against the background of increased attention to the sustainability of the agriculture sector, the OECD has developed indicators of the environmental performance of agriculture. Covering the OECD as a whole and all individual OECD countries over the period 1990-2018, the data in this report show that, while most OECD countries increased their agricultural production in the last decade, the environmental performance of the agriculture sector registered mixed results.
Progress was achieved reducing phosphorus balances, ammonia emissions, nitrogen balances, and greenhouse gas (GHG) emissions intensities. However, a lack of progress was observed in reducing GHG emissions and, for those countries where relevant, improving biodiversity as measured by the presence of farmland birds. The OECD agri-environmental indicators presented in this report provide a reliable and robust source of data that can be used to benchmark environmental performance and inform policy action.
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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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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.