Developing Digital Data literacy

Karl DONERT • 8 March 2022

This project has created a teacher training course and toolkit for teachers to introduce the use of open data in secondary school studies. Of particular interest are the lesson blueprints that explore the pervasiveness of information technology. Climate data can be accessed and used.  

Web site https://d3.youthmetre.eu/

The lessons we have learned from this project (on using open data in schools) are now being applied to explore the potential of open climate change data and information sources and their connection to futures - Teaching the Future https://teachingthefuture.eu/

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D3 offers 17 lesson blueprints on using data in the classroom

To assist teachers with the using data in their classes, The D3 project has produced 17 lesson blueprints for teaching with Open Data as a Teacher Toolkit. These offer practical suggestions for connecting the use of data with students’ own lives and understanding the impact of the ubiquitous nature of information technology. 

Visit the lesson blueprints at https://d3.youthmetre.eu/lesson-blueprints/ 

The lesson blueprints have been numbered in binary code – the way that digital data is represented.

0001: Who am I?

What databases do you appear on from the first weeks of birth, and how do these grow the longer you live and the more services you make use of?

0010: Where am I?

What geolocated data do your smart devices generate as you use them which can be of value to others?

0011: What am I buying?

What do your purchases, and store cards say about you, and how have those changed in the last 18 months?

0100: What (not) to wear?

How do your purchases of clothing impact on the environment and how might information about the clothes you buy influence your future habits? How do websites manipulate you into purchasing things?

0101: What shall we watch?

How does the change to streaming services for entertainment create data about our viewing habits which is valuable to companies?

0110: What is Google (not) telling me?

Explores the idea of filter bubbles, and how our searches reveal something about us.

0111: How can we filter the ‘signal’ from the ‘noise’?

The title of this section refers to the need to narrow down a search to find what we want.

1000: What’s the best way to get from A to B?

This section explores how technology comes into play when we move around.

1001: Why does that map look different?

This section explores some maps which represent the world in different ways.

1010: What jobs will young people be able to get?

This section focuses on job seeking.

1011: Where will we live?

This section focuses on where we will live in the future.

1100: What’s going on above and below us?

Vertical geographies are important to us all, without us always realising this. This section encourages us to look around us.

1101: Who should I vote for?

This section explores the importance of democratic engagement.

1110: Is sharing really caring?

In this, we explore Creative Commons (CC) licensing and other options for sourcing images for use in the classroom.

1111: What does the future hold for us?

This final lesson blueprint ​looks at our open data future: covering the Internet of Things (IoT), Artificial Intelligence (AI) and Machine Learning (ML)

We hope you will find them interesting and can connect them to the use of data about climate 


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