You are browsing the archive for 2019 March.

Faça parte da Escola de Dados!

- March 29, 2019 in Destaque, Escola de Dados

Shaping the Future of Education through Open Innovation

- March 29, 2019 in event

Last weekend, 30 students, 15 teachers and 30 professionals (education experts, designers, entrepreneurs and programmers) came together to test new digital initiatives at the Lyceum Alpinum Zuoz. We were highly impressed by the highly engaged participants, visionary initiatives and astonishing results of the first Open Education Hackdays prototype!

11 Highly Relevant Projects

Within only 24 hours we managed to collaboratively develop 11 new projects that help the school community to benefit from new technologies and digitisation:
  • Global School: Connect the school more strongly with the professional world.
  • Tournament for Digital Balance: Enable students & schools to visualise & reflect their internet time both individually and collectively
  • Data Literacy: Explore your internet habits with open data in a safe and accessible way.
  • Personal Learning Data Logbook: Enable students to record and use their learning data in a secure way.
  • Individual Speed of Learning: Use analytics to evaluate students and enable them to learn in their own speed.
  • Learning Nomads: Create a concept that allows students to learn outside from school and/or connect more strongly with the outside world.
  • Flip Teaching Action: Enable teachers to create digital classes in order to create more room for discussions and questions in the classroom.
  • OER Repository: Developing a first prototype of an Open Educational Resources (OER) Repository
  • Sport, Sleep, Achieve: Helping students to understand the effect of sport & sleep on their mental state.
  • Self-Developed 3D Learning Simulations: Enable teachers & students to create their own virtual reality chemistry classes.
  • Student Feedback: Enable students to give appropriate feedback to teachers.

Help us Incubating these Initiatives

We’ll try our best to make most of these initiated projects come to life, at the Lyceum Alpinum Zuoz and / or other schools. If you’re interested in support us in this endeavor (as a school, expert or sponsor), please reach out to us via info@opendata.ch.

Excited & Engaged Participants

During the Hackdays we collected quotes from all types of participants to improve our understanding of their experience and takeaways:
  • Pupil at the Lyceum Alpinum Zuoz (LAZ): “At the Hackdays I am learning how to cooperate with all of my teammates. In our group we have 3 elderly men, who are way much more mature. We learned how to communicate effectively and express our ideas. Even if they are older, we are cooperating and respecting each other. I never experienced this before.”
  • Teacher at the LAZ: “We should do this more often. Sit together, externals, students, staff and talk about the future. Even though we do this all the time. But it’s a different setting. I appreciate the different ideas from the students in my group. They have visions. It’s something else than seeing them in my classroom.”
  • Researcher working at Labster (an EdTech Startup): “I’m a researcher. I want to know how users interact with technology. We brought a piece of technology here and tested it on users [students and teachers] to see how it works. I realised, this tool that we developed is much more difficult than I anticipated. If you use a tool internally you don’t realise how others are perceiving. At the same time, I was very surprised how well especially the students were able to use the tool and benefit from it in new ways.”
  • Programmer from ETH: “I’m bored by traditional learning environments and much more fascinated by the possibility of learning in digital classrooms. At these Hackdays, I met a lot of inspirational people: Designers, Coders, Entrepreneurs and students! Everyone is very open here. Everybody feels equal. Plus, I can practice my back end skill.”

Our Next Events

Next week, we’ll present the learnings and results of the Hackdays in front of relevant stakeholders at the following two events:
  • 5th of April: Workshop @ SLK-Brunnensymposium (training event for Zurich’s school principals

  • 6th of April: Workshop @ Open Education Day in Bern

Visual Impressions

If you missed the first Open Education Hackdays or want to reminisce about the 2 exciting day, take advantage of a few snapshots taken by various parties:

Powered By

The first Open Education Hackdays was a collaboration between Kickstart Innovation, Lyceum Alpinum Zuoz, Gerbert Rüf Stiftung and Opendata.ch.

Shaping the Future of Education through Open Innovation

- March 29, 2019 in event

Last weekend, 30 students, 15 teachers and 30 professionals (education experts, designers, entrepreneurs and programmers) came together to test new digital initiatives at the Lyceum Alpinum Zuoz. We were highly impressed by the highly engaged participants, visionary initiatives and astonishing results of the first Open Education Hackdays prototype!

11 Highly Relevant Projects

Within only 24 hours we managed to collaboratively develop 11 new projects that help the school community to benefit from new technologies and digitisation:
  • Global School: Connect the school more strongly with the professional world.
  • Tournament for Digital Balance: Enable students & schools to visualise & reflect their internet time both individually and collectively
  • Data Literacy: Explore your internet habits with open data in a safe and accessible way.
  • Personal Learning Data Logbook: Enable students to record and use their learning data in a secure way.
  • Individual Speed of Learning: Use analytics to evaluate students and enable them to learn in their own speed.
  • Learning Nomads: Create a concept that allows students to learn outside from school and/or connect more strongly with the outside world.
  • Flip Teaching Action: Enable teachers to create digital classes in order to create more room for discussions and questions in the classroom.
  • OER Repository: Developing a first prototype of an Open Educational Resources (OER) Repository
  • Sport, Sleep, Achieve: Helping students to understand the effect of sport & sleep on their mental state.
  • Self-Developed 3D Learning Simulations: Enable teachers & students to create their own virtual reality chemistry classes.
  • Student Feedback: Enable students to give appropriate feedback to teachers.

Help us Incubating these Initiatives

We’ll try our best to make most of these initiated projects come to life, at the Lyceum Alpinum Zuoz and / or other schools. If you’re interested in support us in this endeavor (as a school, expert or sponsor), please reach out to us via info@opendata.ch.

Excited & Engaged Participants

During the Hackdays we collected quotes from all types of participants to improve our understanding of their experience and takeaways:
  • Pupil at the Lyceum Alpinum Zuoz (LAZ): “At the Hackdays I am learning how to cooperate with all of my teammates. In our group we have 3 elderly men, who are way much more mature. We learned how to communicate effectively and express our ideas. Even if they are older, we are cooperating and respecting each other. I never experienced this before.”
  • Teacher at the LAZ: “We should do this more often. Sit together, externals, students, staff and talk about the future. Even though we do this all the time. But it’s a different setting. I appreciate the different ideas from the students in my group. They have visions. It’s something else than seeing them in my classroom.”
  • Researcher working at Labster (an EdTech Startup): “I’m a researcher. I want to know how users interact with technology. We brought a piece of technology here and tested it on users [students and teachers] to see how it works. I realised, this tool that we developed is much more difficult than I anticipated. If you use a tool internally you don’t realise how others are perceiving. At the same time, I was very surprised how well especially the students were able to use the tool and benefit from it in new ways.”
  • Programmer from ETH: “I’m bored by traditional learning environments and much more fascinated by the possibility of learning in digital classrooms. At these Hackdays, I met a lot of inspirational people: Designers, Coders, Entrepreneurs and students! Everyone is very open here. Everybody feels equal. Plus, I can practice my back end skill.”

Our Next Events

Next week, we’ll present the learnings and results of the Hackdays in front of relevant stakeholders at the following two events:
  • 5th of April: Workshop @ SLK-Brunnensymposium (training event for Zurich’s school principals

  • 6th of April: Workshop @ Open Education Day in Bern

Visual Impressions

If you missed the first Open Education Hackdays or want to reminisce about the 2 exciting day, take advantage of a few snapshots taken by various parties:

Powered By

The first Open Education Hackdays was a collaboration between Kickstart Innovation, Lyceum Alpinum Zuoz, Gerbert Rüf Stiftung and Opendata.ch.

Celebrating the Open Web as a route towards a (more) Critical Digital Education

- March 29, 2019 in advisoryboard, communication, critical literacies, Featured, guestpost, oer, open web, open-education

By Daniel Villar OnrubiaThis month it is 30 years (CERN 2019) since Sir Tim Berners-Lee came up with his idea for an ‘information management system’ that effectively set the ground for the hyper-connected world that a considerable part of the global population now live in (thought still not truely worldwide). Originally conceived to facilitate knowledge sharing across scholarly organisations, the World Wide Web (WWW) has quickly permeated all areas of everyday life. Current discussions around openness in education tend to put a lot of emphasis on copyright and open licensing. Actually, this is the main aspect underpinning most popular definitions of ‘Open Educational Resources’ (OER), a concept that is core to contemporary interpretations of the broader concept of Open Education. Whereas the open licensing of content is indeed a rather topical issue due to the increasingly restrictive nature of copyright legislation and the rather narrow scope of copyright exceptions in many countries, the openness of online infrastructures surely deserves more attention when it comes to discussing teaching and learning in a networked world and open knowledge sharing practices. This post addresses the value of the Web as an enabler of open knowledge, discusses some important threats and reviews some activities and resources produced as a result of the Open Web for Learning & Teaching Expertise Hub (OWLTEH), an initiative I initiated last year with Lauren Heywood – throughout the 5th cohort of the Mozilla’s Open Leaders Programme – in collaboration with other colleagues from the Disruptive Media Learning Lab and a wider network of contributors.

Openness and the (World Wide) Web

Building on the global infrastructure offered by the Internet, three decades ago Berners-Lee- created a set of protocols and standards that made it possible to easily share and retrieve information by means of a network of hyper-linked documents (CERN n.d.).  The HyperText Markup Language (HTML) and the Hypertext Transfer Protocol (HTTP), along with a system of resource identifiers, are the main building blocks of what quickly became arguably the most open medium for distant communication humanity has ever seen. The World Wide Web is often referred as the Open Web to emphasise how openness is intrinsic to its underpinning principles. First, it was originally conceived as a system to share information publicly, making it available to anyone with access to the Internet for free, unlike closed private network systems such as CompuServe. Second, the Web prompted a new media landscape where consumers of content had also the possibility to become producers, so the restrictions of one-to-many and one-to-one ways of communicating could be subverted to, at least potentially, enable more participatory cultures. Last, but definitely not least, just a few years after its invention, CERN dedicated all the key Web software components to the Public Domain, applying open licences to subsequent releases and eventually moving to a Copyleft model of licensing (Tim Smith & Flückiger n.d.). Free and open-source software is still a core principle of the main building blocks underpinning the Web these days (e.g. HTML, CSS, SVG):

“The Open Web Platform is the collection of open (royalty-free) technologies which enables the Web. Using the Open Web Platform, everyone has the right to implement a software component of the Web without requiring any approvals or waiving license fees.” (W3C Wiki 2015)

However, there is a growing concern on how discrete online platforms that operate as ‘walled gardens’ are hindering the Open Web. As Dries Buytaert, founder of Drupal, puts it:

We call them “Walled Gardens” because they control the applications, content and media on their platform. Examples include Facebook or Google, which control what content we get to see; or Apple, which restricts us to running approved applications on iOS. This is in contrast to the Open Web, where users have unrestricted access to applications, content and media.” (Buytaert 2015)

A report recently published by the Web Foundation identified the increasing concentration of power in the hands of just a few major global actors as a major threat to the ethos upon which the Web was originally built.

“While the web was created to be a decentralised platform where everyone can contribute and no single creator has a built-in advantage over the other, web activity has become dominated by a shrinking number of powerful companies that are able to wield significant influence over what we see online — and what we don’t. The growing imbalance between individuals and these powerful actors threatens to limit and undermine the power of the free and open web” (Web Foundation 2018)

It is not just the high concentration of visibility and power that is concerning, but also the fact that those actors tend to rely on business models that most often involve tracking and profiling users, who become the actual ‘product’ sold to other corporations that pay for targeted advertisement.

“A future without an open Web is a future of radical fragmentation, one in which people are increasingly isolated from one another, marooned on incompatible digital islands, and beholden to those with the power to determine what everyone reads, studies, watches, and says (and, similarly, who’s allowed to read, study, watch, and speak). It’s a future in which people can’t engage in basic interactions without first releasing details about their identities to multiple stakeholders capable of tracking their activities and tailoring their potential views of the world.” (Behrenshausen 2017)

Learning on/with the Open Web

Instead of starting the OWLTEH journey with a narrow or prescriptive definition of the term ‘Open Web’, we chose to embrace its vagueness and multifaceted nature by encouraging contributors to follow their own interpretations of the term, specifically in the context of teaching and learning. At the same time, we highlighted the importance of openness as part of the underpinning principles of the Web as originally conceived by Berners-Lee (2017): “an open platform that would allow everyone, everywhere to share information, access opportunities, and collaborate across geographic and cultural boundaries.” Sites like Wikipedia – and the wider family of Wikimedia projects –, Archive.org and repositories of OER are quintessential examples of the Open Web as a resource for learning, open educational practice and reducing gaps re access opportunities to knowledge. They offer ways of finding and sharing knowledge without requiring users to pay – apart from the cost of getting online in the first place – and do not monetise them through targeted advertising either. In addition, by making use of open public licences they can enable not just the consumption of content but also reuse and repurposing in different ways. Likewise, self-hosted websites and web publishing tools, such as free open source Content Management Systems (e.g. WordPress.org), are often regarded as instances of the Open Web that offer valuable opportunities for learning and knowledge sharing, even though someone will need to cover the cost of web hosting and domain names. Examples of educational institutions providing students and/or educators with web hosting space include the Domain of One’s Own approach, academic blogging platforms or the Prof. Dr. type” of webpage, as defined by Olia Lialina (2010), created in the early days of the web by academics who had access to hosting space from their universities. Platforms like Twitter or Google HangOut, as well as hosted web publishing services (e.g. WordPress.com), are also often regarded as instances of the open web that can offer valuable opportunities for learning and teaching. The argument for this is that despite commodifying users’ data and their reliance on targeted advertising to offer a “free” service, they can enable educators and learners to publicly share information and engage in distributed conversations. In this regard, instead of thinking in binary terms (open web vs. closed web), it is important to recognise there are several degrees of openness and even various ways of measuring it as there are diverse possible interpretations of the concept. When thinking of the Open Web for knowledge sharing, some people will prioritise the use of open public licences or the use of open free software, while others might associate openness with the convenience (or only possibility) of having access to tools that can be used to share information and communicate without having to go through a paywall. As part of OWLTEH, we are building a collaborative catalogue of Open Web instances (e.g. tools, platforms, webs, etc.) that can be particularly valuable for learning and teaching: http://catalogue.owlteh.org We have also created a collection of short videos with experts sharing their views on the Open Web as well as inspiring examples of its use in educational contexts: http://perspectives.owlteh.org/   In addition to those online resources, in October 2018 we hosted a MozFest fringe event along with Jim Groom (Reclaim Hosting) under the theme of ‘Learning on/with the Open Web’ (OWLTEH18). You can find abstracts, photos and recordings here at https://www.conf.owlteh.org/  

Critical Digital Literacies

Information and media literacy have been traditionally concerned with fostering a critical evaluation of content; what Howard Rheingold calls, borrowing Hemingway’s words, ‘crap detection’. Likewise, due to the heavy influence of Critical Theory in the formation of Media Studies as a field of research, a considerable amount of attention in media education has been paid to power dynamics by focusing on the “analysis and questioning of domination, inequality, societal problems, exploitation in order to advance social struggles and the liberation from domination so that a dominationless, co-operative, participatory society can emerge.” (Fuchs 2011: p.19) Despite the initial tendency of Digital Literacy frameworks to focus primarily on functional or technical skills (i.e. pushing buttons), other dimensions concerned with the social, cultural, political, economic and ethical implications of technology have gained ground to a considerable extent. For instance, safety and well-being are now a core component of some of the most prominent frameworks (e.g. Jisc Digital Capability, DigComp). And a recent report on Digital Skills for Life and Work published by the Broadband Commission for Sustainable Development (2017) even explicitly used the notion of critical digital literacy as a “set of specific understandings and a disposition towards the politics of the digital society and digital economy” (p.32). Approaching digital literacies from a critical perspective requires contextualising practices within the complex ‘political economy’ (Taffel 2014)  of networked societies and, therefore, gaining awareness of what we give away when using online infrastructures in exchange for the possibility of accessing information, communicating and participating within geographically distributed communities. As David Buckingham (2018) warns:

“We are steadily moving towards a situation where the circulation of media is controlled by a very small number of global monopolies. ‘Participatory’ media operate according to a very different business model from that of older ‘mass’ media; but it is vital that we understand how this new data-driven economy works.”

Exploring the Open Web – both as a concept and knowledge infrastructure – offers valuable opportunities for the development of a more critical kind of digital competence, enhancing the ability to engage effectively but also ethically with the current social and technical ecosystem. Moving beyond prescriptive and normative views, to favour dialogue and questioning instead, is essential.

References

 
About the author Daniel Villar-Onrubia works as Principal Project Lead at the Disruptive Media Learning Lab (DMLL), an experimental unit at Coventry University (UK) specifically created to drive innovation in teaching and learning. His research focuses on Open Educational Practices (OEP), Internationalisation of the Curriculum (IoC) and Digital Literacies are some of his main areas of interest. After completing his DPhil (PhD) at the Oxford Internet Institute (OII), University of Oxford, he joined Coventry University in 2014 as Online International Learning Programme Manager, which allowed him to work at the intersection of online learning and internationalisation. Prior to moving to the UK, he worked at the International University of Andalucia (UNIA), where he was one of the founders of the Digital Practices & Cultures Programme and its Centre for Creation & Experimentation in Digital Content. He is a Senior Fellow of the Higher Education Academy and a member of the Personal Networks & Communities Lab of the University of Seville (Spain). He can be followed as @villaronrubia on Twitter.

Open Data Day in Venezuela

- March 29, 2019 in Open Data Day, open data day 2019, Open Science, venezuela

This report is part of the event report series on International Open Data Day 2019. On Saturday 2nd March, groups from around the world organised over 300 events to celebrate, promote and spread the use of open data. Centro Latinoamericano de Investigaciones Sobre Internet from Venezuela received funding through the mini-grant scheme by the Latin American Initiative for Open Data (ILDA) to organise an event under the Open Science theme. This report was written by Jose Luis Mendoza. We organized events in two locations simultaneously, at two of the most important cities in Venezuela (at almost 700 Kms each) Mérida and Caracas. Within the facilities of the main universities, Central University of Venezuela and the University of the Andes. We used audiovisual aid and internet tools to host international speakers and to exchange experiences between cities. With a joint attendance of 52 students, plus authorities of the Universities and speakers from Geneva, London, Santiago de Chile, Caracas and Mérida. The event moved between the melancholy of remembering times of ingenuity and not so distant development, with great advances in open data and access to information, as well as the strong crisis that crosses the country with the challenges that this represents; and on the other hand of new proposals, programs and projected solutions that excited the assistants. Thus, we remember the times of the “bibliobus”, a walking library that the University of the Andes developed to take the reading to all the towns of the Andean mountain range where there are children of scarce resources and that makes it difficult to reach a traditional library, project that unfortunately was suppressed by the central state when removing the vehicle they had donated, also the crisis that crosses the country hindered the maintenance of said vehicle. The local chapter of Internet Society came to explain their career and the resources they make freely available to students and researchers on their website, as well as telecommunications infrastructure development projects for low-income schools. Speaking from Geneva and London, the founders of the Virtual Center of High Studies of High Energy for Venezuela, belonging to the European Organization for Nuclear Research and the Alan Turing Institute, explain how the open data of the Large Hadron Collider made possible one of the discoveries that have revolutionized science in our century, as well as the set of educational activities that in remote mode is directing your organization. The Universidad de  Andes has been recognized worldwide by its online library and the resources available in it to every user, we could not but invite the Director of the library to tell us how they make this possible even in the midst of the crisis in the country, as well as the telematics infrastructure management of the university and finally the Director of the library network of the state of Mérida. It was possible to appreciate the enthusiasm of the attendants for this type of activities, in which they learn in an experiential way the opportunities they can access through open data, both work and study, as well as being able to carry out investigations that are not visibly affected by the structural impoverishment of the universities of the country, enthusiasm that came to demand loudly that activities like these are repeated, and that cover in addition to the open data other areas and aspects of their interest, that is, the application of these data open to certain areas of knowledge.

5 Things We Learned from Hosting an Open Data Day Event

- March 29, 2019 in Open Data Day, open data day 2019, USA

This report is part of the event report series on International Open Data Day 2019. On Saturday 2nd March, groups from around the world organised over 300 events to celebrate, promote and spread the use of open data. Code for Columbus and Open Data Delaware received funding through the mini-grant scheme by Mapbox to organise events under the Open Mapping theme. This is a joint report by Ryan Harrington & Brittany Vance: their biographies are included at the bottom of this post. Open Data Day presents an amazing opportunity for people around the world to celebrate civic technology and the benefits that it can have for our communities. At Code for Columbus and Open Data Delaware we each used the opportunity to build solutions to problems that would make a difference for our local communities. Throughout the process of hosting an Open Data Day event, we walked away with 5 lessons that we could apply more broadly to solving civic technology challenges.

Data cleanup should not be underestimated

On Open Data Day, we found truth in the old computer science joke: “In theory, theory and practice are the same. In practice, they are different.” In theory, open data should give us insights. In practice, it is not simply enough for data to be open. Data provided directly from city workers may be in a format that made the most sense to them in the context of their jobs. This data, while useful in that context, may not be in a format that is useful to developers and data scientists who want to implement projects that may be wildly different. A great example of this comes from some of the work that we did in Delaware. One of our long-term projects is focused on making Freedom of Information Act (FOIA) data more accessible to anyone looking for it. A first step in that process was to issue FOIA requests for all of Delaware’s FOIA logs from as many state agencies and divisions as we could. Our end goal is to determine which datasets people ask for most frequently through FOIA requests and then make them public as part of a data repository. In Delaware, every agency is required to maintain a FOIA log, but there are no regulations regarding how those logs should be maintained. Each agency’s logs are built in a way that makes them most useful to that agency on a day-to-day basis. To say the least, this made it so that no two FOIA logs were alike – some came as Excel files, others came as text, and a few came as PDFs of scanned Excel print outs. Beyond that, each came with differently labeled columns, different data types, and different ways of tracking each request. To make any headway on this project, data cleaning had to be at the forefront of our minds. On Open Data Day, another truth came to fruition – for any data project, at least 80% of the work will be data cleaning and only 20% will be all of the exciting parts.

Engaging community stakeholders improves results

In Columbus, we used the experience to show our civic partners where data cleanup efforts were needed, while being sensitive to staffing limitations. By highlighting possible benefits to the community and our civic partners, and public interest in the work being done for the community, we were able to show that the additional effort would be a worthwhile investment. As a result, we are still moving forward with our Open Data Day projects several weeks later, and our civic partners are helping us find additional data sources, while they discuss data cleanup internally. We have had the most success by honoring the perspectives of everyone, including those at the top. While we are using open data to encourage that our local government is working for everyone, we have made a conscious attempt to be mindful that people in public service genuinely want to do a good job. By highlighting Open Data Day as a platform to showcase local government’s willingness to listen, improve, and serve, we have been able to build relationships with stakeholders who can potentially influence future projects. We were also able to open a public dialog about funding for high-profile projects in the city.

Civic tech communities thrive when they are built from diverse people

A large city with millions of people has at least as many millions of perspectives on its daily life. It is simply not possible to have an in-depth understanding of so many perspectives without consulting the lived experiences of real people. In meetings leading up to Open Data Day in Columbus, we invited cross-sectional participation from multiple economic and social classes. We found that people from financially secure areas of the city were not aware that people in other areas of the city regularly went without food. We also found, conversely, that people from struggling areas were not aware of the genuine desire of those in power to help, and that some programs were not as efficient as possible simply due to lack of exposure to the experiences of struggling communities. Diverse perspectives are not just important when identifying challenges to solve. Just as important is to ensure that participants in your civic tech community have diverse experiences. This can come from a variety of places – life experience, socioeconomic status, or tech background to name a few. This diversity helps to ensure that the solutions that our communities solve are thoughtfully and reflectively built.

Awareness of the possibilities of open data is needed

Open data that is not used is simply another burden for cash-strapped governments to carry. Highlighting the potential usefulness of open data transforms a burden into an asset. In Columbus, we have presented city leaders with scenarios where publicly available data can show insights into areas of higher mortality and lack of access to nutritious food. Education about open data must move beyond city leaders, though. The benefits of open data exponentially increase as citizens understand its value and gain the ability to make use of it. Open Data Day provides a platform to invite citizens to learn and engage with open data projects, while also giving them the opportunity to provide their own perspectives. Improving awareness about open data and civic technology empowers communities to make better decisions for themselves and better advocate for their needs.

It’s not a sprint, it’s a marathon

While this is a problem we cannot solve overnight, we were able to use Open Data Day to continue the conversation as to how issues of access to food, transit, and healthcare play out in the lives of real people. In Columbus, we are highlighting how to use open data and volunteer efforts from the tech community to gain insight into those problems. We will need to continue the conversation over the coming weeks, months, and possibly years, to ensure that the stories of the underrepresented are heard. This same lesson is true in Delaware, as we focus on building solutions to improve transparency in our community. The excitement that comes from sprinting through a day of problem solving, such as what we see on Open Data Day, should be used as a catalyst for the marathon of the rest of the year. Open Data Day serves as an opportunity to bring new momentum to the projects and ideas that civic technology communities aim to solve on a day-to-day basis.
 

Biographies

Ryan Harrington is a data science professional focused on making his community a better place. He co-founded and co-organizes Open Data Delaware, where he advocates for government transparency and the use of civic technology. Day-to-day, he works as a lead data scientist for CompassRed Data Labs in Wilmington, DE where he is part of a team that builds predictive models to help businesses and organizations meet their goals. Brittany Vance is a software engineer, mentor, and community organizer. She founded Code for Columbus, a Code for America brigade in Columbus, Ohio. Code for America is an organization that uses the civic technology to improve how government serves the American public. Code for Columbus works toward this goal by leveraging open data and training citizens in its use.  

ODI: mais dados abertos com mais qualidade.

- March 28, 2019 in Dados Abertos, Destaque

* texto de Pedro Vilanova para a iniciativa 101 dias de inovação no setor público, do WeGov Dados abertos são essenciais para a transparência e o engajamento da população. Porém, temos que concordar: dados abertos sem qualidade geralmente são tão úteis quanto a inexistência deles. Por isso a importância de se haver indicadores que auxiliem na mensuração da qualidade desses dados. O Índice de Dados Abertos (Open Data Index, em inglês) foi desenvolvido com esse propósito. A iniciativa começou de forma global com a Open Knowledge e foi trazida para o Brasil em uma parceria entre a Open Knowledge Brasil e a Diretoria de Análise de Políticas Públicas da Fundação Getulio Vargas (FGV-DAPP). O Índice agora avalia não apenas o governo federal, mas também os municipais, atuando junto a líderes locais, selecionados em chamada pública, para garantir a escalabilidade necessária em um país do tamanho do Brasil. Trata-se de uma iniciativa pioneira na promoção da transparência nos municípios brasileiros, uma vez que o índice pode ser utilizado como ferramenta de avaliação e identificação de gargalos, de forma a orientar os municípios em relação ao aprimoramento de suas políticas de dados abertos. Em 2018, o Índice avaliou 136 bases de dados, distribuídas em 17 dimensões, referentes a oito cidades (Belo Horizonte-MG, Brasília-DF, Natal-RN, Porto Alegre-RS, Rio de Janeiro-RJ, Salvador-BA, São Paulo-SP e Uberlândia-MG). As dimensões abarcam conjuntos de dados sobre: Resultados Eleitorais, Escolas Públicas, Estatísticas Socioeconômicas, Estatísticas criminais, Gastos Públicos, Orçamento Público, Limites Administrativos, Leis em Vigor. Atividade Legislativa, Mapas da Cidade, Compras Públicas, Transporte Público, Localizações, Qualidade da água, Qualidade do Ar, Registro de Empresas e Propriedade da Terra. Para cada uma dessas dimensões, a análise contabiliza os gargalos identificados, que são classificados como problemas de usabilidade (dataset incompleto, indisponibilidade de formato aberto, desatualização e dificuldade para se trabalhar os dados) ou de processo (acesso restrito, dificuldade para localizar os dados, download indisponível e licença não explícita). O relatório de 2018 revelou que o Brasil possui uma boa qualidade de dados porém com deficiências visíveis. Das 17 dimensões analisadas, apenas três tiveram nota máxima. Curiosamente, a mesma quantidade de dimensões que não puderem sequer ser avaliadas, por sua inexistência técnica. Entre os problemas mais comuns estão metadados insuficientes, indisponibilidade de download da base de dados completa, dataset incompleto e ausência da informação em formato aberto. O ODI é uma forma prática de auxiliar servidores, gestores de informação e profissionais de ouvidoria a aumentarem a qualidade da abertura de dados de forma eficiente, seguindo um índice comparativo totalmente gratuito. Confira o relatório. * Pedro Vilanova é jornalista e colaborador da Open Knowledge Brasil. É um dos membros da Operação Serenata de Amor e ativista da informação livre e dos dados abertos no Brasil. Flattr this!

OKFI is looking for passionate contributors to its core operations

- March 28, 2019 in Featured, Jobs, recruiting

Hello OKFInauts! We at OKFI have been busy restructuring ourselves ever since the successful launch of MyData Global ry. We’ve specified some core roles that need passionate, competent people to help the cause of open knowledge in Finland. OKFI can offer a moderate compensation that scales with our operational volume.
OKFInauts at an OKFI retreat
We have four roles:
  • Sysadmin, already filled since 2018
  • Communicator, to be filled now
  • Project support, to be filled now
  • Treasurer, to be filled now
All these roles will have autonomy to fulfill their purpose the best way they see fit. We don’t count working hours, just expect certain results in return for the monetary renumeration. You can find the role domain descriptions in this Google Drive folder. There’s also a spreadsheet that estimates the monthly and yearly renumerations for the roles, based on currently active projects. Feel free to add comments if there is something you want to ask about or improve. And of course, if you feel like you could chip in with your time and awesomeness, do let us know. Message the chair Tarmo Toikkanen on our slack, or send email to tarmo@okf.fi. Please be prompt, these positions are filled as soon as we have suitable people to take them on. The post OKFI is looking for passionate contributors to its core operations appeared first on Open Knowledge Finland.

13th Data Week and Open Data Day 2019

- March 28, 2019 in Open Data Day, open data day 2019

This report is part of the event report series on International Open Data Day 2019. On Saturday 2nd March, groups from around the world organised over 300 events to celebrate, promote and spread the use of open data. HackBo / mutabiT from Colombia received funding through the mini-grant scheme by the Frictionless Data for Reproducible Research project, to organise an event under the Open Science theme. This report was written by Offray Vladimir Luna Cárdenas and has been reposted from the mutabiT blog.
As usual, we celebrate this year edition of the Open Data Day by overlapping it with the 13th edition of our Data Week (anti)hackathons + workshops, this time oriented towards self publishing and open science. Here I’m sharing some of the experiences and learnings of this editions for the Open Data Day and the Data Week.Is usual for us, at the local Grafoscopio community, to celebrate the Open Data Day (ODD) by overlapping it with our Data Weeks (anti)hackathons + workshops, which help us to escape the solutionist approach of the “one day fashionist hackathon”, that has been widely criticized (see SchockIraniScott).

Here I’m going to talk about how it want in three fronts: planning, execution and the future.

Planning

Last year we made our first yearly loosely planning and we put the ODD in the radar to access minigrants provided by the Open Knowledge International Foundation (OKI). We have been doing ODD since the begining without any financial support, except the ones that are already provided by our own pockets and endeavors. But as a community of practice located in a hackerspace in the Global South, those small minigrants can made a huge difference. We created a shared pad and start to fill out the draft of the answers in a collective manner, which means that one of us drafted most of the documents and others made small contributions here and there. Once we knew that our proposal was selected by the OKI, we launch the usual public call in the Data Week web page and shared it on Twitter:  

Invitation to ODD 2019 and the Data Week 13 in Twitter

As usual, an interested participant will send a mail telling us:
  • Name
  • Motivations to partipate
  • Previous experiences in the themes of the Data Week, in this case Open Publication.
  • Computer Operative System.
  • Availability to commit for all 6 meetings in the Data Week.
Selected participants got a confirmation email with the details of the Data Week and Open Data Day. Most of the inscriptions came from members of two government entities: Consejo de Estado and Instituto Von Humbold, which are dealing with law and biodiversity, respectively. It was nice to see such interest from people in those places about the hacker techniques to documentation and open reproducible publishing and I was pretty curious about the upcoming meeting.

Execution

This edition of the Open Data Day and the 13th Data Week was focused on the relationship between knowledge and publishing, with a particular emphasis on Open Science. The idea was to make an open booklet about collective writing and publishing and use the Open Science Panama Declaration as a use case for such kind of booklets. The first night (March 6th) we had a pretty good attendance with most of the 11 participants there. The second day, we had lost a third of the participants and for the end of the Data Week (March 16th), only 4 participants completed the event (which is kind of usual in this no-cost community events). We started by shortly introducing ourselves as facilitators and participants and the hackerspace, addressing hopes and expectations about the week. We continue with the introductory video “How the Internet will (one day) transform government” and we try to approach it critically, without taking the solutionist approach on digital technologies for collaboration, but also stating that new ways of building together were available to us and the idea was to explore them jointly along the week. As usual, we made three indexes: one cronological, with the notes of each day in the Data Week 13; a second thematic index, with the contents to gather and to develop in this week; and a final activities index, used to sync and coordinate actions among participants. All of them were powered by Docutopia, our community owned instance of CodiMD, and showcased the approach to proactive documentation using simple tools and techniques that we use and improve on each Data Week (and their minor counterparts, the Data Rodas). Most of the participants were using Markdown and CodiMD on the first session and they became more proactive on such agile documentation techniques along the week. Our thematic pad for the Data Week 13 and Open Data Day 2019 contents.
^ Up | Our thematic pad for the Data Week 13 and Open Data Day 2019 contents. After that we introduce Fossil, and alternative to Git, GitHub, GitLab, which is closer to the concerns about infrastructure in the Global South: sane default work flows, non metadata cyberfeudalism and centralizations, high portability, almost total off-line operation, among others. And we started to port our pads from our community hosted CodiMD instance (we call it Docutopia) to our community hosted Fossil repository, increasing the resilience of our community memories, while keeping agility, autonomy and small footprint on tools. Now we were able to collaborate while being almost totally off-line (which is not uncommon in the Global South), and the community memories were hosted on all the computers of the participants, instead of a single centralized server that was available only on-line. This was a practical bridge between on-line and off-line, centralized and distributed, for our documentation. The time line for the migration of our pads to the Fossil DVCS.
^ Up | The time line for the migration of our pads to the Fossil DVCS. New participants became part of the permanent history of our community creations. Finally we used Pandoc and LaTeX to produce the first versions of the booklet, which self documents its own production process and is an auto-referential example of how we can write and publish text together in documentathon or book sprint like event: Documentathon PDF booklet link.
^ Up | The table of contents for our Documentathon booklet draft, developed during the Data Week 13th and the Open Data Day 2019. That was mostly of our Data Week 13th and the Open Data Day 2019 celebration. As you can see, there is still a lot of work do be done. For example we didn’t touch the Open Science Panama Declaration, because we were focused first on how to make any collective writing reproducible in a more general way, so we were not able to address such specific cases (that would be a task for the future). But this is a pretty good balance for a 30 hours event spread across six days, for a good (anti)hackathon/life balance, with proper sleeping, care and contact with our loved ones. We were able to build on community practices (the 400+ hours of previous Grafoscopio community widely documented events), project them into the future and connect them with international related movements, as those dealing with data, science and publishing openness. In fact, in our approach, documents can be seen as reproducible data (particularly a tree data structure), but that’s something we will explore in future posts.

Aftermath and upcoming future

Talking about the future, I think that this Data Week and Open Data Day left a good balance, but also points of concern to deal with. Here is some final balance points and issues:
  • As always, the event serves to introduce new members to the community and they keep their interest after the event has ended. So we accomplished to bridge community past and future as intended and we will with no rush and no pause, as we said here (sin prisa pero sin pausa), slowly building the community, and its symbolic and material repertoires.
  • I like the way long community practices and learning in part of the the Free Open Source Community are taking form and transforming to wider context and civic concerns: openness, digital infrastructure, grassroots empowerment via technology, documentation and so on. Is good also to see them take the form o a book after so many wikis, chat channels, events, and interactive notebooks. Books can be a good bridge for such wider audiences and an amalgam artifact that connects with the previous mentioned digital artifacts.
  • This time almost all seats were occupied by two institutions and while this went fine, if we are running out of places, and more people is still interested, we would need to limit the amount of participants for institution or external community, so we can keep and improve diversity. Such data should be captured on the inscription form and taken into account for participants selections.
  • We need to make more explicit the “infrastructure transposition” (as Susan L. Star would say) of putting was is behind upfront and vice versa (formats, infrastructure, software, data) in the first session, so new comers don’t feel alienated by techniques and understand them as a way to approach conceptual concerns by switching the focus.
  • On that issue, I would like to improve the way we meet the people where they are already. Most of our participants are long time users of word processors, and while some get the idea easily and start to write with us in no time, some have a hard time getting this Markdown + real time editing process (which are the advantages? why don’t just use GoogleDocs or Office360?), and despite our best efforts to explain the advantages there is still some cultural shock to overcome. I think such advantages will be more visible now that we have our own booklet draft about collective writing. But I would like such booklet to become some kind of “Choose your own adventure” learning experience to bridge better with those who have hard times with all this digital paraphernalia and still want to be part of a collective writing experience. Once we have our first beta draft, I would like to focus on this.
  • There is still a lot of solo endeavors in this community events, particularly in small communities like HackBo and Grafoscopio. I’m putting a lot of responsibility on my shoulders and while I enjoy this, it also can be tiresome. From first drafts and calls, to opening/closing the hackerspace, to write blog post, to be a permanent facilitator, to write software and documentation, to thought about lessons for future workshops. Don’t get me wrong, the Grafoscopio community is great and has been instrumental on all the things that we are doing now. We were able to build on the 400+ hours of previous encounters and meetings because of the community, but some members are intermittent as they attend some times and have other commitments, while I have been in each and every single of those hours. I think that, with time, other members of the community will have a more central role, and will take more voluntary responsibilities, but is difficult to not feel almost burnt out, from time to time. For example, now, while I’m writing this blog post, I just hope to meet the deadline to get the funding back from OKI to keep HackBo going for a little bit more. This reporting front, would be a place were I would like to get some community support soon, for example.
Are you dealing with some of the topics depicted here? Are you part of a community working on collective memory and want to build it in a resilient and agile way? Are you struggling with burn out in a community? Do you care about the relationship between publishing and power and how it connects to open science and research? Do you want to mobilize and make visible other knowledge subjects and voices in grassroots communities via publishing? Are you developing software for open data and/or publishing? In a complex world, we dealt with multifacet dense problems, which means also that small actions can be read in several connected ways. Let me know if you are related with any of those topics and what are your ideas and actions in such fronts. Finally I would like to say thanks to the people behind the institutions, communities and places that make this 13th edition of the Data Week and the Open Data Day 2019 possible: mutabiT for their continuous support since… forever, HackBo for hosting the event over the years, the Grafoscopio community for their critical presence and Open Knowledge International for the minigrants, and their fluent requirements, like this blog post, which communicate and articulate what is happening in the global open data communities.

In Praise of Halvings: Hidden Histories of Japan Excavated by Dr D. Fenberger

- March 28, 2019 in Uncategorized

Roger McDonald on the mysterious Dr Daniel Fenberger and his investigations into an archive known as “The Book of Halved Things".