Educators perceived open data's broad scope, relevance to learners, authenticity, and value as a basis for data literacies as key characteristics for learning¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Educators identified broad scope supporting novel activities, relevance with motivational qualities, authentic real-world provenance, and value for teaching data literacies. → Tim Coughlan 2020 q2 i? Real-world provenance of data offers authenticity for exploring rich and complex issues and developing skills in real-world contexts. → Tim Coughlan 2020 (2)

Evidence¶

Tim Coughlan 2020¶

Tim Coughlan. (2020). The use of open data as a material for learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-019-09706-y

q2 · i? · qualitative · r3

From the Characteristics for Learning findings of the interview study. The article reports that "the broad scope of the materials can support a wide variety of novel activities", with relevance to the learner or current affairs seen as motivational, and open data valued as a basis for learning data literacies.

"Firstly, the broad scope of the materials can support a wide variety of novel activities."

Tim Coughlan 2020 (2)¶

Tim Coughlan. (2020). The use of open data as a material for learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-019-09706-y

q2 · i? · qualitative · r3

Interview finding on authentic experiences: educators such as G described unpredictability from a real plant genetics database, in contrast to contrived textbook examples, supporting the view that provenance "offers authenticity for the exploration of rich and complex issues".

"the real-world provenance of the data, and the processes through which it is collected, offers authenticity for the exploration of rich and complex issues"

Discussion¶

Related Claims¶

• Early adopter educators' rationales for teaching with open data fall into three groups: advanced subject-matter possibilities, public engagement through authentic inquiry, and motivation plus data literacies — possibly the same claim (merge candidate)
• Working with statistically messy authentic data in citizen science gave middle school students a window into scientists' world and intense experience with scientific reasoning — related
• Students and faculty value real-world examples in gateway math, but limited resources and training often lead to procedural instruction — related