Making open data usable for learning requires substantial educator work: finding suitable data, refining and curating sources, and coping with poor formats and documentation¶
Claim · All claims
Evidence · 1 study (2 entries) · qualitativer3·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? All interviewees reported that finding good data for a purpose could be a substantial undertaking, and refining and curating sources was common. → Tim Coughlan 2020
q2 i? Poor choices in data formats and documentation could lead to student misinterpretation of data and additional challenges for educators. → 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 Making Data Usable findings: all ten interviewees discussed finding suitable data, and educator K described "a lot of curation and cleaning up and digging" before an open data set had value in a learning context.
"a lot of curation and cleaning up and digging…before that open data set has any value in the context of learning"
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 understanding formats and documentation: four interviewees reported that unclear documentation could leave student work with "a false note to it, because they have used the data incorrectly", and one found data points had changed between course presentations.
"Four interviewees emphasised that poor choices in data formats and documenta- tion could lead to the potential misinterpretation of data by students and additional chal- lenges for educators."
Discussion¶
Related Claims¶
- Most interviewed educators employed project or inquiry-based learning designs when teaching with open data — related
- Teachers find World History Project overwhelming in their initial adoption year and make substantial modifications across three main categories — related
- Expert evaluation refined the draft heuristics around language clarity, usability-accessibility separation, and meaningful data interpretation — related
- Document analysis of teaching artefacts validated 25 of the 28 themes and identified 65 instances, supporting the trustworthiness of the interview findings — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
open-data-making-data-usable-challenges |
title |
Making open data usable for learning requires substantial educator work: finding suitable data, refining and curating sources, and coping with poor formats and documentation |
description |
Making open data usable for learning requires substantial educator work: finding suitable data, refining and curating sources, and coping with poor formats and documentation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — tim-coughlan-2020, tim-coughlan-2020-2 |
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