2024-03-29T02:35:32Z
https://zenodo.org/oai2d
oai:zenodo.org:5151274
2023-03-13T14:54:15Z
user-plec-ds
user-edulabtic
Juliana Elisa Raffaghelli
2019-12-17
<p>While data literacy (encompassing a critical, open and networked vision of data) is becoming a central component in lifelong learning and civic education, it seems that there is a dearth of first-hand conceptual and empirical research on faculty development. This might be due to the fact that the problems related to data are diversified, given that academics operate in the two complex fields of research and teaching, as explained above. In relation to research, data is connected with the discourses of open science and open data in research. In relation to teaching, data comes from pedagogical practices and teachers’ and students’ activities and interactions in online and blended learning. These are two different universes with different research specificities. But data-driven practices imply forms of awareness that are potentially transversal and connected to DS, in a context of HE modernization and with digital and derived data-driven practices at the core.</p>
<p>How should the professional development of academic staff be designed and developed so as to introduce transformative and critical use of digitalized data and ensure a positive impact on DS as an essential component in HE modernization?</p>
<p>This research question is addressed within this project by analysing, designing, developing, deploying and testing a professional learning ecology supporting data literacy among academics and relating it to short-term impacts. The chosen methodological approach encompasses mixed methods research developed in three phases: an initial desk research phase and two phases of design-based research. In the desk research phase, the constructs are defined. Moreover, a survey will collect the necessary information to elaborate the scenarios and framework of competences for data literacy among academics.</p>
<p>We present here:</p>
<p>a) the document with the results of the Delphi study carried out to validate the instrument used in the survey study.</p>
<p>b) the questionnaires in English defined as a result of the Dephi. Note: While the two areas of research and teaching will be taken into account, the instruments are diversified and will provide the opportunity to select one or other as the main area of activity. This is particularly important considering that many professional roles at the beginning of a career in academia exclusively cover either research or teaching. </p>
https://doi.org/10.5281/zenodo.5151274
oai:zenodo.org:5151274
eng
Zenodo
https://zenodo.org/communities/edulabtic
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3581289
info:eu-repo/semantics/restrictedAccess
data literacy, educators, faculty development, critical approach, Delphi, survey
Delphi Study to validate the survey exploring academic awareness and engagement with data-driven practices.
info:eu-repo/semantics/other
oai:zenodo.org:4446202
2021-01-18T00:27:13Z
user-plec-ds
Juliana Elisa Raffaghelli
2018-06-20
<p><strong>Resources and Notes from the field</strong></p>
<p><strong>Workshop: Exploring the potential of Open Data: From ongoing practices to Future Scenarios</strong></p>
<p><strong>Organised @: Eden Conference </strong><strong><em>“EXPLORING THE MICRO, MESO AND MACRO”. Navigating between dimensions in the digital learning landscape. </em></strong>will be held at<strong><em> </em>Genoa, 17-20 June 2018</strong></p>
<p>This Zenodo record contains the workshop presentation with the connected resources adopted in the workshop.</p>
<ul>
<li><a href="https://jraffaghelli.com/2018/06/16/od4l-the-open-data-adventure-goes-on/">Link to the blogpost by the author</a></li>
<li><a href="https://sites.google.com/view/od4l/">Link to the Workshop presentation and resources</a></li>
</ul>
<p>Moreover, some notes from the field are attached in this record to let the reader to understand the type of impact and reflections made during and after the workshop by the leading researcher.</p>
https://doi.org/10.5281/zenodo.4446202
oai:zenodo.org:4446202
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4446201
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Exploring the Potential of Open Data: From ongoing practices to future scenarios
info:eu-repo/semantics/report
oai:zenodo.org:4446844
2021-01-19T00:27:16Z
user-plec-ds
openaire
Juliana Elisa Raffaghelli
2019-06-04
<p> </p>
<p>Notes from the field – WORKSHOP</p>
<p>Opening up Technology-Enhanced Learning Research: State of Play and essential tools</p>
<p>EATEL Summer School 2019</p>
<p>Bari, 4 June 2019</p>
<p>Juliana E. Raffaghelli</p>
<p> </p>
<p>This ZENODO record introduces the workshop resources and the notes from the field.</p>
<p>The first ones include the presentations, questionnaire and template to generate Open Data. The resources can be consulted via the following links:</p>
<ul>
<li>Link to the <a href="https://ea-tel.eu/jtelss/jtelss2019/methodology-workshops">Conference’s published event</a></li>
<li>Link to the <a href="https://docs.google.com/presentation/d/1R0iXJCjnPN44KjHZfYJV1VQDz_iC9gP7eV6yF_T1fHw/edit?usp=sharing">Workshop resources</a>.</li>
</ul>
<p>The second (notes from the field) are attached to this record.</p>
I'm grateful to Davinia Hernández-Leo for her support and coordination to offer this workshop at the JTELSS19
https://doi.org/10.5281/zenodo.4446844
oai:zenodo.org:4446844
eng
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4446843
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Open Data, data literacy, researchers, digital scholarship
Exploring the literacies to open Technology-Enhanced Learning Research. Notes from the field.
info:eu-repo/semantics/lecture
oai:zenodo.org:3557431
2020-02-17T13:04:45Z
user-plec-ds
openaire
user-edulabtic
Juliana Elisa Raffaghelli
Javiera Atenas
2019-11-29
<p>Datafication is transforming the digital experience and spaces which were the base of social fabric. In spite of the positive discourses on this emergent phenomenon, the negative nuances require urgent awareness and action. Open Education and pedagogies could support data literacy as a driver of societal transformation towards the appropriation of the datafied public spaces. Therefore, HE, and mostly, public universities could play a key role in fostering critical approaches to knowledge production and the phenomenon of datafication in the society. In time, this would contribute to shape informed and transformative democratic practices and dialogue empowering citizens to address social justice concerns. However, this envisioned strategy requires faculty development and engagement. In Higher Education Institutions, fostering data literacies requires of disciplinary and pedagogical efforts to innovate in curricular design to design learning activities, using a research based learning approach. Despite the growing phenomenon of datafication at society and educational level, there is a lack of documentation on academic development in data literacies. There is a growing number of studies on teachers’ data literacy relating teachers’ skills to deal with school data, particularly to analyze the school performance and supporting school management, but a critical approach which enacts teachers and students to deal with data seems to be weakly represented in the literature. In this workshop, the authors open a discussion to think about “data activism” as a mean support faculty’s awareness and practices aimed at shaping critical and ethical approaches to data, in all its forms and usages, in education.</p>
<p>The workshop was presented at the Open Education Conference 2019, Milan, 26-28 November 2019. Details here: <a href="https://oeglobal2019.sched.com/event/ULXM">https://oeglobal2019.sched.com/event/ULXM</a></p>
<p> </p>
https://doi.org/10.5281/zenodo.3557431
oai:zenodo.org:3557431
ang
Zenodo
https://zenodo.org/communities/edulabtic
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3557430
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
OEGlobal19, Open Education Global, Milan, 26-28 November 2019
data literacy, educators, faculty development, critical approach
Data Activism as scholarly pursuit. Workshop Instruments and Results
info:eu-repo/semantics/lecture
oai:zenodo.org:4446013
2021-01-17T21:00:39Z
user-plec-ds
Juliana Elisa Raffaghelli
2018-05-20
<p><strong>Resources and Notes from the Field</strong></p>
<p><strong>"Pathways to Openness in NWL Research: The Case of Open Data"</strong></p>
<p>@11th International Conference on Networked Learning 2018</p>
<p>14-16 May, Zagreb, Croatia</p>
<p><strong>=======================</strong></p>
<p><strong>Workshop Description</strong></p>
<p><strong>This ZENODO record contains: </strong></p>
<ul>
<li>Access to the <a href="https://www.networkedlearningconference.org.uk/abstracts/ws_raffaghelli.htm">Workshop Dissemination (Congress Page)</a></li>
<li>Access to the <a href="https://jraffaghelli.com/2018/05/11/pathways-of-openess-in-networked-learning-research-exploring-open-data/">Blog Post by the author</a></li>
<li><strong>The workshop presentation</strong></li>
<li><strong>The slides introducing the topics and resources</strong></li>
<li><strong>The notes from the field</strong></li>
</ul>
<p><strong>Workshop Description</strong></p>
<p>Open Science is an approach promoted by the European Commission that has been developing internationally for about ten years. In the field of research on NWL, however, the difficulties for opening up research have led to intrinsic, ongoing debates. A subtle aspect of this situation relates to the poor appropriation and utilisation of scientific research products in the pedagogical field by potential users (stakeholders in the education and training system). As a matter of fact, educational data extracted from Learning Management Systems and Social Networks pose ethical problems and <em>data literacy </em>challenges both for the researchers (making data <em>readable </em>and <em>usable</em>) and the end-users (reading and using data). Therefore, the specific case of Open Data (a relevant and innovative part of the Open Science scheme) should be discussed as a resource for NWL research. Data produced in this field is not limited to educational data-mining procedures but encompasses various research methodologies that yield diversified types of data, which in time implicates diversified ways of treating, sharing, and using them. Learning some of these principles and tools, and discussing them in the context of our current practices as researchers in the field of NWL, could be a starting point toward unravelling problems and coordinating efforts for further action.</p>
<p><strong>Workshop Activities</strong></p>
<p>Accordingly, the workshop will be organised in two simple phases:</p>
<ul>
<li>A conceptual introduction will provide the basis for understanding and discovering the principles, policy context, and existing practices relating to overall research openness.</li>
<li>A “hands-on” activity in which participants will apply the above concepts to their respective NWL practices and research; participants will discuss both practical and deontological implications of their findings.</li>
</ul>
<p><strong>Intended Audience</strong></p>
<p>This workshop deals with Open Science, with a focus on applying Open Data to research in networked learning (NWL). The workshop targets both researchers and practitioners interested in using raw Open Data coming out of NWL research.</p>
<p> </p>
https://doi.org/10.5281/zenodo.4446013
oai:zenodo.org:4446013
eng
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4446012
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Open Data, data literacy, researchers, digital scholarship
Pathways to openness in Networked Learning research: The case of Open Data - Resources and Notes from the Field
info:eu-repo/semantics/other
oai:zenodo.org:5762076
2021-12-08T18:03:33Z
user-plec-ds
user-data-praxis
Juliana Elisa Raffaghelli
Caroline Kuhn
Quelic Berga
2021-12-06
<p>Este material es un módulo de aprendizaje que se inserta en el contexto del Recurso Educativo Abierto generado por el Proyecto Data Praxis & Politics https://datapraxis.net/ </p>
<p>En este módulo exploramos los conceptos de legibilidad, agencia y negociabilidad aplicados a las analíticas de aprendizaje. Trataremos de comprender cómo la datificación en el campo de las plataformas educativas atraviesa el camino de la docencia universitaria y cómo incide en su quehacer. Acabaremos este recorrido haciendo una propuesta: el avance tecnológico que lleva al uso de técnicas data-driven no puede ser vivido pasivamente por el profesorado, sino que requiere un posicionamiento de continua activación para reclamar la legibilidad de las infraestructuras de datos así como para participar en procesos de negociación relacionados con la vigilancia y la privacidad del estudiantado y de las y los docentes mismos. </p>
<p>El objetivo último del profesorado universitario es involucrarse, comprometerse, ponerse en juego (lo que llama a la agencia o “agency” en el sentido dado al término desde el punto de vista anglosajón) respecto a las tecnologías e infraestructuras datificadas, en un recorrido que se hace al lado mismo de ese desarrollo tecnológico, no después, en su aceptación pasiva. Por ello, hablaremos de “activismo de datos”. </p>
<p>Es necesario que el profesorado universitario, a medida que las analíticas del aprendizaje se vuelven más populares y circulan algunas aplicaciones experimentales y comerciales, preste atención a cómo las tecnologías ingresan a sus experiencias educativas y qué valores o imaginarios ellos y otros asignan a los datos en la enseñanza y el aprendizaje. En particular, es necesario reflexionar sobre los intereses económicos y de control del comportamiento que encierran muchas de las soluciones tecnológicas propuestas como panacea de la información que mejora, facilita y da precisión al quehacer docente. Así, nuestro recorrido comenzará desde la exploración del concepto y las aplicaciones de analíticas del aprendizaje y su objetivo de apoyar patrones de comportamiento más eficaces en el profesorado y el estudiantado. Yendo más allá del tecno-solucionismo que frecuentemente ha permeado los discursos y la investigación sobre las analíticas del aprendizaje, enfocaremos la literatura crítica en torno al uso de datos educativos, focalizando las preocupaciones éticas. Para lograr un equilibrio entre el tecno-entusiasmo y la tecno-desilusión, ofreceremos algunos casos que consideran los datos en la educación a través de lentes complejos, interdisciplinarios y participativos. Finalmente, reflexionaremos en torno al valor del activismo de datos en la educación, como una mentalidad y actitud que implica una perspectiva crítica y transformadora hacia la tecno-estructura en evolución, apuntando a la agencia, la negociabilidad y la legibilidad como medios para construir culturas de datos justas en la educación superior y hacia la sociedad.</p>
https://doi.org/10.5281/zenodo.5762076
oai:zenodo.org:5762076
spa
Zenodo
https://zenodo.org/communities/data-praxis
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.5762075
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Analíticas de Aprendizaje, Datos del Estudiantado, Equidad, Ética
Activismo en Datos desde la educación superior, un compromiso académico
info:eu-repo/semantics/report
oai:zenodo.org:4453078
2021-01-23T00:27:21Z
user-plec-ds
openaire
Bonnie Stewart
Juliana Elisa Raffaghelli
2019-12-18
<p>This ZENODO record introduces the fieldnotes and resources of a workshop dealing with the topic of Datafication in Education.<br>
The record includes the workshop resources (a slide deck), a report including some of the comments and main ideas discussed within the workshop by the participants.</p>
<p>A set of images on the activities developed during the encounter are embedded in the report, illustrating some of the active methods adopted.</p>
<p>The workshop was designed in the context of the research programme "Fair Data Cultures in Higher Education". The design was jointly discussed by the authors, and the resources and activities were developed by Bonnie Stewart.</p>
https://doi.org/10.5281/zenodo.4453078
oai:zenodo.org:4453078
eng
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4453077
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Open Data, data literacy, educators, faculty development, critical approach
Workshop Results: Datafication in Education. How do we Deal with Digital Systems?
info:eu-repo/semantics/lecture
oai:zenodo.org:4061437
2021-10-20T10:08:55Z
user-plec-ds
openaire_data
Juliana Elisa Raffaghelli
Stefania Manca
2020-10-01
<p>The potential of Open Research Data (ORD) within the context of open science and digital scholarship can be frustrated if data remains unused. Although current research has investigated the way ORD is being published, researchers’ behaviour of ORD publishing and sharing on academic social networks (ASN) remains insufficiently explored. The research to which this dataset is connected aims to illustrate some parameters of social activity around self-archived ORDs on ResearchGate. The study analyses whether the ORDs publication leads to social activity (reads and citations) around the ORDs and their linked published articles, including eventual associations between the social activity and the researchers’ profile (scientific domain, gender, region, professional position, reputation) as well as the quality of the ORD published.</p>
<p>The current dataset is composed by:</p>
<p>A- The .csv file, extracted as a random sample of 752 ORD items from ResearchGate. The dataset has been polished and anonymized. The variables relating the researchers' profiles and citations to the ORD lined research were got from the researchers' profiles and published research. However, for the purpose of anonymisation, these variables have been coded and the original information removed.</p>
<p>B- The codebook explaining the variables and metrics contained in the file (A)</p>
<p>C- The R script. This script contains a number of explorations not reported in the final paper. The quantitative techniques applied include descriptive statistics, logistic regression and K-means cluster analysis.</p>
<p>The results have been interpreted in terms of three main aspects.</p>
<ul>
<li>Firstly, there is still an underdeveloped social activity around self-archived ORD in ResearchGate (operationalized as reads and citations) overall and in spite of the published ORDs quality.</li>
<li>Secondly, it was found an uncovering of the relevance of the moderating effects over ORD, which spots traditional dynamics within the “innovative” practice of engaging with data practices.</li>
<li>Thirdly, a rather similar situation of ResearchGate as ASN with regard to other data platforms and repositories in terms of social activity around ORD was detected.</li>
</ul>
<p>The potential of Open Research Data (ORD) within the context of open science and digital scholarship can be frustrated if data remains unused. </p>
https://doi.org/10.5281/zenodo.4061437
oai:zenodo.org:4061437
eng
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4061436
info:eu-repo/semantics/restrictedAccess
Open Data, data literacy, researchers, digital scholarship, academic social networks
Dataset relating the Social activity of Open Research Data on ResearchGate
info:eu-repo/semantics/other
oai:zenodo.org:4475965
2021-01-29T00:27:24Z
user-plec-ds
Juliana Elisa Raffaghelli
2020-12-28
<p>Este registro de ZENODO presenta las notas de campo y los recursos de dos talleres que trataron el tema de Culturas de Datos en la Educación Superior, en el marco de un congreso internacional en América Latina.<br>
El registro incluye los recursos de los talleres (diapositivas) y un informe que incluye algunos de los comentarios e ideas principales discutidas por los participantes.</p>
<p>Un conjunto de imágenes sobre las actividades desarrolladas durante el encuentro se incluyen en el informe, ilustrando algunos de los métodos activos adoptados.</p>
<p>El taller fue diseñado en el contexto del programa de investigación "Culturas de datos justos en la educación superior". El diseño se debatió conjuntamente con los organizadores de la actividad. Para proteger la identidad de los participantes, se acordó la publicación de una versión anonimizada de los materiales.</p>
<p>============================</p>
<p>This ZENODO record introduces the fieldnotes and resources of two sessions (A Webinar and an online workshop) dealing with Data Cultures in Higher Education. The activity was held in an international congress, in the context of Latin America. <br>
The record includes the workshops' resources (slide decks), and a report including some of the comments and main ideas discussed by the participants.</p>
<p>A set of images on the activities developed during the encounter are embedded in the report, illustrating some of the active methods adopted.</p>
<p>The workshop was designed in the context of the research programme "Fair Data Cultures in Higher Education". The design was jointly discussed with the organizers but are the result of the author's personal work. To protect the participants' identity, it was agreed to publish an anonymised version of the sessions. </p>
https://doi.org/10.5281/zenodo.4475965
oai:zenodo.org:4475965
spa
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4475964
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
data literacy, educators, faculty development, critical approach
Culturas de datos (justas) en las Instituciones de Educación Superior: En busca del equilibrio. Notas de campo sobre un seminario-taller
info:eu-repo/semantics/technicalDocumentation
oai:zenodo.org:5151271
2023-03-13T14:54:15Z
user-plec-ds
user-edulabtic
Juliana Elisa Raffaghelli
2019-12-17
<p>While data literacy (encompassing a critical, open and networked vision of data) is becoming a central component in lifelong learning and civic education, it seems that there is a dearth of first-hand conceptual and empirical research on faculty development. This might be due to the fact that the problems related to data are diversified, given that academics operate in the two complex fields of research and teaching, as explained above. In relation to research, data is connected with the discourses of open science and open data in research. In relation to teaching, data comes from pedagogical practices and teachers’ and students’ activities and interactions in online and blended learning. These are two different universes with different research specificities. But data-driven practices imply forms of awareness that are potentially transversal and connected to DS, in a context of HE modernization and with digital and derived data-driven practices at the core.</p>
<p>How should the professional development of academic staff be designed and developed so as to introduce transformative and critical use of digitalized data and ensure a positive impact on DS as an essential component in HE modernization?</p>
<p>This research question is addressed within this project by analysing, designing, developing, deploying and testing a professional learning ecology supporting data literacy among academics and relating it to short-term impacts. The chosen methodological approach encompasses mixed methods research developed in three phases: an initial desk research phase and two phases of design-based research. In the desk research phase, the constructs are defined. Moreover, a survey will collect the necessary information to elaborate the scenarios and framework of competences for data literacy among academics.</p>
<p>We present here:</p>
<p>a) the document with the results of the Delphi study carried out to validate the instrument used in the survey study.</p>
<p>b) the questionnaires in English defined as a result of the Dephi. Note: While the two areas of research and teaching will be taken into account, the instruments are diversified and will provide the opportunity to select one or other as the main area of activity. This is particularly important considering that many professional roles at the beginning of a career in academia exclusively cover either research or teaching. </p>
https://doi.org/10.5281/zenodo.5151271
oai:zenodo.org:5151271
eng
Zenodo
https://zenodo.org/communities/edulabtic
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3581289
info:eu-repo/semantics/restrictedAccess
data literacy, educators, faculty development, critical approach, Delphi, survey
Delphi Study to validate the survey exploring academic awareness and engagement with data-driven practices.
info:eu-repo/semantics/other
oai:zenodo.org:4446267
2021-01-18T00:27:13Z
user-plec-ds
Juliana Elisa Raffaghelli
2018-06-20
<p><strong>Resources and Notes from the field</strong></p>
<p><strong>Workshop: Exploring the potential of Open Data: From ongoing practices to Future Scenarios</strong></p>
<p><strong>Organised @: Eden Conference </strong><strong><em>“EXPLORING THE MICRO, MESO AND MACRO”. Navigating between dimensions in the digital learning landscape. </em></strong>will be held at<strong><em> </em>Genoa, 17-20 June 2018</strong></p>
<p>This Zenodo record contains the workshop presentation with the connected resources adopted in the workshop.</p>
<ul>
<li><a href="https://jraffaghelli.com/2018/06/16/od4l-the-open-data-adventure-goes-on/">Link to the blogpost by the author</a></li>
<li><a href="https://sites.google.com/view/od4l/">Link to the Workshop presentation and resources</a></li>
</ul>
<p>Moreover, some notes from the field are attached in this record to let the reader to understand the type of impact and reflections made during and after the workshop by the leading researcher.</p>
https://doi.org/10.5281/zenodo.4446267
oai:zenodo.org:4446267
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4446201
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Exploring the Potential of Open Data: From ongoing practices to future scenarios
info:eu-repo/semantics/report
oai:zenodo.org:4110000
2023-05-24T09:50:42Z
user-plec-ds
openaire_data
Juliana Elisa Raffaghelli
Valentina Grion
Marina De Rossi
2020-10-20
<p>Il presente report introduce uno studio di caso (Ateneo di Padova) relativamente alle pratiche basate sui dati nella didattica universitaria. Specificamente, lo studio introduce i risultati di un’indagine su un questionario composto da 21 domande. Le pratiche basate sui dati erano suddivise in 6 scale: </p>
<ul>
<li>EDMQ (Educational Data use for Management and Quality) - Uso dei dati da diverse fonti per informare i processi istituzionali, la collaborazione e la costruzione di conoscenza accademica a supporto della didattica, inclusa la ricerca.</li>
<li>DER (Data as Educational Resources) - Uso dei dati come risorse di apprendimento. Adozione di dati provenienti dalla propria ricerca o dati aperti pubblici per orientare e supportare attività di apprendimento.</li>
<li>DTL (Data supporting Teaching and Learning) - Didattica informata dai dati digitali. Decisione docente, monitoraggio di processi di apprendimento e feed-back con uso di dati digitali dai sistemi adottati per la didattica. </li>
<li>DA (Data supporting Assessment) - Valutazione informata dai dati digitali. Decisione docente e analisi dei percorsi formativi compiuti a partire da dati ottenuti/estratti tramite piattaforme digitali.</li>
<li>SED (Students’ Empowerment through Data) - Potenziamento degli Studenti. Coinvolgimento degli studenti nella comprensione della propria partecipazione e dei propri processi di apprendimento a partire dagli ecosistemi di dati generati dagli ambienti di didattica a distanza. </li>
<li>SDL (Students’ Data Ltieracy) - Alfabetizzazione (degli studenti) ai dati. Azioni didattiche mirate allo sviluppo di conoscenza e skills tecniche, grafiche, multimediali, critiche ed estetiche sull’uso dei dati nei contesti di vita e professionali.</li>
</ul>
<p>Hanno partecipato all’indagine 370 docenti dell’ateneo patavino. I dati sono stati elaborati a partire di tecniche di statistica descrittiva e di riduzione dimensionale statistica (analisi delle componenti principali o <em>principal component analysis</em>) per l’approfondimento esplorativo.</p>
<p>Il dataset (in progress) include attualmente i documenti di sintesi dello studio</p>
<ul>
<li>Report completo (include metodo, statistiche descrittive, interpretazione della PCA)</li>
<li>Allegato I: Struttura del Questionario e descrizione delle pratiche basate sui dati</li>
<li>Allegato II: Analisi Correlazionale previo alla PCA</li>
<li>Allegato III: Tabelle di sintesi della PCA</li>
</ul>
https://doi.org/10.5281/zenodo.4110000
oai:zenodo.org:4110000
ita
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4109999
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Dati, alfabetizzazione ai dati, indagine, didattica universitaria, docenti universitari.
Studio esplorativo sulle pratiche basate sui dati nella didattica universitaria: il caso dell'Università di Padova
info:eu-repo/semantics/other
oai:zenodo.org:5762125
2021-12-08T18:10:16Z
user-plec-ds
user-data-praxis
Juliana Elisa Raffaghelli
Caroline Kuhn
Quelic Berga
2021-12-06
<p>This deliverable is part of the Open Educational Resource generated under the project "Understanding Data: Politics & Praxis" https://datapraxis.net/</p>
<p>In this module we will explore the concepts of readability, agency and negotiability applied to learning analytics. We will learn how datafication in the field of educational platforms affects university teachers and their work. We will finish this journey by suggesting that the technological advances that lead to the use of data-driven techniques cannot be passively experienced by teachers. Rather, they must be continuously active in pushing for the readability of data infrastructures and participating in the negotiation processes related to the oversight and privacy of students and of the teachers themselves. University teachers' ultimate goal is to be involved and committed, to play an active role, i.e., to have "agency" with respect to data technologies and infrastructures, in a journey that is made at the same time as the technology is developed, rather than passively accepting it after the event. This is why we will speak of "data activism". As learning analytics become more popular and some experimental and commercial applications are rolled out, university teachers need to pay attention to how technologies become part of their educational experiences and what values and imaginaries are assigned to data in teaching and learning. Specifically, it is necessary to consider the economic interests and the desire to control behaviour underlying many of the technological solutions put forward as a panacea producing information that makes teaching better, easier or more accurately targeted. Thus, our journey will start from the exploration of the concept and applications of learning analytics and its objective of supporting more effective behavioural patterns in teachers and students. Going beyond the techno-solutionism that has frequently permeated discourses and research on learning analytics, we will focus on critical literature concerning the use of educational data and, in particular, the associated ethical concerns. In order to find a balance between techno-enthusiasm and techno-disillusionment, we will look at cases that examine data in education from complex, interdisciplinary and participatory perspectives. Finally, we will consider the value of data activism in education, as a mindset and attitude that implies a critical and transformative perspective towards the evolving techno-structure, requiring agency, negotiability and readability as the means to build fair data cultures in higher education and in society.</p>
https://doi.org/10.5281/zenodo.5762125
oai:zenodo.org:5762125
ang
Zenodo
https://zenodo.org/communities/data-praxis
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.5762124
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Learning Analytics, Students' Data, Pedagogy, Equity, Ethics
Data Activism in higher education, a scholarly commitment
info:eu-repo/semantics/report
oai:zenodo.org:5768114
2021-12-09T13:48:46Z
user-plec-ds
user-data-praxis
Juliana Elisa Raffaghelli
Caroline Kuhn
Quelic Berga
2021-12-06
<p>Este material es un módulo de aprendizaje que se inserta en el contexto del Recurso Educativo Abierto generado por el Proyecto Data Praxis & Politics https://datapraxis.net/ </p>
<p>En este módulo exploramos los conceptos de legibilidad, agencia y negociabilidad aplicados a las analíticas de aprendizaje. Trataremos de comprender cómo la datificación en el campo de las plataformas educativas atraviesa el camino de la docencia universitaria y cómo incide en su quehacer. Acabaremos este recorrido haciendo una propuesta: el avance tecnológico que lleva al uso de técnicas data-driven no puede ser vivido pasivamente por el profesorado, sino que requiere un posicionamiento de continua activación para reclamar la legibilidad de las infraestructuras de datos así como para participar en procesos de negociación relacionados con la vigilancia y la privacidad del estudiantado y de las y los docentes mismos. </p>
<p>El objetivo último del profesorado universitario es involucrarse, comprometerse, ponerse en juego (lo que llama a la agencia o “agency” en el sentido dado al término desde el punto de vista anglosajón) respecto a las tecnologías e infraestructuras datificadas, en un recorrido que se hace al lado mismo de ese desarrollo tecnológico, no después, en su aceptación pasiva. Por ello, hablaremos de “activismo de datos”. </p>
<p>Es necesario que el profesorado universitario, a medida que las analíticas del aprendizaje se vuelven más populares y circulan algunas aplicaciones experimentales y comerciales, preste atención a cómo las tecnologías ingresan a sus experiencias educativas y qué valores o imaginarios ellos y otros asignan a los datos en la enseñanza y el aprendizaje. En particular, es necesario reflexionar sobre los intereses económicos y de control del comportamiento que encierran muchas de las soluciones tecnológicas propuestas como panacea de la información que mejora, facilita y da precisión al quehacer docente. Así, nuestro recorrido comenzará desde la exploración del concepto y las aplicaciones de analíticas del aprendizaje y su objetivo de apoyar patrones de comportamiento más eficaces en el profesorado y el estudiantado. Yendo más allá del tecno-solucionismo que frecuentemente ha permeado los discursos y la investigación sobre las analíticas del aprendizaje, enfocaremos la literatura crítica en torno al uso de datos educativos, focalizando las preocupaciones éticas. Para lograr un equilibrio entre el tecno-entusiasmo y la tecno-desilusión, ofreceremos algunos casos que consideran los datos en la educación a través de lentes complejos, interdisciplinarios y participativos. Finalmente, reflexionaremos en torno al valor del activismo de datos en la educación, como una mentalidad y actitud que implica una perspectiva crítica y transformadora hacia la tecno-estructura en evolución, apuntando a la agencia, la negociabilidad y la legibilidad como medios para construir culturas de datos justas en la educación superior y hacia la sociedad.</p>
https://doi.org/10.5281/zenodo.5768114
oai:zenodo.org:5768114
spa
Zenodo
https://zenodo.org/communities/data-praxis
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.5762075
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Analíticas de Aprendizaje, Datos del Estudiantado, Equidad, Ética
Activismo en Datos desde la educación superior, un compromiso académico
info:eu-repo/semantics/report
oai:zenodo.org:3744135
2020-04-10T17:00:05Z
user-plec-ds
openaire_data
Bonnie Stewart
Juliana Elisa Raffaghelli
2020-04-08
<p>This Zenodo item contains the Report and subsidiary resources and dataset on the results of the workshop undertaken by the authors: "Why should we care about datafication? Critical data literacies in higher education".</p>
<p>Workshop Details:</p>
<ul>
<li>A workshop session offered at the OER20 [online] conference</li>
<li><a href="https://oer20.oerconf.org/sessions/o-023/">https://oer20.oerconf.org/sessions/o-023/</a></li>
<li>Wed, Apr 1 2020</li>
<li>Theme: <a href="https://oer20.oerconf.org/tracks/openness-in-the-age-of-surveillance/">Openness in the age of surveillance</a></li>
<li>Access to the <a href="https://eu.bbcollab.com/collab/ui/session/playback/load/7cadbebcf3cf499d8616529c880eacde">Recorded Session</a></li>
</ul>
<p>Through a hands-on Open Space conversation, facilitated via Mentimeter and Blackboard Collaborate we explored the challenges datafication poses for educators in our contemporary information ecosystem, and why all of us should care. The session tried to scaffold frameworks that offer participants a critical lens to analyse their own data literacies and explore pathways to data literacy and data activism in institutions and networks.</p>
<p>The workshop was technically implemented with success, and all the interactions were undertaken without any imprevist, due to the great support given by the OER20 committee. The OER20 community got engaged with our proposal: 94 participants were visible in the chat side and actively contributing.</p>
https://doi.org/10.5281/zenodo.3744135
oai:zenodo.org:3744135
ang
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3744134
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
data literacy, educators, faculty development, critical approach
Why should we care about datafication? Critical data literacies in higher education
info:eu-repo/semantics/other
oai:zenodo.org:3739180
2020-04-03T20:20:13Z
user-plec-ds
openaire_data
Juliana Elisa Raffaghelli
Javiera Atenas
Leo Havemann
2020-04-03
<p>This Zenodo item contains the Report and subsidiary resources and dataset on the results of the workshop undertaken by the authors: "Open Data as driver of critical data literacies in Higher Education".</p>
<p>Workshop Details:</p>
<ul>
<li>A workshop session offered at the OER20 [online] conference</li>
<li><a href="https://oer20.oerconf.org/sessions/o-060/">https://oer20.oerconf.org/sessions/o-060/</a></li>
<li>Wed, Apr 1 2020</li>
<li>Theme: <a href="https://oer20.oerconf.org/tracks/open-education-for-civic-engagement-and-democracy/">Open education for civic engagement and democracy</a></li>
<li>Access to the <a href="https://eu.bbcollab.com/collab/ui/session/playback/load/0983399114454947ba11426abbb3e17e">Recorded Session</a></li>
</ul>
<p>The workshop explored the educational potential of Open Data as a driver of interdisciplinary dialogue in learning design and pedagogical practices. It offered instruments for designing educational interventions in two simple phases:</p>
<ol>
<li>A conceptual (but dialogical!) introduction</li>
<li>A “hands on” exercise</li>
</ol>
<p>The virtual environment used was Blackboard Collaborate as organized and supported by ALT and the OER20 Committee. In these conditions, 73 participants (conference attendees and external participants) engaged in the activity. The participants that expressed their geographical positions (when introducing themselves via the chat in the virtual conference environment) showed diversity, though most participants came from the UK, elsewhere in Europe, and some from Latin America.</p>
https://doi.org/10.5281/zenodo.3739180
oai:zenodo.org:3739180
eng
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3739165
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Open Data, data literacy, educators, faculty development, critical approach
Open Data as driver of critical data literacies in Higher Education: Which Data, Which Openness, Which Care?
info:eu-repo/semantics/other
oai:zenodo.org:5554565
2024-03-12T10:43:49Z
user-plec-ds
openaire_data
Juliana Elisa Raffaghelli
Stefania Manca
2020-10-01
<p>The potential of Open Research Data (ORD) within the context of open science and digital scholarship can be frustrated if data remains unused. Although current research has investigated the way ORD is being published, researchers’ behaviour of ORD publishing and sharing on academic social networks (ASN) remains insufficiently explored. The research to which this dataset is connected aims to illustrate some parameters of social activity around self-archived ORDs on ResearchGate. The study analyses whether the ORDs publication leads to social activity (reads and citations) around the ORDs and their linked published articles, including eventual associations between the social activity and the researchers’ profile (scientific domain, gender, region, professional position, reputation) as well as the quality of the ORD published.</p>
<p>The current dataset is composed by:</p>
<p>A- The .csv file, extracted as a random sample of 752 ORD items from ResearchGate. The dataset has been polished and anonymized. The variables relating the researchers' profiles and citations to the ORD lined research were got from the researchers' profiles and published research. However, for the purpose of anonymisation, these variables have been coded and the original information removed.</p>
<p>B- The codebook explaining the variables and metrics contained in the file (A)</p>
<p>C- The R script. This script contains a number of explorations not reported in the final paper. The quantitative techniques applied include descriptive statistics, logistic regression and K-means cluster analysis.</p>
<p>D- Five tables, three figures and two annexes (Logistic Regression I and II) created over the basis of the dataset (A)</p>
<p>The results have been interpreted in terms of three main aspects.</p>
<ul>
<li>Firstly, there is still an underdeveloped social activity around self-archived ORD in ResearchGate (operationalized as reads and citations) overall and in spite of the published ORDs quality.</li>
<li>Secondly, it was found an uncovering of the relevance of the moderating effects over ORD, which spots traditional dynamics within the “innovative” practice of engaging with data practices.</li>
<li>Thirdly, a rather similar situation of ResearchGate as ASN with regard to other data platforms and repositories in terms of social activity around ORD was detected.</li>
</ul>
<p>The potential of Open Research Data (ORD) within the context of open science and digital scholarship can be frustrated if data remains unused. </p>
https://doi.org/10.5281/zenodo.5554565
oai:zenodo.org:5554565
eng
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4061436
info:eu-repo/semantics/openAccess
Open Data, data literacy, researchers, digital scholarship, academic social networks
Dataset relating the Social activity of Open Research Data on ResearchGate
info:eu-repo/semantics/other
oai:zenodo.org:10116328
2023-11-12T18:11:38Z
user-plec-ds
openaire_data
Loría Solano, Eugenia
Guitert, Montse
Raffaghelli, Juliana Elisa
2021-09-10
<p>This dataset presents data used for a systematic review of the literature.</p><p>We conducted a comprehensive literature review, in which we identified the following: a) the role of data literacy as one of several barriers to use; and b) open data-related activities that foster informal learning by assisting in the development of critical data literacy as a surrogate for citizens' continued engagement with open data. Following the screening and selection of 66 articles through the use of keyword mapping, the articles were coded and subjected to quantitative analysis. On the one hand, our findings demonstrate that inadequate data literacy hinders the utilisation of open data. Conversely, it seems that open data initiatives create pertinent prospects for fostering technical data literacy among the general public, enabling them to comprehend and engage with decision-making processes that are informed by data. However, critical data literacy as a primary catalyst for the strategic and transformative utilisation of open government data receives scant attention. In conclusion, this research has the potential to provide a foundation for interventions that promote open data literacy and lifelong learning.</p>
https://doi.org/10.5281/zenodo.10116328
oai:zenodo.org:10116328
Zenodo
https://doi.org/10.17471/2499-4324/1303
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.10116327
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Italian Journal of Educational Technology, Online First, 1-21, (2021-09-10)
(Open) Data literacy: Dataset for a systematic review of the literature
info:eu-repo/semantics/other
oai:zenodo.org:4460680
2021-01-25T12:27:21Z
user-plec-ds
Juliana Elisa Raffaghelli
2020-06-12
<p>Este registro de ZENODO presenta las notas de campo y los recursos de una serie de talleres que tratan el tema de la analítica del aprendizaje "¿Un continente oscuro?".<br>
El registro incluye los recursos de los talleres (diapositivas) y un informe que incluye algunos de los comentarios e ideas principales discutidas por los participantes.</p>
<p>Un conjunto de imágenes sobre las actividades desarrolladas durante el encuentro se incluyen en el informe, ilustrando algunos de los métodos activos adoptados.</p>
<p>El taller fue diseñado en el contexto del programa de investigación "Culturas de datos justos en la educación superior". El diseño se debatió conjuntamente con los coordinadores del IDP-ICE de la Universidad de Barcelona.</p>
<p>============================</p>
<p>This ZENODO record introduces the fieldnotes and resources of a number of workshops dealing with the topic of Learning Analytics "A Dark Continent?".<br>
The record includes the workshops' resources (slide decks), and a report including some of the comments and main ideas discussed by the participants.</p>
<p>A set of images on the activities developed during the encounter are embedded in the report, illustrating some of the active methods adopted.</p>
<p>The workshop was designed in the context of the research programme "Fair Data Cultures in Higher Education". The design was jointly discussed with the coordinators of the IDP-ICE of the University of Barcelona.</p>
My gratitude to the IDP-ICE (University of Barcelona) for the incredible support and openness in this experience.
https://doi.org/10.5281/zenodo.4460680
oai:zenodo.org:4460680
spa
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4460679
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
data literacy, educators, faculty development, critical approach, learning analytics
Analíticas de Aprendizaje: ¿Un continente Oscuro? - Notas de Trabajo en Campo
info:eu-repo/semantics/technicalDocumentation
oai:zenodo.org:4446763
2021-01-26T17:56:15Z
user-plec-ds
Juliana Elisa Raffaghelli
2019-02-07
<p>Notas de Trabajo en campo – WORKSHOPS</p>
<p>Sociedad Datificada y Educación: Más allá de la abundancia de datos, hacia una perspectiva crítica y constructiva</p>
<p>Para la Universitat de Barcelona, <em>Máster d’Entorns D’Ensenyament i Aprenentatge amb Tecnologies Digitals </em>(Máster de Entornos de Enseñanza y Aprendizaje con Tecnologías Digitales)</p>
<p>Barcelona, 4-6 de Febrero de 2019</p>
<p>=====================</p>
<p>Este récord de Zenodo ofrece acceso a los recursos y notas de trabajo en campo del workshop desarrollado en tres días sobre el tema "Sociedad datificada y educación".</p>
<p>Para el acceso a los materiales (diapositivas, cuestionarios, recursos para el diseño educativo) ver la <a href="https://jraffaghelli.com/2019/02/03/reflexionando-sobre-datos-y-educacion-en-el-contexto-del-master-eeatd/">publicación en el blog de la autora. </a></p>
<p>Las notas de trabajo en campo se adjuntan en este récord. </p>
Se agradece al docente Jordi Quintana Albalat, de la Universitat de Barcelona, por la gentil invitación a desarrollar esta actividad.
https://doi.org/10.5281/zenodo.4446763
oai:zenodo.org:4446763
spa
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.4446762
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
data literacy, alfabetización en datos, educadores, sociedad datificada
Notas de Trabajo en campo Workshop: Sociedad Datificada y Educación. Más allá de la abundancia de datos, hacia una perspectiva crítica y constructiva
info:eu-repo/semantics/technicalDocumentation
oai:zenodo.org:3581290
2023-03-13T14:54:16Z
user-plec-ds
user-edulabtic
Juliana Elisa Raffaghelli
2019-12-17
<p>While data literacy (encompassing a critical, open and networked vision of data) is becoming a central component in lifelong learning and civic education, it seems that there is a dearth of first-hand conceptual and empirical research on faculty development. This might be due to the fact that the problems related to data are diversified, given that academics operate in the two complex fields of research and teaching, as explained above. In relation to research, data is connected with the discourses of open science and open data in research. In relation to teaching, data comes from pedagogical practices and teachers’ and students’ activities and interactions in online and blended learning. These are two different universes with different research specificities. But data-driven practices imply forms of awareness that are potentially transversal and connected to DS, in a context of HE modernization and with digital and derived data-driven practices at the core.</p>
<p>How should the professional development of academic staff be designed and developed so as to introduce transformative and critical use of digitalized data and ensure a positive impact on DS as an essential component in HE modernization?</p>
<p>This research question is addressed within this project by analysing, designing, developing, deploying and testing a professional learning ecology supporting data literacy among academics and relating it to short-term impacts. The chosen methodological approach encompasses mixed methods research developed in three phases: an initial desk research phase and two phases of design-based research. In the desk research phase, the constructs are defined. Moreover, a survey will collect the necessary information to elaborate the scenarios and framework of competences for data literacy among academics.</p>
<p>We present here:</p>
<p>a) the document with the results of the Delphi study carried out to validate the instrument used in the survey study.</p>
<p>b) the questionnaires in English defined as a result of the Dephi. Note: While the two areas of research and teaching will be taken into account, the instruments are diversified and will provide the opportunity to select one or other as the main area of activity. This is particularly important considering that many professional roles at the beginning of a career in academia exclusively cover either research or teaching. </p>
https://doi.org/10.5281/zenodo.3581290
oai:zenodo.org:3581290
eng
Zenodo
https://zenodo.org/communities/edulabtic
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3581289
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
data literacy, educators, faculty development, critical approach, Delphi, survey
Delphi Study to validate the survey exploring academic awareness and engagement with data-driven practices.
info:eu-repo/semantics/other
oai:zenodo.org:7118728
2022-09-28T14:26:23Z
user-plec-ds
openaire_data
Raffaghelli, Juliana Elisa
Doria, Beatrice
Grion, Valentina
Serbati, Anna
2022-09-28
<p>Feedback is crucial for improving student learning. In this regard, overcoming the transmissive conception of feedback, in favour of its dialogic function, introduces new reflections concerning the internal generative feedback process. In this regard, Nicol (2020; 2021) outlines the concept of self-feedback, i.e. the continuous comparative process that students produce from various external information and sources triggering internal feedback. </p>
<p>Our research aims to explore students' perceptions concerning the activation of internal/self-feedback, investigating which sources are most effective from their point of view and researching the relationships between different individual characteristics. The results show that students' individual differences and contextual cultural factors might play a crucial role in creating ideal environments to enable the generation of self-feedback. Finally, students consider the teacher to be most effective in activating self-feedback, and many have never experienced self-feedback or automated feedback situations.</p>
<p>This record contains the open dataset adopted in the study, jointly with the R script used with the data.</p>
https://doi.org/10.5281/zenodo.7118728
oai:zenodo.org:7118728
eng
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.7118727
info:eu-repo/semantics/restrictedAccess
students feedback, human feedback, automated feedback
Students' perceptions on different sources of self-feedback
info:eu-repo/semantics/other
oai:zenodo.org:3839439
2020-05-22T20:20:21Z
user-plec-ds
Gimena del Rio Grande
Virginia Brussa
Javiera Atenas
Juliana Elisa Raffaghelli
2020-05-22
<p>La participación en esta sociedad dataficada requiere de una serie de habilidades transversales, las cuales son un conjunto de habilidades técnicas y alfabetizaciones mediáticas entretejidas a través de un enfoque crítico que nos permita comprender las estructuras y procesos sociopolíticos y culturales que afectan a individuos y grupos. El rol de las instituciones educación superior (IES) en este contexto es el de liderar el desarrollo de enfoques pedagógicos críticos y sociotécnicos para comprender y analizar datos.</p>
<p>Por ende, la adopción de los datos abiertos (DA) como recursos educativos abiertos (REA) como base para el diseño curricular y de actividades de aprendizaje centradas en el desarrollo de la alfabetización de datos tiene un gran potencial para desencadenar un modelo de aprendizaje auténtico.</p>
<p>Presentamos a continuación el report i dataset de interacciones llevadas a cabo dentro de un taller ofrecido con el objetivo de explorar el potencial educativo de los datos abiertos como motor del diálogo interdisciplinario en el diseño del aprendizaje y las prácticas pedagógicas. Dicho taller se basó en dos fases (una informativa y una interactiva) apuntando a ofrecer claves de lectura y comprensión de los enfoques de trabajo con datos como recursos educativos, así como sentando las bases para diseñar intervenciones educativas.</p>
<p>Se inscribieron al taller 73 personas, de las cuáles 26 participaron activamente.</p>
<p>En síntesis, las características de este taller han sido: </p>
<ul>
<li>Un taller ofrecido en el marco de trabajo ILDA-AREA y UOC-EDUL@B</li>
<li><a href="https://forms.gle/qs9DdHS9ejbvRr8U6">https://forms.gle/qs9DdHS9ejbvRr8U6</a></li>
<li>Jueves 23/04/2020</li>
<li>Tema: Datos abiertos en la Educación Superior</li>
<li>Una sesión interactiva que ha quedado <a href="https://youtu.be/VA-esJqAaTE">grabada</a> como recurso abierto</li>
</ul>
https://doi.org/10.5281/zenodo.3839439
oai:zenodo.org:3839439
spa
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3839438
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Alfabetización en datos, datos abiertos, recursos educativos abiertos
Datos Abiertos como Recursos Educativos Abiertos: Resultados de un Workshop en línea
info:eu-repo/semantics/report
oai:zenodo.org:3552885
2020-04-23T10:43:31Z
user-dlmap
user-plec-ds
software
Juliana Elisa Raffaghelli
2019-11-25
<p>El cuestionario del Mapa de Alfabetización de Datos se basa en un simple formulario, abierto, cuyos resultados se pueden ver a pedido.</p>
<p>El formulario está organizado en dos partes:</p>
<ol>
<li>Una pregunta sobre la ubicación geográfica (para mapear la contribución)</li>
<li>Tipo de contribución al mapa de alfabetización de datos, a saber:</li>
</ol>
<ul>
<li>Contribución con un término / concepto relacionado con la alfabetización de datos</li>
<li>Contribución con una experiencia propia en alfabetización de datos</li>
<li>Contribución con ejemplos de actividades / prácticas de alfabetización de datos (de otros colegas / instituciones)</li>
<li>Contribución con recursos que apoyan la alfabetización de datos</li>
</ul>
<p><a href="https://zenodo.org/record/3552830#.XdwWoOhKg2w">Hay una versión en inglés.</a> </p>
<p>Todos los participantes pueden solicitar ser contribuyentes en el proyecto participando en las conversaciones en SLACK: <a href="https://exploringdata-jpk5110.slack.com/">https://exploringdata-jpk5110.slack.com/</a></p>
https://doi.org/10.5281/zenodo.3552885
oai:zenodo.org:3552885
spa
Zenodo
https://zenodo.org/communities/dlmap
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3552884
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
alfabetización en datos, educadores, desarrollo profesional de profesorado, enfoque crítico
Formulario para recopilar términos, prácticas y recursos sobre alfabetización en datos
info:eu-repo/semantics/other
oai:zenodo.org:5768143
2021-12-09T13:48:45Z
user-plec-ds
user-data-praxis
Juliana Elisa Raffaghelli
Caroline Kuhn
Quelic Berga
2021-12-06
<p>This deliverable is part of the Open Educational Resource generated under the project "Understanding Data: Politics & Praxis" https://datapraxis.net/</p>
<p>In this module we will explore the concepts of readability, agency and negotiability applied to learning analytics. We will learn how datafication in the field of educational platforms affects university teachers and their work. We will finish this journey by suggesting that the technological advances that lead to the use of data-driven techniques cannot be passively experienced by teachers. Rather, they must be continuously active in pushing for the readability of data infrastructures and participating in the negotiation processes related to the oversight and privacy of students and of the teachers themselves. University teachers' ultimate goal is to be involved and committed, to play an active role, i.e., to have "agency" with respect to data technologies and infrastructures, in a journey that is made at the same time as the technology is developed, rather than passively accepting it after the event. This is why we will speak of "data activism". As learning analytics become more popular and some experimental and commercial applications are rolled out, university teachers need to pay attention to how technologies become part of their educational experiences and what values and imaginaries are assigned to data in teaching and learning. Specifically, it is necessary to consider the economic interests and the desire to control behaviour underlying many of the technological solutions put forward as a panacea producing information that makes teaching better, easier or more accurately targeted. Thus, our journey will start from the exploration of the concept and applications of learning analytics and its objective of supporting more effective behavioural patterns in teachers and students. Going beyond the techno-solutionism that has frequently permeated discourses and research on learning analytics, we will focus on critical literature concerning the use of educational data and, in particular, the associated ethical concerns. In order to find a balance between techno-enthusiasm and techno-disillusionment, we will look at cases that examine data in education from complex, interdisciplinary and participatory perspectives. Finally, we will consider the value of data activism in education, as a mindset and attitude that implies a critical and transformative perspective towards the evolving techno-structure, requiring agency, negotiability and readability as the means to build fair data cultures in higher education and in society.</p>
https://doi.org/10.5281/zenodo.5768143
oai:zenodo.org:5768143
ang
Zenodo
https://zenodo.org/communities/data-praxis
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.5762124
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Learning Analytics, Students' Data, Pedagogy, Equity, Ethics
Data Activism in higher education, a scholarly commitment
info:eu-repo/semantics/report
oai:zenodo.org:2538011
2020-02-17T13:04:53Z
user-plec-ds
openaire_data
user-edulabtic
Juliana Elisa Raffaghelli
Stefania Manca
2019-01-11
<p>In the landscape of Open Science, Open Data [OD] plays a crucial role as data are one of the most basic components of research despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers as the basis for good open science practices. The common factor underlying these new practices – the relevance of promoting open data circulation and reuse – is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, open data sharing is much less developed in social sciences and in educational research.</p>
<p>The Open Data hereby introduced is composed of two integrated datasets which collect data relating practices of Open Data publication and sharing in the field of Educational Thecnologies. This data was collected to suport the aim of investigating open data sharing in a selection of open data repositories as well as in the academic social network site ResearchGate.</p>
<p>The research questions addressing this study are:</p>
<ol>
<li>Do researchers in the field of Educational Technology publish Open Datasets [ODs]?</li>
<li>To which extent are ODs compliant with the FAIR data principles?</li>
<li>What is the social life relating to the ODs in terms of the metrics provided by the OD portals? As a subsidiary question: 3.a- To what extent do open data portals allow researchers to cultivate social practices around OD?</li>
</ol>
<p> </p>
<p>In order to investigate OD presence in ResearchGate, the following research aim guided the second part of the study: Analysis of the presence of the same selected OD in ResearchGate and of the type of social activity OD exhibited by OD according to ResearchGate mètrics.</p>
<p>The Open Data here presented is composed by two datasets.</p>
<ol>
<li>23 datasets extracted out from 82 randomly selected datasets, from an inital total of 633. The data set presents a Codebook explaining the several categories of analysis or variables and the values assigned to the same. Since the analysis was performed in two phases (first selection and screening, second selection and classification) the codebook is divided in two tables. Moreover, the data set contains 6 Worksheets, ordered taking the workflow as reference: Codebook, Dataset_Extraction, Analysis_Workflow, Selected_Analysis. This dataset has been produced and curated by J.E.Raffaghelli</li>
<li>The analysis of correspondance for the 23 datasets in ResearchGate. The data set presents a Codebook, and is divided into two worksheets: Codebook, ODT&RG. The last worksheet introduces the comparison between the social mètrics within RG of the found datasets and the relating papers. This dataset has been produced and curated by S. Manca and J.E. Raffaghelli.</li>
</ol>
Project funded by the Spanish Ministry of Innovation, Science and University, RYC-2016-19589
https://doi.org/10.5281/zenodo.2538011
oai:zenodo.org:2538011
eng
Zenodo
https://zenodo.org/communities/edulabtic
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.2538010
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Open Data, Educational Technologies, researchers' social activity, academic social networks
Is there a social life in Open Data? Open datasets exploring practices in Educational Technology Research
info:eu-repo/semantics/other
oai:zenodo.org:3245394
2020-02-17T13:04:50Z
user-plec-ds
openaire_data
user-edulabtic
Juliana Elisa Raffaghelli
Derek Clougher
2019-06-13
<p>As algorithmic decision-making and data collection become pervasive within higher education, how can educators make sense of the systems that shape life and learning in the 21st century? Through a systematic review of the literature, the paper investigates the gaps in the literature, which prevent the formulation of potential pathways and principles on which educators’ data literacy can - and should - be developed and fostered. The analysis of 137 papers through the methods of classification under relevant categories, and key words mapping, showed that there is little attention on HE teachers, and most approaches to educators’ data literacy address management and technical abilities for data processing, with less concern on critical, ethical and personal approaches to datafication in education.</p>
<p>The present dataset shows the full list of articles analysed.</p>
<p>The dataset, and ods file, is composed by the following sheets:</p>
<ol>
<li>Codebook</li>
<li>List of articles extracted from SCOPUS</li>
<li>List of articles extracted from WOS</li>
<li>List of articles extracted from ERIC</li>
<li>List of articles extracted from DOAJ</li>
<li>Interrater Agreement</li>
<li>PRISMA workflow</li>
<li>Analysis - First Level (classification of 137 articles selected)</li>
<li>Analysis - Second Level (List of articles relating faculty development)</li>
<li>Supplementary tables (counting articles in relation to the categories of analysis).</li>
</ol>
<p>As for the Keywords' Map, a second file .csv displays the text over which basis was performed the keyword maps analysis. A .txt file shows notes relating the analysis procedures using the software VOS-Viewer <a href="http://www.vosviewer.com/">http://www.vosviewer.com/</a></p>
<p> </p>
This research has been parcially funded by the Project "Professional learning ecologies for Digital Scholarship: Supporting the Modernisation of Higher Education through Professionalism" , Spanish Ministry of Economy and Competitiveness, Programme "Ramón y Cajal" RYC-2016-19589. The authors wish to thank the colleagues of Edul@b for the insightful discussions about the classification adopted in the codebook.
https://doi.org/10.5281/zenodo.3245394
oai:zenodo.org:3245394
akh
Zenodo
https://zenodo.org/communities/edulabtic
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3245393
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
data literacy, educators, faculty development, complexity
Unpacking the concept of "educators' data literacy in Higher Education" - Systematic Review of the literature and Keyword Map
info:eu-repo/semantics/other
oai:zenodo.org:5153142
2021-08-02T13:48:19Z
user-plec-ds
openaire_data
Valentina Grion
Juliana Elisa Raffaghelli
2021-04-04
<p>The present dataset contains the results of a survey distributed to all the professoriate of two universities, between January and March 2020.</p>
<p>The several variables present in the dataset relate to the professional areas of knowledge and activity; the ongoing data practices in relation to six scales (as published in Raffaghelli. (2019) and theoretically explored in Raffaghelli (2019b); professional learning ecologies relating data practices in teaching and research.</p>
<p>The script 1 covers some analysis relating specific scales.</p>
<p>Other scripts might be added /welcomed as far as successive analysis are done over the shared data.</p>
<p>========</p>
<p>Raffaghelli, J. (2019) Delphi Study to validate the survey exploring academic awareness and engagement with data-driven practices. Zenodo. https://doi.org/10.5281/zenodo.3581290</p>
<p>Raffaghelli, J. E. (2019b). Developing a framework for educators’ data literacy in the European context: Proposal, Implications and debate. In <em>International Conference on Education and New Learning Technologies EDULEARN</em> (pp. 10520–10530). Palma de Mallorca: IATED. https://doi.org/10.21125/edulearn.2019.2655</p>
https://doi.org/10.5281/zenodo.5153142
oai:zenodo.org:5153142
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.5153141
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Open Data, data literacy, data practices, data cultures
Dataset for the exploration of data practices in Higher Education
info:eu-repo/semantics/other
oai:zenodo.org:3739166
2020-04-03T20:20:13Z
user-plec-ds
openaire_data
Juliana Elisa Raffaghelli
Javiera Atenas
Leo Havemann
2020-04-03
<p>This Zenodo item contains the Report and subsidiary resources and dataset on the results of the workshop undertaken by the authors: "Open Data as driver of critical data literacies in Higher Education".</p>
<p>Workshop Details:</p>
<ul>
<li>A workshop session offered at the OER20 [online] conference</li>
<li><a href="https://oer20.oerconf.org/sessions/o-060/">https://oer20.oerconf.org/sessions/o-060/</a></li>
<li>Wed, Apr 1 2020</li>
<li>Theme: <a href="https://oer20.oerconf.org/tracks/open-education-for-civic-engagement-and-democracy/">Open education for civic engagement and democracy</a></li>
<li>Access to the <a href="https://eu.bbcollab.com/collab/ui/session/playback/load/0983399114454947ba11426abbb3e17e">Recorded Session</a></li>
</ul>
<p>The workshop explored the educational potential of Open Data as a driver of interdisciplinary dialogue in learning design and pedagogical practices. It offered instruments for designing educational interventions in two simple phases:</p>
<ol>
<li>A conceptual (but dialogical!) introduction</li>
<li>A “hands on” exercise</li>
</ol>
<p>The virtual environment used was Blackboard Collaborate as organized and supported by ALT and the OER20 Committee. In these conditions, 73 participants (conference attendees and external participants) engaged in the activity. The participants that expressed their geographical positions (when introducing themselves via the chat in the virtual conference environment) showed diversity, though most participants came from the UK, elsewhere in Europe, and some from Latin America.</p>
https://doi.org/10.5281/zenodo.3739166
oai:zenodo.org:3739166
eng
Zenodo
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.3739165
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Open Data, data literacy, educators, faculty development, critical approach
Open Data as driver of critical data literacies in Higher Education: Which Data, Which Openness, Which Care?
info:eu-repo/semantics/other
oai:zenodo.org:5230665
2021-08-23T10:10:18Z
user-plec-ds
openaire_data
user-phdeducationodl
Loría-Solano, Eugenia
Raffaghelli, Juliana Elisa
2021-08-21
<p>This systematic review of the literatu was conducted with the PRISMA method, to explore the contexts in which the use of open government data germinates, identifying barriers to its use and identifying, the role of data literacy among those barriers to use; and the role of open data in promoting informal learning that supports the development of critical data literacy. This file includes a codebook of the main characteristics that were studied in a systematic literature review, where data from 66 articles related to Open Data Usage were identified and coded. Also, the file includes an analysis of Cohen's Kappa, a concordance statistic used to measure the level of agreement among researchers in classifying articles on the characteristics defined in the Codebook. Finally, it includes main tables of the results' analysis.</p>
https://doi.org/10.5281/zenodo.5230665
oai:zenodo.org:5230665
ang
Zenodo
https://zenodo.org/communities/phdeducationodl
https://zenodo.org/communities/plec-ds
https://doi.org/10.5281/zenodo.5230664
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Open government data
discipline
open data use
professional learning
open data literacy
(open) data literacy as barrier and enabler of open government data enhancement. A systematic review of the literature.
info:eu-repo/semantics/other