This presentation was presented at the IGU-CGE Conference in Prague in August 2021. It introduces two projects coordinated by the European Association of Geographers (EUROGEO). The first part concerns GeoDem - Geography, Data, Democracy and Citizenship concerns a Jean Monnet award received by the association to present activities related to EUROGEO's work on innovative education projects over the past 10 years. The award allows the association to further disseminate its actions and activities. The second part of the presentation introduces the D3 (Developing Digital Data literacy) Project and its results, research and training.

1. IGU-CGE 2021
developing, sharing, promoting
Karl Donert, Education Consultant
Vice President EUROGEO,
eurogeomail@yahoo.co.uk
Geography, Data, Democracy
and Citizenship

2. https://www.eurogeography.eu/projects/
EUROGEO
Projects

3. Jean Monnet Award
• GeoDem : Geography, democracy, European
citizenship and the digital age
• Actions on European geopolitical issues -
climate change, cultural heritage, migration,
environment
• improving education in Europe
• increasing employability and
• focusing on digital competences

4. GeoDem Objectives
• Related to normal association actions
• Annual meeting of members,
EUROGEO conference(s), other events
• Quality research and publications and
• Widen access to the results /
outcomes of our innovative projects
related to European issues

5. GeoDem Outcomes
• a book publication - journal articles
• association newsletters
• a gallery of resources
• an agreed Benchmark statement
with recommendations and
• GeoDem Research Platform

6. 1. Publications
• Book publication:
Sustainable Development Goals in Europe: a
geographical approach
• Journal articles on democracy, economic and
digital challenges
The European Journal of Geography
• EUROGEO Newsletter
Information on European activities

7. 2. Resources
• Online gallery of resources on teaching European
Union issues
research, compile and assess resources for teaching in and
about Europe, in particular for school education
• Recommendations on teaching in and about
Europe
benchmark statement on teaching in and about Europe,
translated to lobby ministries and European agencies

8. 3. Web site
• Europe in the wider world
Online area to promote Europe in the wider world,
EUROGEO activities with trans-national agencies like the
Council of Europe, United Nations and EuroMed
• Research Platform
Connecting researchers working in the domain of Spatial
Citizenship, sharing activities / publications and develop
new initiatives in the field

9. IGU-CGE 2021 (based on STROBL
2008:134)
http://www.spatialcitizenship.org
Gryl I, Jekel T and Donert K, (2010), GI & Spatial Citizenship, In Jekel T, Donert K, Koller A and Vogler R, Learning with GeoInformation V, Berlin,

10. inga.gryl@uni-due.de
From Gryl I (2014) GI_Forum
Spatial Citizenship
empower-
ment
teacher
roles
http://www.spatialcitizenship.org

11. IGU-CGE 2021
Karl Donert, Education Consultant
Vice President EUROGEO,
kdonert@yahoo.com
D3: a project to Develop
Digital Data Literacy
KA2 - 2019-1-BE02-KA201-060212

14. D3 Objectives
1. Promote the use of digital technologies and open
data tools in learning and teaching
2. Increase capacity for democratic engagement to
educational plans and strategies
3. Establish suitable styles of learning to access and
integrate open data into schools and
4. Improve educational stakeholders’ response to the
need for data and information literacy in schools and
teacher training.

15. •
D3 Project Outputs
https://d3.youthmetre.eu/

16. D3 Results
IO1: Review: School
curricula qualifications and
digital open data tools
IO2: D3 Teacher professional
development course
IO3: D3 Teaching toolkit
IO4: Gallery of Case Studies
https://d3.youthmetre.eu/

17. Comparative Review
1. Results from Desk Research: An Oerview
2. Digital literacy and open data in secondary school
education in partner countries
3. Examples of Open data tools
4. Training courses, qualifications and curricula
5. National legislative frameworks
6. COVID-19 and Special Measures
7. Proposals and Recommendations
https://www.researchgate.net/project/D3-Project-Developing-Digital-Data-literacy

18. Education research
(Saddiqa et al. 2019)
Saddiqa, M., Rasmussen, L., Magnussen, R., Larsen, B. and Pedersen, J.M., 2019, August. Bringing open data into danish schools
and its potential impact on school pupils. In Proceedings of the 15th International Symposium on Open Collaboration (pp. 1-10).
https://dl.acm.org/doi/pdf/10.1145/3306446.3340821

19. Atenas, J and Havemann, L (2019). Open Data Sectors and Communities: Education. In: Davies,
Tim; Rubinstein, Mor; Walker, Stephen B. and Perini, Fernando eds. The State of Open Data:
Histories and Horizons. Cape Town and Ottawa: African Minds and International Development
Open data and education
(Atenas and Havemanns, 2019)

20. Digital literacy, open data
in secondary education
• Digital literacy and understanding of open data is
fundamental not only as a response to the increasing
demand within the labour market but also to ensure
the growth of responsible and active citizens
• Status of open data and digital literacy in curricula
• Comparison of results from evaluation of digital
competences based on DigComp 2.1 and
DigiCompEdu
https://www.researchgate.net/project/D3-Project-Developing-Digital-Data-literacy

21. different providers and
types of open data tools
digital divide
Protection of
personal data
positive aspects
of open data
development of
critical thinking
open data at
different scales
Open data tools

22. Training, qualifications
and curricula
• Training courses and activities are limited in school
curricula
• Open data and digital competences just a side
aspect of school subjects
• Some early attempts to include them: University of
Palermo, Germany
• Need for governmental interest and support
• Specific national laws on open data

23. Recommendations
- Need appropriate legislative frameworks;
- Help make municipalities aware of opportunities
from open data;
- Train teachers – access, use open data, digital tools;
- Provide infrastructures and instruments in schools;
- Clarify link between digital data literacy and effective
citizenship;
- Develop of critical thinking concerning data;
- Raise awareness of the dangers hidden in open data

24. Topics for D3
Teacher Training
• Themes - open data, digital literacy, critical thinking, DigComp 2.1
• Link between open data/digital literacy and active citizenship, democracy
• Catalogue of open data sources and digital platforms to use in class
• Examples of how to integrate digital tools in the teaching process: which is
the impact of these sources? What is the advantage deriving from them?
• Critical thinking: how to protect personal data? How to boost critical
thinking, curiosity, creativity? How to recognize fake news on the Web?
• How to address the digital divide?
• How to stay up to date: informal meetings, international networks,
international initiatives

25. D3 Training
Module 0 : Digital Citizen
Module 1 : Data Literacy
Module 2 : Digital Content
Creation
Module 3 : Communication and
Collaboration
Module 4 : Problem Solving
https://d3.youthmetre.eu/

26. DigComp for
educators
https://ec.europa.eu/jrc/en/digcompedu

27. Framework for
teaching with
open data
(Coughlin, 2019)
Coughlan, T., 2020. The use
of open data as a material for
learning. Educational
Technology Research and
Development, 68(1), 383-411.
https://link.springer.com/article/1
0.1007/s11423-019-09706-y

28. • Open Data Charter on using open data for
inclusive development and innovation
Open Data Charter
https://opendatacharter.net/
It states (point 5.d) that it is key to:
“Engage with schools and post-secondary
education institutions to support increased open
data research and to incorporate data literacy into
educational curricula”

29. Karl Donert
eurogeomail@yahoo.co.uk
@karldonert