On media literacies and democracy

Today I woke up quite early, which is not indeed very common of me, and through my screen I noticed, again, in despair, that the humanity had screwed up. Coincidentally, I’m lecturing on data journalism and open data today, with the aim of start developing critical thinking and media literacies in my students, therefore rushed to my laptop to re-do my lecture.

Is not just about Trump winning the presidency, and also becoming the chief commander of the armed forced of the country that has invaded more countries than any other in the last decades (they beat you Britain!) bombarding and killing thousand of civilians in the name of. It is about the social constructions and instruments that misled the people of Britain  to vote of Brexit, that allowed Rajoy winning in Spain (again, really!) and made Colombia to vote against peace (yeah!).

We know that media plays a key role in framing political views, perceptions and opinions, but there is media and media (the good, the bad and the ugly), and in some, we need to observe the the amount of hate they can promote – not just via printed – online newspapers but also, across social media, the TV, and any other mean of mass communication – spreading fear and rage, sowing panic, misleading the poor and illiterate into believing that the cause of their poverty is not the bad distribution of wealth, or the corruption in their countries, or the excessive expenses of their armies, or the lack to decent housing because some rich kids keep gambling with the prices of the land, or the lack of access to health because your government basically does not give a shit about you, no, people is told that because of immigration they are denied basic access to human rights, to decent work, to fair salaries… while the rich and the corrupt keep in and get to power poisoning them thanks to right hand of the evil… the right-wing-press.

Now long ago, while preparing my course materials I found this paper Digital Media Literacy Education and Online Civic and Political Participation, and with this other one Critical Media Literacy, Democracy, and the Reconstruction of Education, and they made me reflect, because we are in a time in which we have plenty of access to data, but it is to me quite clear now that people cannot relate to it, cannot understand it, and that is core to use open data to develop citizenship skills, but this will not work if there are not any visible efforts to develop critical media literacies, which can be understood as a 21st century approach to education. It provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy (MediaLit).  Without this literacies, data and media, people will remain ignorant of the bias and misinformation portrayed on the media, because they cannot relate with the numbers and cannot verify the information presented as facts in the information, leading towards voting for the extreme right, for the  ones that have indeed damaged the society, which is preposterous in a digitally – capable – savvy – well equipped society.

As scholars we are taught to assess information critically, to verify claims, to fact-check, to review our sources and validate the validity of the source, and I think that in these dark political times, these are the best skill we can transfer to our students, we need to think of them as future citizens, local and global, that need to support the development of democratic, tolerant and respectful societies, therefore, we need to equip them with skills for democracy and with transversal skills, that according with UNESCO include  tolerance, openness, respect for diversity and intercultural understanding, therefore we need to start thinking that Open Education may not just relate with open content, open access or open data, but with the transformative power that openness as philosophy has, because by being able to freely access resources, we can help to promote peace and democracy.


Disclaimer: All the images were taken from Google without even looking at the licenses, I’m bloody angry today and I needed to showcase how right wing media has led, in less than a year to basically destroy democracy and democratic participation as we knew it…..


Why Open Data is key to teach democracy and citizenship

It has been taking me few days to put into words  what has happened in the country I called home for the last few years, it has been sad, confusing and overwhelming.

Not long ago, with my colleague Leo Havemann (@leohavemann) started doing some research about the value of Open Data as Open Educational Resources, and with a little help from our friends, we published a book and a paper, but until this point this was just an idea in our heads, Open Data is key to teach citizenship skills and to understand democracy, and we did lots of research about it, and we still do (with Chiara Ciociola, Fabrizio ScrolliniTim Coughlan, Francesca de Chiara and Annalisa Manca et al.) and we saw its value at theoretical level, but when I woke up on Friday, in despair, I noticed that as Open Data and Open Education community we haven’t done enough to educate others, because the voters in the UK have been misleading with false claims and manipulated by the right to believe that the root of evil were the migrants (EU, non EU & Refugees) and the axis of evil was European Union.

How could this happen? well, there are certain indicators that can explain this, those who voted for Brexit were mostly over 40 years old, and, Brexiters grew accordingly with age, the eldest were more prone to vote for leave, but, within this group, only 34.8% of the population completed tertiary education (Source: OECD Data), which means (for me) that the most vulnerable and illiterate group of the population were maliciously (mis)led to vote against the migrants and the EU, and were used as an instrument to promote a rather xenophobic agenda and to lead the country into a political and economical crisis, so the politicians can now have another scapegoat to blame, the illiterate and elderly people of Britain.


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But as they say here, we need to keep calm and carry on, however, this carry on, put us, and by us I mean people working in the fields of Openness (Education, Data, Science & Access) into promoting global citizenship, working closer with the civil society  (as the friends from Abrelatam, ILDA, Open Knowledge InternationalSchool of Data and SocialTIC are doing)to create spaces for capacity building for students, teachers and academics towards developing data literacies so people can understand numbers, graphs, statistics and can critically assess the information.

I firmly believe that Open Data is a key resource to teach critical thinking, and used as Open Educational Resources allows us to showcase phenomena and to build understanding of it by critically evaluating and assessing a problem. Since the referendum campaign started we have seen far too many graphs, but graphs are misleading, people cannot read them, and stats are manipulated by the media as big red numbers and letters and shocking images are to construct newspapers headlines, and the illiterate people are terrorised by fake facts and they cannot assess truth from lies.

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I know this is a sad time for many of us, scary for lots of us and probably uncertain for most of us, but I also see an opportunity for the Open Education community to collectively build a more democratic society because today promoting openness is key.  The more Open Access research is published the more people can read evidence-based information. If Open Data is used  in teaching and learning, students will be able to critically assess the media, to question their governments and their policies, and by embracing Open Science principles, students will be able replicate studies to critically construct their opinions.

We need to support the development of a more critical society  to prevent politicians creating a new scapegoat to manipulate the society, but mostly to make sure that the darkest hours of Europe  won’t repeat, because as Niemöller once wrote

“First they came for the Socialists, and I did not speak out—
Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out—
Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out—
Because I was not a Jew.

Then they came for me—and there was no one left to speak for me.”


Open Data as Open Educational Resources: Towards Transversal Skills and Global Citizenship

This year will be remembered by Leo Havemann and me as the Open Data year, because we spent it digging, exploring  and researching about how Open Data can be used as OER, because we believe that embedding Open Data in the curriculum can help students to develop numerous literacies including statistical, digital and reporting skills, but moreover, is a way to relate academic activities with the problems of the society aiming at developing active and conscious citizens.

Today we got published our latest piece of research titled   Open Data as Open Educational Resources: Towards Transversal Skills and Global Citizenship which “offers an initial exploration of ways in which the use of Open Data can be key in the development of transversal skills (including digital and data literacies, alongside skills for critical thinking, research, teamwork, and global citizenship), enhancing students’ abilities to understand and select information sources, to work with, curate, analyse and interpret data, and to conduct and evaluate research, and also presents results of an exploratory survey that can guide further research into Open Data-led learning activities aiming to support educators in empowering students to engage, critically and collaboratively, as 21st century global citizens“.

By saying it has been a year, I think is fair to rewind to where all started: a blogpost we called The 21st Century’s Raw Material: Using Open Data as Open Educational Resources  in which we described the initial and exploratory ideas to support students to think like scientists and policy makers and to acquire research skills. We initially used this post to call academics and practitioners in sharing their practices in the use of Open Data in teaching and learning .

So, after recruiting volunteers to share their good practices, we were joined by our friends to help us publishing these practices as case studies, to thanks to  Marieke GuyWilliam HammondsPaul Bacsich, Elena Stojanovska, Santiago MartínAnne-Christin Tannhäuser, Maria PerifanouChiara Ciociola, Luigi Reggi, Tim Coughlan, Juan Pablo Alperin, Katie Shamash, Alessandra Bordini, Alan Dix, Geoffrey Ellis and Virginia Power  in early November 2015 we published a book called Open Data as Open Educational Resources: Case studies of emerging practice,  the process of editing and putting this book together has been described in the previous post called Tales from the unexpected journey: Open Data as Open Educational Resources which I hope you enjoy reading.

— Nota en Castellano —

Si te interesa saber más sobre los datos abiertos en la docencia, puedes visitar la página Datos abiertos como recursos educativos abiertos (diseñada por el inigualable Gustavo Soto) o puedes darle una leída a la columna el el blog del BID:  Cómo los Datos Abiertos pueden ayudar a potenciar la Educación Universitaria en colaboración con el gran Nelson Piedra



Tales from the unexpected journey: Open Data as Open Educational Resources

Screen Shot 2015-11-04 at 13.56.17The process of developing this book titled Open Data as Open Educational Resources: Case studies of emerging practice was as brilliantly described by my fellow editor Leo Havemann as an unexpected journey, and as such we named our introduction, so I will explain you why:

Not so long ago, my friend Leo and I decided to start exploring the use of Open Data as teaching as learning resources, or in teaching and learning, but we couldn’t find much evidence on good practices, or examples, so we decided that maybe, we could start asking around, what we did not realised, is that we were opening big, a very big pandora box.

As information was playing hide and, well, hide with us, we thought that maybe, calling educators to share their practices and collect them as case studies could be a good solution, as we were sure that somewhere, someone was making pedagogic use of open data. So what it occurred to us was that, in case we managed to fish some cases out of the water, we could publish them as a book, as an openly licensed book.

We started asking for help (aka pestering some friends) to find / reach those who were using open data in teaching g and learning and, as magic happens sometimes, we were joined in the adventure of finding these practitioners and cases, and in developing the book by a group of colleagues and friends we respect and admire, and who did not called us crazy, but instead, supported us, guided us and encouraged us in our (evident) titanic idea of self publishing a book, without any fundings, and without having a publisher, because, Leo and I, as someone said once, are courageous people (maybe meant nuts, but we took it as a compliment).

First it was Marieke Guy,  who believed in us and in our idea (or maybe she said yes because I wouldn’t stop otherwise, will never know), then it came William Hammonds who joined us and helped us getting organised, and then Paul Bacsich and Elena Stojanovska, who, after joining the coordination of OKFN edu open education, were incredibly supportive and helped us in completing this project. 

Then we got a few supporting hands in helping us in sharing our preliminary findings, gathering more evidence or just provided us with good advice in editorial practices and project management, amongst them were Virginia RodésNelson PiedraAntonio MoneoGeraldine GarciaFabrizio ScrolliniEleni ZazaniElizabeth CharlesManuel Caeiro, Joana BarrosMehmet Izbudak and Lorna Campbell. Lately, some others joined what we called the scientific committee, so Anne-Christin Tannhäuser and Maria Perifanou helped us to select the cases and lately, supported the authors in developing their cases.

As we keep saying, we might be the luckiest people who ever attempted to publish a book independently, because every single one of the selected authors are a joy to work with, and understood that we were learning on the go. We had a nice bunch of international scholars showcasing their practices and projects, from Italy’s A Scuola de OpenCoesione we were joined by Chiara Ciociola and Luigi Reggi, then Tim Coughlan joined us from The Open University, followed by the Canada’s most international team Juan Pablo AlperinKatie Shamash and Alessandra Bordini from Simon Fraser University. Also, we were joined by Professor Alan Dix (Birmingham University) and Geoffrey Ellis (University of Konstanz) and by Virginia Power who is both a Graduate Tutor and PhD Student with the University of the West of England.

When the cases were ready, we were joined (and saved) by the real superhero of this story,  the only and the great Santiago Martín who played the key role of designer, organiser, and manager of the tons of files we never thought we could ever produce, and as the extraordinaire librarian he is, he organised the caos and then, designed what we think is  a very very beautiful book.

Before, during and at the end of this journey, there were some colleagues and friends that were there for us when we needed a bit of encouragement and advice (sometimes in liquid form, others in virtual form, and occasionally in the form of chocolate) in this our first experience as publishers, so many thanks and hugs to Bea de los Arcos, Mira VogelDavid Kernohan,Chrissi Nerantzi, Matt JennerSteve Rowett, Tim NeumannNatasa PerovicJo StroudJosé Raúl CanayCarlos Ruz, Janina Dewitz, Paulina OlivosAdriana FavieriMarita BalbiHassel FallasFlor CoelhoCarla BoninaMoira WrightCristian TimmermannPat Lockley and Yanna Nedelcheva and others that I might have to add later as don’t have much RAM left at the moment…

PS: Any typos, issues, conflicts or problems in this post are the minions’ fault, not mine, so please contact Stuart, Herb or Kevin in case you have a complaint, however for lovely messages you can use the comment box below .

Honest and reliable Open Access Journals in Open and Distance Education

OpenAccessWeekMost readers are aware that under the current publishing market model, the only organisations profiting from publishing scientific research are large corporations or predatory independent publishers that charge high rates to authors for Article Processing Charges (APCs) and/or that charge libraries high subscription fees to provide digital (not printed) access to articles, in order to make them somehow available to the readers (see the cost of academic publishing).

I love the concept of openness, because it’s all about sharing good practices, ideas and making research accessible for everyone everywhere, democratising access to knowledge and information. So, in order to celebrate Open Access Week, I compiled a very short list of journals that are fully open access and that do not charge the authors for publishing with them. This for me is key, as while I was doing my PhD I was able to publish my research in some of these journals without having to pay for APCs and to access all their articles without my having to pay (or my library having to pay) for subscription.

The list of journals I give below can make life much better for early-career researchers and for those researchers that do not work in academia, that want to get their research in open education published in high quality journals, and that want to conduct research where libraries cannot afford to pay for subscriptions. The list should also be of great help to the increasing number of independent researchers outside higher education institutions.

What is important to me are the editorial values of these journals: they are supported by international universities and organisations, they do not aim at profiting in any way, they have excellent editorial boards, they are well indexed and finally, they have speedy publishing times, which is beneficial both for authors and readers.

** JL4D recommended by Professor Alan Tait @AlanTait 

** JOLR & JOLT recommended by Robert Farrow @philosopher1978 from @OER_hub

Libros y manuales en acceso abierto sobre contenidos abiertos que pueden ser utilizados como materiales didácticos (datos, recursos y documentación)

En #condatos15 hemos hablado de datos abiertos y otros contenidos en abierto, y de la importancia que estos contenidos y recursos pueden tener en la formación de ciudadanos consientes con valores cívicos y con capacidades de comprender su entorno, por eso, decidí compilar una lista de libros y manuales en acceso abierto que pueden ayudar a construir modelos didácticos que incluyan datos, recursos o documentación en abiertos.

Nota mental: cuando tenga unos minutos libres debo actualizar esta lista en orden alfabético con la cita correcta en formato APA para que no me quiten el título de bibliotecóloga 

Open Data Handbook – Español http://opendatahandbook.org/guide/es/

Open Data Handbook http://opendatahandbook.org/guide

Manual de Periodismo de Datos Iberoamericano http://manual.periodismodedatos.org

The data journalism handbook http://datajournalismhandbook.org

Manual de periodismo de datos internacional en español http://t.co/zTSZSEAzTS #CONDATOS15

Open Innovation – A Handbook for Researchers http://innovationskontorvast.se/ikv/wp-content/uploads/2013/08/IKV-Blue-Paper-Open-Innovation-1.0.pdf

Open Education Handbook http://education.okfn.org/handbook/

A basic guide to Open Educational Resources http://unesdoc.unesco.org/images/0021/002158/215804e.pdf

Directrices para Políticas de Desarrollo y Promoción del Acceso Abierto http://www.unesco.org/new/es/communication-and-information/resources/publications-and-communication-materials/publications/full-list/policy-guidelines-for-the-development-and-promotion-of-open-access/

Acceso abierto a la producción de ciencias sociales de América Latina y el Caribe: bibliotecas virtuales, redes de bibliotecas virtuales y portales http://bibliotecavirtual.clacso.org.ar/ar/libros/secret/babini/Babini.pdf

Datos abiertos y ciudades inteligentes en América Latina: Estudio de casos http://www.cepal.org/es/publicaciones/37089-datos-abiertos-y-ciudades-inteligentes-en-america-latina-estudio-de-casos

Datos abiertos: un nuevo desafío para los gobiernos de la región http://www.cepal.org/es/publicaciones/7331-datos-abiertos-un-nuevo-desafio-para-los-gobiernos-de-la-region

La información y el conocimiento abierto en el contexto de la cooperación multilateral http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Montevideo/pdf/CDCI2-Aladi-ES.pdf 

Recursos Educacionais Abertos no Brazil http://www.cetic.br/media/docs/publicacoes/8/rea-andreia-inamorato.pdf

Open Government Data (The Book) https://opengovdata.io

Open Science and Research Handbook http://openscience.fi/handbook

Open access and the humanities http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781316161012

Open education: A study in disruption https://curve.coventry.ac.uk/open/items/c04530ce-d16a-46ca-b359-a905195a76cb/1/.

Si conoces algún otro, me avisas por acá, o por Twitter @jatenas

Case Studies: Call for Participation: Open Data as Open Educational Resources

Some time ago, Leo Havemann, Ernesto Priego and yours truly wrote a column for OKFN Open Education Group discussing the need to start including open data in teaching and learning activities as embedding the use of open datasets provides to the students access to the same raw materials scientist and policy makers use in their professional activities.

We believe that if students are allowed and encouraged to collaborate researching both at quantitative and qualitative level  solving real problems using data provided openly by governments and by scientist, and learning activities are facilitated between students, academics, PhDs and postdoctoral researchers, their experience can be enhanced by reducing the friction between stakeholders as independent research, teamwork and critical digital and data analysis skills are developed and improved.

Please read the full column here http://education.okfn.org/the-21st-centurys-raw-material-using-open-data-as-open-educational-resources/

We are currently inviting educators who use open data for teaching and learning to participate in a call for case studies which will be published in a open e-book (CC_BY_NC_SA) hosted by Open Knowledge Foundation Open Education Group by mid September 2015. Please see the full call for case studies here

Please see the full call here https://docs.google.com/forms/d/1QQFu2jqPaJMLCa7XLOx87obWMucn-Qt5vqGWXO9BLww/viewform