Datacat · Product Report Data literacy for youth
Lara Casciola María Crucera Esben Grøndal Andreas Jonsson
Programme: MSc Service Systems Design Semester: 8th Title: Datacat. Data literacy for youth. Project Period: Feb 2015 - May 2015 Semester Theme: Smart cities & Open data
Abstract: This paper introduces Datacat, an educational service concept aimed at youth. Datacat begins with a course on data literacy introduced in social science classes at high schools. Youth can link their online activities to the service, and share specific data in response to municipal challenges. Through Datacat, youth will become aware of the digital data they generate, and how it can be used to support and inform urban development projects in the municipality. This way the youth will improve their data literacy and become active citizens taking part in developing Copenhagen as a smart city. This paper furthermore includes mobile application visuals, a service blueprint, scenarios, stakeholder maps, motivation matrix, and a section elaborating on the scalability of Datacat.
Project group no.: 3 Members: Lara Casciola Study no. 20142707
Supervisor(s):
Copies: 3
Amalia de Götzen
Pages: 20
María Crucera Study no. 20141327
Nicola Morelli
Finished: 27 May 2015
Esben Grøndal Study no. 20140951
Andreas Jonsson Study no. 20140972
Semester Coordinator: Amalia de Götzen Secretary: Judi Stærk Poulsen Aalborg University Copenhagen A.C. Meyers Vænge 2450 København SV, Denmark
Copyright © This report and/or appended material may not be partly or completely published or copied without prior written approval from the authors. Neither may the contents be used for commercial purposes without this written approval.
Table of Contents Introduction 2 Design Challenge
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Context 3 Concept Overview Service Concept Who & Why
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Target Users
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Strategic Goals
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Service Details Stakeholder Map
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Blueprint 10 App Mockups
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Scenarios 14 Motivation Matrix
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Scalability 18 References 20
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Introduction Design Challenge
This report will describe the service concept Datacat. Datacat is an educational experience aimed at improving data literacy amongst Copenhagen’s youth, combined with a citizen inclusion tool for the municipality of Copenhagen. Datacat taps into the rising trend of smart cities and open data. Datacat is developed through methods of co-creation, by a team consisting of four service design students from Aalborg University Copenhagen in close collaboration with four enthusiastic youths from the target group.
The design challenge is defined as:
“How might we improve data literacy among youth in Copenhagen?�
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Context Datacat is conceptualized within the context of Copenhagen as a smart city. The notion of smart cities often involves the deployment of advanced analytics, to large amounts of data, for the optimization of the city services. For example in terms of better flow of traffic, reduced water use and better waste management. In addition, less tangible aspects of city functions such as education and citizen involvement can also be optimized.
Smart Governance
Smart People
Smart City
Smart Economy
Smart Mobility
The idea is that better educated citizens, which are actively involved in the development of the city they live in, can create an environment with improved quality of life. By providing a means for more data literate citizens to participate in the development of Copenhagen, Datacat aims at delivering on the smart city vision.
Smart Living
Smart Environment
Figure 1: The potential impact of the smart city concept (adapted from Fisher et al., 2011)
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Concept Overview Service Concept Datacat is a service system which integrates several components through a cloud-enabled application of the same name. The service provider is Copenhagen municipality, who uses the service to request data from youth about their experience of the city. Youth are made aware of the service as part of an educational module in
their social science classes, which revolves around data literacy. Specifically, youth are taught about the implications of their digital data, as well as the way their urban environment is increasingly being enhanced by data. Datacat provides an overview of the user’s online presence within a secure, personal section of the app called
the Databox. Datacat also enables the user to access municipal calls for citizen data, called Challenges, in order for them to share their data in a conscious and responsible manner through the Datacat application. A Challenge is created by municipal workers wishing to include citizen input in the early stages of project planning.
e
Teacher
Municipal Worker
us We will Datacat
how we This is ur data used yo Tell us about your neighborhood
Help us decide where to place new bike lanes
This is how you r data was used
Jimmi
Photograph your favorite spot
We’re looking for location data in Hellerup
Jimmi’s Databox Municipal ‘Challenges’
Figure 2: Flow diagram
Who & Why Target Users
Datacat is aimed at Copenhagen’s youth, defined as people aged 15 to 20. Data literacy has special implications for younger generations, as they have grown up in a digital era and use online services extensively. No one is born with the knowledge and skills to understand the impact of their online activity, and as such it must be learned. The youth will be the future decisionmakers, and the ones who will live in and develop the city. Despite this, youth are often overlooked
in civic inclusion efforts. This has democratic implications, and overlooks youth’s ability to contribute with new, unbiased insights (Hart, 1992). Therefore, through Datacat, the youth are provided with the right tools to understand and contribute to a data-driven society which in turn can be considered an investment in the future.
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Strategic Goals Datacat has one major long-term strategic goal: to increase data literacy amongst youth in Copenhagen. This goal is supported by a more apparent benefit of Datacat, namely the City Challenges posed by the municipality which will increase citizen involvement in urban development projects.
Data Literacy
Citizens
Datacat Service
Municipal Projects
Figure 3: This illustration shows how reaching the long term strategic goal (data literacy) is facilited by the short-term service benefits (improved citizen involvement in municipal projects)
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Figure 4: Actors Map (Morelli, 2007) depicts the main actors in the service offering and their mutual relations with the service and each other. The arrows show the value that is transferred between actors, and Datacat.
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Service Details
The following pages expand on Datacat’s details through various visualization methods. The stakeholder map (Figure 5, left) shows the various stakeholders affected by the service. They are ranked according to proximity to the service operation, from primary to tertiary. The blueprint (Figure 6, over) shows the interaction between stakeholders and details the various touchpoints of the service.
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Stakeholder Map Tertiary Service providers (Facebook, Google, etc.)
Local businesses The city
Secondary Government
Consultants
Citizens
Primary Municipality Schools Teachers Students
Figure 5: The stakeholder map
Pre-Service
Part 1: Data literacy
Part 2: Participation in city challenges
PHYSICAL EVIDENCE
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Blueprint
Course material
Face-to-face Smartphone
Datacat App
Download app
Learn
Databox
Create account
Create Databox & Connect accounts
Store new user
Connect Cloud
Challenge
Challenge
Find Challenge
Respond to Challenge
STUDENT
Request course material
TEACHER
Receive material
Learn material
Give introduction to students
Create challenge MUNICIPAL WORKER Line of visibility
Receive request
Send material
MUNICIPALITY Line of secure virtual interaction
Challenge created
Receive data
CLOUD
Gray background: Invisible actors
School actors
White background: Visible actors
Municipality actors
SYMBOLS
COLORS
LEGEND Sequencing events
Event not fixed in time
Variable duration
Non integral event
After service
Databox
Challenge Wall
Get points
Get access to Challenge Wall
Challenge Wall + Face-to-face
Databox
Get notification
Get feedback
Class discussion
Get feedback
Class discussion
Challenge progression
Give updates on Challenge
Put data on Challenge Wall
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Challenge
Give more data
Request detailed data
Receive more data
Search data from older Challenges
Get data
Find requested data
Provide archived data
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App Mockups
Databox home
Figure 7: App mockup screens
Visualization of social network data and connection details
Overview of location data
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Challenges posted by the municipality
Challenge description
Overview of Challenges completed by user
Challenge wall
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Scenarios
Suddenly he recieves a notification on his phone It says: “What would you like to see here?�
He took some pictures of a cool skate ramp and posted them on instagram last week, so he submits those photos.
This time, on the challenge wall, Julie from the municipality is asking specifically which type of skate equipment should be placed in the area. Jimmi responds.
A week later, he recieves another notification.
Jimmi has the data literacy class, where he downloads the Datacat app and learns about how to participate.
A month later, Jimmi receives access to the finalized plans for the project. He is pleased to see some skate equipment has been included.
Later, Jimmi decides to go skateboarding. He passes some construction on the way and becomes annoyed at the inconvenience.
Jimmi considers this, and realizes that the area would be much nicer for him if there was some skateboarding equipment.
Figure 8: These two scenarios feature target users with very different levels of engagement at various stages throughout the service. By contrasting these two service experiences, one can see how Datacat could target a wide range of youth.
15 She decides to participate. She considers what would improve that area and realizes that some peaceful green space would help.
Mette has the data literacy class, where she downloads the Datacat app and learns about how to participate.
She donates access to a facebook album containing pictures of the urban garden project
During her spare time, she browses the municipal Challenge board.
Mette follows the project progress on the Challenge wall.
She also donates limited access to some plant experts in her network
She notices a challenge related to improving a small square, and realizes she was there yesterday. She remembers an urban gardening project she was involved in last summer, and realizes that the knowledge from this project could help improve the square.
A month later, Mette receives access to the finalized plans for the project. She is pleased to see some relaxing green space is included, along with some of the plant species from the urban garden!
P
T
D
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es vid ugh o r ro cat h ta a
Youth
Motivation Matrix Youth
Encouraged in class Better city Being heard
Facilitate education on data literacy
Teachers
Educational System
Municipal Projects
CPH Citizens
Primary access to Datacat service
Teachers
Their mission is to teach and have personal interest in and awareness of data
A physical space for youth to become engaged with urban development
Municipal Projects Insights through data Project Validation Fresh perspectives The motivation to use data better
Moral obligation. Provides the teacher info on how the youth use data
Early adopters of data literacy course Bottom up organisational change
Funnel youth and their insights into Datacat
CPH Citizens Foundation for a more liveable city A unique insight to what youth thinks on various topics
Smarter citizens / youth into the city
Achieve higher quality of educational programs
The best possible education for the youth
A more liveable city A voice in Urban Planning Entertainment activity Transparency about planning
Educational System
Creating a case for the course and provides training
A driver of change towards data literacy
To be more inclusive
The opportunity to create projects that then can become datacat contents
Figure 9: The motivation matrix provides insight into the motivation and benefits for stakeholders involved in Datacat.
Better city
THE CITY IS ONLY AS SMART AS IT’S CITIZENS
COPENHAGEN SMART CITY DATACAT Copenhagen’s Datacat service starts in the classroom of high schools all over the city. After a module on data literacy, the students are equipped with a free app which enables them to partake in what we call challenges all over the city.
SMART CITIZENS IN COPENHAGEN SINCE 2015 COPENHAGEN HAS BEEN INVESTING RESOURCES IN EDUCATING YOUNG PEOPLE IN THE USE OF DATA AND ENGAGING THEM IN ENVISIONING THE CITY OF THE FUTURE.
When you partake in a challenge, you actively give consent that the city can use whatever part of your personal data you think is appropriate in it’s efforts to make it better. This allows the city to incoorporate not only passive, sensor-driven data, but also the actual life experiences of young citizens, who might not otherwise feel engaged in the development of the city.
W NE LL ORT A E P TH 0 RE 2 20
Figure 10: Selections from a future vision of a Copenhagen municipaly pamphlet from 2020.
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Scalability Beyond the municipality as sole Challenge owner, the service could be opened up for other public institutions such as schools to use Datacat as a tool for collecting user data. As a next step towards citizen involvement, citizens could be empowered to create challenges through Datacat. This would position Datacat as a key platform through which citizens could bring different kind of issues to the attention of the right people. This could be a catalyst for social innovation, thus contributing in new ways towards a smarter urban experience. Furthermore, businesses could be offered the opportunity to create challenges. This would make it possible to make better, user-centered decisions when doing business in the urban environment. The benefit of this for the city would be the prospect of better alignment between businesses and citizens.
Furthermore, Datacat’s cloud-based infrastructure supports scalability beyond Copenhagen municipality, and the feature set present in the app is likewise scalable, and thus applicable to any municipality. Datacat might even be valuable at a national level, to garner insights from the general populace. As this report has shown, Datacat seeks to increase data literacy amongst youth in Copenhagen as a starting point, through municipal challenges. Datacat is, however, scalable, and applicable to other contexts and is thus considered a sustainable service concept both short term and long term.
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References Fisher, D. et al. (2013). The Missing Piece: Voice of Smart City Citizens. Alcatel- Lucent. Hart, R. A. (1992). Children’s participation: From tokenism to citizenship (No. inness92/6). UNICEF Innocenti Research Centre. Morelli, N., & Tollestrup, C. (2007). New representation techniques for designing in a systemic perspective. Nordes.