 Oeddi'r ffawr amddraeth yw'r ddod o'r prydysgrifennu sy'n ddegwyd at dyfodol o'r bwrdd yma a'r oedd yn deall. Dyma'r ffordd o'r ddod o'r sefyllfa. Rydym ni'n fawr i'r ddod o'r ffordd o'r defnyddio ar oeddi'r rhannu'r cyfrifiadau sy'n ddod o'r ddod o'r ddod o'r bydd yma i'r ymgynghwyd, a'r eu ddod o'r ddod o'r ddod o'r ddod o'r ddod o'r hynny. ond we also wanted to highlight that it's not all doom and gloom. There are changes happening in the data world such as GDPR and also such as the open government partnership which are offering us new ways of protecting our data and also of interacting and engaging with the data that's out there. And for our presentations as we learned that we were going to be live streamed we felt that it was and therefore competing with Netflix we thought we need a bit of an entertaining theme so I hope you'll indulge us in this. Okay one of our aims is to talk about how we shape participation and what we mean by participation so we're looking at the point of our study open government partnership. The open government partnership is a coalition of plus over 70 countries that advocate for and foster transparency, accountability and participation. What do three mean things? What do they mean by participation? How we foster participation and ODP has three core components national commitments, open data and public documentation and it's layered at five levels so one is to inform the citizenship to inform the people about the things they're doing to consult the people so that little participation instance is where people is asked what the governments could do to improve their services to involve the people into the processes to collaborate with the civil society, with the students, with the teachers, with the universities into developing national plans, action plans and commitments but also to empower communities so we're looking at those five layers. Most of the themes coming around ODP of the national commitment levels is governance, open data, education, transparency, capacity building but what do they mean by that? So we think it's really important to recognize that we're now living in a data-fied society drawing on Shaffer and Van Es where almost everything is transformed into data, it's being quantified and analyzed from birth to death, studying, voting, buying, establishing relationships, getting a job or traveling, everything that we're doing is leaving digital footprints, digital traces and this data is also potentially used as a political tool and Hood and Margats have proposed that government agencies act as both detectors which gather information and data from individuals in society and also as effectors which seek to influence people and we think as we've illustrated with our daily profit that also we need to think about how the media operates in these ways as well in both discovering and creating information and also in influencing the way that we understand it and the way that we think about it. So in order to understand how governments and the media can both affect and manipulate our habits, our conduct, our political views and the way we establish relationships within society we need to develop skills that will help us understand how this information is being depicted helping us make informed decisions towards acting as citizens and as individuals. When we think about those issues participation and democracy and education and being manipulated by the media, by the government and actually by all the agencies including corporations, we need to look at what as an educational society have to do with a data fight society. If our countries and most of countries are part of the OGP, are members of the OGP, they need to foster training and educational programs towards committing into citizenship education and citizenship education around these areas have three key components, statistical literacy, political literacy and media literacy. They need to work together, we need to be aware of the situations because if, as we can see, data every day is portrayed in the media, x percent, 3 percent, half of the people, half of the population, half of the Londoners want to do x, people don't like immigrants for example, we see this data every day. How people know or can relate on the data that is portrayed on the newspapers and we need to start developing a politically literate citizenry and how do we do that because democracy requires a commitment to participate and take action and also to monitor the government activities. We need to be more active not only as individuals but also as communities and every community we participate needs to make action towards challenging and evaluating assessing the government's activities. So in order to bridge education and participation and really take advantage of the opening of government information we need to form a bridge between civil society, industry, research and politics, promoting development of a critical and informed citizenship, fostering effective and efficient use of information, allowing citizens to critically participate in democratic and social dynamics and so in this sense we propose what we call an open pedagogy of citizenship, the idea of which is to empower learners and open educators and advocates to become cognizant of the rhetorical and influential techniques used by governments, the media and corporations so they can become information gatherers and detectors as we mentioned earlier and influential agents or effectors in society. So it's not only about now the government and the media being effectors and detectors but also our students as citizens. And in order to do this we believe it's vital to embed political media and statistical literacies to develop transfer of skills for both lifelong and life-wide learning. So in other words not only for training for the workforce but for your engagement as a citizenship in society. To enable people to understand and critically analyse information and data from media and government sources, empower people to become critically engaged data intermediaries who are empowered to act as social detectors and effectors in the service of social justice and democratic values. We need to think about foster participation and actually the use of open data as open educational resources can foster citizenship in education to establish connections between the learning, teaching and learning activities and social political problems. How many of our students know what's going on around our own universities? How many people is homeless around Bristol University? Is there any relationship? Is people in the university working with the society to improve people's lives? Are we doing that? We need to learn to take and evaluate information presented in the media. We need to be politically responsible of our decisions. Everything we do as we are going to be data-fied will be used at some point for or against us, quite lightly against us. But we need to understand that if we bring to the lecture, to the theatre, to the classroom data and open data and actually wiki data to teach students to work with the same raw materials that not only politicians or the industry work but also the civil society, the scientists and the press used in the effort to develop policies and also research. We need to have data-literated people. We cannot keep having an entire generation of people that cannot understand the difference between a media and an avarator. We aim with all these conceptualizations to foster social justice, open data as object as a standalone element does not promote social justice. We need to make very clear on that. Actually, now we have two groups of people, those that can understand and relate with data and our data literate and those who are excluded completely from the political participation or the media interactions because they don't understand anything about data. They don't have statistical literacies and actually they become a mere object of study. This is something that we need to think about. Who are the privileged ones? The ones that can easily understand data. We said, oh, this is actually not clear, not valid. Oh, I don't believe what my government is saying because they relate, they understand data. But what happens with the people that are a mere object of study? They don't have the capacities. So open data by itself can be actually a very dangerous thing if it's not used pro-social justice. We thought a key example to think about this is the example of data about education because it's not only using data in education but also thinking about how the data about education reflects actually a non-neutral set of priorities and kind of knowledge claims that are being made when this kind of data is released. So when you have the school data that's trying to tell you about school quality and is saying, oh, this school is inadequate, then actually in a sense what we're being presented with is open data as an alternative to social justice. So rather than actually having adequately funded schools, which can all be excellent, we merely are provided the data in order to have to make choices about which schools to attend or to send our children to attend. And actually if we look at this map, we'll see that when these children graduate from the schools and they are adults, this data will be looked for future employers. It's like, oh, you are from an inadequate school, therefore you are inadequate. Who is to blame is the school, the teachers of the students for portraying a school as inadequate? We are talking about people, we are talking about children. I don't think it's fair to portray children, their school, their environments, actually their social environment as inadequate because that's actually mean poor, mean deprived. Are they cutting meals at school? Are they cutting teachers? What are they doing? So I think this every time that we see data portrayed in that manner would reflect humans, we need to think twice who is inadequate here, is the government or the council that is not pushing enough money or the children. So one of the ways to monitor the government activities, for example budgeting and schools, is to work with civic monitoring approaches. This is quite well-practised in Italy and actually butyone and regia are presenting a protocol called civic monitoring on money on Italy that allows people, students, teachers, groups of people as a community of educators to look into access to information, anti-corruption, capacity building, civic education, public participation, open governmental data and transparency and accountability. We can look into where are the deficits, where are the issues in our government, in our regions, in our councils and work that and bring those social problems to the classroom because if we want to work with research-based learning or problem-based learning activities, we have loads of real issues in the society that we can foster and we can help resolve from inside the classroom because we need to think that most of our students are privileged enough to be in their university. So if we can start working not only for the capacities that the industry needs, that the market needs, but also that the society needs, we actually may help a little bit into change the society and not have two groups of people that will be like those capable to analyse data and those being studied and turned into data. So if you want to look into how to co-create and how to solve real problems, how to work with the society, look at the co-creation standards from the open government partnership that can be translated into group work activities within a classroom because it foster empowerment, co-creation, participation and public deliberation. Work with your students into solving little problems, so problems from inside the university and start making them and widening these problems also. What is going on around the areas around the university, what's going on in your council, what's going on in your city, your country, your region and basically how to start fixing poverty and deprivation and exclusion. I think that's what we're going to leave behind. It's mostly I'm going to give you more questions and answers and we're happy to talk to you later. So here's the list of spells if you want to read some good research later and this is how you can contact us. Thank you. I think I'm going to start blending with the background. It's invisibility clock you can see. Is it data or money? Haven't we turned everything into money? I think we can start recommending a good reading. Weapons of Moth Destruction. Yeah, read it because it's monetization algorithms and you don't need to forget that data is produced by humans and the algorithm that analyses them too. So it's actually money and corruption behind it many, many times. So I would say follow the money rather than the data. The data may be a red herring or it may only be a sign that there's something else going on. Yeah, follow the money absolutely and follow the corruption. Sam. Yeah, following on with that. There's another really interesting book from the States from Virginia Eubank about Automating Inequality and about algorithmic systems that did some vaguely terrifying things around using data. Is the digital redlining that kind of? Oh, it's horrific. If you haven't read it, please read it. With kind of open government and government data, it kind of becomes quite scary and some of the things that we've done in the UK are nothing compared to some of the crazy crap that went down in the US. So it's built on something that Lorna was talking about this morning and what's just been said about money as well. So there's been alternatives to GDP, like the Human Development Index and that kind of stuff. But essentially, if you work within the capitalist system, then everything's reducible to money. It seems like people who don't want to work in that system haven't got a way of measuring things because things aren't reducible to a common currency. And I was just wondering if you were aware of any work that might have been done that area that we could reference? That's a great question, but I don't think there we are. Send us a tweet. We'll follow your question. And that's maybe something that we can ask for other stakeholders, both at the open data community and the ODP community that can help us to find it because we also keep learning about new things every day. I think Sheila was raising it. Again, it just raises not so much about data money, but I think there's the ethical aspect that in education we have a really critical role in highlighting that and reminding government of their ethical responsibilities and empowering citizens to ask those questions about what are the ethics of the data collection that you are doing. And I think if we had more of that level of discourse at an everyday level, then people would question school league tables more. Absolutely. You know, echoing what Lorna was saying really this morning about if we're not going to do it, then who is? I think that in a sense, we do want to celebrate the open government partnership as an excellent set of commitments to open up information, but we also have to be highly critical of that information and really train people to investigate what does it really mean, what's not being collected as well. And also, we need to start looking into our communities of open educators to start foster commitments in open education because apart from Chile, Romania, now Slovakia and Greece and the United States, not many countries have a commitment and those commitments can lead to policy that can help enhancing these literacies or improving on actually developing the literacies that people need in the country for democratic participation because if not, it's going to just become another game of exclusion. I think you can see by your questions that you were wonderfully provocative and getting people to make connections between what you're saying and the questions you're asking and many other areas and that's I think a sign of success for what you just did. One other thing that was called to mind when I listened to you was this body of work more recently around critical data literacies and are you connecting with that because it seems like very productive collisions between what they're doing and what you're talking about. I mean, definitely we are. We're sort of developing a much more detailed version of this so that we couldn't talk about everything but that does relate to some of the previous work that we've done on working with open data and I think that it's absolutely vital but in all these open spaces, the criticality has always got to be there. Yeah, so a little bit of like for you is to question when the people say, oh, we want to enhance participation, we want to promote participation, we want people to participate, you need to ask them how do you want them. How are you going to do it for people to participate? What spaces are you opening up for people to participate and how are you training them? And how are we training our students? Because if you download the database for participation on OGP commitments, it's huge but there are very scarce elements of training and education in within fostering participation so we need to be aware. There's actually now a little bit of a bubble of promoting participation but no including everyone. So this is something that we as a community of educators need to stop thinking about. Yeah, disappear. Thank you guys, thank you.