Enterprise Architecture Oriented Requirements Engineering for the Design of a School Friendly Open Data Web Interface

Abstract

Open Data is considered a key to scientific innovations. These freely available datasets can also be used as a foundation to enhance the digital and data literacies among the younger generation of school pupils. This article presents the design and prototype of an Open Data web interface based on the Enterprise Architecture Oriented Requirements Engineering (EAORE) approach for Open Data usage as an educational resource in Danish public schools. We first systematically review the literature on Open Data use in educational fields and selected 14 research articles with a particular focus on the use of Open Data in the educational domain after prescribing an inclusion/exclusion criteria on 101 research articles identified initially. The review indicates that there is a gap between Open Data opportunities within the educational domain and in exploring the use of Open Data as a source to develop twenty-first-century skills, specifically digital and data literacies among younger school pupils. To fill this gap, we propose an EAORE approach that represents how Enterprise Architecture (EA) models can guide the overall Requirements Engineering (RE) process for the use of Open Data in Danish public schools. Based on these EA models, we designed the prototype of an Open Data web interface for schools.

Open Data Literacy by Remote: Hiccups and Lessons

“…According to the survey authored by Saddiqa et al (Saddiqa et al 2019), interventions to improve users' skills and knowledge are rare in the literature. Towards this direction, this article reports on an ongoing activity concerning a series of at-adistance workshops to let Italian high school learners familiarise themselves with effective communication based on OD.…”

Open Data Interface (ODI) for secondary school education

“…Both Tambouris et al (2018) and ODI-Spain (2021) list factors that hinder open data integration into schools, such as lack of teacher training and challenges in adapting existing data (as most open data sets come from professional environments such as scientific research or public service administration), and that students and teachers may not have the literacy or resources to take benefit of them. Saddiqa et al (2019a) reveal a lack of research on open data use in education, particularly in schools, in terms of how to integrate open data in teaching practices. The study reveals challenges that hinder teachers' efforts to use open data in education, e.g., that the concept of open data itself was found to be too abstract and difficult for students to understand.…”

“…For instance, Shamash et al (2015) discusses different ways of examining open data sets through visualization or acquiring data analytics skills by investigating and analyzing open data sets as an integrated part of social science education. However, the literature review presented in Saddiqa, Kirikova, Magnussen, Larsen, & Pedersen (2019a) indicates that open data is mostly used by students in higher education, and that a gap exists between open data use in education, particularly in public schools, and the educational prospects and potential innovation offered by open data. The gap exists due to lack of awareness about the use of open data in educational settings, as well as the fact that open data portals do not provide direct access to educationally relevant open datasets.…”

“…In this article, we identify the data skills that can be enhanced and developed using open data, and test the usability of an Open Data Interface (ODI) platform prototype developed by Saddiqa et al (2019a) that helps teachers use open data in education with real-life scenarios. We investigate the following research questions:…”

Towards Using Sensors as Data Sources in Teaching: Requirements for School Curricula-Compatible Sensors

“…With data-collection activities using sensors, students can collect data and analyze it as part of their lessons. Students can also collect sensor data on relevant topics, e.g., pollution levels around the school area, and compare it with available open data, for instance, data provided via the Open Data Interface 2 designed for Danish public schools [4].…”