Alfabetización de datos para la ciudadanía: Formulación de algunas recomendaciones políticas a través de una revisión sistemática

Autores/as

DOI:

https://doi.org/10.21556/edutec.2023.86.2877

Palabras clave:

alfabetización en datos, ciudadanía, educación de adultos, recomendaciones políticas, revisión sistemática

Resumen

Durante los últimos años se ha producido un gran aumento de la digitalización y la dataficación de las sociedades. Por ello, el concepto de alfabetización en datos también ha ganado relevancia, y se considera además una de las principales competencias que necesitan los ciudadanos actualmente y en el futuro. A pesar de la elevada importancia de la alfabetización en datos, aún se debate sobre cómo promoverlo a nivel institucional y educativo. Para proceder con dicho debate, hemos llevado a cabo una revisión que combina los enfoques de una revisión de mapeado (mapping review) con los de una revisión narrativa tradicional. De este modo, se han formulado una serie de recomendaciones políticas que facilitan a nivel institucional la alfabetización en datos de la sociedad. Esta investigación se centra en el periodo comprendido entre 2015 y 2021, analizando un total de 39 estudios empíricos y teóricos. Los resultados confirman tanto amplitud como interdisciplinariedad en la naturaleza de la investigación actual sobre alfabetización en datos, lo cual allana el camino hacia la preparación de recomendaciones políticas que fomentan dicha alfabetización.

Financiación

Comisión Europea

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Biografía del autor/a

Alfredo Salomão Filho, Friedrich-Alexander-Universität Erlangen-Nürnberg (Alemania)

Senior Researcher at Friedrich-Alexander-Universität Erlangen-Nürnberg, Institut für Lern-Innovation (2022–); Earth System Governance Research Fellow (2021–); and Member of the Society for Social Studies of Science (2016–). In 2021–22, Alfredo worked as an Educational & Research Consultant at AT Academic Feedback and Editor at EditSprings. He also conducted nationwide research on creativity across all levels of education in partnership with Fighting Words and Dublin City University, funded by Ireland's Department of Education. From 2018 to 2022, He engaged in postdoctoral research at Dublin City University, Institute of Education, leading two EU projects on digital literacy & lifelong learning – and one study on the ageing workforce, funded by the Irish Research Council, New Foundations Award. Earlier at Dublin City University (2015–2018), Alfredo was a Lecturer in teacher education, teaching decision-making, organisational behaviour and research methodologies in education (M.Sc.) as well as academic writing, equality & inclusion, sociology of education and entrepreneurship (B.Sc).

Alfredo holds a Ph.D. in Education (Dublin City University, 2017), Cambridge CELTA (Certificate in Teaching English to Speakers of other Languages, 2013), M.Sc. in Management and Organisation Studies (University College Dublin, 2012), and B.Sc. in Management (Universidade Federal de Juiz de Fora, 2010).

Barbara Wasson, Universidad de Bergen (Noruega)

Barbara Wasson, Director of the Centre for The Science of Learning and Technology (SLATE), University of Bergen, Norway is a full Professor in the Department of Information Science & Media Studies. Currently she is a member of the Ministry of Education's expert task force on learning analytics, a member of the Council of Europe expert group on AI and Education, on the steering committee of UiB AI, and a member of the UiB steering committee on Digital knowlege and competence. She is also the Program Co-Chair for the 14th International Conference on Learning Analytics & Knowledge 2024 (LAK24), Kyoto, Japan.

Wasson was one of the founders of Kaleidoscope, a European Network of Excellence on Technology Enhanced Learning, sat on the executive committee, and was leader of its CSCL SIG with over 400 members. Wasson is often used as and Expert evaluator by the European Commission. She is currently on the editorial board of the Italian Journal of Educational Technology (iJET).  Wasson has been involved in research on technology enhanced learning since her Masters research starting in 1983. While a Ph.D student in Canada she was involved in AI and Educatin, specifially the design of intelligent pedagogical agents for content planning in Intelligent Tutoring Systems. This work received wide attention within the International community and she was invited to numerous International workshops to present the work. Before moving to Norway in 1991, Wasson was an advanced educational research specialist on Marlene Scardamalia and Carl Bereiter's Computer Supported Intentional Learning Environment (CSILE) Project at OISE, University of Toronto, Canada, the first funded research project in the area of networked learning in the classroom. Subsequent to moving to Norway, Wasson's research has focused on collaborative learning in distributed settings, mobile learning, interaction design, computer support for collaborative learning (CSCL), mobile learning, learning games, intelligent tutoring systems, e-assessment, teacher inquiry, learning analytics, and pedagogical agents.  In 2003 Wasson obtained the contract for her previous research centre, InterMedia, to develop the ICT-based system to deliver the Norwegian National Tests in English for the Norwegian Ministry of Education (BITE-IT project). Wasson is/has been PI for numerous national and international projects and has over 120 publications in the field of Technology Enhanced Learning.

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Edutec número 86 - Portada

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Publicado

21-12-2023

Cómo citar

Salomão Filho, A., Wasson, B., Lameras, P., & Maloszek, R. (2023). Alfabetización de datos para la ciudadanía: Formulación de algunas recomendaciones políticas a través de una revisión sistemática. Edutec, Revista Electrónica De Tecnología Educativa, (86), 6–21. https://doi.org/10.21556/edutec.2023.86.2877

Número

Núm. 86 (2023): TEMÁTICA ESPECIAL: Problemáticas, sombras y desafíos de los ecosistemas de datos en educación

Sección

Sección: Problemáticas, sombras y desafíos de los ecosistemas de datos e

Licencia

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