Abstract
The massive growth in data learning offerings in higher education is mainly focused on technical skill and tool training. There is a growing movement to educate with “data that matters,” introducing students to the social structure and processes that have produced data, and in which it can have the most impact. This chapter introduces case studies of some of these efforts and summarizes four guiding principles to support them. These examples encourage creating playgrounds in which to learn, connecting students to real data and communities, balancing learning goals with student interests, and letting learners take risks. We close with a “call to arms,” supporting data educators in challenging the historical structures of power embedded in data, diving into the ethical complexities of the real work, and teaching how to use data for the overall social good.
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Bhargava, R. (2023). Teaching Data That Matters: History and Practice. In: Raffaghelli, J.E., Sangrà, A. (eds) Data Cultures in Higher Education . Higher Education Dynamics, vol 59. Springer, Cham. https://doi.org/10.1007/978-3-031-24193-2_11
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