data JOUrnaLism courses for higher Education

"<< Background >>Data Journalism combines a technical approach to data based on finding “answers to questions"" and the search of patterns and anomalies with the journalistic approach to research ""interesting questions"". DJ allows telling otherwise untold stories and increasing confidence in published news; indeed, nowadays the most important news media have their own data newsrooms. The use of data analysis and visualization concerns communication in general of both enterprises and institutions promoting transparency and accountability in their relationship with citizens.JOULE attempted to meet five specific NEEDS: -THE TRAINING GAP: between the training of traditional journalists and the skills needed in the digital context. -THE ACADEMIC GAP: Universities have various degrees in Data Science, few in Data Journalism. -THE STANDARDIZATION GAP: there is no well-defined academic curriculum on data journalism especially in the South of Europe. -THE ILLITERACY GAP: citizens and students gather information from 'the net' without any competence to assess how they are manipulated by algorithms. -THE DEMOCRATIC GAP: citizens need to exercise their democratic rights while understanding the value of news items in social media or more traditional media.<< Objectives >>With the intent to safeguard the European values through proficiency in DJ for educators, the industry and the European citizens, JOULE aimed to create an international job profile to give the data journalist the possibility to work and move all around Europe. The pan-European field is the context where the journalist can work in traditional and electronic newspapers, magazines, web blogs or supporting civil organisations and enterprises. Data journalism competences are interesting even for non-data journalists. This kind of competence also allows normal citizens to understand news, information and infographics better, thus participating in public debates with greater awareness. Thus, JOULE had wide-scope objectives such as upskilling professionals in the industry and educating EU citizens and this was achieved through a joint blended curriculum in DJ courses, which meant to equip students with the necessary competences to cope with future digital challenges and to create an additional value for the enterprises and industries where they would be employed. To achieve these general goals, JOULE had to reach subordinate objectives, such as:- defining core competencies for DJ citizens.- promoting a course design process based on ac<< Implementation >>The JOULE implementation was organized in 5 content related phases, each one connected to one of the 5 Project Results. During the first phase, research on the penetration of data journalism in university courses at EU level was carried out, as well as on the validation process of data journalism courses in relation to competencies and skills. The final result was a complete competence profile including the set of the most important data journalism competencies. All the information was collected in a browsable inventory (PR1). This profile was the basis to design the course breakdown and to identify the most appropriate competence framework. The second phase of the project was developed in order to create the educational context both in terms of learning material and technological e-learning environment. As regards the learning material, a course focused on data journalism competencies was created also thanks to the findings of previous activities (PR2). In order to allow the use of the learning material, a simple and smart e-learning environment was developed to include course content for internal use (PR3). Once the course content and the e-learning environment were set up, the consortium carried out a process of definition and implementation of an assessing and validating methodology both for the course content and the e-learning environment. The learning material and the defined methodologies were tested through an Intensive Study Programme event with tutors and students, and after the revisions emerged from the experimentation an instrument of teaching support guidelines was produced to guarantee a high transferability and accessibility of the learning course (PR5). The last phase of the project related to the PR5 was dedicated to a general validation of the data journalism educational process with the aim of allowing other European Universities to reuse it. To this scope, a Multiplier event was held in the form of a one-day conference and seminars where university lecturers, students and learning technologists but also academic policy makers were invited to participate. In this circumstance, the principal stakeholders were involved. All along the project dissemination activities were carried out with a strong collaboration among partners also by leveraging their networks of contacts with different groups of potential stakeholders.<< Results >>The concrete outputs reached by this project are:Result 1 - Data journalism skills inventory: this output produced a detailed and annotated inventory of the skills that characterize the two different profiles of data scientist and classic journalist. This result was the basis on which to develop the DJ profile, input of activities for PR2. The inventory took into account all the European countries represented by the partners and other relevant ones. The development of the course was carried out through Delphi methods rounds with the most important stakeholders. The result was not only a list of relevant skills, but a document presenting the state of the art of data journalism in Europe and in the World, which analyses the new role of a data journalist with a forecast of that role in the near future, so that Europe can take the lead in data journalism.Result 2 - Data journalism courses: the partners contributed with their own knowledge and/or teaching expertise to collect data on: courses organisation, contents, compendium, duration, and assessment in EU and not-EU courses. Based on this recognition, course contents, covering technical and non technical topics, including computer programming, data analysis, data visualisation, storytelling, how to find and get data, legislation (GDPR) were created. An important project goal was to let students attend a course irrespective of the initial background knowledge. In order to approach each student at his/her initial level, the courses were designed using the Level5 methodology (https://revealeu.org/level-5/) already used in many Erasmus+ projects. Result 3 - E-learning environment: JOULE designed and implemented a cloud-based unified digital learning environment that supported blended learning and active students' participation to encourage personalized and cooperative learning/teaching, aiming at student inclusion, retention and motivation. It included a cooperative virtual learning environment, with materials, assignments, meetings, collaborations and exchanges of opinions needful for the flipped classroom. The system integrated a Learning Management System with an e-portfolio system in order to let students track and communicate their progress in “hard” and “soft” skills and service oriented competences with the market. Result 4 - Assessment and validation of competences methodology and system: it is the competence assessment framework and the system for the assessment and validation. The validation of competence includes ECTS (European Credit Transfer and Accumulation System) credits and accreditation system. The system was inspired by personalization and context awareness concepts. Result 5 - Making data journalism feasible: This output was related to the material for the courses' replicability in context different from HE so to foster upskilling professionals in the industry and the education of EU citizen."