RE-SHAPE
A METHOD TO TEACH DATA ETHICS FOR DATA SCIENCE EDUCATION
Project led by Ben Rydal Shapiro, Amanda Meng, Edwin Zhao, Charlotte Lou, Cody O’Donnell & Bianca Dankwa
Supported by the National Science Foundation, the Kendeda Living Building Challenge at the Georgia Institute of Technology & Vanderbilt University
Re-Shape is a method teachers in different disciplines can use to integrate principles of data science and data ethics into their curricula. Learners are introduced to different activities and free, open-source technologies that allow them to (1) collect their physical movement data typically over a few days or a week, (2) process their data, (3) collaboratively visualize their data with novel digital mapping technologies, and (4) reflect on their data from a variety of disciplinary perspectives. Included below are two examples of Re-Shape being used in university social studies and computer science classrooms as well as instructional videos for teachers and students that describe each of these four steps. Also included are additional links to other types of data science education technologies.
Examples:
Example 1: Social Studies
23 undergraduate and graduate pre-service social studies teachers and students use Re-Shape in Nashville, TN to study the geography of their university bubble in ways that support social studies instruction.
Example 2: Computer Science
40 computer science students use Re-Shape in Atlanta, GA to study how personal data is used in computing technologies and services in ways that support data ethics instruction in computer science classrooms.
Follow these 4 steps:
The 4 instructional videos and links to tools below illustrate each of the 4 steps in Re-Shape. In step 1 students collect their physical movement data through an award winning mobile application called ViewRanger. In step 2 students learn how to process and format the data they collected through a powerful online platform called GPS Visualizer. In step 3 students use a simplified version of a dynamic visualization tool we have developed called the Interaction Geography Slicer (IGS) to collaboratively visualize their data. Finally, in step 4 students reflect on their experiences from different disciplinary perspectives through assignments or class discussion. These steps are typically completed over two class periods and can be adapted in a variety of ways by teachers for use in their own classrooms.
STEP 1: PERSONAL DATA COLLECTION
Tools: ViewRanger
In this video team members introduce the project and Bianca Dankwa outlines how to use an award winning open source mobile application called ViewRanger to collect your physical movement.
STEP 2: DATA PROCESSING
Tools: GPS Visualizer
In this video Edwin Zhao outlines how to download your physical movement data from ViewRanger in a GPX file format and how to convert this data into a comma separated values (CSV) file to support collaborative visualization of your data.
STEP 3: COLLABORATIVE VISUALIZATION
Tools: IGS Re-Shape Web (Beta) OR IGS Re-Shape Desktop
STEP 4: REFLECTION
Example Reflections: Data Ethics, Social Studies, or share your reflection ideas HERE
In this video Ben Shapiro and Cody O’Donnell show how to use and download a simplified version of a dynamic visualization tool called the interaction geography slicer or IGS.
In this video Cody O'Donnell and Amanda Meng outline how to reflect on data you have collected, processed and collaboratively visualized to learn about data science and data ethics from different disciplinary perspectives.
Interested in Learning More?
Below is a list of links to other types of technologies that support data science education
CODAP by the Concord Consortium, Data Basic, Gapminder, ArcGIS Story Maps, Local Ground, Field Day, Data Illustrator, Social Explorer, Unfolding Maps, LiveTrekker, Processing, P5.js, AlpacaML, Storyliner, MapBox, Carto, LocalGround, Data Journalism, Bootstrap: Data Science
Project Publications
This work is supported by the National Science Foundation, the Kendeda Living Building Challenge at the Georgia Institute of Technology and Vanderbilt University. It is part of a larger effort to advance a new genre of Learning on the Move.