Datacat · Product ReportData literacy for youth

Andreas JonssonEsben Grøndal María CruceraLara Casciola

Programme: MSc Service Systems Design

Semester: 8th

Title: Datacat. Data literacy for youth.

Project Period: Feb 2015 - May 2015 Semester Theme: Smart cities & Open data

Project group no.: 3

Members: Lara Casciola Study no. 20142707

María Crucera Study no. 20141327

Esben Grøndal Study no. 20140951

Andreas Jonsson Study no. 20140972

Abstract:This paper introduces Datacat, an educational service concept aimed at youth. Datacat begins with a course on data literacy introduced in social science classes at high schools. Youth can link their online activities to the service, and share specific data in response to municipal challenges. Through Datacat, youth will become aware of the digital data they generate, and how it can be used to support and inform urban development projects in the municipality. This way the youth will improve their data literacy and become active citizens taking part in developing Copenhagen as a smart city. This paper furthermore includes mobile application visuals, a service blueprint, scenarios, stakeholder maps, motivation matrix, and a section elaborating on the scalability of Datacat.

Copyright © This report and/or appended material may not be partly or completely published or copied without prior written approval from the authors. Neither may the contents be used for commercial purposes without this written approval.

Aalborg University CopenhagenA.C. Meyers Vænge2450 København SV, Denmark

Supervisor(s):

Amalia de Götzen

Nicola Morelli

Semester Coordinator: Amalia de Götzen

Secretary: Judi Stærk Poulsen

Copies: 3

Pages: 20

Finished: 27 May 2015

Introduction 2

Design Challenge 2

Context 3

Concept Overview 4

Service Concept 4

Who & Why 5

Target Users 5

Strategic Goals 6

Service Details 8

Stakeholder Map 9

Blueprint 10

App Mockups 12

Scenarios 14

Motivation Matrix 16

Scalability 18

References 20

Table of Contents

1

2Introduction

This report will describe the service concept Datacat. Datacat is an educational experience aimed at improving data literacy amongst Copenhagen’s youth, combined with a citizen inclusion tool for the municipality of Copenhagen.

Datacat taps into the rising trend of smart cities and open data. Datacat is developed through methods of co-creation, by a team consisting of four service design students from Aalborg University Copenhagen in close collaboration with four enthusiastic youths from the target group.

The design challenge is defined as:

“How might we improve data literacy among youth in Copenhagen?”

Design Challenge

3

Context

Datacat is conceptualized within the context of Copenhagen as a smart city. The notion of smart cities often involves the deployment of advanced analytics, to large amounts of data, for the optimization of the city services. For example in terms of better flow of traffic, reduced water use and better waste management. In addition, less tangible aspects of city functions such as education and citizen involvement can also be optimized.

The idea is that better educated citizens, which are actively involved in the development of the city they live in, can create an environment with improved quality of life.

By providing a means for more data literate citizens to participate in the development of Copenhagen, Datacat aims at delivering on the smart city vision.

SmartCity

Smart Economy

Smart Mobility

Smart Environment

Smart Living

Smart People

Smart Governance

Figure 1: The potential impact of the smart city concept (adapted from Fisher et al., 2011)

4Concept OverviewService Concept

Datacat is a service system which integrates several components through a cloud-enabled application of the same name. The service provider is Copenhagen municipality, who uses the service to request data from youth about their experience of the city. Youth are made aware of the service as part of an educational module in

their social science classes, which revolves around data literacy. Specifically, youth are taught about the implications of their digital data, as well as the way their urban environment is increasingly being enhanced by data. Datacat provides an overview of the user’s online presence within a secure, personal section of the app called

the Databox. Datacat also enables the user to access municipal calls for citizen data, called Challenges, in order for them to share their data in a conscious and responsible manner through the Datacat application. A Challenge is created by municipal workers wishing to include citizen input in the early stages of project planning.

Jimmi

Jimmi’s DataboxMunicipal ‘Challenges’

Tell us about your neighborhood

This is how we

used your data

Help us decide whereto place new bike lanes

Photograph your favorite spot

We’re looking for location data in Hellerup

TeacherMunicipal Worker

This is how your data was used

We will use

Datacat

Figure 2: Flow diagram

5Who & WhyTarget Users

Datacat is aimed at Copenhagen’s youth, defined as people aged 15 to 20. Data literacy has special implications for younger generations, as they have grown up in a digital era and use online services extensively. No one is born with the knowledge and skills to understand the impact of their online activity, and as such it must be learned. The youth will be the future decision-makers, and the ones who will live in and develop the city. Despite this, youth are often overlooked

in civic inclusion efforts. This has democratic implications, and overlooks youth’s ability to contribute with new, unbiased insights (Hart, 1992).

Therefore, through Datacat, the youth are provided with the right tools to understand and contribute to a data-driven society which in turn can be considered an investment in the future.

6

Strategic Goals

Datacat has one major long-term strategic goal: to increase data literacy amongst youth in Copenhagen. This goal is supported by a more apparent benefit of Datacat, namely the City Challenges posed by the municipality which will increase citizen involvement in urban development projects.

Municipal Projects

DatacatService

Citizens

Data Literacy

Figure 3: This illustration shows how reaching the long term strategic goal (data literacy) is facilited by the short-term service benefits (improved citizen involvement in municipal projects)

7

Figure 4: Actors Map (Morelli, 2007) depicts the main actors in the service offering and their mutual relations with the service and each other. The arrows show the value that is transferred between actors, and Datacat.

8Service Details

The following pages expand on Datacat’s details through various visualization methods. The stakeholder map (Figure 5, left) shows the various stakeholders affected by the service. They are ranked according to proximity to the service operation, from primary to tertiary. The blueprint (Figure 6, over) shows the interaction between stakeholders and details the various touchpoints of the service.

9

Stakeholder Map

Figure 5: The stakeholder map

Secondary

Tertiary

Primary

Municipality

Government Consultants

Citizens

Local businessesService providers(Facebook, Google, etc.)

The city

Schools

TeachersStudents

10 Blueprint

Municipality actors

School actors Sequencing events Event not fixed in time

Non integral event

Gray background: Invisible actors

White background: Visible actors Variable durationCO

LOR

S

SY

MBO

LS

LEGEND

STUDENT

PHYSICALEVIDENCE

Receive request

Send material

Challengecreated

Receivematerial

Face-to-faceCourse material Datacat AppSmartphone Databox Challenge Challenge

Learnmaterial

Give introduction to students

Request course

material

LearnDownload

appCreateaccount

Create Databox &Connect accounts

Find Challenge

Respond to Challenge

Receivedata

Connect Cloud

Store newuser

Pre-Service Part 1: Data literacy Part 2: Participation in city challenges

TEACHER

MUNICIPAL WORKER

MUNICIPALITY

CLOUD

Create challenge

Line of secure virtual interaction

Line of visibility

11Databox DataboxChallenge Wall

Challengeprogression

Challenge Wall+ Face-to-face

Get pointsGet access to

Challenge WallGet

notification

Class discussion

Class discussion

Give moredata

Requestdetailed data

Receive moredata

Find requested data

Provide archived data

Search data from older Challenges

Get data

Give updates on Challenge

Put data on Challenge Wall

Get feedback

Get feedback

Challenge

After service

12

App Mockups

Databox home Visualization of social network data and connection details

Overview of location data

Figure 7: App mockup screens

13

Challenges posted by the municipality

Challenge description Overview of Challenges completed by user

Challenge wall

14

Scenarios

Figure 8: These two scenarios feature target users with very different levels of engagement at various stages throughout the service. By contrasting these two service experi-ences, one can see how Datacat could target a wide range of youth.

Jimmi has the data literacyclass, where he downloadsthe Datacat app and learnsabout how to participate.

Later,

Jimmi decides to goskateboarding.

He passes some construction onthe way and becomes annoyedat the inconvenience.

Suddenly he recievesa notification on his phone

It says: “What would youlike to see here?”

A week later, he recievesanother notification.

Jimmi responds.

A month later, Jimmi receivesaccess to the finalized plansfor the project.

He is pleased to see some skateequipment has been included.

This time, on the challenge wall,Julie from the municipality isasking specifically which typeof skate equipment should beplaced in the area.

Jimmi considers this, and realizes that the area would be much nicer for him if therewas some skateboarding equipment.

He took some picturesof a cool skate ramp and posted them on instagram last week, so he submits those photos.

15

Mette has the data literacyclass, where she downloadsthe Datacat app and learnsabout how to participate.

During her spare time, shebrowses the municipal Challengeboard.

She notices a challenge relatedto improving a small square, and realizes she was there yesterday.

She decides to participate.

She considers what would improvethat area and realizes that some peaceful green space would help.

She remembers an urbangardening project she was involved in last summer, and realizes that the knowledge from this project could help improve the square.

She donates access to a facebook album containingpictures of the urban gardenproject

A month later, Mette receives access to the finalized plansfor the project.

She is pleased to see some relaxinggreen space is included, along withsome of the plant species from theurban garden!

She also donates limited accessto some plant experts in her network

Mette follows the project progresson the Challenge wall.

16 Motivation Matrix

Figure 9: The motivation matrix provides insight into the motivation and benefits for stakeholders involved in Datacat.

Youth

Teachers

EducationalSystem

MunicipalProjects

CPH Citizens

Youth Teachers Educational System Municipal Projects CPH Citizens

Encouraged in classBetter cityBeing heard

Moral obligation.Provides the teacherinfo on how the youthuse data

Insights through dataProject ValidationFresh perspectivesThe motivation to use data better

Foundation for a more liveable cityA unique insight towhat youth thinks onvarious topics

Facilitate educationon data literacy

Primary access to Datacat service

Their mission is toteach and havepersonal interest in and awareness of data

Early adopters of dataliteracy courseBottom up organisational change

Funnel youth and their insights intoDatacat

Smarter citizens/ youth into the city

The best possibleeducation for the youth

A more liveable cityA voice in Urban PlanningEntertainment activityTransparency aboutplanning

Creating a case for thecourse and providestraining

A driver of changetowards data literacy

To be more inclusiveBetter city

A physical space for youth to become engaged with urban development

The opportunity to create projectsthat then can becomedatacat contents

Prov

ides

Through

Datacat

Achieve higher quality of educational programs

17

Copenhagen’s Datacat service starts in theclassroom of high schools all over the city.

After a module on data literacy,the students are equipped with a free appwhich enables them to partake in what wecall challenges all over the city.

When you partake in a challenge, you actively give consent that the city can use whatever part of your personal data you think is appropriate in it’s efforts to make it better.

This allows the city to incoorporate not only passive, sensor-driven data, but also the actual life experiences of young citi-zens, who might not otherwise feel engaged in the development of the city.

COPENHAGENSMART CITY

DATACATSMART CITIZENSIN COPENHAGEN

THE CITY IS ONLY AS SMART AS IT’S CITIZENS

SINCE 2015 COPENHAGEN HAS BEEN INVESTING RESOURCES IN EDUCATING YOUNG PEOPLE IN THE USE OF DATA AND ENGAGING THEM IN ENVISIONING THE CITY OF THE FUTURE.

THE ALL NEW

2020 REPORT

Figure 10: Selections from a future vision of a Copenhagen municipaly pamphlet from 2020.

18ScalabilityBeyond the municipality as sole Challenge owner, the service could be opened up for other public institutions such as schools to use Datacat as a tool for collecting user data.

As a next step towards citizen involvement, citizens could be empowered to create challenges through Datacat. This would position Datacat as a key platform through which citizens could bring different kind of issues to the attention of the right people. This could be a catalyst for social innovation, thus contributing in new ways towards a smarter urban experience.Furthermore, businesses could be offered the opportunity to create challenges. This would make it possible to make better, user-centered decisions when doing business in the urban environment. The benefit of this for the city would be the prospect of better alignment between businesses and citizens.

Furthermore, Datacat’s cloud-based infrastructure supports scalability beyond Copenhagen municipality, and the feature set present in the app is likewise scalable, and thus applicable to any municipality. Datacat might even be valuable at a national level, to garner insights from the general populace.

As this report has shown, Datacat seeks to increase data literacy amongst youth in Copenhagen as a starting point, through municipal challenges. Datacat is, however, scalable, and applicable to other contexts and is thus considered a sustainable service concept both short term and long term.

19

20ReferencesFisher, D. et al. (2013). The Missing Piece: Voice of Smart City Citizens. Alcatel- Lucent.

Hart, R. A. (1992). Children’s participation: From tokenism to citizenship (No. inness92/6). UNICEF Innocenti Research Centre.

Morelli, N., & Tollestrup, C. (2007). New representation techniques for designing in a systemic perspective. Nordes.