Open data offers the potential to enhance citizen participation, transparency, and accountability in society. However, a lack of competencies that enable citizens to engage in open data ecosystems remains a barrier. Although authentic open data inquiry has been identified as a promising approach to develop open data learning designs in schools, its connection to open data competencies is not yet well understood. To advance the understanding of open data competencies and learning designs, this study focuses on the inductive analysis of two design-based research cycles and four interventions in Danish schools. A cohort of 7th to 9th grade pupils (n = 78) and their teachers (n = 4) engaged with The Open Data Newsroom, an open data learning design that situates pupils in the role of data journalists to solve an environmental mystery. Following a thematic analysis approach, we examined qualitative data from observations, surveys, and interviews to identify four categories that encompass pupils’ practices for (1) navigating open data: find and assess relevant information and data to identify a problem; (2) developing authentic open data analysis: analyse and interpret data in connection to real-world problems and local contexts; (3) building authentic data arguments and stories: explain a problem with data from different sources and domains to lay audiences; and (4) creating open data representations: build tools to support inquiry and communication. We argue that these practices, grounded in data literacy and real-world problem solving, contribute to defining open data competencies in schools, and we present a model to illustrate this connection.

Current literature argues that the lack of skills for users to engage in Open Data ecosystems is a primary barrier to expanding the benefits of Open Data in society. Although schools have been identified as potential actors in promoting Open Data literacy goals, educational approaches to support this aim have not been clearly defined. Our previous research on Open Data skills definition indicates that focusing on data literacy and real-world problem-solving is crucial in Open Data Education. In the current study, we apply a design-based research methodological framework to investigate how learning designs for building Open Data competencies in elementary school can be developed and what educational design elements are relevant. Design-based research proposes iterative cycles including problem definition, design, intervention, analysis and redesign. An exploratory cycle from problem definition to the first intervention with an educational open data design has been conducted. Central design elements, including elements of game-based learning, are identified by reviewing the domains of data literacy and real-world problem-solving. An educational design was tested in a Danish school with 39 pupils aged 15 to 16 in 9th-grade and five teachers. Following a thematic network analysis methodology, the results provide a contextual understanding of the competencies and skills for using Open Data in elementary school, how to keep students interested and engaged, and the importance of authenticity for Open Data learning designs. We propose a game design, making a parallel between learning and game design elements. The game design uses Open Government Data, and authentic Open Data practices for engaging elementary school students in developing Open Data competencies. Our study contributes to the understanding of social contexts and new technologies in the Open Data field showing the value of real-world applications and public value generation using Open Government Data.

This research paper examines the use of open geodata provided by local governments in Denmark within an open data ecosystem. It aims to understand how this influences the engagement of participants using the local government's open geodata to achieve specific purposes within an open data ecosystem. The study involves seven organisations utilising local government open geodata on outdoor facilities. The findings suggest that various interrelations in the open data ecosystem influence engagement in using local government open geodata. The results also show that the interrelations in the open data ecosystem can differ depending on the stages of utilising local government open geodata. These stages are categorised on their objectives as (1) obtain, (2) transform, and (3) sustain local government open geodata use. The hypothesis proposes that exploring the underlying purposes and the interrelations across the stages of utilising local government open data can illuminate strategies to enhance the impact of local governments' open data initiatives. The research aims to provide a theoretical framework for evaluating and monitoring local government open data use from an open data ecosystem perspective, benefiting policymakers, practitioners, and researchers. Further research is needed to explore whether using the theoretical framework can serve as an analytical tool that provides insights into developing strategies.