{"id":1412,"date":"2025-04-04T10:29:48","date_gmt":"2025-04-04T10:29:48","guid":{"rendered":"https:\/\/kidsdirectors.eu\/?p=1412"},"modified":"2025-09-15T15:21:37","modified_gmt":"2025-09-15T15:21:37","slug":"tweede-ronde-workshops-datageletterdheid-in-kroatie","status":"publish","type":"post","link":"https:\/\/kidsdirectors.eu\/index.php\/2025\/04\/04\/tweede-ronde-workshops-datageletterdheid-in-kroatie\/","title":{"rendered":"Tweede ronde workshops datageletterdheid in Kroatie"},"content":{"rendered":"\n

Van 3 Maart tot 2 April, 2025<\/strong>, als onderdeel van Activity 5: Teaching and Training (Second Cycle)<\/mark><\/strong> van het Erasmus+ project Erasmus+ project DIRECTORS \u2013 DIgital data-dRiven EduCaTion fOR kidS<\/a><\/strong>, is het Kroatische projectteam begonnen met de tweede cyclus van de datageletterdheid in het basisonderwijs. Deze keer werden de workshops gehouden op de basisschool Vrbani in Zagreb. In totaal namen 61 leerlingen deel \u2013 17 van 2A, 25 van 3C en 19 van 4C \u2013 onder begeleiding van leerkracht \u017daneta Milovi\u0107 en de informaticalerares Barbara Kulund\u017ei\u0107.

Net als in de eerste cyclus hadden deze workshops drie niveaus: datageletterdheid – basis-, medium en geavanceerde <\/strong>vaardigheden – waarbij de activiteiten werden aangepast aan het kennisniveau van de leerlingen. Het doel was om het begrip van de kinderen te vergroten voor het verzamelen, organiseren en interpreteren van gegevens, met behulp van leuke en bij de leeftijd passende taken.<\/p>\n\n\n\n

Workshop 1 – Tweede klas: basisvaardigheden<\/strong><\/mark><\/h3>\n\n\n\n

Leerlingen van het tweede klas (kinderen van ongeveer 8 jaar oud) gingen hun dagelijkse ervaringen verbinden aan het concept van data. Ze keken hoe ze smartphones gebruiken – favoriete apps, games, en schatten ze de hoeveelheid tijd die ze aan elk ervan doorbrachten. Leerlingen maakten vervolgens eenvoudige gegevenskaarten, die ze konden groeperen, opschonen en analyseren van gegevens. Uiteindelijk bespraken we de gegevens toen ze waren omgezet in een woordwolk. \u000b\u000bVervolgens gingen ze verder met het verzamelen van gegevens van hun telefoons en het invoeren ervan in een gedeelde dataset. Door hun eigen gegevens te vergelijken met die van klasgenoten, ontdekten ze het belang van nauwkeurige gegevensinvoer en het belang van privacy\/anonimiteit bij het online delen van hun gegevens.<\/p>\n\n\n\n

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Workshop 2 – Derde klas: Medium datavaardigheden<\/strong><\/mark><\/h3>\n\n\n\n

<\/a><\/p>\n\n\n\n

In deze workshop legden we de basisprincipes van geografische informatiesystemen (GIS) uit en leerden de kinderen (kinderen van ongeveer 9 jaar oud) hoe dingen uit de praktijk (wegen, gebouwen) op kaarten kunnen worden weergeven. In hun eerste workshop gebruikten ze een orthofotokaart als basis voor het “verzamelen” van gegevens – vergelijkbaar met het vectorisatieproces in GIS. Ze werkten in kleine groepen en traceerden verschillende elementen van de schoolomgeving (bijv. gebouwen, speeltuinen, wegen) op transparante vellen, waarbij elk vel als een afzonderlijke ‘laag’ fungeerde. Door deze lagen op elkaar te stapelen, ontstond een complete kaart en werd gedemonstreerd hoe GIS ruimtelijke data digitaal organiseert en analyseert.<\/p>\n\n\n\n

\u000b\u000bIn de tweede workshop pasten de leerlingen hun GIS-kennis toe via een geocache-escape room-achtig spel genaamd “The Mystery of the Missing Principal”. Ze gebruikten GIS-lagen en digitale gegevens om puzzels op te lossen, terwijl ze ook ruimtelijke bewerkingen zoals buffering en gegevensfiltering toepasten. Door specifieke geografische co\u00f6rdinaten te volgen en stap voor stap aanwijzingen samen te stellen, ontdekten ze uiteindelijk een grote doos met snoepjes – wat aantoont hoe interactieve, hands-on verkenning van echte ruimtelijke gegevens zowel educatief als leuk kan zijn!\u000b\u000b <\/p>\n\n\n\n

Voor het eerst hadden we een leerling met een visuele beperking in onze workshop. Hij kreeg speciaal aangepaste middelen om mee te kunnen doen. In plaats van de orthofotokaart werkte hij met een contrastrijke basiskaart op grotere schaal, waardoor hij gemakkelijker objecten en lijnen kon identificeren. In de digitale setting gebruikte hij speciale zoominstellingen en een vereenvoudigde basiskaart, waardoor hij met alle activiteiten mee kon doen.<\/p>\n\n\n\n

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\n\t\t\t\t\tThird Grade: Moderate Data Skills\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\n\n\n

Workshop 3 – Vierde klas: Geavanceerde datavaardigheden<\/mark><\/strong><\/h3>\n\n\n\n

Leerlingen van het vierde klas (kinderen van ongeveer 10 jaar oud) verdiepten zich in het verzamelen van gegevens uit de echte wereld en gingen de kwaliteit hiervan beoordelen met behulp van technologische hulpmiddelen. Ze leerden over en experimenteerden met verschillende methoden voor het meten van stappen en afstanden: handmatig tellen, mobiele apps, slimme horloges en GPS. Tijdens de eerste workshop testten ze deze technieken in de klas.<\/p>\n\n\n\n

\u000b\u000bVoor het tweede deel gingen de leerlingen naar buiten, waarbij ze langere afstanden van het schoolplein maten met verschillende apparaten (mobiele telefoons, slimme horloges) en tegelijkertijd GPX-tracks op hun apparaten opnamen. Terug in de klas vergeleken ze de verschillen en bespraken ze waarom technologie, hoewel nuttig, altijd met een kritische blik moet worden benaderd.<\/p>\n\n\n\n

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\n\t\t\t\t\tFourth Grade: Advanced Data Skills\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\n\n\n
\n\n\n\n

Na elke workshop gaven de leerkrachten feedback om toekomstige activiteiten te verfijnen en te verbeteren. Deze tweede cyclus van workshops \u2013 onderdeel van Activiteit 5: Onderwijs en opleiding (tweede cyclus) \u2013 bouwt voort op inzichten die in de eerste cyclus zijn verzameld. Na het evaluatieproces zal het definitieve lesmateriaal worden gemaakt om alle geleerde lessen te integreren. Deze zullen bijdragen aan de bredere internationale beoordeling van de projectresultaten, uitgevoerd in samenwerking met het Nederlandse team, en zullen bijdragen aan de verbetering van zowel de onderwijsmethoden als de leermiddelen.<\/p>\n\n\n\n

\n
\"\"<\/figure><\/div>\n<\/div>\n\n\n\n
\n
\n

We willen basisschool Vrbani, inclusief alle leerlingen, leerkrachten en ouders, oprecht bedanken voor het tot een succes maken van deze tweede cyclus van workshops datageletterdheid!<\/mark><\/h4>\n<\/div>\n<\/div>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Van 3 Maart tot 2 April, 2025, als onderdeel van Activity 5: Teaching and Training (Second Cycle) van het Erasmus+ 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