{"id":938,"date":"2024-11-15T22:21:31","date_gmt":"2024-11-15T22:21:31","guid":{"rendered":"https:\/\/kidsdirectors.eu\/?p=938"},"modified":"2025-04-16T09:31:47","modified_gmt":"2025-04-16T09:31:47","slug":"prvi-ciklus-radionica-o-podatkovnoj-pismenosti-nizozemska","status":"publish","type":"post","link":"https:\/\/kidsdirectors.eu\/index.php\/2024\/11\/15\/prvi-ciklus-radionica-o-podatkovnoj-pismenosti-nizozemska\/","title":{"rendered":"Prvi ciklus radionica o podatkovnoj pismenosti – Nizozemska"},"content":{"rendered":"\n

U sklopu Aktivnosti 4: Pou\u010davanje i osposobljavanje (prvi ciklus)<\/mark><\/strong> Erasmus+ projekta DIRECTORS \u2013 DIgital data-dRiven EduCaTion fOR kidS, \u010dlanovi projektnog tima Tehni\u010dkog sveu\u010dili\u0161ta Delft proveli su svoju seriju radionica u Nizozemskoj. Radionice su vodili izv.prof.dr.sc. Bastiaan van Loenen, doc.dr.sc. Frederika Welle Donker i izv. prof.dr.sc. Hendrik Ploeger s Fakulteta arhitekture i izgra\u0111enog okoli\u0161a.<\/p>\n\n\n\n

Sli\u010dno strukturi hrvatskih radionica, nizozemska verzija tako\u0111er se fokusirala na tri razine podatkovne pismenosti: osnovnu, srednju i naprednu podatkovnu pismenost. TU Delft odr\u017eao je radionice u Osnovnoj \u0161koli De Triangel (dio Grupe Octant) u Delfgauwu, mjestu u blizini Delfta. Radionice su se provodile za 10-godi\u0161njake u dvije paralelne grupe (7A i 7B). Grupa 7A poha\u0111ala je radionicu 1 \u2013 osnovne podatkovne vje\u0161tine i radionicu 3 \u2013 napredne podatkovne vje\u0161tine. Grupa 7B poha\u0111ala je radionicu 2 \u2013 srednje podatkovne vje\u0161tine. \u0160est radionica sastojalo se od po dva susreta u razmaku od otprilike tjedan dana. Na radionicama je sudjelovalo ukupno 44 u\u010denika, iako nisu svi u\u010denici mogli prisustvovati svim susretima.<\/p>\n\n\n\n

Grupa 7A: Osnovne podatkovne vje\u0161tine<\/strong><\/mark><\/h3>\n\n\n\n

U prvom susretu djeca su se upoznala s pojmom podataka, <\/mark><\/strong>\u0161to su podaci i \u0161to mo\u017eemo \u010diniti s podacima? Kao primjer podataka iz stvarnog svijeta, djeca su izradila podatkovne kartice o svom kori\u0161tenju mobitela, zapisala su svoju omiljenu igricu, video kanal i aplikaciju dru\u0161tvenih mre\u017ea te procjenu koliko su minuta dnevno proveli na tim aplikacijama. Zatim su nau\u010dili kako grupirati i kategorizirati te podatke tako \u0161to su formirali grupa na temelju svojih omiljenih aplikacija, raspravljaju\u0107i o njihovom procijenjenom vremenu kori\u0161tenja i zbrajaju\u0107i ta vremena. U me\u0111uvremenu je voditelj radionice napravio oblak rije\u010di s imenima njihovih omiljenih igara. Pokazali smo im razlike izme\u0111u “sirovih”, neobra\u0111enih podataka koji uklju\u010duju sve pravopisne varijacije djece te pro\u010di\u0161\u0107ene verzije u kojoj su ispravljene pravopisne pogre\u0161ke. Razgovarali smo o ovim razli\u010ditim verzijama kako bismo u\u010denicima dali osje\u0107aj o va\u017enosti kvalitete podataka.<\/p>\n\n\n\n

U drugom susretu, u\u010denici su nau\u010dili kako prikupiti stvarne podatke<\/mark><\/strong> sa svojih mobilnih telefona i unijeti ih u jedan skup podataka. Istra\u017eivali su sli\u010dnosti i razlike izme\u0111u podataka cijelog razreda i vlastitih podataka. Tako\u0111er su usporedili svoje procjene kori\u0161tenja podataka prve sesije sa stvarnim podacima o kori\u0161tenju koje su zabilje\u017eili njihovi mobiteli. Nau\u010dili su i kako se podaci iz stvarnog svijeta mogu vizualizirati na razli\u010dite na\u010dine. Tako\u0111er smo razgovarali o tome mogu li iz anonimiziranog skupa podataka znati koji je u\u010denik stvarno unio koje podatke i va\u017enosti za\u0161tite privatnosti prilikom dodavanja podataka u zajedni\u010dki skup podataka.<\/p>\n\n\n\n

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\n\t\t\t\t\tPreuzimanje podataka iz mobilnog ure\u0111aja\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
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\n\t\t\t\t\tOblak rije\u010di kao primjer kvalitete podataka\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

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

Grupa 7B: Srednje podatkovne vje\u0161tine<\/strong><\/strong><\/mark><\/h3>\n\n\n\n

U prvoj smo susretu interaktivno objasnili osnove GIS-a<\/mark><\/strong>. Dok obja\u0161njavaju svaki aspekt, u\u010denici mogu pokazati primjere na ortofoto karti Delfgauwa. Zatim smo papirnatu verziju karte podijelili u 8 segmenata. Djeci su dane prozirne folije na kojima je svaka skupina od 2 do 3 u\u010denika iscrtavala jedan odre\u0111eni sloj (npr. ku\u0107e, ceste, drve\u0107e) jednog segmenta. Morali su ozna\u010diti objekt, poput “\u0161kole” ili “igrali\u0161ta”. Djeca su kombinirala prozirne folije kako bi stvorila svoju verziju papirnate karte. Razgovarali smo o tome \u0161to je prikazano na karti i uveli smo aspekt standardizacije jer su djeca imala razli\u010dite prijedloge rje\u0161enja kako vizualizirati objekte u svakom sloju.<\/p>\n\n\n\n

U drugom susretu, djeca su primijenila svoje GIS vje\u0161tine kako bi prona\u0161la nestalog u\u010ditelja. Djeca su rije\u0161ila \u010detiri zagonetke, pri \u010demu je svako rje\u0161enje davalo jednu znamenku \u010detveroznamenkastog k\u00f4da potrebnog za “otvaranje” sefa koji sadr\u017ei koordinate lokacije za sljede\u0107i trag. Djeca su pomo\u0107u mobitela odredila pje\u0161a\u010dku rutu do kona\u010dnog traga. Nakon zabavne potrage, djeca su prona\u0161la kutiju s koordinatama gdje se nalazi nestali u\u010ditelj, a to je bila njihova \u0161kola. Najzabavnije je bilo to \u0161to je u\u010diteljica zapravo stvarno nestala, a djeca su pretra\u017eivala donju razinu zgrade u potrazi za u\u010diteljicom. Njihov trud nagra\u0111en je pronalaskom u\u010diteljice koja je imala kutiju poslastica za u\u010denike.<\/p>\n\n\n\n

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\n\t\t\t\t\tDjeca oko ortofoto karte\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
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\n\t\t\t\t\tPotraga za prvim tragom\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
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\n\t\t\t\t\tOsmosmjerka\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

Grupa 7A: Napredne podatkovne vje\u0161tine<\/mark><\/strong><\/h3>\n\n\n\n

U prvom smo susretu objasnili koncept senzora<\/mark><\/strong> i kako se oni mogu koristiti u razli\u010dite svrhe, npr. za mjerenje udaljenosti. Djeca su razli\u010ditim metodama izra\u010dunavala istu udaljenost. Prva metoda bila je ru\u010dno brojanje koraka od jednog do drugog zida u\u010dionice te zatim mno\u017eenje broja koraka s njihovom duljinom koraka. Zatim su u\u010denici koristili broja\u010d koraka u svojim mobitelima kako bi \u201eprebrojali\u201c broj koraka i koristila procjenu udaljenosti na mobitelu. Tre\u0107a metoda bila je kori\u0161tenje broja\u010da koraka u pametnom satu. Naposljetku, u\u010denici su koristili toaletni papir za izra\u010dunavanje udaljenosti mjerenjem duljine jedne komada papira i mno\u017eenjem s brojem papira potrebnih da se prije\u0111e udaljenost. Radionica je zaklju\u010dena raspravom o razlikama u rezultatima primjenom ru\u010dnih metoda ili ure\u0111aja. U\u010denici su zaklju\u010dili da je ure\u0111aje mo\u017eda lijepo koristiti, ali su ru\u010dne metode pouzdanije.<\/p>\n\n\n\n

U drugoj sesiji u\u010denici su koristili alate za mjerenje udaljenosti pomo\u0107u aplikacija kao \u0161to je Google Maps. U\u010denici su trebali izmjeriti duljinu opsega svog \u0161kolskog dvori\u0161ta. Morali su provjeriti ta mjerenja odlaskom van kako bi izmjerili istu rutu ru\u010dnim metodama (broje\u0107i korake) ili snimanjem staze pomo\u0107u mobilnog ure\u0111aja (telefona ili pametnog sata). Snimljene staze su prikupljene i prikazane na ekranu. U\u010denici su zaklju\u010dili da bi kori\u0161tenje ure\u0111aja za snimanje tragova moglo biti zgodno za ve\u0107e udaljenosti, ali opet smatraju da je ru\u010dno brojanje koraka to\u010dnije. Tako\u0111er su predlo\u017eili da sljede\u0107i put koristimo dugi metar.<\/p>\n\n\n\n

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\n\t\t\t\t\tRu\u010dno brojanje koraka\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
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\n\t\t\t\t\tRu\u010dno brojanje koraka\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
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\n\t\t\t\t\tU\u010denici u potrazi za svojom ku\u0107om\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
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\n\t\t\t\t\tPrikaz mape okolice \u0161kole\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
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\n\t\t\t\t\tMetoda “rola WC-papira”\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
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\n\t\t\t\t\tUporaba broja\u010da koraka u mobitelu\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
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\n\t\t\t\t\tUporaba pametnog sata\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
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<\/p>\n","protected":false},"excerpt":{"rendered":"

U sklopu Aktivnosti 4: Pou\u010davanje i osposobljavanje (prvi ciklus) Erasmus+ projekta DIRECTORS \u2013 DIgital data-dRiven EduCaTion fOR kidS, \u010dlanovi projektnog […]<\/p>\n","protected":false},"author":1,"featured_media":713,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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podatkovnoj pismenosti - Nizozemska -<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/kidsdirectors.eu\/index.php\/2024\/11\/15\/prvi-ciklus-radionica-o-podatkovnoj-pismenosti-nizozemska\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Prvi ciklus radionica o podatkovnoj pismenosti - Nizozemska -\" \/>\n<meta property=\"og:description\" content=\"U sklopu Aktivnosti 4: Pou\u010davanje i osposobljavanje (prvi ciklus) Erasmus+ projekta DIRECTORS \u2013 DIgital data-dRiven EduCaTion fOR kidS, \u010dlanovi projektnog […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/kidsdirectors.eu\/index.php\/2024\/11\/15\/prvi-ciklus-radionica-o-podatkovnoj-pismenosti-nizozemska\/\" \/>\n<meta property=\"article:published_time\" content=\"2024-11-15T22:21:31+00:00\" \/>\n<meta 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