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Datacat · Product Report Data literacy for youth

Lara Casciola María Crucera Esben Grøndal Andreas Jonsson

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

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.

Project group no.: 3 Members: Lara Casciola Study no. 20142707


Copies: 3

Amalia de Götzen

Pages: 20

María Crucera Study no. 20141327

Nicola Morelli

Finished: 27 May 2015

Esben Grøndal Study no. 20140951

Andreas Jonsson Study no. 20140972

Semester Coordinator: Amalia de Götzen Secretary: Judi Stærk Poulsen Aalborg University Copenhagen A.C. Meyers Vænge 2450 København SV, Denmark

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.

Table of Contents Introduction 2 Design Challenge


Context 3 Concept Overview Service Concept Who & Why

4 4 5

Target Users


Strategic Goals


Service Details Stakeholder Map

8 9

Blueprint 10 App Mockups


Scenarios 14 Motivation Matrix


Scalability 18 References 20



Introduction Design Challenge

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?�


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.

Smart Governance

Smart People

Smart City

Smart Economy

Smart Mobility

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.

Smart Living

Smart Environment

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


Concept Overview Service 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.



Municipal Worker

us We will Datacat

how we This is ur data used yo Tell us about your neighborhood

Help us decide where to place new bike lanes

This is how you r data was used


Photograph your favorite spot

We’re looking for location data in Hellerup

Jimmi’s Databox Municipal ‘Challenges’

Figure 2: Flow diagram

Who & Why Target 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 decisionmakers, 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.



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.

Data Literacy


Datacat Service

Municipal Projects

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)


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.


Service 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.


Stakeholder Map Tertiary Service providers (Facebook, Google, etc.)

Local businesses The city

Secondary Government



Primary Municipality Schools Teachers Students

Figure 5: The stakeholder map


Part 1: Data literacy

Part 2: Participation in city challenges




Course material

Face-to-face Smartphone

Datacat App

Download app



Create account

Create Databox & Connect accounts

Store new user

Connect Cloud



Find Challenge

Respond to Challenge


Request course material


Receive material

Learn material

Give introduction to students

Create challenge MUNICIPAL WORKER Line of visibility

Receive request

Send material

MUNICIPALITY Line of secure virtual interaction

Challenge created

Receive data


Gray background: Invisible actors

School actors

White background: Visible actors

Municipality actors



LEGEND Sequencing events

Event not fixed in time

Variable duration

Non integral event

After service


Challenge Wall

Get points

Get access to Challenge Wall

Challenge Wall + Face-to-face


Get notification

Get feedback

Class discussion

Get feedback

Class discussion

Challenge progression

Give updates on Challenge

Put data on Challenge Wall



Give more data

Request detailed data

Receive more data

Search data from older Challenges

Get data

Find requested data

Provide archived data


App Mockups

Databox home

Figure 7: App mockup screens

Visualization of social network data and connection details

Overview of location data


Challenges posted by the municipality

Challenge description

Overview of Challenges completed by user

Challenge wall



Suddenly he recieves a notification on his phone It says: “What would you like to see here?�

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

This time, on the challenge wall, Julie from the municipality is asking specifically which type of skate equipment should be placed in the area. Jimmi responds.

A week later, he recieves another notification.

Jimmi has the data literacy class, where he downloads the Datacat app and learns about how to participate.

A month later, Jimmi receives access to the finalized plans for the project. He is pleased to see some skate equipment has been included.

Later, Jimmi decides to go skateboarding. He passes some construction on the way and becomes annoyed at the inconvenience.

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

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 experiences, one can see how Datacat could target a wide range of youth.

15 She decides to participate. She considers what would improve that area and realizes that some peaceful green space would help.

Mette has the data literacy class, where she downloads the Datacat app and learns about how to participate.

She donates access to a facebook album containing pictures of the urban garden project

During her spare time, she browses the municipal Challenge board.

Mette follows the project progress on the Challenge wall.

She also donates limited access to some plant experts in her network

She notices a challenge related to improving a small square, and realizes she was there yesterday. She remembers an urban gardening project she was involved in last summer, and realizes that the knowledge from this project could help improve the square.

A month later, Mette receives access to the finalized plans for the project. She is pleased to see some relaxing green space is included, along with some of the plant species from the urban garden!





es vid ugh o r ro cat h ta a


Motivation Matrix Youth

Encouraged in class Better city Being heard

Facilitate education on data literacy


Educational System

Municipal Projects

CPH Citizens

Primary access to Datacat service


Their mission is to teach and have personal interest in and awareness of data

A physical space for youth to become engaged with urban development

Municipal Projects Insights through data Project Validation Fresh perspectives The motivation to use data better

Moral obligation. Provides the teacher info on how the youth use data

Early adopters of data literacy course Bottom up organisational change

Funnel youth and their insights into Datacat

CPH Citizens Foundation for a more liveable city A unique insight to what youth thinks on various topics

Smarter citizens / youth into the city

Achieve higher quality of educational programs

The best possible education for the youth

A more liveable city A voice in Urban Planning Entertainment activity Transparency about planning

Educational System

Creating a case for the course and provides training

A driver of change towards data literacy

To be more inclusive

The opportunity to create projects that then can become datacat contents

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

Better city


COPENHAGEN SMART CITY DATACAT Copenhagen’s Datacat service starts in the classroom of high schools all over the city. After a module on data literacy, the students are equipped with a free app which enables them to partake in what we call 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 citizens, who might not otherwise feel engaged in the development of the city.

W NE LL ORT A E P TH 0 RE 2 20

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



Scalability Beyond 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.



References Fisher, 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.

Profile for Maria Crucera

Datacat: Data literacy for youth | Product report  

'Datacat' is a project made by Service Systems Design Master students at Aalborg University Copenhagen during the spring semester 2015. This...

Datacat: Data literacy for youth | Product report  

'Datacat' is a project made by Service Systems Design Master students at Aalborg University Copenhagen during the spring semester 2015. This...

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