Hosted by OSOS , contributed by gilagross24 on 26 December 2018
Childhood and adolescent obesity is a major global and European public health problem. Students and teachers will be engaged in a series of activities, data collection methods and discussions with the eventual aim to address the issue of obesity and to provide researchers with much needed data, enabling them to influence policy makers to adopt new strategies on the issue of childhood obesity.
Technological achievements in mobile and wearable electronics and Big Data infrastructures allow citizens (students and teachers in our case) to get involved in such data collection processes, enabling them to reshape policies at a regional, national and European level. Using a specifically designed platform will allow the quantification of community patterns through Big Data and offer a series of sensors to the participating schools. In this context students and teachers become researchers. Furthermore, through the collection and sharing anonymized data, and collaboration with experts, students will receive feedback regarding their dietary and physical activity behavior.
The approach builds on the idea that collecting, storing, processing and analyzing huge amount of data that describe everyday dietary, sleep and activity behavior of large number of children, in combination with diverse extrinsic data describing the conditions of their environment (urban, natural, school, family and social), produces radically new evidence for designing counter-obesity policies.
To find further information on "Big data against childhood Obesity", join the dedicated OSOS community HERE
RRI Principles
One of the key aspects of OSOS is the inclusion of RRI - Responsible Research and Innovation principles in innovative pedagogical practices. RRI principles are addressed in the "Big data against childhood Obesity" accelerator:
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Governance |
Students aree able to share the conclusions of their project and activities with the different involved stakeholders, allowing to develop collective decisions and offering global conclusions that may affect society. For example, as students advance in the project, they share their results with the different stakeholders in order to define future lines of work with which they will be able to raise awareness in society. |
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Public engagement |
Students are able to define new relationships among the stakeholders involved with the aim of improving the results of the project. Students guide and support the creation of these new associations and encourage their joint work with the objectives of this Accelerator. Students in the participating OSOS schools can propose meetings between external stakeholders, such as nutritionists or chefs, to put them in contact and find their collaboration, in order to improve the final results of the project. |
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Gender equality |
Students work on obesity in terms of gender through the scientific method, looking for credible sources of information that define whether there are gender differences due to physical or social issues. Students seek information on whether there are representative differences in the obesity of men and women, and also work to improve gender equality on the issue raised by this Accelerator. |
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Science Education |
Students use the scientific method to work with this Accelerator, taking advantage of the tools it proposes and consulting with scientists and experts to improve the results obtained. They will also make use of technology to develop the project. Students make use of the tools proposed by this Accelerator, which allow both the collection of data related to obesity and its organization and subsequent analysis. |
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Ethics |
Students carry out an integral investigation work that allows to share both the project process and its conclusions with the different agents involved in the activity, thus allowing to share the responsibility of the results with society. Students can discuss the ethical and moral aspects in different phases of the project, as well as in gathering information and in the final conclusions, which can be an element of reflection about a social problem such as obesity. |
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Open Access |
Students are able to investigate the types of licenses that exist when creating and sharing content, and understand the need to maintain the privacy of certain types of data obtained throughout the project. Students consult the policies and the different types of licenses that exist concerning the use and treatment of the information, including private data (weight or body mass of students) and when sharing results and conclusions in a public scenario. |
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