Abstract:

This research pulls together the increasing need for specialist numerate data professionals in the contemporary workforce with an appreciation that these skills need to be embedded far earlier in the student education lifecycle to be successful.

With 90 per cent of the world’s data generated in the past two years, the data needs of industry are changing. Core quantitative skills such as descriptive statistics and probability are still important but are being overtaken by the technical skills needed to handle ‘Big Data’ and other new forms of data.

This research undertakes a skills audit of industry before developing pedagogically-influenced Massive Open Online Courses (MOOCs) aimed at pupils and teachers at the GCSE (General Certificate of Secondary Education) and A-Level stage of education in the United Kingdom.

The interactive courses, which will be made available via the FutureLearn educational platform, will enable pupils to see first-hand how data can be used to solve problems in a wide range of application areas such as crime, health and business whilst at the same time introducing new data forms such as ‘Big Data’ and social media.

The resources will be designed in a way such that they can be used by teachers for whole-class sessions or taken by interested pupils in their own time to develop their skills and interests and enhance university applications.

All resources will be fully supported and endorsed by Q-Step, a national initiative that seeks to get more students using and embracing data.

Whilst this project is about enhancing data and quantitative skills, it is not directly concerned with common statistical techniques which have been part of quantitative curricula for many years. It is about using engaging examples and interactive forms of teaching to introduce twenty-first century data skills to young people at a time when their academic interests are first developing.

Keywords:

MOOCs, Data, Quantitative, e-learning, Industry.