►
Description
South Big Data Hub Education & Workforce Working Group
December 2021:
Dr. Marc Boumedine, University of Virgin Islands
A
Also
has
been
merged
with
another
group
news,
which
is
the
education
resource
directory
group
yeah,
so
we're
going
to
briefly
describe
what
are
the
purpose
of
this
book?
What
we
try
to
achieve,
so
the
original
idea
is
to
try
to
collect
and
create
project
by
stitching
and
learning
material
yeah
so,
and
we
want
to
see
if
the
community
can
contribute
yes
and
when
they
contribute
we'll
be
able
to
look
at
them,
create
them
and
make
them
available
in
a
repository.
A
So
the
group
is
not
going
to
develop.
We
might
develop
some
material,
but
we
ask
in
the
community
okay
to
provide
okay,
these
materials.
Yes,
also,
we
are
going
to
see
that
there
are
pros
that
we
would
like
to
to
take
it's
a
project
based
learning
and
teaching
techniques.
So
we
are
going
to
try
to
follow
a
model,
a
teaching
model.
I
want
to
see
how
this
model
can
be
adapted
to
develop
data
science,
material
and
coursework,
and
then,
when
we
have
this,
we
we'll
be
able
to
make
these
resources
available.
A
So
these
are
the
different
tasks.
Okay,
that
we
wanted
to
follow.
The
group
divided
the
project
in
this
different
task,
so
we
wanted
to
know
a
little
bit
about
a
little
bit
more
about
project
based
learning
so,
and
we
wanted
to
be
sure
that
we
are
using
the
the
right
definition,
because
you
have
a
mix
between
a
course
that
is
developing
a
project
and,
of
course
that
follows
a
particular
method.
A
Yes,
and
this
problem
has
a
project
based
learning
technique
has
been
already
studied,
so
we
wanted
to
be
sure
and
look
at
the
territory
to
be
sure
that
we
align
okay
with
what
people
have
found
already
with
the
research
that
have
been
conducted,
then
the
next
step
was
to
try
to
find
okay
if
there
are
some
process
that
allow
us
to
convert
or
data
science
curriculum
or,
of
course,
into
a
project-based
learning.
Yes,
this
is
the
second
task
that
we
try
to
do
and
and
then
this
is
related
to
what
carl
was
presenting.
A
A
A
We
also
wanted
to
give
the
opportunity
to
faculty
and
teachers
here
to
integrate
some
modules:
okay,
that
are
culturally
responsive
and
also
exercise
into
the
current
coursework
yeah.
So,
instead
of
developing
a
whole
course,
maybe
a
social
science,
of
course
might
integrate
just
a
module
instead
of
a
whole
course
and
the
last
and
the
last
task
is
to
develop
this
portal,
where
people
can
go
and
make
references
and
look
at
the
different
resources
that
we
are
finding.
Yes,
we're
going
to
put
them.
A
Location,
so
to
get
started
so
I
mentioned
to
you:
we
wanted
to
look
at
the
pedagogy
of
this
project-based
learning
technique
yeah.
So
there
is
a
process,
I'm
going
to
show
you
in
more
details
how
these
work
we
provided
in
this
slide.
Also
the
link
to
the
portal
where
we
are
going
to
post
additional
material.
A
So
I'm
going
to
to
provide
more
detail
about
this
technology,
so
the
next
tax,
what
we
wanted
to
do,
okay,
after
looking
at
the
problem,
a
project-based
learning
and
teaching
element.
Yes,
it
was
important
to
find
out
how
this
methodology,
the
teaching
methodology
and
learning
works.
So,
as
you
can
see,
this
is
in
green.
Yes,
the
green
circle,
but
we
wanted
also
to
be
sure
that
the
student,
when
we
are
going
to
develop
these
project
based
learning,
they
incorporate
okay,
the
all
the
student
learning
outcomes.
A
A
Do
I
send
the
command
you're
going
to
see
so
they
classify
different
categories
application
that
acquisition
data
analysis.
So
these
are
the
the
core
okay.
What
we
want
to!
We
want
to
be
sure
that
when
we
complete
the
cycle
or
the
okay
and
using
this
project
based
learning,
okay
following
the
methodology,
so
the
methodology
of
project-based
learning
is,
we
need
to
define
a
challenging
question.
It
has
to
be
authentic
or
culturally
responsive.
A
The
student
and
the
teacher
should
work
continuously
okay
to
to
enquire
yes,
the
student
should
have
should
be
engaged
and
has
a
voice
in
defining
and
this
project.
The
student
also
is
going
to
create
some
artifacts
and
see
what
the
artifacts
that
carl
was
presenting
before
yes,
at
east
east
edge
of
the
project,
there
are
some
artifacts.
A
The
students
should
be
able
to
make
a
reflection
and
analysis
of
this
artifact,
and
maybe
this
is
going
to
connect
what
we
saw
before,
because
when
these
artifacts
generated
the
student
will
be
able,
after
to
to
present
this
artifact,
to
view
these
portfolios,
yes
and
they're,
going
to
present
to
what
carl
was
presenting
now,
a
different
type
of
audience.
Yes,
and
so
these
are
the
at
the
the
the
principal
or
the
main
element
of
the
project-based
learning,
so
so
now
we
want
so
we
understand
what
are
the
student
learning.
A
A
So
so
now,
in
order
to
do
this,
yes,
we
wanted
to
do
a
kind
of
a
mapping
yeah.
So
I'm
going
to
show
you
how
we
are
going
to
try
to
map
everything
together
and
to
provide
some
information
to
somebody
who
wants
to
develop
a
new
curriculum,
yes
or
a
new
course,
for
example,
so
so
in
this
particular
slides
what
you
are
going
to
see
yeah.
So
as
I'm
mentioning
to
carl.
A
A
So
we
wanted
now
to
find
out
now
how
we
can
look
at
the
the
knowledge
areas
that
are
defined
in
the
sem
I'm
going
to
click,
and
it
should
bring
us
to
another
slide.
Yes,
so
so
you
can
see
on,
on
your
left
hand,
side
yeah.
This
is
all
the
knowledge
areas,
yes,
that
are
listed
in
the
about
okay
criteria
that
are
defining.
In
fact,
if
you
look
at
these,
they
match
perfectly
with
what
the
scm
document
is
doing
and
then
what
you
see
as
a
column.
A
Yes,
at
the
the
different
okay
life
cycle
concept,
yes,
that
are
defined.
So
what
you
see
in
green
here.
These
are
the
fundamental
elements
or
topics
of
the
data
science
life
cycle.
Yes,
and
then
you
have
some
concepts
that
are
listed
across
the
life
cycle.
Yes,
like
the
analytics,
okay,
governance,
security
statistics
and
the
last
one.
What
you
see
okay
is
the
is
the
most
the
most
advanced
concept
courses.
A
Yes,
so
what
we
try
to
do,
I
saw
we
look
at
the
the
document
and
and
we
try
to
find
out
okay
in
this
mapping
at
each
stair.
So
what
you
see
here,
tier
one
tier
two
and
tier
three
tier
one
in
the
document
sem
means
these
are
the
the
skills
or
knowledge
that
all
okay,
the
the
students
when
they
graduate,
should
help
yes.
So
so,
when
we
do
the
mapim
okay,
I
I
think
we
should
focus
more.
A
Instead
of
focusing
on
all
of
the
tier
one
tier
two
and
tier
three
okay,
we
should
focus
on
all
the
tier
one.
First,
yes,
so
this
will
provide
an
idea
for
somebody
who
wants
to
develop
a
new
curriculum
if
they
want
to
impact
all
the
tier
one
for
each
cycle
of
the
each
step
of
the
data
science,
life
cycle,
okay,
they
can
go
around
and
they
can
see
what
is
the
the
knowledge
area?
A
B
A
A
So
we
are
going
to
see
so
we
went
through
a
different
program
and
we
look
at
the
courses
and
we
try
to
extract
and
and
and
and
and
share
with,
the
the
community,
the
one
that
has
the
most
culturally
responsible.
Yes
and
also
you're
going
to
see.
You
have
a
couple
of
pilot
courses
that
have
been
developed
by
the
members
of
this
working
group,
and
these
are
also
available.
I'm
going
to
show
you
okay,
the
website,
but
you
can.
A
A
So
so
the
next
step,
also
in
addition
to
the
courses
we
wanted
to
develop
some
some
modules,
so
this
is
and
this
module
will
be
able
to
be
used
and
embedded
in
some
existing
data
science
courses.
Yes,
also,
you
can
use
this
module
as
a
capstone
project.
Yes,
and
it's
important
also
to
define
okay,
since
you
have
many
type
of
data
science
projects.
So
so
it
can
be
clustering.
It
can
be
a
classification,
it
can
be
association,
so
yeah.
A
So
it's
important
for
the
potential
users
who
wants
to
adapt
this
kind
of
module
of
capstone
project,
yes,
that
they
can
select
eventually
the
type
of
machine,
learning
or
technique
that
they
want
to
eventually
to
exemplify
in
order
to
present
this
project
to
the
students.
So
it
can
be,
as
I
say,
some
can
be.
Clustering
association
and.
C
A
A
A
Learning
project,
so
these
are
the
if
you
want
to
okay
incorporate
okay,
the
project-based
learning
technique.
Yes,
you
see
what
I
just
explained
to
you:
the
mapping
will
be
the
table
that
I
just
presented
to
you,
so
we'll
need
to
eventually
provide
additional
explanation:
how
to
use
this
some
example.
A
A
B
A
B
B
Does
anyone
have
any
questions?
I
think
this
is
really
a
thank
you
mark
and
for
the
whole
group.
You
know
this
is
a
really
good
resource
and
we
can,
you
know,
help
with
expanding.
So
do
people
have
questions?
Do
they
have
things
that
you
would
add
or
interest
in
looking
at
these
project-based
teaching?
Are
people
teaching
them
and
how
and
how
you
put
them
together.
C
B
Yeah,
so
I
had
a
question
about
your
strategy.
What
is
the
group
strategy
part
of
it?
Is
the
getting
community
input
or
people
to
input
about
their
project-based
teaching?
Is
their
strategy
for
outreach
and
how
and
how
that
might
go
ahead?
We
can
also
talk
to
the
the
larger
group
as
well
and
and
the
south
hub,
so
I'm
just
interested.
Does
the
group
have
a
strategy
for
outreaching
to
for
community
engagement
in
this.
A
B
C
So
that's
exactly
what
I
was
going
to
say:
we
still
have
a
few
little
tasks
to
get
done,
but
I
am
not
aware
of
an
outreach
strategy,
but
that
would
be
a
really
good
area
for
anyone
wanting
to
get
involved
to
help
with
an
outreach
strategy.
We've
been
just
focusing
on
getting
it
done
and
we
know
that
we're
going
gonna
have
to
engage
the
community,
but
I
don't
know
that
we
actually
have
a
strategy
done.
B
Well,
we'll
have
it
this
is.
This
is
really
good,
and
you
know
that's
part
of
one
of
the
things
we
can
try
and
help
with
at
the
end,
when
you,
when
you
get
to
a
place,
I
think
that
that's
part
of
one
of
the
things
that
the
hub
in
general
can
help
with
so
this
is.
This
is
really
good.
I
like
the
portal,
and
so
are
there
thoughts
about
the
mapping.
You
said
that
mapping
to
come
about
how
you
would
undertake
mapping
the
competencies
or
showing
competency
mapping.
B
A
A
Each
project
is
going
to
be
a
difference
when
somebody
wants
to
start
a
new
project.
Yes,
because
they
will
have
to
decide
what
kind
of
knowledge
are.
They
are
yes
and
they
want
back
to
the
student
to
to
learn
so,
and
then
this
will
depend
on
the
assessment.
So
it's
going
to
be
tied
to
what
was
presented
before
and
then
we
have
to
look
at
the
different
step
of
the
data
science
life
cycle,
yes
and
and
see
at
what
level
or
what
here
they
want
to
reach.
A
A
And
a
communication
of
all
the
after
effects
that
will
be
created
during
the
data
life
cycle,
yes
and
they
will
have
to
decide
what
would
be
assessed,
but
in
the
assessment
criteria,
you're
going
to
see
what
calm
in
his
slides
at
the
beginning.
This
is
what
the
abet
accreditation
is
asking
the
the
program
to
assess
yeah.
So
I
think.
B
B
Definitely
definitely
okay,
so
we
have
five
minutes.
Are
there
any
kind
of
points
not
only
questions
but
comments
or
from
the
group
on
the
two
working
groups?
I
think
you
both
you
got
all
of
the
group
members
as
well
as
the
two
presenters
and
yeah.
This
was
great
information.
Thank
you,
aaron.
It's
awesome.