The KI‑Campus Data Literacy project was carried out at TH Köln with the aim of creating a scalable, self‑learning curriculum that could serve as the foundation for a future Micro‑Degree in data literacy. Three courses were designed: a foundational “Data Literacy” module of eight two‑hour units, a “Data Mining” module of equal length that introduces artificial‑intelligence algorithms for pattern detection and statistical modelling, and a one‑unit “Sensors” module that teaches the basics of data acquisition and measurement. All courses were built around real‑world data sets from environmental science, such as air and water quality, and were delivered as fully online, interactive modules that can be integrated into existing programmes or taken independently.
The technical outcome of the project is a complete, high‑quality digital learning package. More than 60 instructional videos were produced, each tailored to the specific learning objectives of the modules. The videos were recorded and post‑produced in a consistent style, ensuring a coherent visual and pedagogical experience across the curriculum. Interactive elements such as embedded Jupyter notebooks, quizzes, and video‑based tasks were incorporated to support active learning and self‑assessment. All materials were released as open educational resources under a CC BY‑SA 4.0 licence, making them freely reusable by other institutions. The courses were uploaded to the KI‑Campus platform, where they were made available to students and faculty alike. A prototype learning‑portfolio system was also implemented within the THspaces environment, allowing learners to document progress and reflect on their data‑literacy journey. While a formal Micro‑Degree was conceived, its full implementation was postponed due to evolving platform requirements; nevertheless, the foundational work for such a credential has been established.
No quantitative performance metrics such as completion rates or assessment scores are reported in the final report, so the scientific impact is measured primarily by the breadth of content coverage, the quality of the instructional design, and the successful transfer of the curriculum to an online learning environment. The project’s success is further evidenced by the positive feedback from participants and the willingness of other faculties to adopt the modules, indicating a strong demand for interdisciplinary data‑literacy training.
Collaboration was a central feature of the project. The initiative was funded by the Stifterverband through the Data Literacy Initiative (DaLI) and was carried out in partnership with five faculties of TH Köln, the Center for Teaching Development (ZLE), and the Digital Online Learning Lab (DOLL). Faculty members from diverse disciplines contributed subject‑matter expertise, while staff from ZLE and DOLL handled instructional design, media production, and platform integration. The project also maintained regular exchanges with partner universities, creating a network for sharing best practices and expanding the reach of the curriculum. The original schedule ran from July 2021 to June 2022, with several work packages extending beyond their planned deadlines due to pandemic‑related disruptions. An extension was granted until 31 March 2023, allowing the project team to complete the final production and quality‑control phases and to fully deploy the courses on the KI‑Campus platform.
In summary, the KI‑Campus Data Literacy project delivered a comprehensive, open‑access suite of online courses that bridge foundational data‑literacy concepts with advanced analytical techniques. The collaboration among multiple faculties and support units at TH Köln, backed by the Stifterverband, ensured a robust, interdisciplinary approach. The resulting curriculum not only equips students with essential skills for the data‑driven world but also establishes a scalable model that can be adopted by other institutions seeking to enhance their data‑literacy offerings.