| Unit name | Big Data & Society |
|---|---|
| Unit code | GEOGM0022 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Clive Sabel |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Geographical Sciences |
| Faculty | Faculty of Science |
The amount of quantitative data now available to us globally is exploding. Analysing complex, inter-related datasets – so called ‘Big-Data’ – will become a key component in future employment opportunities, be they in the commercial world, research or government.
This module will provide an overview of the Big-Data phenomenon, provide hands-on experience in working with and mining Big-Data, and additionally, provide a social-science critique on how Big-Data is impacting society. Data sources such as government, crowd-sourced and social media (Twitter, Facebook) data will be used to illustrate the possibilities and dangers of the Big-Data revolution.
This module will help students develop an understanding of the concepts, methods and applications of Big-Data and to enable students to critically evaluate contemporary developments.
On completing this unit students will:
Module Specific Skills and Knowledge:
1. Be able to source, collect and analyse geo-referenced big data to answer specific hypotheses
2. Employ technical methods in GIS and statistics for a range of tasks including entering, handling and analysing spatial data
Discipline Specific Skills and Knowledge:
1. Assess the merits of contrasting geographical theories, explanations and policies
2. Structure conceptual and empirical geographical material into a reasoned argument
Personal and Key Transferable/ Employment Skills and Knowledge:
1. Pursue knowledge in an in-depth, ordered and motivated way
2. Produce fluent and comprehensive written reports on complex topics
3. Marshal and retrieve data from library and internet resources
4. Use interpersonal skills in group activities
5. Be aware of the role and importance of evidence-based research
6. Demonstrate ability in a range of analytical and observational methodologies
Two full intensive days of teaching and lab classes early on in the teaching block followed by seminars and assessment later in the teaching block.
An individual data analysis project and report (100%)
Mayer-Schonberger V and Cukier K (2013) Big Data: A Revolution That Will Transform How We Live, Work and Think, Houghton Mifflin Harcourt Publishers.
Few texts have been produced for this emerging topic. An updated reading list will be provided at the start of the course
