Showing posts with label information technology. Show all posts
Showing posts with label information technology. Show all posts

4 Jun 2022

Enhancing Teaching & Learning Using Virtual and Immersive Technologies Seminar - Review


Guest post by David Leen, student in Sustainability Studies at UCC and student assistant at UCC Library with the Academic Services Team.

On February the 16th, UCC Library hosted a virtual seminar with speakers from Irish and American universities on the various ways VR technology can be used in teaching and learning. The event began with an introduction by Alan Carbery, Head of Academic Services in UCC Library, where he emphasized the importance of discussion between groups seeking to utilize these technologies for the benefit of students and researchers. 

I’ll now provide a summary on the speakers at the seminar, and the panel discussion at the end of the session. 

Dr. Orla Murphy

Dr. Murphy, an expert in digital humanities in UCC, has spent the past 20 years working with virtual reality software. Her PhD thesis focused on knowledge modeling, using older meshing software. Interestingly, Dr. Murphy’s presentation positioned virtual reality as a new evolution of the ‘information age’, recognising the importance of this in shifting the learning experience from the digital to the ‘real’. The technology gives an appreciation of space and size that is impossible to replicate in 2D. She highlighted the personal learning journeys that are possible using the technology, referencing a recent study which found the technology encouraged each student to accomplish the tasks set in unique ways. 

Stephanie Chen & Daniel Nowacki

The second presentation focused on UCC Library’s digital services, drawing attention to the Digital Environment Lounge. Stephanie gave a walkthrough of the space and Oculus Rift, and work done on Mozilla hubs (carried out by my colleague Cara and I), while detailing future plans for new Library spaces. She then handed the presentation over to Daniel Nowacki, a first-year student who has spent a lot of time in the Digital Environment Lounge. He gave two interesting examples where he and his friends used the equipment for learning and teaching opportunities. This presentation provided interesting examples of the practical uses of VR technology in UCC Library. 

Dr. Jerry Reen

Dr. Reen, a molecular and cellular biologist, focused on the work of his ELEVATE group, funded by the National Forum. Their work sought to enhance the student experience in visualizing the objects studied at the molecular level, using the example of a plasmid. The group sought to link and scaffold VR content with the module’s goals, not just tack it on as a gimmick. This presentation also highlighted a little-recognised aspect of VR teaching – most students have little experience with the technology, and require time to get used to it. 

Prof. Louise Rainsford

Prof. Rainsford works in the Radiography and Diagnostic Imaging department of the UCD School of Medicine. Her presentation detailed the various 2D and 3D training programmes which the University made available to their students to aid in the preparation for their placement periods. She specified that the technology was ‘embedded’ into the curriculum, ensuring each student became comfortable with the technology, with 72% of students more comfortable in a practical setting. She noted the use of VR to visualize radiation – usually invisible – as a fantastic tool to allow students to grasp the concept. 

Elise Gowen

Elise’s presentation was concerned with her efforts to create immersive experiences for students in a STEM library at Penn State University, highlighting the various programmes made available. The most interesting of these were a collection of virtual field trips for the Geosciences department, improving the educational experiences of distance learners and low-income students by making unique experiences available. She showed off programmes designed to replicate rock formations of interest, or immersive simulations of various phenomena. 

Megan Baird and Jamie Nelson

The speakers from the University of Illinois highlighted the work of their Centre for Innovation in Teaching and Learning, focusing on their various outreach efforts and the novel uses which they have found for their technology. From e-sports to dress design, the presentation detailed the wide variety of uses for the systems once you have the interest and support of the student population. This talk led into a presentation from one such student.

Zade Bosco Lobo

Zade discussed the more student-focused elements of the University of Illinois’ offering, as the vice-president of their student-run VR Club. The university works to both embed VR technologies in their undergraduate programmes, and offers development courses in VR and game development. He also detailed the various research programmes ongoing at the university. However, the highlight of the talk was the VR Club itself. He went into detail describing the various initiatives of the club to encourage participation with the technology, from board games to the university’s esports teams. 

Dr. James Frazee and Dr. Sean Hauze

The presentation from San Diego State University detailed their work with their corporate partners to incorporate ‘Extended Reality’ technologies to each of the university’s colleges, 70 courses and 54 faculty. The university emphasized their focus on students as creators. A particularly interesting example was the use of HoloLens to train nurses. 

Panel Discussion

The panel discussion introduced some interesting themes. The impact of Covid on the rollout of educational technologies was considered, with most panelists agreeing that Covid has sped up this process. The use of training tools for medical education was highlighted in particular. 

When asked about the greatest inhibitors to VR as an educational tool, panelists considered a variety of reasons, from a misunderstanding of the nature of the technology to the educators’ own confidence in using the tech. They considered that more help should be directed at the educators as well as the students. 

Finally, open access to educational technology was considered by the panel. The importance of curated experiences for certain courses was emphasized. Panelists noted that repositories of educational programmes could be used to ensure their sustainability, but that these systems are less effective for previewing VR experiences. 

Conclusion

The seminar was a very interesting look at the development of educational technologies in a multi-national setting. The problems facing the institutions were addressed in a collaborative manner, and both the student and academic experiences were highlighted. 

The introduction, all of the presentations, and the panel discussion are available on YouTube.  


14 Sept 2021

Preserving our cultural memory in the digital age

Libfocus is very happy to post the second of the highly commended posts in the 2021 CONUL Library Assistant Awards.  Congrats to Stewart Killeen of TU Dublin (City Centre) Library


Recently, I had the great pleasure of watching Recorder: The Marion Stokes Project, Matt Wolf’s documentary film on the life and work of Marion Stokes. Marion Stokes was an African-American civil activist, who besides tirelessly engaging the broad spectrum of American public opinion through public-access television, also took a key interest in technology with all of its political and social implications (Wikipedia, 2021). Her visionary enthusiasm for the new media and technologies which developed throughout the twentieth century and her commitment to democratic values culminated in her astonishing collection of recorded television news footage, spanning a period of 35 years from 1977 until her death in 2012 (Wikipedia, 2021). Her collection, which is now in the care of the ambitious Internet Archive project, consists of 140,000 VHS tapes, and it provides a record of televised news covering many of the seminal events that marked the close of the previous millennium and the beginning of a new one (Wikipedia, 2021). 

Courtesy of the BBC 

It was surely of no little significance to the legacy that Marion Stokes left that for much of her professional life she worked as a librarian with the Free Library of Philadelphia (Wikipedia, 2021). Indeed, in my own short time working as a Library Assistant with Technological University Dublin and through my studies on the MSc in Information and Library Management with Dublin Business School, I have come to appreciate the fragility of our shared cultural record as it is brought to life in a digital world. 


With the arrival of the internet and the explosion of digital technologies that has accompanied it, information professionals have faced both new challenges and opportunities in the curation of information. Traditionally the preserve of librarians and scholars, the digital turn has opened up the domains of human knowledge like never before, offering  “fast facts” to our fingertips (Kavanagh and O’Rourke, 2016, p.4; Rowlands et al., 2008, p.293). In some sense we have all become librarians today, as we access, monitor, and create large volumes of content to be shared and distributed across a wide variety of public platforms. The democratisation of information has undoubtedly improved the individual and collective lives of many, but it has not come without risk. The greatest danger it seems is the tendency to assume that the sheer volume of digital information available is a guarantee of its future sustainability and accessibility. One need only consider the historical and cultural significance of the Marion Stokes collection, however, to appreciate the tenuousness of such an equation. 


As far back as 2003, Clifford Lynch, one of the founding members of the Coalition for Networked Information (CNI), warned of the potential threats to cultural preservation in a digitally-driven economy (Lynch, 2003, p.149). In his paper, The Coming Crisis in Preserving our Digital Heritage, Lynch outlined how developments in intellectual property law, the dynamics of market forces and the technologies involved in maintaining digital information across sustained periods of time may conspire to “create a crisis in our ability to preserve our cultural heritage as this heritage increasingly migrates into digital formats” (Lynch, 2003, p.150). 


Lynch singled out as particularly worrisome the changing terms of availability that increasingly characterise the digital economy where, rather than paying to obtain copies of a given work consumers instead pay to experience these works (Lynch, 2003, p.151). This has in fact become the norm with many of today’s biggest information providers offering a large class of “ephemeral”, “transient,” and “experiential” products in return for a subscription cost (Lynch, 2003, p.151). However, should we choose to abdicate our responsibility for cultural preservation to intermediaries whose primary concern is not the “long-term preservation of the cultural record” we may, as Lynch suggests, run the risk of losing a considerable and vital part of that record (Lynch, 2003, p.151). 


Courtesy of the Haiti Trust Digital Library 


What can be done to avoid such an outcome? 

The success of libraries in supporting digital scholarship within the academic community offers a possible solution. With their expertise in “contextualising information”, their knowledge of metadata creation and their commitment to long-term access, librarians have been instrumental in helping create digital objects that are sustainable in the long-term (Burns, 2016, p.246). Moreover, librarians play a key role in the cultivation of skills that are essential to responsible and effective information management, i.e., information literacy, and there is a growing recognition of the need to cultivate a “digital mindset”, one which inculcates a deeper understanding of the implications of our digital culture (Kavanagh and O’Rourke, 2016, p.7). As Kavanagh and O’Rourke (2016, p.5) have argued, the “truly digital literate person is one who moves beyond passively absorbing information to actively participating in its creation.” By instilling both the skills and appreciation for the creation of sustainable digital objects it is perhaps possible to save some of the digital heritage we will leave to future generations. In doing so we will honour not only our own legacy but also that of Marion Stokes. (777) 


Courtesy of the National Orientation Agency 


Recommended Resources: 

A guide to personal archiving by the Library of Congress
A quick guide to Personal digital archiving by the Digital Preservation Coalition 

How to preserve your digital memories: Sara Day Thomson gives lecture on ‘Personal Digital Archiving’ by the Digital Repository Ireland 

Personal Digital Archiving: the basics by Purdue University Library 


References 

Burns, J.A., 2016. Role of the information professional in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library: An Irish case study. New Review of Academic Librarianship, 22(2-3), pp.238-
248. https://doi.org/10.1080/13614533.2016.1191520 


Kavanagh, A. and O'Rourke, K. C. (2016) Digital Literacy: Why It Matters. Available at: https://arrow.tudublin.ie/ltcart/37/ (Accessed: 16 July 2021) 


A. Lynch (2003) Chapter 18. The Coming Crisis in Preserving Our Digital Cultural Heritage, Journal of Library Administration, 38:3-4, 149-161, https://doi.org/10.1300/J111v38n03_04 (Accessed: 16 July 2021) 

        

Rowlands, Ian et al. (2008). The Google generation: The information behaviour of the researcher of the future. Aslib Proceedings. 60. 290-310. 10.1108/00012530810887953 (Accessed: 16 July 2021) 


Wikipedia (2021) ‘Marion Stokes’. Available at: https://en.wikipedia.org/wiki/Marion_Stokes (Accessed: 15 July 2021


12 May 2017

Four librarian seminars in May and June

Once again I trawled the Web for some free Webinars that might be of interest to you too. The first of the four listed below considers the possible impact of artificial intelligence, shopping trends and live game streaming on library services. Number two discusses case studies in academic libraries that have highly impacted service provision and patron outreach. The third Webinar reports on innovation initiatives of public libraries driven by their constituent communities. The last online event is a mini-conference on Fake News within the context of digital literacy competencies.

High-impact library services & outreach: student success to systematic reviews
Thursday, 18th May, 4pm – 5pm IST
In this Webinar librarians share their inspiration and process for developing high-impact library services. The head of research and instructional services at a university library will discuss how she and her team are aligning library instruction with high-impact educational practices to increase engagement and retention. The head of a medical library serving a spectrum of healthcare professionals will describe the development and evolution of a systematic review service. And a law librarian shares how he helps faculty increase productivity and get published faster using an open access repository of abstracts and preprints/working papers.

Emerging Tech Trends in Libraries
Tuesday, 23rd May, 10am 8pm – 9pm IST
Topics for this part 7 webinar include:
  • How Artificial Intelligence continues to surprise us (Corporate audits, corporate directors, Pinterest, Humanitarian use, Legal and health care, Predicting what you’ll buy)
  • Shopping trends (Omni and multi-channel shopping, Even more mobile, Uber-ization of deliveries, Goodbye wallets)
  • Live game streaming, Video is the new blogging, Sensors, Data storage gets really, really cheap, 3D printing is exploding
This webinar will be of interest to staff in all types of libraries interested in emerging technology trends and how they might affect libraries and/or their patrons.

Libraries as Innovation Hubs: Community Driven Design
Wednesday, 31st May, 11am – 12pm IST
Public libraries are hubs for innovation and community engagement. Library workers must listen closely to community needs to design programs and services responsive to continuous changes in technology and fluctuations in funding. This free webinar will showcase two examples of collaborative design events used in public libraries to generate ideas, build community, and solve problems.

Library 2.017: Digital Literacy & Fake News
Thursday, 1st June, 20pm – 23pm IST
In this Library 2.107 mini-conference, we start with the foundational relationship of libraries and librarians to media, information, and now digital literacy, and then we ask some pointed questions. How should library and information professionals address the issues of fake news, propaganda, and biased research? What technical skills are required for critical thinking in the digital age? As learners increasingly move from just consuming information to also socially producing it, what are the new requisite skills of critical thinking and decision-making? What are appropriate uses for social media when conducting research? What is digital citizenship in a global, globally-diverse, and often globally-fragmented world? What work on digital literacy is available, what frameworks already support these efforts, what are the perspectives of the leading thinkers?

9 Feb 2017

Promoting and facilitating STEM in Public Libraries

Guest post by Maeve McElligot. Maeve has an MLIS from UCD and a postgrad in Community Arts and Education from NCAD. 

Photo courtesy of Maeve McElligot
 
Libraries have always had a reputation for being places of learning. Traditionally, the books housed in libraries have been perceived as the library's main purpose and intrinsic value. However, in today's increasingly digital world, public libraries are also a great source of person-to-person and creative learning experiences. This learning experience is what will keep public libraries relevant in a world where access to information and books is changing rapidly. Since the early 2000’s maker spaces and workshops have played a significant part of many public libraries programs in the US. Here in Ireland we have seen the popularity of Codojo and Scratch workshops in libraries, proving that public libraries have a significant role to play in this era of digital learning.

Since 2014 a LAB program of workshops in 3D printing, coding and electronics has been happening in dlr LexIcon, Dún Laoghaire. This program has included workshops for kids 8-12 years in Scratch, Mine-Craft, Basic Coding, Raspberry Pi and teen STEM projects. dlr Libraries has developed the educational program of the LAB space with monthly Maker Drop in Sessions These sessions are open to anyone with an interest in exploring new tech ideas and developing prototypes. The Digital Technology Curator Dr Jake Rowan-Byrne is on hand to work on developing ideas and provide tech help. With a membership of over 300 individuals on meetup.com, this is proving a popular part of the program.

In 2016 a Teen STEM Entrepreneur Boot Camp was launched in the LAB Space in LexIcon, involving 6 weeks of workshops and maker sessions with 24 TY Students (15 - 16 years) from 8 local Secondary Schools. The project was funded by dlr Libraries and dlr Local Enterprise Office (LEO) with workshops given by Dr. Jake Rowen Byrne and Arial O Sullivan.

The aims and objectives of the project were:

  • To encourage STEM (Science, Technology, Engineering and Maths) subjects and learning in a library environment
  • To promote skills such as coding, 3D design, electronics and programming among a mixed gender group of 15 - 16 year olds
  • To develop maths skills that could be applied in a school setting and exams
  • To build team work and communication skills through group presentations and pitches.
  • To promote entrepreneurship
  • To promote the library as a place of learning to teens.

The program consisted of 4 weeks of workshops in Coding, Raspberry Pi, Arduino, 3 D Printing, Prototype Design, Business Pitching, and Design Thinking. The workshops were student-centred with an active learning pedagogy marrying theory and practice. To enrich this experience, the students met with a new technology developer and entrepreneur, Anthony Quigley who shared insights into career options in STEM. To complete the learning cycle student teams of 4 – 5 students were challenged to develop a project to integrate and apply their learning during 2 maker days in dlr LexIcon. The program finished with a Show and Share event at dlr LexIcon on 30th November 2016 at which participants demonstrate their projects to peers and other stakeholders including the Minister for Jobs, Enterprise and Innovation, Mary Mitchell O Connor TD. Projects include a MEDISPENSER, a programmed unit to dispense medication daily and alert your local doctor if /when your prescription was running out. An Enviro – Bin that sorts and compresses recycling waste for more compact storage in the home and the Haiku watch, a wearable usb storage device that could only be used and unlocked with an individual secure code.

Feedback from the students was hugely positive. In March 2017 we are planning on running a focus group with the students involved so we can improve and expand the project in autumn 2017.

All workshops and materials for the camp where free which does put a strain on resources but dlr libraries is hoping to seek SFI funding this year to expand and develop the project.

What we (the librarians) the learned.

Programs must be designed with
  •  Clarity: Clear aims and objectives, learning outcomes and evaluation structure
  •  Layering: Involve learning skills, while also explore theory and problem solving pathways
  •  Involve meaningful engagement in real life issues and problem solving
  •  Explore new ways of learning; group work, process over outcome, reflection etc
  •  Foster exploration, investigation, imagination and thought

Programs and workshops should be based on an Inquiry Based Learning Model: Not just facts and skills but problem solving and investigation for real life, ethical community and personal problems (Example; ECO-Bin, STEM TY Camp 2016)

Summary

The role of the library in these projects is to be less of a content/book depository or provider and more of a networking, community and creative space and platform, where participatory activities and learning is promoted and supported in the building. This is an exciting time for public libraries and Lab/Maker spaces offer new and meaningful ways to engage with our communities and library members, as well as the opportunity to attract new members.

Photo courtesy of Maeve McElligot


For more information on the dlr LexIcon and the LAB program see: dlr Libraries

11 Nov 2016

Three useful librarian webinars in December

2016 is finally (and mercifully if I might frankly say so) drawing to a close, and I thought it’d be a sensible idea to direct you to some forthcoming librarian webinars that might be of interest to you too.

The covered themes include in date ascending list-order below: change-managing tactics and avoiding associates stresses, introducing the ‘kitchen classroom’ in the library for the purposes of Literacy instruction in the community, and running technology classes for public library patrons.

Three Steps to Thriving in Chaos
Thursday, 1st December, 19:00 – 20:00 GMT

The turbulence of current events increases stress, drains energy and reduces productivity. In this webinar you’ll learn three essential steps for not only surviving but thriving in the chaos.
As a result of participating in this session you will:
•    Identify the three phases of change and how to manage them effectively.
•    Discover how behaviour style impacts the change process.
•    Apply three tools to increase your ability to thrive.

Culinary Literacy: A Library Recipe for Cooking Up Literacy and Community
Tuesday, 6th December, 20:00 – 21:00 GMT

Opening in 2014, the Free Library of Philadelphia's Culinary Literacy Center offered the country's first commercial-grade kitchen classroom in a library. It is revolutionizing the way Philadelphians think about food, nutrition, and literacy. The Center reaches to every corner of the community. It teaches math and science to kids through measuring and mixing, builds English language skills and nutrition education for non-native speakers, empowers adults with disabilities to cook with confidence, and much more. Hear how this innovative idea was transformed into reality through strategic community partnerships and institutional support. Learn how your library can start teaching community residents everything from butchering a goat to making a vegan stew, boosting literacy and nutritional health for all.

Technology Classes at Your Library
Wednesday, 7th December, 16:00  – 17:00 GMT

In the past three years, the Iowa City Public Library has tripled their patron involvement in technology classes taught by library staff, without increasing staff or budget. Technology is an ever changing landscape and classes are a great way to help patrons become savvier technology users. Learn how to grow interest in your library’s technology courses with strategies for assessment, marketing, and curriculum development.

18 Jul 2016

Getting Started with Digital Preservation

Guest post by Simon Perry, Systems Librarian at Institute of Technology Carlow

The Getting Started with Digital Preservation event took place at the National Archives in Dublin on the 18th May and provided an extremely informative briefing on the topic. As someone who has had the idea of digital preservation in my mind for a long time, it offered a very timely introduction to the basic concepts of how to manage what can be a complex area which we are all increasingly having to face.

My own awareness of the need to actively manage the preservation of digital media goes back many years – as a postgraduate student at Aberystwyth University in the late 1980s, I recall attending a seminar presented by the BBC which showcased a new project for electronic storage of community information. Known as the BBC Digital Domesday project, this comprised a set of optical discs, (effectively the forerunner of the DVD in 12” LP record format), on which data about localities in the UK had been encoded. Unfortunately by 2002, as this article from the Observer newspaper illustrates, the discs were already unreadable and the stored data was effectively lost. A classic example of how a digital format can become rapidly obsolete.

In the current information environment where the proliferation of digital material in a bewilderingly wide range of formats has become a matter of fact, the need to manage this stream of information and to try to identify and preserve has become paramount.

This event, presented by Sharon McMeekin and Sara Day Thomson of the Digital Preservation Coalition, gave a comprehensive introduction to how to develop a preservation policy.

The presentation began with some fundamental but essential concepts which govern the need for preservation:
•    Traditional media is far more robust than digital.
•    Digital material is dependent on the accessibility of its format and the media on which it is stored.
•    Rights issues may impact on the need to preserve material

The event then focused on both the managerial and technical considerations. Drawing up a digital preservation strategy may seem at first to be a both daunting and expensive prospect, but the presenters continually emphasised the wide range of documentation which is available to assist in this process, (such as the Digital Preservation Handbook, produced by the DPC themselves), and highlighted the use of standards, (ISO 31000 Risk Management), and technical specifications, (OAIS Functional Model for Digital Preservation), which can be used to underpin a preservation policy.

Subsequent sessions raised several significant issues which need to be addressed in the formulation of a preservation plan; these can be broken down into management issues:
•    The need to assess an organisation’s ability to develop and undertake a preservation policy.
•    Creation of a clear statement to champion the need for digital preservation within an organisation.
•    Creation of a digital asset register.
•    Risk assessment.
•    Development of a rolling cycle of monitoring digital assets and continued updating of awareness
     of technological developments which may impact on preservation.

And technical ones:
•    Ensuring that several copies of important digital assets are held – preferably in different formats.
•    Monitoring of digital media to ensure that file degradation does not occur, or is remedied if it
     does:  alarmingly, bits within a digital file can degrade over time causing corruption but several
     tools are available to monitor file integrity.
•    Ensuring that hardware for storage, playing, viewing etc. of digital media does not become
     obsolescent.

Ultimately it is essential that I.T. Departments take ownership of the technical aspects of digital file monitoring and provision of appropriate hardware to store and retrieve digital media, moreover, close and continued collaboration between those responsible for formulation of a preservation strategy and technical experts is crucial to the success of digital preservation.

The day offered a thorough and thought-provoking overview of the challenges associated with digital preservation, and despite the potential complexity of the task, the presenters stressed that with the wide range of available support resources and documentation, creation of a successful preservation policy is an achievable goal.

30 Jun 2016

Here is an experiment that I have not yet had the opportunity to try out but I am fairly confident would work...

Guest post by Gerard Gregory

If you Google a concert venue or search for it on Google Maps it will display information about the venue in a Knowledge Graph card. Aside from basic information like contact details, opening hours and location the most useful cards also include information on upcoming events. Libraries have the potential to do the same. You can look up the example of the New York Public Library.

Making event listings available to Google is low-hanging fruit in terms of library marketing. Libraries are prolific when it comes to event hosting. You could go to see the Ruzbihan Qur’an exhibition at the Chester Beatty Library, join a chess club in Cork or practice Tai Chi in Dún Laoghaire. If libraries supplied authoritative, structured linked data about their events, much in the same way that they do about their collections, it may well improve the discoverability of a hugely important service.

There are three ways that you can mark up event listings:
1.    Rely on a ticketing service, e.g. Ticketmaster (which is not always going to be an option)
2.    Embed event data type markup directly to the event listings
3.    Use a markup-compatible events plugin or widget on your website

Regardless of the surface approach the basic activity is the same: you are feeding Google structured data that it can use. Google recommends JSON-LD. JSON-LD tags the parts of the website that are important to Google’s Knowledge Graph. With JSON-LD the markup is placed inside a script tag in the head of the HTML page, which makes it relatively easy for humans to use. The script tag looks like the outline presented here.

19 Apr 2016

Peerwise: a social platform for information literacy assessment?


I use multiple choice quizzes a lot in assessing my information literacy classes with DCU Business School (an example described here). The downside of MCQ quizzes is that they’re a bit boring, they can be easy to bluff your way through and they arguably encourage (or can only assess) surface  learning (Nicol 2007 p.54). 

An interesting twist on MCQ quizzes is to instead get the students to write the questions, share them among a class and ask them to answer, rate and comment on the questions. Assessments like this have been tried for a while without tech. (Denny 2008) and for a few years there has been a free social platform, PeerWise which does all this online. 

In a recent webinar, DCU’s Eamonn Costello spoke of his own success using PeerWise:
  • Students enjoy it - it can get very high participation rates. Many students surpass requirements - creating and answering extra questions because they enjoy it and find it slightly addictive. 
  • It encourages a higher level of learning. Designing a question demands a clearer, deeper understanding of the topic, forcing students to “made explicit their understanding of the complexities of the subject matter” (Fellenz 2004)
Eamonn’s experiences have been shared by others: research shows strong correlations between PeerWise use and improved exam performance (Sykes 2011, Denny 2008). 

Here’s an example or how PeerWise might be used in an assessment. A lecturer might ask students to use it to:
1. answer 10 MCQs written by other students
2. write 3 MCQs of their own

Not all the questions created by students will be great - some will be poorly phrased, be unclear, or a student who wrote it might accidentally set a wrong answer as the correct one. Peerwise addresses this by also allowing  students to rate and comment on each other’s questions, so in this example the class could also be asked to:
3. rate all the questions they answer (good to bad, easy to difficult)
4. comment on 5 of them (“I think this Q might have been better if you had instead written....”, “good question - I had been unclear on that idea but answering the Q forced me to understand this. I found a good explanation from this web page...”)

Participation is anonymous among the class, but the instructor can export the data with each profile linked to an identifier (say, their student numbers) for marking. 

I'm considering using this tool for assessing library orientation for a large cohort of first year undergrad students later this year.  As far as I'm aware, Peerwise has never been used in an info. lit. library context before. 

With this in mind, I’d like to invite any subject librarians / liaison librarians / IL practitioners interested in it  (or anyone else for any reason) to play around with a test Peerwise class I’ve set up. This may inspire your to try Peerwise in your own work. If enough librarians try it out, it could become a useful shared resource - a pool of test-driven MCQs to be reused elsewhere. It’ll just take you a few seconds to register. Once you’re in you can take a look around, answer a few questions and add some yourself - I have already added a few questions to get things started. Here’s a guide to registering and getting started with it

Let me know what you think, either with comments below or on Twitter. Do you think it can work for an info. lit. assessment?

References
  • Denny, P. et al., 2008. PeerWise. Proceeding of the fourth international workshop on Computing education research - ICER ’08, pp.51–58. Available at: http://portal.acm.org/citation.cfm?doid=1404520.1404526.
  • Fellenz, M.R., 2004. Using assessment to support higher level learning: the multiple choice item development assignment. Assessment & Evaluation in Higher Education, 29(6), pp.703–719.
  • Nicol, D., 2007. E‐assessment by design: using multiple‐choice tests to good effect. Journal of Further and higher Education, 31(1), pp.53-64.
  • Sykes, A., Denny, P. & Nicolson, L., 2011. PeerWise-The Marmite of Veterinary Student Learning. Proceedings of the 10th European Conference on e-Learning Brighton Business School, University of Brighton, UK. 10-11 November, 2011, Vols 1 and 2 (S Greener, A Rospigliosi, eds.), pp.820–830. Available at: http://eprints.gla.ac.uk/90693/1/90693.pdf.

15 Jan 2016

Moving to online-only information literacy teaching

I’m the subject librarian supporting the DCU Business School and recently completed the move to online-only IL instruction to teach the library basics to first year undergraduates in their first semester. The Business School takes in nearly 1,000 UG students per year and it’s always been a headache planning instruction for all their different programmes. I was embedded in one of the larger modules and delivered this in a blend of lecture, workshop and online assessment (which my predecessor wrote about here). This rushed-but-effective approach taught 300-400 students and I used to catch the rest of them with a dozen or so workshops for smaller groups but there were always gaps as programmes and modules changed year by year.


So last semester, in collaboration with the School’s Teaching and Learning Committee, we identified the one core module that all first years take, Introduction to Microeconomics (EF113), and the lecturer agreed integrate the training with his module.


Here’s now it works:
  • In the early weeks of semester 1, all students do an asynchronous tutorial hosted on the EF113 Moodle page (here’s a public version of it). It’s a combination of video, text, activities and quizzes I created mainly using Articulate Storyline. This takes them about two hours to complete and it covers IL basics like understanding reading lists, academic publications, citing and referencing etc.
  • Next the students complete a microeconomics exercise on finding and manipulating data from sources like the Central Statistics Office and Revenue Commissioners.
  • And finally they do a summative MCQ on both of the above which accounts for 5% of their marks for the module. The students had two weeks to complete all of this.


Overall I was really pleased with the outcome, when compared with the large blended class I had previously taught:

Online - 2015
Blended – 2013
Total students
774
194
Total completed assessment
743
187
% completed assessment
96%
96%
Avg. mark
86.6%
72%

The training was popular with students. Here are a few of the comments from the 183 feedback forms completed:
  • “Very helpful overall, easy to understand, and very thorough. Will undoubtedly be an asset to me as I begin my assignments.”
  • “I had been struggling with an assignment for Psychology in Organisations, but now I have a better understanding of what sources to use, when to use them and how to reference them.”
  • “Really good, even though it takes a while the high levels of interactive content throughout made it go by quicker than I would have expected.”


There were a few issues with the technology on Moodle but nothing serious. Whenever there were any issues from students with the content or the tech I was able to respond by email or face-to-face in the Library and resolve it quickly. Other benefits for the students were that they could control of pace of learning, it was (and remains) open to them whenever they need it and they got immediate feedback on their learning from the quizzes and activities.

While I'm satisfied that running automated, online-only training works for first year UGs, I won't be using this approach much for other cohorts like final year students and postgraduates. Teaching here is more specialised and done in smaller groups so it's manageable to deliver it face-to-face and these groups, especially the School's executive education students, value the hands-on workshops in a way I've never really experienced with the first years (it's very hard to get Irish teenagers straight from secondary school to open up!).


I'll be running this again next year and I have a few improvements in mind:

  • More interactivity in the tutorial.
  • Working with the lecturer to find ways to integrate the IL elements more seamlessly with the module.  
  • Improving the assessment. While I’m largely happy using MCQs as an assessment tool, I find it’s not as effective with the more subjective elements of the curriculum like evaluating sources, which the students fell down on. I have enrolled in an online module on assessment & feedback taught by DCU’s Teaching Enhancement Unit and I hope to make this my project. I’m thinking of something like including a peer-evaluated exercise on a short piece of reflective writing. We’ll see.

29 Nov 2015

Rethinking the Library Services Platform

Guest post by Ken Chad, Ken Chad Consulting
This was first published as the  editorial of UKSG eNews (ISSN 2048-7746) on 27th November 2015.

The recent decision by ProQuest to acquire ExLibris has again focussed attention on the future of library systems and the relationship between discovery, delivery technologies and content. Assuming the acquisition gets through the necessary regulatory processes we will see a large library services company with a diverse range of sometimes overlapping product offerings. We often think of library system companies like ExLibris, SirsiDynix and Innovative as large companies. While they would not be characterised as small and medium sized enterprises (SME), which are commonly defined as having up to 250 employees, they are not behemoths either. Companies like ESBCO and ProQuest are much larger. ProQuest was acquired in 2007 by Cambridge Information Group and its 2014 annual revenue of around $500m is roughly the same as Marshall Breeding’s estimate for the entire US library system market. ProQuest is roughly five times larger than ExLibris which is one of the largest library system vendors. And of course compared to the largest library company of them all – Google - they are minnows. Some while ago a librarian asked me what I thought would happen if a software giant like Microsoft developed a library system. I countered, only a little tongue-in-cheek, that the most popular electronic resource management (ERM) system in UK university libraries was in fact already produced by Microsoft. It is Excel.

Size matters. The University of Cambridge has annual revenues of over £1.5 billion. The relative upstart University of Hertfordshire‘s revenues are around £240 million. Higher Education is big business and libraries are becoming more integrated into their institutions. Librarians realise they must be seen to be much better aligned with institutional strategy and goals. One university librarian I know has a title of Director of Library Services & Employability. Another heads up the university press. Others are developing workflows and systems to manage article processing charges to support Gold Open Access. It has become commonplace, in the UK at least, for librarians to manage the institutional repository and more and more have roles in supporting research. In October the University of Bath advertised for a Senior Data Librarian. This person: “will deliver strategic direction and co-ordination of activities to ensure the continued development and delivery of the Library’s research data service.” We used to talk about ‘stand alone’ library systems. Now it’s a complex ecosystem. Moreover it’s an ecosystem where the divide between library and learning technologies is becoming increasingly blurred. Librarians rarely manage the Virtual Learning Environment (VLE -also known as the learning management system) but the VLE is often integrated with the reading list system which is managed by the library.

The conventional library management system/integrated library system (LMS/ILS) has only ever managed a part of the business of the library. So doesn’t it seem rather odd that a solution can only be deemed a library services platform (LSP) if it has features to manage the cataloguing, acquisition and circulation of print material? Perhaps we need to shift our point of view to that of the user. If they use the ProQuest Summon or EBSCO discovery services they will typically be able to find print materials and electronic resources integrated into the same user interface. If they find a print book they will check it out using a self service terminal provided by a vendor like Bibliotheca. Of course this oversimplifies the situation but it does suggest that the LMS/ILS tail still wags the library platform dog. Writing on LSPs in 2012 consultant Carl Grant explained that their development had been hampered because: “Existing ILS products, while containing limitations in serving today’s digital environment, represent hundreds of person-years of development, testing, and documentation. You simply can’t replicate all this functionality in new software architecture in a short period of time, even with agile development techniques.” But maybe that is the wrong way to look at it. Maybe we no longer need all that complexity. A new user focussed perspective on the LSP might help redefine and simplify the elements of print resource management. 

My point is not to get into a wearisome semantic debate about what defines a LSP. The issue is that the problems librarians are trying to solve have widened. I doubt if any single integrated solution will do it all. Maybe the most successful companies in the information space are ones that don't define themselves as content or software or tools-based; there are no boundaries. In this view the key for solution providers is a focus on improving the workflows of their customers.

These factors are not unique to libraries. Library systems have sometimes been equated with enterprise resource planning (ERP) systems like SAP and ORACLE. Gartner, an information technology market research and advisory firm, argues that as ERP products move to the cloud it encourages a process of deconstruction. The ERP doesn’t solve all the problems any more than the LMS/ILS does. The monolithic ERP is losing relevancy. Disillusioned users is one of the core drivers in this change to what Garter characterises as the ‘postmodern’ ERP. ORACLE is no longer a single product suite but sits in the cloud alongside interoperable applications from independent software vendors (ISVs). In summary their analysis is that the ERP suite is being deconstructed into postmodern ERP that will result in a more federated, loosely coupled ERP environment with much of the functionality sourced as cloud services or via business process outsourcers.

This analysis of the ERP market resonates with what is happening around library systems. It suggests that we should view both ProQuest and EBSCO as LSP vendors alongside OCLC. Indeed that would be the case even if ProQuest had not bought ExLibris. They will need to continue a process of integrating their existing products into a cloud based platform. Some rationalisation will inevitably take place: it makes little sense for ProQuest to maintain two knowledge bases and central indexes for discovery. However that will still leave gaps in the ecosystem that will be filled by solutions from ISVs. These cloud based third party solutions will be much more interoperable than solutions today. They will be part of what Gartner described above as: “a more federated, loosely coupled ERP environment.” That means that LSP providers will have to raise their game in terms of opening up their platforms to ISVs. The partner programmes, developer networks and services currently offered are relatively weak compared to what mainstream platform providers like Microsoft and ORACLE sustain. There is potential here too for the library community to use open source. Indeed as I discussed earlier I think there is a good case to be made for much simpler interoperable LMS/ILS components to be developed in this way. Sector bodies like Jisc and NISO could play a larger and more determined role. In 2013 the Jisc library system change project report noted: “The failure of the library community to better contribute to the development of modern web-centric library interoperability standards has hampered the evolution of an open ‘loosely coupled’ library systems environment.”

13 Aug 2015

Reflections on online privacy


https://libraryfreedomproject.org/

Guest post by Tom Maher who works with The Forgotten Zine Archive , likes long walks on the beach and enjoys Italian food....


Alison Macrina - of The Library Freedom Project - and Eoin O'Dell - Associate Professor of Law, TCD - led a discussion last Thursday evening in the RIA on the topic of digital privacy. The event, organised by A&SL attracted a large number of information professionals, from a variety of backgrounds, all eager to hear how this recent social concern would affect the services they provide. Although Macrina and O'Dell delivered great insight and sound recommendations, those professionals in attendance quickly understood the burden of change that lay before them. It would be up to them to maintain the dignity and rights of their patrons in the years to come, and to maintain the trust that allows the library/patron relationship to flourish.

The discussion began with a simple enough question: "Why privacy?"

Why should anyone, librarian or not, care about who has access to their data? Sure, if you have nothing to hide why be concerned? The answers developed along three lines:

- One, awareness of privacy-related issues gives people who are already giving implied consent to their personal data being collected the power to either give informed consent instead, or take steps to avoid that collection in the first place.

- Two, the ways in which personal data is currently being collected and used often violates our human right to privacy.

- Three, to allow recent disclosures of mass surveillance and non-transparancy in government to go ignored and under-discussed would be to allow the culture that spawned these practices to metastasize into further civil liberty violations.

Addressed to those that still needed convincing were further tales of such violations which, although thrilling to hear about, ultimately set my mind thinking about the CBS sci-fi crime drama 'Person of Interest'. The show tracks the weekly exploits of a former CIA agent and presumed-dead billionaire surveillance developer who have both taken it upon themselves to save lives using the godly power of well-indexed metadata. The show's duo also, rather auspiciously, operate out of an abandoned library in midtown Manhattan. What could be more fitting! Well worth a watch.

Returning to the talk, we were granted comparison views of the state of privacy in Ireland, the UK, Europe and the US. Unsurprisingly, Ireland is relatively ill-equipped and inexperienced in this area - though still at the mercy of larger spy agencies whose activities know no borders. Although mouthpieces may vary, a common feature of Western government policies is the commission of infringement in the name of tackling boogeymen - most notably, and vaguely, those classified as terrorists or extremists. O'Dell and Macrina also stressed the importance of not falling for the fear-mongering rhetoric - actively blocking, reviewing and/or repealing legislation imposed on this basis through mechanisms in the justice system instead. Although courts such as FISA have proven to be inept when it matters most, they do provide valuable structural legitimacy to acts of resistance.

Law reform takes time, however, so a number of ways were recommended in which libraries could effect change and protect the interests of their patrons outside the courts in the short term. The first is a piece of legal theatre known as a warrant canary - a method by which your library can communicate that they have not been served with a subpoena for patron information, and which can be removed in the event of such a serving taking place in order to alert patrons without violating a potential gag order. They usually take the form of a simple sign. If nothing else, it will spark questions!

https://underground.net/warrant-canary/


Among the more practical recommendations Macrina made are the following (all free):

CCleaner for securely and permanently deleting sensitive (or not so sensitive) local files from a computer. Although the delete key and Recycle Bin seem to do the business on anything you aim them at, files deleted in this manner can still be retrieved using specialist software.

DuckDuckGo is a search engine alternative to Google that doesn't offer personalised search results and notably emphasises searcher privacy in its policies.

Mozilla Firefox is a browser very similar to your Internet Explorers and Chromes of the world, with one major difference - it is open-source. This means that its code is available for all to inspect and review, and this keeps Mozilla honest and transparent about the way they handle your data.

KeePassX (https://www.keepassx.org/) or LastPass for secure password generation - a vital element of any security routine.

Tor Browser, a piece of software which bounces your communication from node to node around the globe in such a fashion as to make it almost impossible for a third party to track your true location or identity - perhaps more applicable to libraries is how the Library Freedom Project have themselves have begun a pilot programme of setting Tor exit relays up in libraries.

Using a Tor Browser, however, can be a red flag for authorities and can result in you becoming a target of greater surveillance. Although one ought to possess the bravery to wave this concern, it is not always the sensible choice. Consider VPN services such as those recommended in this article:

Loaded up with food for thought (and nightmares of a dystopian surveillance state, no doubt), the librarians in attendance eventually dispersed and stumbled off into the night. Whether the warnings of O'Dell and Macrina will take hold is anyone's guess, but at least now a few dozen more people are aware of what small changes they can make to protect themselves, their patrons and the privacy of all of their data.

Further reading:

Assange, J. (2014). When Google met WikiLeaks.

Foerstel, H. N. (1991). Surveillance in the stacks: The FBI's library awareness program. New York: Greenwood Press.

Library Freedom Project Resources. Including further recommendations, teaching guides and a few other tidbits.

OpenCourseWare|MIT - Computer Systems Security. A free online course covering the basics and beyond of cyber security. Available at: http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-858-computer-systems-security-fall-2014/

14 May 2015

Open access & research data management: Horizon 2020 and beyond (UCC, 14th-15th April 2015)

Guest post by Maura Flynn, Breeda Herlihy and Ronan Madden, all UCC Library

Speakers and Organisers day 1. Picture courtesy of Richard Bradfield

This two-day training event was held in UCC in April, and was jointly hosted by UCC Library, UCC Research Support Services, Teagasc and the Repository Network of Ireland (RNI). The first of its kind to be held in Ireland, the event introduced attendees to the concepts of open research and research data management within the context of Horizon 2020. With speakers from the U.K. and Ireland sharing best practice, the event was an invaluable learning experience, and timely in the context of Horizon 2020’s Open Data Pilot.

To stage the event, the project team was successful in securing funding from the FP7 funded FOSTER project. FOSTER (Facilitate Open Science Training for European Research) is a two-year EU funded project which aims to promote & ‘foster’ open science in research, and to optimise research visibility and impact and the adoption of EU open access policies.

Research data management (RDM) generally refers to the processes of organising, structuring, storing, and preserving the data used or generated during a research project. Numerous factors are now influencing the drive for open data, but chief among them is the influence of funders seeking transparency and a demonstration of the wider impact of the research they are financing. In Horizon 2020 a limited pilot on open access to research data is being implemented, with participating projects required to develop a Data Management Plan (DMP). There is an expectation that this trend of research funding programmes requiring data management plans is set to continue, as has been happening in the U.K.

In addition to compliance, RDM benefits researchers and institutions through the potential for re-use of data, and the opportunity to demonstrate research excellence. Many institutions are taking a lead by establishing research data policies and seeking to coordinate cross-campus approaches to gathering and maintaining data. This often involves research support services, IT teams, libraries and researchers working together. However, RDM has been described by Cox et al. (2014) as a ‘wicked problem’, complex and difficult to define, requiring solutions that are flexible and pragmatic. RDM is still in the early stages at many Irish institutions, and this event offered an opportunity to learn from others and to draw on the expertise of those who are further down the road. It was a chance also for making connections within and across institutions in Ireland and the U.K.

David O'Connell opening Day 1. Picture courtesy of Richard Bradfield

Day 1: ‘Open research in H2020: how to increase your chances of success’

The first day was targeted to researchers and small and medium enterprises interested in developing Horizon 2020 proposals. David O’Connell, Director of Research Support Services, UCC, provided the opening remarks, mentioning that as former chief editor of ‘Nature Reviews Microbiology’ he has had a long interest in open access publishing, and a strong interest now in the application of open access to research data.

The project team were lucky to have support and guidance from Martin Donnelly from the Digital Curation Centre (DCC). The DCC is a UK-based world-leading centre of expertise in digital information curation, providing expert advice to higher education. Martin played an invaluable advisory role in the run-up to the event. Although he was unable to attend due to unavoidable reasons, he provided four recorded presentations for the event at short notice. Day 1 began with his first presentation: an overview of Open Science and Open Data in Horizon 2020. He started by providing a background to open access and RDM, looking back at open access in FP7, before looking at open science in Horizon 2020, and the specifics of the open data pilot.

Joe Doyle, Intellectual Property Manager, Enterprise Ireland, provided a background to how intellectual property relates to both innovation and collaboration, describing IP as a bridge between the creative and the commercial. Open access can generate greater collaboration, but it is important to acknowledge that what is free to access is not necessarily free to use without limits. Open access and patents can work hand-in-hand, as patents are about disclosing data. While they can’t be copied, much can be learned from previous innovations.

Jonathan Tedds, Senior Research Fellow, Department of Health Sciences, University of Leicester, spoke of RDM from the perspective of researchers, giving examples of projects he has been involved in, and issues encountered. He originally became convinced of the benefits of data sharing through his work as an astronomer, when he would ‘stitch together’ data he had generated for re-use. He cited the Royal Society (2012) report ‘Science as Open Enterprise’ suggesting that publishing articles without making data available is a form of scientific malpractice, and he noted that the number of papers based upon reuse of archived observations now exceeds those based on the use described in the original proposal. However researchers in many fields, especially those involved in smaller projects, need help to comply with funder requirements. He emphasised the iterative nature of research and data management planning, and the challenge of sustaining research software, not just the underlying data. The HALOGEN project was a good example of combining different kinds of data from different fields, achieved by creating a central scalable database infrastructure to support the project. The BRISSkit project involved developing software to link applications to create a data warehouse of anonymised (consented) patient data. It brings bed-side patient data to university researchers to be used for new biomedical research.

Group shot. Picture courtesy of Richard Bradfield


In the afternoon, Martin Donnelly’s second presentation focussed on data management plans (DMPs), providing an overview of these and their benefits. He went on to outline various data related policies and requirements in Europe and elsewhere, plus the supports and resources that are available to those writing DMPs, including those provided by the DCC. He demonstrated the DMPonline tool, which was created by the DCC, and can be customised by institutions. It can be used by researchers at the point of application and throughout the research project, and can be used for sharing and co-writing plans.

Brian Clayton, Research Cloud Service Manager, UCC, spoke of RDM as a work-in-progress at UCC. He described current UCC research cloud paid services which include data storage and compute services. The service has expanded to offer elements of data management, and a draft RDM policy is currently awaiting University committee approval. The aspiration is that RDM services can be provided at zero-cost to the researcher. Many outstanding issues will need to be explored, particularly in regard to data sharing, metadata, and who will carry out the various roles within the University.

Peter Mooney, Environmental Research Scientist, Environmental Protection Agency, looked back at over a decade of RDM at the EPA. As far back as 2004 the EPA made a commitment to researchers they were funding, that they would preserve data free of charge, and be responsible for long term management and infrastructure. The SAFER data archive was launched in 2006, linking data to papers and reports. Collaboration with researchers has been key to its success and development. Data reporting is now an essential element of the reporting process on EPA funded projects. He outlined some of the lessons learned, and suggested that open data is often misunderstood by researchers, and metadata is often a mystery, or seen as a burden. Modelling data correctly at the start of a project increases usability, and researchers would benefit from understanding the basics of relational databases. As an example, he cited over-reliance on Excel rather than using databases. He also cautioned against long embargo periods which only serve to make data lose relevance.

The final speaker of the day was Evelyn Flanagan, Data Manager at the UCC Clinical Research Facility, who spoke of her role as a data manager in clinical trials. She discussed how core principles of data management are a fundamental element of good clinical practice (GCP), before providing a thorough description of the ‘data sequence’ from protocol design right through to the report writing stage. She examined each stage of the process, including database design for case report forms (CRF), the importance of good metadata, data collection and data entry procedures. Like the previous speakers she stressed the value of DMPs at the early stages of a project, and how they underpin good practice at each stage of the data sequence.


John Fitzgerald opening Day 2. Picture courtesy of Richard Bradfield
Day 2: ‘Research data management – institutional needs, targets and training’

The second day of the event was aimed at institutional support staff who can provide support to researchers engaging with RDM. Many speakers came from the UK where the policies of the UK research funders (RCUK) require researchers to engage with RDM. In Ireland, the open data pilot in Horizon 2020 is the first signal that research performing institutions here will have to address RDM in the coming years.

John FitzGerald, University Librarian and Head of Information Services, UCC, gave the opening remarks mentioning how RDM will ‘challenge us as professionals with broadly curatorial problems’ as we seek to ‘manage the ecosystem in which data exists’. The first invited speaker of the day, Martin Donnelly of the DCC, provided a clear overview into RDM for support staff. Although unable to attend the event in person, Martin provided a recorded presentation which was very well received by those present.

Stuart McDonald, Research Data Management Service Co-ordinator, University of Edinburgh, spoke about their comprehensive approach to RDM services which began early in 2008 with a JISC funded pilot project. There were some audible gasps when he outlined the resourcing and staffing of the RDM programme at Edinburgh where £1.2 million has been allocated via internal funding. Aside from the resourcing, it was also illuminating to see how Edinburgh approaches data management before, during and after research. They are now investigating how to ensure that systems used for data management do not duplicate effort required by researchers which they will undoubtedly be happy to hear about.

David McElroy, Research Services Librarian at the University of East London, demonstrated how they have used Eprints, their existing institutional repository software, to create a new data repository, Data.uel. Publications archived in their open access publications repository are then linked to underlying data archived in their data repository. This of course ensures traceability and reproducibility of research. It was really useful to see the repository development path taken from decision making and planning to functional and metadata specifications and right through to mock ups and branding.

The third speaker, Jonathan Greer highlighted how Queens University Belfast is taking an ‘incremental approach’ to RDM services as they seek to align the plans and policies of the institution with the practice of their researchers. He offered some consolation to those uninitiated in RDM services by relaying how challenging it can be to roll out a service in such a complex area.

In the afternoon, Gareth Cole, Research Data Manager at Loughborough University and formerly of the University of Exeter, outlined how both university libraries approached the delivery of training and support. This was very useful as it became clear throughout the day that there is no one size fits all approach to RDM services.

Julia Barrett, Research Services Manager, UCD Library, summarised how she has shaped their research services to facilitate effective data management and sharing in UCD. It was encouraging to see the potential for a range of services which the library can offer and Julia has categorised these into ‘Discover’; ‘Create / Analyse’; ‘Manage’ and ‘Disseminate / Publish’ services.

Louise Farragher, Information Specialist, Health Research Board, introduced the PASTEUR4OA project which seeks to align open access policies across Europe. While an earlier question from the audience queried the effectiveness of lots of policy, Louise was quick to reinforce the message that policy is a good starting point for open access adoption.

Finally Dermot Frost, Research IT services at Trinity College Dublin, gave an engaging account of his experiences of developing the technical infrastructure for the Digital Repository of Ireland (DRI). The DRI is a ‘green-field repository’, to be launched publicly in June 2015 at DPASSH and is Ireland’s trusted repository for humanities and social sciences data. The DRI has had a large inter-disciplinary project team and Dermot stressed that while the language barrier (tech vs. non-tech) can be challenging, it was very useful for the exchange of ideas to have different people on board.

Q&A featuring Day 2 speakers. Picture courtesy of Richard Bradfield

Overall take home messages

1. Challenging: developing RDM services can be challenging due to the complexity and variety of research data. However, it is possible to learn from established services at other institutions. All speakers were very open to sharing their own experiences, tools and resources for late adopters of RDM services. All highlighted the well-established services available in the UK e.g. Digital Curation Centre as well as various online tools and resources which can be reused.

2. Planning: it is essential to plan out a roadmap after first establishing an understanding of the needs of the stakeholders. Stuart McDonald discussed the Data Audit Framework used at Edinburgh to identify research data assets and their management before developing an RDM policy and service. Dermot Frost mentioned that a ‘repository needs data to justify its existence’ and so the DRI has a stakeholder advisory group to ensure that depositors were involved from the planning stages.

3. Cross campus collaboration required: due to the complexity of RDM, the different types of stakeholders involved and emerging funder requirements, coordination across the institution is essential for an effective approach to service development.

4. Planning at the research project level: the importance of DMPs in the early stages of projects was emphasised by all Day 1 speakers. They ensure good data management practice at each stage of the research process.

References

Cox, A.M., Pinfield. S., & Smith, J. (2014). Moving a brick building: UK libraries coping with research data management as a ‘wicked’ problem. Journal of Librarianship and Information Science, 46 (4), 299-316. doi:10.1177/0961000614533717

Royal Society. (2012). Science as Open Enterprise. Retrieved from https://royalsociety.org/policy/projects/science-public-enterprise/Report/