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Digital Curator Vocational            Education Europe (DigCurV):            draft curriculum framework             Laura ...
Some basic facts• DigCurV is a network funded under the EC Leonardo da  Vinci Lifelong Learning programme• Aims to support...
Founding partnersInitial European partners• Fondazione Rinascimento Digitale (FRD)• Georg-August-Universität Göttingen Sti...
Wider networkWider networkhttp://www.digcur-education.org/
Main activities• Identify and analyse existing training opportunities and  methodologies    • Training registry• Survey tr...
DPOE: Three audiences for trainingFrom: ‘Training Needs Assessment Survey’ (2010). Digital Preservation Outreach andEducat...
Draft curriculum framework• Portfolio of three ‘lenses’ to reflect career progression:  ‘Practitioner’, ‘Manager’ and ‘Exe...
Draft curriculum frameworkFramework: i.e. will NOT specify a particular trainingcurriculum.Simon Grant, JISC CETIS:“… a pl...
Draft ‘practitioner’ lenshttp://www.digcur-education.org/
Draft ‘manager’ lenshttp://www.digcur-education.org/
Draft ‘executive’ lenshttp://www.digcur-education.org/
How to use the Curriculum Framework                                                          for Digital CurationBackgroun...
Use is keyThree main intended uses of each lens:•To build or develop training•To compare existing courses•To plan professi...
Next steps• Ongoing iterative evaluation• Three autumn evaluation events:    • Framework best used in supported environmen...
laura.molloy@glasgow.ac.ukMore information and join the network at:www.digcur-education.org
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DigCurV - Development of the Framework and the Lenses

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Presentation by Laura Molloy
University of Glasgow

Framing the Digital Curation Curriculum: a DigCurV Workshop
10 December 2012
Firenze (Florence), Italy

Published in: Education
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Transcript of "DigCurV - Development of the Framework and the Lenses"

  1. 1. Digital Curator Vocational Education Europe (DigCurV): draft curriculum framework Laura Molloy HATII, University of GlasgowThis project has been funded with support from the European Commission
  2. 2. Some basic facts• DigCurV is a network funded under the EC Leonardo da Vinci Lifelong Learning programme• Aims to support and extend vocational training for digital curators in libraries, archives and museums• Started on 1st January 2011• 30 monthshttp://www.digcur-education.org/
  3. 3. Founding partnersInitial European partners• Fondazione Rinascimento Digitale (FRD)• Georg-August-Universität Göttingen Stiftung Öffentlichen Recht, Goettingen State and University Library (UGOE)• Humanities Advanced Technology Institute (HATII) at University of Glasgow• MDR Partners (Consulting) Ltd (MDR)• Trinity College Dublin (TFTCD)• Vilniaus Universiteto Biblioteka (VUL)Associates and partners from other countries• Faculty of Information at the University of Toronto• University of North Carolina, Chapel Hill• Nestor• Digital Preservation Coalition• Institute of Museum and Library Serviceshttp://www.digcur-education.org/
  4. 4. Wider networkWider networkhttp://www.digcur-education.org/
  5. 5. Main activities• Identify and analyse existing training opportunities and methodologies • Training registry• Survey training needs• Identify key skills and competences • Focus groups, job adverts analysis• Create a curriculum framework• Test with communities• Promote the results for use within and across countries • Impact on staff mobility • Impact on educators and learnershttp://www.digcur-education.org/
  6. 6. DPOE: Three audiences for trainingFrom: ‘Training Needs Assessment Survey’ (2010). Digital Preservation Outreach andEducation (DPOE). Washington DC, US Library of Congress. dpoe@loc.gov http://www.digcur-education.org/
  7. 7. Draft curriculum framework• Portfolio of three ‘lenses’ to reflect career progression: ‘Practitioner’, ‘Manager’ and ‘Executive’• Indicate digital curation skills and competences, and pathways of skills progression• Framework: i.e. will NOT specify a particular training curriculumhttp://www.digcur-education.org/
  8. 8. Draft curriculum frameworkFramework: i.e. will NOT specify a particular trainingcurriculum.Simon Grant, JISC CETIS:“… a place to visit should not be confused with an itinerary for that place. Anyreal place has an unlimited number of possible itineraries for it. An itineraryfor a city may include a museum; an itinerary for a museum may include apainting; there may sometimes even be guides to a painting that direct theviewer to particular features of that painting. The guide to the painting is notthe painting; the guide to the museum is not the museum; the guide to thecity is not the city.”Simon Grant, ‘The logic of tourism as an analogy for competence’. Published online 1 May, 2012 athttp://blogs.cetis.ac.uk/asimong/2012/05/01/tourism-analogy/http://www.digcur-education.org/
  9. 9. Draft ‘practitioner’ lenshttp://www.digcur-education.org/
  10. 10. Draft ‘manager’ lenshttp://www.digcur-education.org/
  11. 11. Draft ‘executive’ lenshttp://www.digcur-education.org/
  12. 12. How to use the Curriculum Framework for Digital CurationBackground Using the frameworkDigCurV has undertaken multi- The framework provides three lenses - one each for practitioners, managers and executives. Eachnational research to understand the lens can be used in the following ways:skills currently used by thoseworking in digital curation in the To build or develop trainingcultural heritage sector, as well as The framework aims to be useful to those building new training courses. Depending on the user’sthe skills sought by employers in this aims, the framework can assist in providing a structure for a generic training programme for the rolesector. of digital curator, or it can suggest which subjects should be covered in shorter, more specialised courses addressing one particular area of professional digital curation practice. The framework mayAudiences for training also supply a common language to allow those building and developing training to meaningfullyPractitioners need to be able to describe the value of their training offerings.perform a wide variety of technicaland people-oriented tasks. Theymust also understand many diverse To compare existing coursesissues relating to both their area of The framework provides a benchmark against which to compare existing training and also a way tocultural heritage and to digital map various training offerings against each other. The professional who is considering undertakingcuration. Managers need training may wish to compare available training programmes to help identify which is mostunderstanding of these areas to appropriate for their needs. The framework can also be used by staff training providers to comparesuccessfully ensure projects are on existing courses and assess suitability for their own institution’s requirements.track and to advise their teams.Executives need a strategic view ofdigital curation to understand the To plan professional developmentemerging challenges in digital The framework suggests the broad range of skills and knowledge needed by professionals of variouscuration for the cultural heritage levels to successfully deliver digital curation in the cultural heritage sector. Individuals eithersector, and to make appropriate intending to enter or already working in digital curation in the cultural heritage sector may find itfunding decisions to meet these useful to map their own strengths against the framework as well as use the framework to identifychallenges. and describe areas in which they would find further training useful.The DigCurV curriculum frameworkprovides a version or ‘lens’ for eachof these three audiences. Further information about the DigCurV project is available at http://www.digcur-education.org/
  13. 13. Use is keyThree main intended uses of each lens:•To build or develop training•To compare existing courses•To plan professional developmenthttp://www.digcur-education.org/
  14. 14. Next steps• Ongoing iterative evaluation• Three autumn evaluation events: • Framework best used in supported environment • Appetite for online version • Differing perspectives to balance on, e.g. which ‘lens’ most important; more or less detail; etc. • Need for clear definitions of audience levels • ‘Knowledge and intellectual abilities’ generally seen as most important section • Strong interest in area• Analyse and apply feedbackhttp://www.digcur-education.org/
  15. 15. laura.molloy@glasgow.ac.ukMore information and join the network at:www.digcur-education.org
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