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Can research data improve how we live, learn, act? - Andreassen, Jetten, Lag, van der Meer, Schoutsen

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Can research data improve how we live, learn, act? - Andreassen, Jetten, Lag, van der Meer, Schoutsen

  1. 1. Can research data improve how we live, learn and act? The use of open data in teaching and the role of the library Helene N. Andreassen1, Torstein Låg1, Harrie van der Meer2, Monique Schoutsen3, Mijke Jetten3 1UiT The Arctic U. of Norway, 2U. of Amsterdam/Amsterdam U. of Applied Sciences, 3Radboud U. LILAC, Nottingham, April 24-26, 2019
  2. 2. Expectations Turn to your neighbour and spend 3 minutes talking about ● why you signed up for this workshop ● what you hope to learn from it ● how you think you can contribute to this topic ● why this topic is important for librarians in higher education
  3. 3. PROGRAM ● Importance of open data in teaching: introduction ● Use Open Research Data in Teaching (UDIT) – project and module ● Activity: the use of open data in teaching and the role of the library ● Wrap-up and future perspectives 3
  4. 4. (Griffiths, 2004, Healey 2005, Healey & Jenkins 2009) 4 Research & Active learning Research-led Research-tutored Research-oriented develop research skills and techniques Research-based undertake research and inquiry learn about current research in the discipline engage in research discussion
  5. 5. The challenge of engaging students in research There still exists a gap between how a teacher can practically introduce students to the useful complexities of the research process and how the student can (easily) have a personal experience of those real-world aspects. (Haaker & Morgan-Brett, 2017, p. 2)
  6. 6. Students can be activated by using real data, without having to leave the classroom
  7. 7. Data Literacy “A specific skill set and knowledge base, which empowers individuals to transform data into information and into actionable knowledge by enabling them to access, interpret, critically assess, manage, and ethically use data” (Koltay, 2017) Research Data Literacy “A sub-discipline of information literacy” (Schneider, 2014) IL versus Data Literacy
  8. 8. (see Javiera et al., 2015) Libraries and (open) research data • We can guide students and teachers in the search for good quality research data • We understand the principles behind the build-up of datasets, (incl. licensing), in the context of the overall goal of Open Science • We understand why research data should be evaluated and reused with as much care as other scholarly sources
  9. 9. UDITUse (open research) Data In Teaching • Project • Module
  10. 10. To encourage and help teachers in higher education to start using open research data in their teaching, and to share their experience and teaching material with the teacher community. Objective of the project
  11. 11. Gather information about good practices, inspiring resources, relevant concepts, example activities, and provide a platform that stimulates sharing of material. HOW?
  12. 12. ● Further the open educational resources movement ● Further the open science movement Intended side objectives
  13. 13. 13 UDIT OER Commons UDIT website UDIT module
  14. 14. https://www.fosteropenscience.eu/courses
  15. 15. https://www.fosteropenscience.eu/learning/use-open-data-in-teaching
  16. 16. The platform ● OER commons ○ https://www.oercommons.org ○ Facilitates access to teaching and learning material for all parties ○ Facilitates visibility and proper attribution by making the material discoverable and citable ● Group: Use Open Data in Teaching ○ https://www.oercommons.org/groups/ use-open-data-in-teaching/2965/ ○ Platform for uploading activities or links to already published ones ○ Template which facilitates inclusion of all relevant information
  17. 17. Activities (using mentimeter and handout) Open a browser and navigate to menti.com Enter code: xxxxxx
  18. 18. Future perspectives Our libraries ● Define our capacities and responsibilities ● Integrate open data in our IL teaching ● Integrate the educational aspect in our RDM teaching The institution ● Work with relevant parties to integrate the educational aspect in their RDM ● Work with relevant parties to increase awareness of OER
  19. 19. The network ● Exchange thoughts, concerns and ideas with other librarians eager to facilitate use of open data in teaching in their own institutions ● Discuss 21st century information literacy with Open Science as a backdrop The module ● Promote it to the teacher community ● Feed and curate the OER Commons group
  20. 20. Take home message
  21. 21. ● With expertise in RDM and OER, libraries can help teachers by bridging the gap between research, research-based teaching and information literacy. ● Would you like to share your own teaching activity on open data? We warmly invite you to contribute to the OER Commons Group. ● Want to think along? We welcome any suggestions to improve the UDIT module, to extend our OER Commons group and to strengthen the open data community.
  22. 22. Please answer shortly the following questions: • During this workshop, what idea(s) struck you as things you could or should put into practice? • Did this workshop fulfill your expectations? (And write them down on a paper)
  23. 23. Thank you for your participation! Thanks to our home institutions and ERASMUS+ for funding this project. www.site.uit.no/opendatainteaching https://www.fosteropenscience.eu/node/2656 https://www.oercommons.org/groups/use-open- data-in-teaching/2965/
  24. 24. Helene N. Andreassen Senior Academic Librarian UiT The Arctic University of Norway helene.n.andreassen@uit.no Torstein Låg Senior Academic Librarian UiT The Arctic University of Norway torstein.lag@uit.no Harrie van der Meer Coordinator information literacy University of Amsterdam/ Amsterdam University of applied sciences h.a.l.van.der.meer@hva.nl
  25. 25. Monique Schoutsen Coordinator lnformation Literacy Radboud University m.schoutsen@ubn.ru.nl Twitter: @festinaatje Mijke Jetten Coordinator Open Science Support Radboud University m.jetten@ubn.ru.nl
  26. 26. References Griffiths, R. (2004) Knowledge production and the research-teaching nexus: the case of the built environment disciplines, Studies in Higher Education, 29(6), 709-726. Haaker, M., & Morgan-Brett, B. (2017). Developing research-led teaching: Two cases of practical data reuse in the classroom. SAGE Open, 7(2), 1-9. https://doi.org/10.1177/2158244017701800 Healey, M. (2005) Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In: Barnett, R. (ed.) Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press, 30–42. Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Retrieved from https://www.heacademy.ac.uk/system/files/developingundergraduate_final.pdf
  27. 27. Used images

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