ABSTRACT The Network of Data and Information Curation Communities (NeDICC) created an animated video as study material for librarians attending RDM workshops. It was thought that the concept of a YouTube-uploaded animated video as training tool would provide a refreshing, unconventional and humorous mode of teaching concerning a subject area currently not understood my many librarians. Taking into account ease of use, affordability, customization options as well as proven track record, GoAnimate was chosen as video platform. Data product implications for creators/curators of the video were numerous, and include intellectual property rights, sharing intent, format and restrictions, mobile device issues, preservation formats, conversion tools, and storage and backup locations. Speed of video technology evolvement, the benefits of a data management plan for the smallest of research outputs, the need for familiarization with ownership issues and IP rights when making use of web-based animation, and the omnipresent threat of format obsolescence as well as the possible future limitations of proprietary software, are some of the learnings gained.

1. Louise Patterton
CSIR
DISNEY DOES DATA:
Data management implications
of using animated video as
training tool

2. ABSTRACT
The Network of Data and Information Curation Communities (NeDICC)
created an animated video as study material for librarians attending RDM
workshops. It was thought that the concept of a YouTube-uploaded animated
video as training tool would provide a refreshing, unconventional and
humorous mode of teaching concerning a subject area currently not
understood my many librarians. Taking into account ease of use,
affordability, customization options as well as proven track record,
GoAnimate was chosen as video platform.

3. ABSTRACT (continued)
Data product implications for creators/curators of the video were
numerous, and include intellectual property rights, sharing intent, format
and restrictions, mobile device issues, preservation formats, conversion
tools, and storage and backup locations.
Speed of video technology evolvement, the benefits of a data
management plan for the smallest of research outputs, the need for
familiarization with ownership issues and IP rights when making use of
web-based animation, and the omnipresent threat of format obsolescence
as well as the possible future limitations of proprietary software, are some
of the learnings gained.

4. 1. BACKGROUND
• NeDICC (Network of Digital Curation Communities) regularly present
Research Data Management (RDM) workshops
• Feedback from learners indicated that ‘research data’ understanding and
experience is lacking
• An animated video, explaining the basics of research data, was created for
NeDICC
• Video is 17 minutes in length, and was created using GoAnimate software
• Video was uploaded to YouTube:
http://youtu.be/q2aiDJzJPuw?list=UUqSqitoQyFcqNJg_1vQIydA

5. BACKGROUND (continued)
• Video can also be viewed on GoAnimate website: click here
• GoAnimate subscription allows video creator to download created videos
to mp4 format
• YouTube video is compulsory viewing for future workshop attendees
• Animated video is to be viewed prior to attending an RDM
workshop/preparatory work

6. 2. ANIMATION AS CONCEPT:
• …somewhere between the motionless world of still images and the
real-time world of video images lies the flip-book world of computer
animation….
• Cartoon animation is the most popular style of explainer video
(Mendez, 2014)

7. 2. ANIMATION AS CONCEPT: (cont.)
Click on
play
button
below
video to
view the
clip!

8. 3. ANIMATION AS DATA PRODUCT
OVERVIEW OF ANIMATED VIDEO :
• Multimedia data have shown proliferation in recent years as data type. The
author has reached the conclusion that it will soon replace conventional
alpha-numeric data as most prevalent data format
• Multimedia data types have different spatial, temporal, storage, retrieval,
integration and presentation requirements than traditional data
• When looking at the properties of digital video, the combination of frames,
links, colour, motion, audio, and shapes provide for a unique data type
• Many researchers have used YouTube as a dataset for academic research
(Kousha, Thelwall & Abdoli, 2012)

9. ANIMATION AS DATA PRODUCT (cont.)
NAMING CONVENTION:
• Has to be concise, meaningful, and avoid confusion
FILE FORMAT:
• Store in at least 3 different formats ; conversions would be required. Open
source format to be investigated in due course
• Message contained in the video, and not the image quality, is of prime concern
in this case
• Choice of preservation format is crucial
• Compression can be an issue

10. ANIMATION AS DATA PRODUCT (cont.)
DATA STORAGE (short- and long term):
• At least 2 different places: network and cloud
• Although it can be accessed via YouTube as well as GoAnimate website,
storage on those websites is not regarded as sufficient by the author
• Self-archiving to be implemented for long term archiving (on sites other
than GoAnimate and Youtube)

11. ANIMATION AS DATA PRODUCT (cont.)
• Reliance on CSIR ICT for backups
• For preservation purposes, the significant properties of digital video are
the video length, frames per second, video dimensions, bit-rate,
associated metadata, and file size. If audio is also provided, the audio bit-rate,
frequency, and number of channels are to be considered too
• Video animation is an easier storage medium than video

12. ANIMATION AS DATA PRODUCT (cont.)
DATASET SIZE:
• Bigger volume than other RDM training datasets: 266 MB
• Dataset size has implications for access, sharing and storage
DATA DESCRIPTION/METADATA:
• Still reliance on text metadata
• Human annotation vs feature extraction. Human intervention still needed
• In terms of information retrieval, accuracy is lower, complexity is higher
(when using human annotation)

13. ANIMATION AS DATA PRODUCT (cont.)
DATA ACCESS:
• Confidentiality and sensitivity of data should always be taken into account
• In this instance, the data is neither confidential nor sensitive
• Public viewing (open to all) on hosted websites (YouTube & GoAnimate)
• Viewing might be problematic due to software required, bandwidth, site
blocking, internet access, limitations of mobile devices
• An example of such constraints: Flash plug-in required when viewing
GoAnimate clip. YouTube states that flash is required, yet many users view
YouTube clips without it

14. ANIMATION AS DATA PRODUCT (cont.)
DATA PUBLICATION:
• On hosting website of GoAnimate (animation software tool)
• YouTube: convenient sharing platform for workshop attendants
• To be uploaded to NeDICC website in due course
• D-space as repository to be investigated
DATA REUSE:
• Standard YouTube license
• Sharing encouraged
• No restrictions on reuse
• Constraints as per Data Access (see above)

15. 4. LEARNING GAINED
• Digital video presents unique preservation issues
• Main aim of video-clip was not clip-creation as research data, but future reuse of the clip
and other similar clips (in the pipeline) is a real possibility
• DATA ACCESS: distinction: in-house access vs open access storage using the web
• OWNERSHIP/IP: determine beforehand. Also true when using when using host sites
and animation software
• METADATA: in this instance, information about formats, conversion and conversion
software will prove to be crucial
• FORMAT & SOFTWARE: obsolescence considerations, ease of access, and usability are
vital

16. LEARNING GAINED (continued)
• PRESERVATION: not yet finalised. Data archive, policy, DMP not yet
institutionalised
• SHARING: open data proved easiest. Standard YouTube license
recommended for training tools as well as datasets on hosted platform
• DATA MANAGEMENT PLAN: Important, and probably necessary in all
instances
• C.O.P: learning to be conveyed to NeDICC; learning was bigger than
anticipated

17. REFERENCES
• Curtin University. 2014. Research data management . [Online]. Available from:
http://libguides.library.curtin.edu.au/content.php?pid=314427&sid=2573510
• Dochev, D., Koprinska, I. & Pavlov, R. 2000. Multimedia Data management – Characteristics
and Requirements. [Online]. Available from: http://www.iit.bas.bg/pecr/49/29-42.pdf
• Kousha, K., Thelwall, M. & Abdoli, M. 2012. The role of online videos in research
communication: A content analysis of YouTube videos in academic publications. Journal of the
American Society for Information Science and Technology , 63(9): 1710-1727
• Mendez, J.J. 2014. Why is cartoon animation the most popular marketing video style?
[Online]. Available from: http://go.yumyumvideos.com/blog/why-is-cartoon-animation-the-most-
popular-marketing-video-style