Facing the data challenge: Developing data policy and servicesMarieke Guy
This document discusses developing research data management policies and services. It outlines that many stakeholders, including funders, researchers, and data centers, are responsible for research data management. It describes the typical components of a research data service, including tools, support staff, metadata, storage, and policies. The document provides examples of research data storage and archiving services from various universities. It discusses developing guidance, training, and disciplinary resources for research data management. The document emphasizes the importance of research data management policies and roadmaps to align with funder expectations and provides suggestions for developing plans.
The document summarizes a presentation given by Martin Donnelly and Sarah Jones of the Digital Curation Centre (DCC) on research data management. It discusses the DCC's role in developing tools like DMP Online to help researchers create data management plans. DMP Online allows users to create and update plans that meet funder requirements, and receive guidance on best practices. The presentation highlights the DCC's collaborations with funders and institutions to develop templates and provide support for putting data management policies into practice.
Presentation given by Peter Burnhill of EDINA, at the Digital Preservation Coalition's "Trust and E-journals" event on 31 January 2012 at the Wellcome Collection Conference Centre, Euston Road, London, UK.
Facing the data challenge: Developing data policy and servicesMarieke Guy
This document discusses developing research data management policies and services. It outlines that many stakeholders, including funders, researchers, and data centers, are responsible for research data management. It describes the typical components of a research data service, including tools, support staff, metadata, storage, and policies. The document provides examples of research data storage and archiving services from various universities. It discusses developing guidance, training, and disciplinary resources for research data management. The document emphasizes the importance of research data management policies and roadmaps to align with funder expectations and provides suggestions for developing plans.
The document summarizes a presentation given by Martin Donnelly and Sarah Jones of the Digital Curation Centre (DCC) on research data management. It discusses the DCC's role in developing tools like DMP Online to help researchers create data management plans. DMP Online allows users to create and update plans that meet funder requirements, and receive guidance on best practices. The presentation highlights the DCC's collaborations with funders and institutions to develop templates and provide support for putting data management policies into practice.
Presentation given by Peter Burnhill of EDINA, at the Digital Preservation Coalition's "Trust and E-journals" event on 31 January 2012 at the Wellcome Collection Conference Centre, Euston Road, London, UK.
The document discusses the evolution of digital library services at EDINA from the 1990s to present day. It covers:
1. Early services like SALSER, a union catalog of serials in Scotland, and knowledge gained from projects like JOIN-UP on distributed architectures.
2. Key projects and services over time including SUNCAT, the Keepers Registry for e-journal preservation, and work on entitlement registries.
3. The central role of identifiers like ISSN in enhancing records and enabling services across these systems.
4. A vision for further integrating print and digital content and moving to semantic web approaches by 2020.
Poster delivered by Robin Rice at the Open Repositories 2016 conference. Covers:
* Creating a data management plan
* Storing data
* Synchronising data
* Finding and analysing data
* Training
* Online training
* Support
* Sharing open data
* Archiving data
* Recording datasets using PURE
The document provides background information on RDM services at the University of Edinburgh. It summarizes that EDINA and the University Data Library provide research data management support and online resources. It then overviews key RDM services including DataStore for active research data storage, DataShare for open data publication, and plans for a long-term DataVault archive. The document also discusses RDM training and the university's RDM policy implemented through a multi-phase roadmap.
Presented by Peter Burnhill, Director of EDINA, at PARSE.insight workshop on Preservation, Access and Re-use of Scientific Data, Darmstadt, Germany, 22 September 2009.
The document summarizes a pilot project at the University of Edinburgh to support the development of a UK Research Data Discovery Service. PhD interns engaged with researchers from various schools to describe and deposit research datasets in the university's systems to be harvested by the discovery service. Observations found mixed results across schools, with humanities researchers less comfortable sharing data due to copyright and reluctance to share interpretations. Other schools had established data repositories causing less interest in the university's system. Building research data management practices will require tailored approaches and more training over time.
Presented by Peter Burnhill at the ost ALA Annual Holdings Update Forum, Universal and repurposed holdings information -- Emerging initiatives and projects, Morial Convention Center, New Orleans, Louisiana, USA, 25 June 2011
I shall provide a summary of JISC work in the area of ‘Big Data’. My primary focus will be on how to manage the huge amount of research data produced in UK Universities. I shall cover the history of JISC interventions to improve research data management and look at next steps. I shall touch on some other areas of work like ‘Digging into Data’ and web archiving which also deal with ‘big data’.
Open Educational Data - Datasets and APIs (Athens Green Hackathon 2012)Stefan Dietze
This document discusses linking educational data as linked open data. It describes several existing educational linked data projects and datasets, including SmartLink, mEducator, and the Linked Education Graph. The Linked Education Graph integrates datasets from various sources into a single RDF dataset with over 6 million resources and 97 million triples. The document outlines challenges in linking educational data and introduces the LinkedUp project which aims to further adoption of linked data in education through an open data competition and infrastructure to integrate and query educational datasets.
Presented by Peter Burnhill, Director of EDINA, Beyond Books: What STM & Social Science publishing should learn from each other, London. Conference programme. 22 April 2010.
The UK federation is the largest education and research access management federation in the world, with over 890 member institutions and 1330 registered entities. It is funded by JISC and provides free membership and entity registration to higher and further education institutions and service providers. The McShib team maintains the federation infrastructure, provides support for configuration, software updates, and technical issues, and is working on initiatives like preparing for Shibboleth 3 and increasing interoperability.
The University of Edinburgh implemented a research data management policy and programme to provide services and support for researchers. Key services include DataStore for active data storage, DataShare for publishing data, and DataVault for long-term preservation. Training, guidance on data management planning, and support staff help researchers comply with funder requirements and best practices. The multi-phase programme establishes critical services while pursuing interoperability and engaging the research community.
This document discusses the importance of research data management (RDM) initiatives for universities. It provides examples of how universities in the UK are developing RDM services and policies to support researchers in managing their data according to funder and legal requirements. This includes developing RDM roadmaps and strategies, guidance webpages, training programs, support for data management planning, data storage infrastructure, and institutional data repositories. National programs like the Digital Curation Centre and Jisc are helping to build universities' capabilities in RDM.
The document summarizes discussions from a meeting about ensuring long-term access to scholarly works in electronic formats. It describes the governance and activities of the UK LOCKSS Alliance, including comparison of different e-journal archiving initiatives, the PECAN project to build an entitlement registry, and recommendations from a white paper on e-journal archiving. It also discusses the newly formed JARVIG committee tasked with determining the most effective national e-journal archiving infrastructure for UK higher education.
This presentation was given by Joy Davidson from the Digital Curation Centre at the KAPTUR training event held on Monday 19th November and supported by DCC through the Institutional Engagement project.
The document summarizes a focus group discussion about the DMPOnline tool for creating data management plans. [1] DMPOnline allows users to create, store, update, and export DMPs to meet funder requirements. [2] Recent updates include improved interfaces and new features like multiple templates. [3] The focus group sought feedback on what participants like and dislike about the tool as well as ideas for short- and long-term improvements.
The document summarizes the LinkedUp project, which links web data for education. It describes the project's goals of pushing open data adoption in education and profiling datasets in its LinkedUp Catalog. It outlines the LinkedUp Challenge competitions (Veni, Vidi, Vici) that invite tools analyzing/integrating open data for education. It provides details on the first competition's winners and upcoming competitions. Finally, it discusses the LinkedUp Network for promoting open data, educational resources, and practices.
The document discusses the evolution of digital library services at EDINA from the 1990s to present day. It covers:
1. Early services like SALSER, a union catalog of serials in Scotland, and knowledge gained from projects like JOIN-UP on distributed architectures.
2. Key projects and services over time including SUNCAT, the Keepers Registry for e-journal preservation, and work on entitlement registries.
3. The central role of identifiers like ISSN in enhancing records and enabling services across these systems.
4. A vision for further integrating print and digital content and moving to semantic web approaches by 2020.
Poster delivered by Robin Rice at the Open Repositories 2016 conference. Covers:
* Creating a data management plan
* Storing data
* Synchronising data
* Finding and analysing data
* Training
* Online training
* Support
* Sharing open data
* Archiving data
* Recording datasets using PURE
The document provides background information on RDM services at the University of Edinburgh. It summarizes that EDINA and the University Data Library provide research data management support and online resources. It then overviews key RDM services including DataStore for active research data storage, DataShare for open data publication, and plans for a long-term DataVault archive. The document also discusses RDM training and the university's RDM policy implemented through a multi-phase roadmap.
Presented by Peter Burnhill, Director of EDINA, at PARSE.insight workshop on Preservation, Access and Re-use of Scientific Data, Darmstadt, Germany, 22 September 2009.
The document summarizes a pilot project at the University of Edinburgh to support the development of a UK Research Data Discovery Service. PhD interns engaged with researchers from various schools to describe and deposit research datasets in the university's systems to be harvested by the discovery service. Observations found mixed results across schools, with humanities researchers less comfortable sharing data due to copyright and reluctance to share interpretations. Other schools had established data repositories causing less interest in the university's system. Building research data management practices will require tailored approaches and more training over time.
Presented by Peter Burnhill at the ost ALA Annual Holdings Update Forum, Universal and repurposed holdings information -- Emerging initiatives and projects, Morial Convention Center, New Orleans, Louisiana, USA, 25 June 2011
I shall provide a summary of JISC work in the area of ‘Big Data’. My primary focus will be on how to manage the huge amount of research data produced in UK Universities. I shall cover the history of JISC interventions to improve research data management and look at next steps. I shall touch on some other areas of work like ‘Digging into Data’ and web archiving which also deal with ‘big data’.
Open Educational Data - Datasets and APIs (Athens Green Hackathon 2012)Stefan Dietze
This document discusses linking educational data as linked open data. It describes several existing educational linked data projects and datasets, including SmartLink, mEducator, and the Linked Education Graph. The Linked Education Graph integrates datasets from various sources into a single RDF dataset with over 6 million resources and 97 million triples. The document outlines challenges in linking educational data and introduces the LinkedUp project which aims to further adoption of linked data in education through an open data competition and infrastructure to integrate and query educational datasets.
Presented by Peter Burnhill, Director of EDINA, Beyond Books: What STM & Social Science publishing should learn from each other, London. Conference programme. 22 April 2010.
The UK federation is the largest education and research access management federation in the world, with over 890 member institutions and 1330 registered entities. It is funded by JISC and provides free membership and entity registration to higher and further education institutions and service providers. The McShib team maintains the federation infrastructure, provides support for configuration, software updates, and technical issues, and is working on initiatives like preparing for Shibboleth 3 and increasing interoperability.
The University of Edinburgh implemented a research data management policy and programme to provide services and support for researchers. Key services include DataStore for active data storage, DataShare for publishing data, and DataVault for long-term preservation. Training, guidance on data management planning, and support staff help researchers comply with funder requirements and best practices. The multi-phase programme establishes critical services while pursuing interoperability and engaging the research community.
This document discusses the importance of research data management (RDM) initiatives for universities. It provides examples of how universities in the UK are developing RDM services and policies to support researchers in managing their data according to funder and legal requirements. This includes developing RDM roadmaps and strategies, guidance webpages, training programs, support for data management planning, data storage infrastructure, and institutional data repositories. National programs like the Digital Curation Centre and Jisc are helping to build universities' capabilities in RDM.
The document summarizes discussions from a meeting about ensuring long-term access to scholarly works in electronic formats. It describes the governance and activities of the UK LOCKSS Alliance, including comparison of different e-journal archiving initiatives, the PECAN project to build an entitlement registry, and recommendations from a white paper on e-journal archiving. It also discusses the newly formed JARVIG committee tasked with determining the most effective national e-journal archiving infrastructure for UK higher education.
This presentation was given by Joy Davidson from the Digital Curation Centre at the KAPTUR training event held on Monday 19th November and supported by DCC through the Institutional Engagement project.
The document summarizes a focus group discussion about the DMPOnline tool for creating data management plans. [1] DMPOnline allows users to create, store, update, and export DMPs to meet funder requirements. [2] Recent updates include improved interfaces and new features like multiple templates. [3] The focus group sought feedback on what participants like and dislike about the tool as well as ideas for short- and long-term improvements.
The document summarizes the LinkedUp project, which links web data for education. It describes the project's goals of pushing open data adoption in education and profiling datasets in its LinkedUp Catalog. It outlines the LinkedUp Challenge competitions (Veni, Vidi, Vici) that invite tools analyzing/integrating open data for education. It provides details on the first competition's winners and upcoming competitions. Finally, it discusses the LinkedUp Network for promoting open data, educational resources, and practices.
Improving Access to Research Data: What does changing legislation mean for y...Marieke Guy
Presentation given at Bett: Technology in Higher Education Conference, Jan 30 - 31
http://www.bettshow.com/Default.aspx?nid=15&refer=17&id=mainLnk2&id1=ssubLnk8
Building a Global Open Education Working GroupMarieke Guy
The document summarizes Marieke Guy's presentation on building a global open education working group. The key points are:
1) The working group was established by Open Knowledge to bring together people and groups interested in open education and initiate cross-sector collaboration around open education issues.
2) The working group was officially launched at OKCon in 2013 and has focused on transparent operations, advisory boards, community building activities, and producing works like the Open Education Handbook.
3) Future plans include growing the member base, linking with other organizations, and allowing the working group to develop organically based on community interests.
Creating an Online Training Module on Research Data Management for the Univer...Marieke Guy
Poster entitled "Creating an Online Training Module on Research Data Management for the University of Bath". It was presented at the 8th International Digital Curation Conference held in Mövenpick Hotel, Amsterdam City Centre, Amsterdam. Details at http://www.dcc.ac.uk/events/idcc13/posters-and-demonstrations Authors = Guy, Marieke (1); Pink, Catherine (2); Cope, Jez (3); Highfield, Mike (4); Organization(s): 1: DCC, UKOLN, United Kingdom; 2: Research360, UKOLN, United Kingdom; 3: Research360, University of Bath; 4: External Consultant
Developing research data management policy & servicesSarah Jones
Slides updated for presentation at DCC Northeast roadshow in Newcastle, April 2012.
Session ends with an exercise on developing a roadmap for research data management.
Presentation initially given by Sarah Jones at the DCC roadshow in Loughborough, February 2012.
See event details at: http://www.dcc.ac.uk/events/data-management-roadshows/dcc-roadshow-loughborough
What are other universities doing to support RDM?Sarah Jones
This document discusses research data management (RDM) activities at other universities. It outlines common RDM activities such as establishing steering groups, developing policy and strategy, and delivering training. It provides examples of specific RDM initiatives at universities, including RDM services at the University of Bath and research data storage at the University of Bristol. The document emphasizes that developing comprehensive RDM services requires involvement from various stakeholders and support services across the university.
Research data management: from policy to practice with DMP OnlineMartin Donnelly
The document summarizes a presentation given by Martin Donnelly and Sarah Jones of the Digital Curation Centre (DCC) on research data management. It discusses the DCC's role in developing tools like DMP Online to help researchers create data management plans. DMP Online allows users to create and update plans that meet funder requirements, and receive guidance on best practices. The presentation highlights the DCC's collaborations with funders and institutions to develop templates and provide support for putting data management policies into practice.
Research Data Management Programme in EdinburghDCC-info
Presentation by Stuart Macdonald at DCC-Arkivum event 'Data Storage & Preservation Strategies for Research Data Management' at University of Edinburgh 27 October 2014
Making research data more resourceful - Jisc digital festival 2015Jisc
This discussion examined how best to implement policy and deliver services to meet the needs of researchers, their funders, and the university. institutional research data management policies, infrastructure and support services and will be showcased alongside the DMPOnline tool that helps researchers produce effective data management plans.
Presentation by Sally Rumsey of the University of Oxford. It was presented at the LSHTM Research Data Services workshop on June 30th 2015, an event organised to mark the end of LSHTM's Wellcome Trust funded RDM project.
A brief overview of the development and current workflows for Research Data Management at Imperial College London, presented to colleagues at the University of Copenhagen and Roskilde University in Denmark.
Other DCC tools and resources: a quick overviewMarieke Guy
This document provides an overview of tools and resources from the Digital Curation Centre (DCC) for supporting research data management. It describes DCC services like the Data Asset Framework and CARDIO for assessing needs and infrastructure, guidance on developing data management plans and policies, and tools for cataloguing metadata and managing risks. The DCC website provides additional resources around digital curation standards, training, and engaging institutions on custodianship of research data.
RDM programme @ Edinburgh an institutional approachJisc
The University of Edinburgh has established a Research Data Management (RDM) programme to implement its RDM policy. The programme provides services and support for researchers at all stages of working with research data, including data management planning, active working file storage, data publication, long-term data archiving, and a data asset register. It is governed by committees and implemented in phases, with initial services already in place and more under development. Training, guidance and consultancy are also offered to help researchers comply with funder requirements and best practices for RDM.
Imperial College London - journey to open scholarshipTorsten Reimer
Talk given at the 2016 Open Repositories conference in Dublin, Ireland. This paper follows the journey of a research intensive university towards making its outputs available openly, discusses approaches outlined above and identifies problems in the global scholarly communications landscape.
This document provides an overview of research data management (RDM) priorities, stakeholders, and practices from the perspective of the University of Edinburgh. It discusses the university's RDM roadmap, which aims to implement RDM services and support over multiple phases by April 2015. Key services discussed include general RDM support and consultancy, support for data management planning, storage and collaboration facilities, and tools for long-term data management and deposit. The roles of key university committees in overseeing the RDM program are also outlined. Finally, the document discusses the university's communications plan to raise awareness of RDM among researchers and support staff.
This document summarizes drivers for research data management in UK higher education, including policies from research funders like RCUK and AHRC. It also describes resources for supporting research data management, such as the Jisc Managing Research Data programme, the Digital Curation Centre (DCC), and projects funded through the Jisc programme like CAiRO and KAPTUR. The DCC provides guidance on data management planning, training, and curation best practices. Research data is broadly defined as any digital evidence used or created during the research process to generate new knowledge.
The document provides information about research data management (RDM) services and initiatives at the University of Edinburgh. It describes the EDINA National Data Centre and Data Library, which provide online resources and data management support. It outlines several JISC-funded RDM projects undertaken by the Data Library, including building the Edinburgh DataShare repository. It also summarizes the Research Data MANTRA training module and the university's RDM roadmap, which lays out a multi-phase plan to improve RDM support and services by 2015 in line with funder requirements.
Supporting Research Data Management at the University of StirlingLisa Haddow
The Digital Curation Centre (DCC) provides support to universities to help them manage research data. This includes tools to assess data needs and risks, plan data management, and develop policies. The DCC can help universities develop data management strategies, provide training to researchers, and pilot tools. Its goal is to build research data management capacity across UK higher education. The DCC is working intensively with 18 universities to increase capabilities in these areas over the next year.
Similar to Facing the data challenge: Developing data policy & services (20)
Ways to ensure “buy in” from the academics in the transition to digitised ass...Marieke Guy
Ways to ensure “buy in” from the academics in the transition to digitised assessments
Marieke Guy (Head of Digital Assessment) & Claudia Cox (Digital Assessment Advisor)
Uniwise partner meeting
2nd November 2023
Assessing for a World Beyond AssessmentMarieke Guy
Marieke Guy from University College London discussed challenges with assessment and ways institutions are innovating. Assessment is a complex problem with many stakeholders. UCL is exploring new approaches like integrating artificial intelligence, offering students optionality in assessments, and designing authentic assessments that mirror real-world problems. This involves case studies of modules using videos, collaborative projects, and virtual simulations. UCL also aims to make assessment more relevant, innovative, enable technology, improve feedback, and foster student enjoyment of learning.
The blandness is its formulaic style’: insights to help understand the impact...Marieke Guy
This document announces a lunch and learn session on the impact of AI on assessments. It provides six small changes that can be made now to current assessments, such as discussing academic integrity with students and revising exam questions. Larger changes are presented in an assessment menu inspired by a card game. The session will discuss issues around ubiquitous AI tools enabling easy cheating, the purpose of assessment, and moving forward with generative AI. References are provided on related topics such as AI detecting cheating, a student using ChatGPT to cheat, and universities rejecting anti-plagiarism technology.
Redesigning assessments for a world with artificial intelligenceMarieke Guy
Redesigning assessments for a world with artificial intelligence presentation By Marieke Guy, Head of Digital Assessment, UCL
QAA Annual Conference, The Future of Quality: What’s Next?
Wednesday 13 September 2023
Closing remarks: Assessment with Phill DawsonMarieke Guy
Marieke Guy gave the closing remarks for the assessment conference at UCL. She highlighted several themes from the conference including cross-team, cross-institution, and cross-sector collaboration on digital assessment. Two talks focused on using feedback to improve student learning and preparing students for their future through valid assessments not tied to the past. The conference organizers and host King's College London were thanked for their work in bringing people together to discuss advancing assessment practices.
This document summarizes a presentation given by Simon Walker and Marieke Guy about the University College London's (UCL) journey towards digital transformation of assessment and feedback.
Some key points:
- UCL implemented a secure digital assessment platform called AUCL in response to the COVID-19 pandemic to deliver over 1,000 assessments remotely.
- Since then UCL has expanded usage of AUCL, with over 1,600 exams and 65,000 students using it in year two.
- Student and staff surveys showed mostly positive feedback but also areas for improvement like assessment weightings, duration, and content representation.
- UCL is piloting lockdown browsers, improving academic integrity, and partnering with
The document summarizes UCL's pilot of using a lockdown browser for digital assessments. It describes the rationale for using a lockdown browser, details four pilot programs conducted or planned at UCL involving different locations, devices and numbers of students, and key areas of interest being evaluated including device type, online management and invigilation, and student and staff perspectives. The goal is to assess the viability and scalability of using lockdown browsers to help ensure academic integrity for digital assessments conducted in-person.
Digital Assessment Team 2022 - a day in the life.pptxMarieke Guy
The Digital Assessment Team at UCL provides support for digital assessment across all faculties. The team consists of specialists in different subject areas as well as learning technologists. They provide training to staff and departments on UCL's digital assessment platform AssessmentUCL. Additionally, the team works on improvements to the platform, investigates new assessment tools, and supports the use of other tools like Turnitin and Moodle. The team's workload is consistent throughout the year with no downtime between project sprints and ongoing support requests.
This document discusses various approaches to assessment using AssessmentUCL. It describes using dynamic questions and variables in multiple choice assessments. It also discusses allocating different papers or versions to students, using videos for assessments, group activities, mock scenarios, and providing improved feedback including audio/video. Other approaches mentioned include industry case studies, portfolios, infographics, rethinking coursework, and online marking.
Designing alternative assessments requires analyzing how technology tools can help or hinder learning goals, getting student feedback on new approaches, and adapting processes based on data. Assessment should be integrated into course and program design from the start and linked to learning outcomes, and attending workshops or speaking with a Digital Assessment Advisor can provide support on effective strategies.
MCQs_ The joys of making your mind up.pdfMarieke Guy
Explore the benefits and challenges of using MCQs in both formative and summative assessment, and get practical guidance on designing good MCQs in AssessmentUCL.
4 March, 10.30am-11.30am. Online event.
Multiple choice questions have often had a bad rap in education, sometimes seen as assessing only lower level skills such as factual recall. However, with good question design this assessment approach can allow for testing of more complex cognitive processes. Add in the increasing sophistication of options offered by digital assessment platforms, which allow automatic grading and statistical analysis, and you can begin to significantly streamline your marking processes.
This workshop will explore the benefits and challenges of using MCQs in both formative and summative assessment and provide practical guidance on:
Constructing good MCQs
The range of MCQs available on digital platforms, focussing on AssessmentUCL.
There will be time for discussion and questions.
After attending this session, you will be able to:
Create worthwhile MCQs that test a range of learning outcomes.
Understand the range of MCQs available on digital platforms and how they can be used, focussing on AssessmentUCL.
Who should attend this session
All those engaged in teaching, assessment and the support of learning (academics, administrators, professional service colleagues).
Rubrics_ removing the glitch in the assessment matrix (1).pdfMarieke Guy
Rubrics bring together criteria, grades and feedback into a single scoring matrix. This session will explore how to design a good rubric and the benefits and potential challenges of using rubrics in assessments.
Would you like to increase reliability and consistency in marking, ensure alignment with intended learning outcomes and provide an efficient feedback mechanism for students? If so, this session on rubrics is for you.
Rubrics are a useful way of bringing together criteria, grades and feedback into a single scoring matrix to help streamline marking, provide transparency and support learners to understand how their performance will be judged.
This workshop will focus on the benefits and potential challenges of using rubrics in assessment within your subject area and provide practical guidance on:
How to design a good rubric
Creating and marking with rubrics in Assessment UCL
There will be opportunities for discussion and questions.
After attending this session, you will be able to:
Understand the benefits and potential challenges of using rubrics in assessment
Design an appropriate rubric for your assessments
Understand how to create and mark with rubrics in Assessment UCL
Who should attend this session
All those engaged in teaching, assessment and the support of learning (academics, administrators, professional service colleagues).
Making your mind up: Formalising the evaluation of learning technologies Marieke Guy
The document discusses the need for institutions to take a more formal approach to evaluating learning technologies. It introduces some existing evaluation frameworks like the Educause rubric and SECTIONS model. It then outlines UCEM's approach, which involved thoroughly investigating requirements, identifying systems to evaluate, developing a testing plan based on the Educause rubric, testing functionality and data flows, and involving stakeholders before selecting a new assessment platform. Attendees at the talk were asked to provide ideas on evaluation processes and challenges through a Mural board.
The document describes several video assessment techniques that can be used for students:
1. Students record or upload a video presentation on a topic and receive automatic feedback to improve their presentation skills.
2. Students upload a video demonstrating a skill and receive feedback to enhance their competency.
3. In a virtual classroom, students collaborate to record a group presentation and provide peer assessment on each other's contributions.
4. Students record video responses to pre-recorded questions to practice interview techniques through a standardized question/answer approach.
This document discusses alternative assessment methods and provides rationales and ideas for various approaches. It proposes using video assessments to allow students to practice real-world skills, eportfolios to enable continuous assessment and reflection, and industry case studies/scenarios to provide authentic assessments aligned with industry. Other suggestions include mini-quizzes for varied engagement and assessment, and balancing new approaches with resources. The goal is to better prepare students through assessment practices that mimic the real world.
The Transnational Online Pivot: A Case Study Exploring Online Delivery in ChinaMarieke Guy
This document summarizes a case study exploring the transition to online delivery of teaching content in China due to the COVID-19 pandemic. Academics from the Royal Agricultural University normally travel to China to teach students in-person, but had to shift to delivering pre-recorded lectures and holding interactive Zoom sessions. While online teaching can overcome geographical barriers, it also presents challenges like language differences and student engagement. Feedback from students indicated interactive sessions worked best when broken into shorter segments. Academics found recording lectures technically straightforward but time-consuming and felt isolated from students. Mixed methods were argued to provide multiple views for understanding the student experience in this transnational online environment.
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A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Facing the data challenge: Developing data policy & services
1. Facing the Research Data
Challenge:l
Developing Data Policy and Services
Marieke Guy
Digital Curation Centre
m.guy@ukoln.ac.uk
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 UK: Scotland License. To view a copy of
this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5/scotland/ ; or, (b) send a letter to Creative Commons, 543 Howard Funded by:
Street, 5th Floor, San Francisco, California, 94105, USA.
DCC London, Imperial College, 22 May 2012 #dcc_london
2. Outline
• Who is responsible for RDM?
• What are the components of a data service?
• Learning lessons from other HEIs
• Developing policies and roadmaps
DCC London, Imperial College, 22 May 2012 #dcc_london
3. Who is Responsible for RDM?
Funders
Advisory Data
bodies centres
Research
Organisations
Support Publishers
services
Researchers
DCC London, Imperial College, 22 May 2012 #dcc_london
4. Components of a Research Data Service?
Tools Support staff & services
Metadata and documentation
Research
Archive
environment&
Storage
systems Preserve
Back-up
RDM policies & Share
Access
Advocacy (senior mgmt & researcher)
DCC London, Imperial College, 22 May 2012 #dcc_london
5. Data Storage – Bristol Example
• £2m funding to date; further
investment planned
• Available to all researchers for
research data
• Petascale facility – expandable
• 3 machine rooms – resilience
(tape archive 2012) Blue Peta at Bristol
• 1st 5TB free per Data Steward then
£400 per TB p.a. for disk storage;
tape backup £40 per TB
http://data.bris.ac.uk
DCC London, Imperial College, 22 May 2012 #dcc_london
6. Archiving – Institutional Data Repositories
Not intended to replace
national, subject or
http://datashare.is.ed.ac.ukother established data
collections Essex-RDR and
DataPool at Southampton
Acknowledge hybrid
environment
www.dspace.cam.ac.uk/
https://databank.ora.ox.ac.uk
DCC London, Imperial College, 22 May 2012 #dcc_london
7. Archiving – External Data Centres
Research funders’ Structured databases
data centres…
Disciplinary&
community List of repositories
initiatives & data centres:
http://datacite.org/repolist
DCC London, Imperial College, 22 May 2012 #dcc_london
8. Data Registries (metadata)
RADAR: Researching a
CERIF for Datasets Data Asset Registry
http://radar.blogs.edina.ac.uk
Develop an extension to the
research information standard
http://cerif4datasets.wordpress.com
Can we learn lessons from overseas?
DCC London, Imperial College, 22 May 2012 #dcc_london
9. Guidance and training
Collate guidance
www.gla.ac.uk/datamanagement
Online training
http://datalib.edina.ac.uk/mantra
and others from JISC RDMTrain
Embed into curriculum via
Doctoral Training Centres
e.g. Research360@Bath
http://blogs.bath.ac.uk/research360
DCC London, Imperial College, 22 May 2012 #dcc_london
10. Disciplinary Training (RDMTrain)
• The training materials they created are mapped to the
lifecycle model below.
• The projects were:
• CAIRO – performing arts (Uni of Bristol)
• DataTrain- archaeology and social
anthropology (Uni of Cambridge)
• DATUM for Health – health sciences
(Northumbria Uni)
• DMTpsych – psychology (Uni of York,
Sheffield Unis)
• Research Data MANTRA – geosciences,
social sciences (Uni of Edinburgh)
DCC London, Imperial College, 22 May 2012 #dcc_london
11. Existing Research Data Policies
• University of Oxford
Statement of commitment until infrastructure is in place
• University of Edinburgh
10 short principles, described as ‘aspirational’
• University of Northampton
brief policy on RCUK Code, detailing procedures & support
• University of Hertfordshire
part of wider data management policy – guide as appendix
• University of East London
newest policy, based on Edinburgh’s
www.dcc.ac.uk/resources/policy-and-legal/institutional-data-policies
DCC London, Imperial College, 22 May 2012 #dcc_london
12. How are Others Developing Policies?
• Towards a RDM policy at Manchester
Reviewed existing policies, collated funder
requirements, drafted policy for discussion
• Driving institutional data policy at Southampton
Draft policy and series of user guides put forward for to
University Advisory/Executive groups for ratification
www.dcc.ac.uk/news/developing-institutional-data-policies-trend-2012
DCC London, Imperial College, 22 May 2012 #dcc_london
13. JISC MRD Leeds Workshop
• Programme workshop on institutional research data management
policy development and implementation
• Themes/thoughts:
• Institutions are still all at different stages with their research data management
policies.
• Having a policy in place without any real buy-in from staff can be more harmful
over time .
• Think about if your policy is aspirational or a working document
• Policy and infrastructure need to evolve in correlation.
• Consider the other policies – both internal and external – with which your new
research data management policy should work in concert.
• Retain awareness of the different roles and legislation for research data and
administrative data.
• Try to avoid taking the view that researchers will automatically resist
implementation of a research data management policy.
http://bit.ly/jiscwestwood
DCC London, Imperial College, 22 May 2012 #dcc_london
14. Slide courtesy of Robin Rice, University of Edinburgh
DCC London, Imperial College, 22 May 2012 #dcc_london
15. Lots to think about and develop,
so where to start?
DCC London, Imperial College, 22 May 2012 #dcc_london
16. Make a plan!
“EPSRC expects all those it funds to have
developed a clear roadmap to align their policies
and processes with EPSRC’s expectations by 1st
May 2012, and to be fully compliant with these
expectations by 1st May 2015.”
www.epsrc.ac.uk/about/standards/researchdata/Pages/impact.aspx
DCC London, Imperial College, 22 May 2012 #dcc_london
17. What is a Roadmap?
• a plan made up of stages
• a guideline which it is necessary to follow during
the entire project
• a visual showing the key streams of activity that
a person, team, or organisation needs to
complete to achieve set objectives, usually
keyed to a specific timeline
DCC London, Imperial College, 22 May 2012 #dcc_london
18. Key Elements in EPSRC Requirements
• Ensure published research papers state how and on what terms any
supporting research data may be accessed (ii)
• Have policies and processes to maintain effective internal awareness
of research data holdings and third-party access requests (iii)
• Publish appropriately structured metadata (normally within 12
months of the data being generated) including DOIs (v)
• Securely preserve research data for a minimum of 10-years from end
of embargo or last 3rd party access request (vii)
• Ensure effective data curation throughout the full data lifecycle (viii)
www.epsrc.ac.uk/about/standards/researchdata/Pages/expectations.aspx
DCC London, Imperial College, 22 May 2012 #dcc_london
19. What is the EPSRC Looking For?
• Know what you hold – publish metadata- record
access requests
• Link publications and data
• Share data whenever possible
• Curate and preserve valuable data
The same as other funders (i.e good research
practice) so think broadly when you develop your
Strategy – where does it fit in?
DCC London, Imperial College, 22 May 2012 #dcc_london
20. RDM Infrastructure
RDM Institutional
Strategy Policy
(includes
EPSRC
Roadmap)
Guidelines DMP DMP
(departmental) (project)
• Institutional policy – This is what the institution is committed to do.
• Strategy/action plan/roadmap – This is the institution’s response to
expectations placed on them by research councils etc.
• Guidelines – This is what the institution expect of staff (& services
available, and where responsibilities lie).
• Data management plans – This is staff are going to do at a departmental or
project level.
22. Questions?
• Slides from DCC Roadshow Web site
DCC London, Imperial College, 22 May 2012 #dcc_london
23. Exercise: Developing a Roadmap for RDM
Think about the potential components of a RDM service
Based on the strengths/weaknesses you identified in the quiz:
• Draft a list of actions needed at your institution
• Attempt to prioritise your list and pencil in timeframes (consider quick
wins!)
• Decide who needs to be involved to make this happen?
• Discuss how to make these plans public?
DCC London, Imperial College, 22 May 2012 #dcc_london
Editor's Notes
This talk pulls together the lessons from the DCC roadshow to consider how to develop policies and services for Research Data Management (RDM)
We ’ll cover who is responsible for RDM and what the potential components of a research data service are. The main part of the talk will focus on how other universities are addressing certain aspects to see where you can learn lessons At the end we ’ll touch on developing roadmaps in light of the EPSRC policy requirement and do an exercise on this
There are lots of stakeholders with varied roles, both within organisations and external to them. Requirements and support can be external (e.g. from funders, publishers, data centres) but in terms of developing infrastructure, research organisations are taking a central role. Ensuring clarity of responsibility across stakeholders and bringing people together is key.
*Animated slide – components come in separately* This isn ’t definitive. It’s just an idea of the building blocks involved and how they might be put together. - Storage is often though of first. It should be properly backed up with appropriate access controls and ability to access from anywhere - Also need an appropriate environment for research (instruments, hardware, software, VREs) tools and systems e.g. for grants - Aside from current work environments, we also need to consider facilities for archiving to preserve and share data - There ’s an inherent need to access/share data, so we need standards, tools and approaches for metadata across the lifecycle - We have the basics of a system, but none of this works without people to keep things running and provide guidance and training - Also need policies to provide overarching governance - And to ensure uptake and maintenance you need buy-in across the board, incentives and financial backing We ’ll now consider how different institutions are addressing certain aspects of this.
The data.bris team gave a case study at the DCC Roadshow in Cardiff in December 2011. This details here are abstracted from that talk. They are building research data services around their High Performance Computing facility to provide all researchers with adequate storage for their research data. The key things to note is the cost model – they provide a clear, up-front cost so additional storage can be written into proposals. Other Universities (Oxford, Leicester) have produced similar figures
A few institutions already run data repositories e.g. Edinburgh and Cambridge (both DSpace) Others are piloting them e.g. Essex and Southampton (doing extensions to existing ePrints repositories as part of JISC MRD02 programme) and Databank at Oxford. Key thing is that none of these services intend to replace established data services. Where there are more appropriate disciplinary data centres, for example, the data should be submitted there.
There are many external services – dedicated data centres supported by research funders and various structured databases and community initiatives. The list of data centres provided by DataCite is a useful reference for institutions and researchers to identify the most appropriate place of deposit.
This area is the aspect most in its infancy. No institutions appear to have a handle on exactly what research data they hold in order to systematically register & manage data, and expose appropriate metadata to facilitate sharing. However, several UK institutions have flagged a desire to develop institutional data catalogues so models are likely to emerge. A pertinent project to look at is C4D, which is developing an extension to the cerif standard to record information on research data. Research Data Australia – a discovery service for research data from Australian universities supported by ANDS – is a model the DCC is looking at to see how a similar service could be provided in the UK.
There are many examples of guidance and training – most are Creative Commons licensed so you can repurpose them. At the University of Glasgow, the Incremental project pulled together details of existing support to raise awareness of services that tended to be missed or misunderstood. Mantra provided excellent online training modules, as did other JISC RDMTrain projects. A current trend is to embed RDM into existing curricula e.g. core PhD skills courses. The research360 project is collaborating with a Doctoral Training Centre and reflect on this in their blog
There are four institutional RDM policies at present (Feb 2012). These differ in approach: Oxford University doesn’t have a policy per se. They collaborated with the University of Melbourne on the EIDCSR project (c.2009) and realised that implementation is a stumbling block so first introduced a Statement of Commitment until infrastructure was developed. A proper policy is being developed on the DaMaRO project. The University of Edinburgh’s policy is exemplary and seems to be the biggest influence on policy development at other institutions. It was written by an external consultant (Chris Rusbridge) and is described as aspirational as they know there’s some way to go to make it a reality. The University of Northampton reiterates the RCUK Code as its guiding principle and usefully provides guidance on procedures and support to explain how the policy should be implemented. The University of Hertfordshire has RDM requirements as part of a wider data management policy. The language/style is more legal, however an appendix provides much more practical guidance on data management.
Other universities are sharing lessons about how they are developing policy. The University of Manchester has released a document which explains how they’ve reviewed existing policies and funder requirements and what they’ve taken from each. The draft policy is included in this. The University of Southampton has blogged about developing their policy but have not yet shared the text. They’re developing a series of user guides to accompany the policy and usefully outline the ratification process, as they have good experience of this from passing open access policies.
Other universities are sharing lessons about how they are developing policy. The University of Manchester has released a document which explains how they’ve reviewed existing policies and funder requirements and what they’ve taken from each. The draft policy is included in this. The University of Southampton has blogged about developing their policy but have not yet shared the text. They’re developing a series of user guides to accompany the policy and usefully outline the ratification process, as they have good experience of this from passing open access policies.
Many thanks to Robin Rice for this slide, which she presented at the JISC MRD launch event. She spoke about the importance of knowing what your drivers are and getting lots of people involved to help develop your policy. There are also some practical decisions to make e.g. in terms of style and who will write the policy. The really key thing is to know your current situation (service gap analysis) and where you want to be (postcard from the future) so you can plan the transition between these stages
Uppermost on many minds at the moment is the requirement to develop a roadmap in response to the EPSRC
A question the DCC is often asked is ‘What is a roadmap?’ Here are some basic definitions found online. The key thing isn’t this outcome (i.e. the plan) rather the process of getting there – taking stock of your current position and realising what you need to do to be in a position to comply with the EPSRC policy in 3 years so you can plan for that activity.
This slide pulls out some of the key EPSRC policy requirements which have an impact on service development You need to know what you hold so you can systematically manage data – particularly access requests (iii), You need to make others aware of data holdings by publishing appropriate metadata (ii & v) And you need to proactively manage data throughout its lifecycle i.e. for 10+ years (vii & viii) Other requirements cover specific points about implementation i.e. what metadata to include, where data can be stored (not in a jurisdiction with lower legal safeguards), expectations for curation, and how to fund all of this work.
This slide pulls out some of the key EPSRC policy requirements which have an impact on service development You need to know what you hold so you can systematically manage data – particularly access requests (iii), You need to make others aware of data holdings by publishing appropriate metadata (ii & v) And you need to proactively manage data throughout its lifecycle i.e. for 10+ years (vii & viii) Other requirements cover specific points about implementation i.e. what metadata to include, where data can be stored (not in a jurisdiction with lower legal safeguards), expectations for curation, and how to fund all of this work.
This slide pulls out some of the key EPSRC policy requirements which have an impact on service development You need to know what you hold so you can systematically manage data – particularly access requests (iii), You need to make others aware of data holdings by publishing appropriate metadata (ii & v) And you need to proactively manage data throughout its lifecycle i.e. for 10+ years (vii & viii) Other requirements cover specific points about implementation i.e. what metadata to include, where data can be stored (not in a jurisdiction with lower legal safeguards), expectations for curation, and how to fund all of this work.
In the exercise, please consider the potential components of a RDM service which we’ve covered here and the strengths and weaknesses you identified earlier in the CARDIO quiz to decide what you need to do, when and how.