One of the foundational aims of the open access movement, set out in the Budapest Open Access Initiative, was to provide access to research not only to scholars, but to “teachers, students and other curious minds” and in so doing “enrich education”. However almost two decades on from the declaration access to the research literature for educational purposes remains limited. […]
Come learn with us!
Image: MOOC tutors. From left to right: Sarah Jones, Rene van Horik, Alexandra Delipalta, S. Venkat, Ellen Verbakel.
Just over a week in and we all continue to be overwhelmed by responses to our new MOOC* on Delivering Research Data Management Services. We have over 1400 learners from 116 countries and they have been very active in the discussion forum. Literally hundreds of comments and questions – and such insightful responses.
Ellen and Sarah moderated the first week of the MOOC and have been inspired to do more online teaching as a result. This week you have Rene, Sarah and Ellen answering your questions. In the first week we learnt about the basics of RDM services, the data lifecycle and making the case for support. Participants watched various videos and read case studies, then reflected on the priorities at their own institution. Forum comments show that participants found the inputs from people we interviewed useful:
I agree with Gavin that ‘well managed data leads to higher quality research’.
Dorothy Byatt
I liked the summary by Tanita Casci (Head of Research Policy at the University of Glasgow) of what good research is like: “Good research is research that is well-planned, well-executed, well-documented, and widely shared.”
Philipp Conzett
Data Management Planning and data stewardship were key discussion points. Many funders and organisations worldwide are encouraging DMPs but there are concerns about ensuring requirements are realistic and support researchers’ practices. The data stewardship approach at Delft also raised a lot of discussion. People appreciated their emphasis on open science and found the model a great way to bridge between the various services available in the institutions, as well as between data services and research communities.
The discussion on the stakeholders provided us with lots of insights from the institutions you all work in. The overall conclusion was that there is often a lack of engagement from senior management. Many people wanted to raise awareness, especially amongst researchers. Services could also be unconnected across the institution so support staff wanted to join up provision to offer a coordinated set of RDM services.
We have a few learners from a research background too. Our course is aimed specifically at those delivering RDM services. Some lessons will be transferable to other contexts, but those wanting to learn how to manage and share data should check out parallel courses such as those noted below:
Our MOOC runs until 14th October and will run again later in the year or early 2020. Find out more at: https://www.futurelearn.com/courses/delivering-research-data-management-services
* A MOOC is a Massive Open Online Course. Our MOOC is available on the FutureLearn platform and is free to all.
Book Review: What Works Now? Evidence-informed Policy and Practice edited by Annette Boaz, Huw Davies, Alec Fraser and Sandra Nutley
In What Works Now? Evidence-informed Policy and Practice, Annette Boaz, Huw Davies, Alec Fraser and Sandra Nutley offer both a synthesis and critique of the rapidly evolving field of evidence-informed policy and practice. William Solesbury praises the timeliness, breadth and clarity of the collection. This post originally appeared on LSE Review of Books. If you would like to contribute to the series, please contact the managing editor of LSE Review […]
Academic communication, academic writing, apps, digital scholarship, Featured, Public Engagement, Rainy Day Project, research communication, research methods
Creating Impact with Apps – The Rainy Day Project
Mobile phone applications, Apps, have become a common feature of day to day life. However, their application to social research is only beginning to be experimented with and understood. In this post Wasim Ahmed, discusses The Rainy Day Project, a research project that from the outset was designed to employ an app and considers the how the inclusion of app […]
digital scholarship, Evidence Based Teaching, Featured, Impact, metrics, reading lists, research evaluation, Teaching, The Open Syllabus Project
Open Syllabus Explorer: evidencing research-based teaching?
Research impact is often equated with the way in which research articles are cited and used by other researchers and non-academics. An often less appreciated aspect of research impact is the impact that the ideas contained within research papers and books have when used to teach students. In this re-post Anne-Wil Harzing presents the The Open Syllabus Explorer, an online tool that […]
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Authenticity Project update: preparing for DLF – by guest author Raquel Donahue
September 9, 2019
by Catherine A. Aster
Stanford University’s Cathy Aster, Product and Service Manager in Digital Library Systems and Services graciously invited me to write a second guest blog post for the Digital Library Blog earlier this year, so here I am, belatedly taking her up on that generous offer.