Teaching Research Data Management: An Undergraduate/Graduate Curriculum

Piorun, Mary E.; Kafel, Donna; Leger-Hornby, Tracey; Najafi, Siamak; Martin, Elaine; Colombo, Paul J.; LaPelle, Nancy R.

doi:10.7191/jeslib.2012.1003

Cited by 39 publications

(34 citation statements)

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“…Open data and a change of mindset is the next step in the internet revolution (Berners-Lee, 2011) For students to engage with contemporary social problems, it is key to embed Open Data principles in research-based teaching and learning contexts provides students with the experience of working with the same raw materials scientists and policy-makers use (Atenas, Havemann & Priego, 2015), applying different methodologies in real scenarios and presenting the results in research papers that can be assessed, therefore connecting learning with real world problems (Kasl, Marsick & Dechant, 1997;Barron et al, 1998;Hmelo-Silver, 2004;Davies, 2010;Piorun et al 2012).…”

Section: Open Data-led Activities In Research-based Curriculamentioning

confidence: 99%

Open Data as Open Educational Resources: Towards transversal skills and global citizenship

2015

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Open Data is the name given to datasets which have been generated by international organisations, governments, NGOs and academic researchers, and made freely available online and openly-licensed. These datasets can be used by educators as Open Educational Resources (OER) to support different teaching and learning activities, allowing students to gain experience working with the same raw data researchers and policy-makers generate and use. In this way, educators can facilitate students to understand how information is generated, processed, analysed and interpreted.This paper offers an initial exploration of ways in which the use of Open Data can be key in the development of transversal skills (including digital and data literacies, alongside skills for critical thinking, research, teamwork, and global citizenship), enhancing students' abilities to understand and select information sources, to work with, curate, analyse and interpret data, and to conduct and evaluate research. This paper also presents results of an exploratory survey that can guide further research into Open Data-led learning activities. Our goal is to support educators in empowering students to engage, critically and collaboratively, as 21st century global citizens.

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Section: Open Data-led Activities In Research-based Curriculamentioning

confidence: 99%

Open Data as Open Educational Resources: Towards transversal skills and global citizenship

2015

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“…I drew mostly from the New England Collaborative Data Management Curriculum (NECDMC; Piorun et al, 2012) with source materials attributed). The final set of lecture slide decks is available (A. Whitmire, 2014a), but has since been refined for the second course offering (updated slides are posted at: A. Whitmire (n.d.)).…”

Section: Course Structure Content and Activitiesmentioning

confidence: 99%

“…Lesson plans also included the associated readings and homework assignment, if any. In order to develop learning outcomes for the course, the learning outcomes from Piorun et al (2012) were sorted into the categories of DIL core competencies and then combined with the DIL competencies themselves. There was some duplication between the DIL competencies and the Piorun et al learning outcomes, but surprisingly little (see Appendix 1).…”

Section: Course Structure Content and Activitiesmentioning

confidence: 99%

Implementing a Graduate-Level Research Data Management Course: Approach, Outcomes, and Lessons Learned

Whitmire

2015

Journal of Librarianship and Scholarly Communication

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INTRODUCTIONAs data-driven research becomes the norm, practical knowledge in data stewardship is critical for researchers. Despite its growing importance, formal education in research data management (RDM) is rare at the university level. Academic librarians are now playing a leadership role in developing and providing RDM training and support to faculty and graduate students. This case study describes the development and implementation of a new, credit-bearing course in RDM for graduate students from all disciplines. DESCRIPTION OF PROGRAM The purpose of the course was to enable students to acquire foundational knowledge and skills in RDM that would support long-term habits in the planning, management, preservation, and sharing of research data. The pedagogical approach for the course combined outcomescentered course design with active learning techniques. Periodic course assessment was performed through anonymous student surveys, with the objective of gauging course efficacy and quality, and to obtain suggested modifications or improvements. These assessment results indicated that the course content and scope were appropriate and that the active learning approach was effective. Assessments of student learning demonstrated that all major learning objectives were achieved. NEXT STEPS Information derived from the student surveys was used to determine how the course could be modified to improve student experience and the overall quality of the course and the instruction. INTRODUCTIONThis paper describes the development and implementation of a new course for graduate students in selected aspects of data information literacy. The idea of creating a creditbearing, graduate-level course was conceived during a meeting between two members of the library's Center for Digital Scholarship and Services and two high-level administrators of the Graduate School. Our library-based data services were just becoming established, and we were beginning to open lines of communication with university stakeholders. A major point of discussion during this meeting was the idea of preserving the datasets that underpin graduate student theses and dissertations in our institutional repository (IR). Our Graduate School mandates the deposit of an electronic copy of the thesis or dissertation (ETD) into our IR in order to graduate, and those of us at the meeting were discussing adding a mandate for the deposit of student datasets as well. We all had to concede, however, that many graduate students would probably not be prepared to deposit a dataset into the IR because they would not have received any formal training in data management during the course of their programs, and as such, their data would not be in sufficient condition to be shared (i.e., be well organized and sufficiently documented). If preserving and sharing the datasets produced by graduate students was to be a shared goal of the Graduate School and the library, then we had to develop and provide a mechanism that would empower students to be able to realize that goal.Our libr...

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“…Five sets of competencies have been proposed in the literature that generally describe skills needed to manage and organize data; apply metadata; and curate data for long-term preservation and re-use (Calzada Prado and Marzal 2013;Carlson et al 2011;Qin and D'ignazio 2010;Schneider 2013;Piorun et al 2012). The competencies developed have been platforms for a variety of learning objectives and educational curricula targeted to a number of educational disciplines (Shorish 2015;Frank and Pharo 2016;Whitmire 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

The Data Engagement Opportunities Scaffold: Development and Implementation

Goben

Nelson

2018

JeSLIB

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While interest in research data management (RDM) services have grown, clarifying the path between traditional library responsibilities and RDM remains a challenge. While the literature has provided ideas about services and student-/researcher-focused data information literacy (DIL) competencies, nothing has yet brought these skill sets together to provide a pathway for librarians engaging in RDM. The Data Engagement Opportunities scaffold was developed to provide a strategic trajectory relating information science skills, the DIL competencies, the stages of the data life cycle, three levels of RDM engagement activities, and potential measurable outcomes. This scaffold provides direction for librarians looking to identify their current abilities and explore new opportunities.

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Teaching Research Data Management: An Undergraduate/Graduate Curriculum

Cited by 39 publications

References 1 publication

Open Data as Open Educational Resources: Towards transversal skills and global citizenship

Open Data as Open Educational Resources: Towards transversal skills and global citizenship

Implementing a Graduate-Level Research Data Management Course: Approach, Outcomes, and Lessons Learned

The Data Engagement Opportunities Scaffold: Development and Implementation

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