DESIGNING DATA MANAGEMENT TRAINING RESOURCES: IDCC 2013 WORKSHOP

Hannah Lloyd-Jones

Open Exeter Project, University of Exeter, UK

THE NEXT 45 MINUTES

Talk on Exeter’s approach to RDM training

QuestionsTraining exerciseFeedback and discussion

THE UNIVERSITY OF EXETER

Top 10 University in UK (since 2009)Russell Group (since 2012)18,500 students1,800 members of staff employed in six

Colleges over three campusesMultidisciplinary research – Humanities

and Social Science Strategy, and Science Strategy

OPEN EXETER PROJECT

Oct 2011 – March 2013JISC fundedRDM at UoE - main work strands: - Follow the Data - Policy development - Repository development - Advocacy - Embedding – training and guidance

SurveyRequirements analysisDevelopTestFeedback and evaluationEmbedMaintain

STAGES IN RDM TRAINING DEVELOPMENT

SURVEY

Review of similar surveys by other institutions

Adapt to make appropriate to UoE/aims and objectives

Adapt language to audienceAdvocacy/engagement planFollow-up interviews

REQUIREMENTS ANALYSIS 1

1. DAF Survey Results – Training: Only 31/284 (11%) respondents to the survey had received

data management training 8 of these had received the training outside the University

Number of respondents requiring training in each area:

DMP planning the most requested training College differences – e.g., nearly 75% of EMS researchers

wanted DMP training but only 35% in CEMPS

Training Area Number

How to Develop a Data Management Plan 144

Organising Research Material 123

Institutional Repositories and Open Access

121

Legal and Ethical Issues 115

File and Document Management 112

Bibliographic Software 83

REQUIREMENTS ANALYSIS 2 Most popular training formats were “Online training materials” and

“Training Workshops.” One to one sessions were the least popular training method

CEMPS CHUMs CLES SSIS PCMD Business0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Percentage of researchers in Colleges requiring each training method

Online training materials

Presentations and TalksTraining WorkshopsOne-to-one TrainingNone

REQUIREMENTS ANALYSIS 3

2. Interviews – in-depth investigation & ongoing engagement: Researchers ECRs PGRs Central support staff: Library, RKT College support staff: College managers & research support,

CDOs (Computer Development Officers)

3. Outputs: Report on DAF Findings Case study on DAF advocacy Use of survey results to gain high-level support Use of survey results to drive forward cultural change Training strategy

DEVELOP Identify: - priorities (from requirements analysis) - target audience and aims and format for these

audiences - different formats/aims for different stages e.g.

Induction talks vs workshops - what able to do given resources Identify and analyse training that already exists

externally and internally; collaboration Repurpose training materials e.g. UKDA workshop. Establish relationships with Learning and

Development Staff Slot into existing programmes e.g. Researcher

Development Programme

TEST AND REFINE

Run and evaluate pilot training e.g. 23 Things, DCC workshops

PGR students as focus group; formats, language, length, timing

Incentives help! e.g. Coffee and cakes

FEEDBACK & EVALUATION Types of feedback: - Written - Oral - Group - Private - Anonymous Integral part of training events – leave time for

reflection Collate and review regularly – keep an open mind. Think about reasons for collecting – act on it! (but not

necessarily immediately) Can’t please everyone – e.g. Feedback on discipline-

specific vs interdisciplinary training

EMBED

Institutional and research group level policy e.g. PGR/Supervisor check

Established events/programmes e.g. Research Speed Updating in OA week

Pros/cons of new training vs embedding in existing programmes

Cultural changeNetwork

MAINTAINStaffing requirements; train the trainerBudget for promotion/advocacyUpdate according to changes in

technology/policy/needsObserve peersSet up training service in stagesPeer-to-peer trainingRDM champions at research group

levelCross-disciplinary groupHigh-level support

SUMMARY OF TRAININGWhat AudienceResearcher Development Programme (RDP) - Series of 7 workshops

PGRs and ECRs

Research Data Management in the Social Sciences Social Sciences PGRsDiscuss, Debate, Disseminate PGRs and ECRsUnderstanding data management plans College managers; DoRs, ADRsWriting a data management plan (DMP) All researchersAn introduction to research data management (RDM) New PGRsAn introduction to RDM Support staffIntroduction to RDM for doctoral supervisors Doctoral supervisorsHolistic Librarian/23 Things Subject Librarians

Supporting researchers’ RDM and DMP needs College administrators; financial teams; RKT research managers

RDM in STEM/M STEM/M researchers

RDM in HASS HASS researchersPCAPDeskside researcher service All researchers

Research data management web site All UoE staff and students

Guides and tools All UoE staff and students

DMP advisory service All researchers

RDM workshop (ASPIRE) ECRs

RDM workshop (PCAP) ECRs

TIPS FOR TRAINING MATERIALS

Clear objectivesKnow your audienceUse researchers to create materialsConciseEasy to readJargon freeInclude glossariesTake-away materials – easy to pin-upOnline guidance to complement

training

HELPFUL LINKS

Contact us: rdm@exeter.ac.uk Open Exeter ProjectProject outputsFollow us on Twitter @OpenExeterRDMBlogUoE PoliciesDownload our research data

management survival guide for PGRS

ANY QUESTIONS?

TRAINING EXERCISE: SPEED DATA DATING 45 minute exercise Aims and Objectives: - To understand and discuss common and different themes, issues and

solutions of research data management across disciplines. - These need not be limited to one example of data but could address wider

issues – e.g. RDM in your research group, in different stages of research, confidentiality issues, funding bodies’ requirements etc.

Instructions: - Each person should have some Post-It notes and a pen. - Get into 2 concentric circles with approximately 14 people in each circle. - Talk to the person opposite you for 3 minutes about the issues, solutions

and common themes associated with your research data and materials. These could address issues such as RDM in your research group, in different stages of research, confidentiality issues, funding bodies’ requirements etc. To help you, the themes that we have identified are: Sharing, Ethical Issues, Open Access, Creation, Organisation, Storage and Other.

- Write the other person’s issues on a Post-It note – write at least one per conversation. After 3 minutes the whistle will be blown and you will have a new partner for conversation. (25 mins or so – 8 or 9 people total).

- Stick the Post-It notes on the most appropriate board (10 mins) - Feedback (10 mins)

TRAINING EXERCISE – RDM SKILLS Aims and Objectives:

To understand and discuss the skills that researchers and those that advise researchers on research data management need.

Instructions:

1. Make sure you have a pen and a block of Post-It notes.

2. Get into 2 concentric circles (approximately 12 people in each circle).

3. Talk to the person opposite you for 2 minutes about:

a) The skills you would like to develop in order to advise researchers on RDM issues

b) The skills researchers need to develop in order to manage research data more effectively

- Write the other person’s ideas on Post-It notes.

4. When the whistle blows, those on the outside circle will move around one place and you will have a new partner for conversation. (6 mins)

5. At the end of the exercise, stick the Post-It notes on the appropriate board. (2 mins)

6. Feedback. (5 mins)

DISCUSSION

Your institution’s approach to research data management training