Designing Data Resources: Tools for the provision of interactive research data management workshops IDCC13 Workshop, Amsterdam

Designing Data Resources:

Tools for the provision of interactive research data management workshops

IDCC13 Workshop, Amsterdam

Designing Data Management Training at the University of Bath

Catherine PinkData Scientist, Research360

Jez CopeTechnical Data Coordinator, Research360

University of BathA leading UK research university

>15,000 students & 2,500 staff.

Applied science and engineering research focus

‘Small Science’ in collaboration with industry

Research36018-month Jisc-funded project

Developing human and technical infrastructure for research data management

Focused on Faculties of Science and Engineering

Piloting resources in the CSCT Doctoral Training Centre

The next 45 minutes

Structured around some of our training workshops

Content modified for IDCC13

Interactive survey

• Format modified for IDCC

Presentation

• How we’ve developed our workshops and what they contain

Exercise

• Data management planning

Before we start: Clicker exercise

What we did

• Multiple choice questions asked at start and end of each session

Why it worked• Simple activity with clear instructions (hard to get wrong!?)

• “Safe” for students – they can compare their knowledge/opinions to the group without being singled out

• Students engaged with the material from the start

• Catalyses learning by encouraging reflection

Before we start: Clicker exercise

How we did it• TurningPoint Audience Response

System (ARS)

• Simple voting system for classroom use

• Provided by the University’s e-learning team

• Today we will use PollEverywhere.com instead

How to vote

Laptop, tablet or smartphone:

• Go to pollev.com/r360• Use the buttons there

Mobile phone:

• Send text message to +447624806527• Codes for each option will appear on the slides

• Normal network charges apply (UK mobile number)

What training did Bath already provide? Single annual data management presentation for postgraduate

students

Responsibility for delivery passed between senior academics

Content based on external resources (M.I.T)

Content not customised to the University or recently updated

• Focus on why, not how, to manage data

2012: Highlighted main risks of poor data management

2011: Poor understanding of data management despite some training

What did we start to do• Re-designed workshop from scratch, including original content and

external training resources e.g. DataTrain, MANTRA

• Focused on generic data management with achievable solutions we that can already provide

• Aimed at researchers - postgraduate students & academics

• Delivered by data management experts from Research360 project

• Tested new content on our pilot group of research students

• Observers to capture all comments/questions to help with development

• Needs structured exercises to develop skills as well as discussionHands-on workshop

• Early career researchers are used to lectures and favour this format for gathering new information

• Researchers prefer content (how, what, where) to ‘soft’ skills learning

Lecture-style workshop

• Scientists like talking about data management, but won’t consider it a worthwhile use of their time

Interactive workshop

Style & Format – several approaches tried

Structure of content based on data lifecycle

Definitions

Data management plans

Create• Data Types• Responsibilities

Active Use• Storage &

Security• Back up options• Organising data• File names &

versioning

Documentation• Contextual data• Metadata

Publication & Deposit

• Data sharing requirements

• Restrictions on data sharing

• How to share data

Preservation & Re-use

• Archive• File formats for

long term preservation

• Funders requirements• University codes / policy / procedures• Requirements to share data• Requirements to write Data Management Plans

Raise awareness of their responsibilities

• Storage and security of data• Organisation and file management• Keeping good records so data can be re-used

Try to prevent worst data management mistakes

2 hours – How much can you cover?• Limited time to cover a large and complex subject

• Provide links to further information

Key Content

Demonstrate relevance & support with practical advice

Will you be able to write your thesis/final report in 3 years time?

Use better file names and capture contextual information

What would happen if your computer failed?

Request your 1TB of centrally managed research data storage

Your digital data is safe, but what about your lab / research notebook?

Daily scans of your notebook for free to your personal storage area

Can you or anyone else understand your older research data?

Capture methods and abbreviations in metadata or ‘readme’ files

Does your funder require you to make your data accessible?

Publish your data in a data repository or data journal

Share with your future self!

Get participants to plan what they will do after the training

“Write a data management plan”

“Request central storage space” “Back up my data”

At the end of the workshop

“Helped to focus my data

management plan”

“How to store data securely”

“Where to get help & find more

information”

“Data

organisation”

“Reminded me how

easily I could lose my data”

What was useful?

“Cloud storage

solutions e.g.

Dropbox

“Not enough group

discussion”

“To much group discussion”

“Preparing a data

management plan”

“Bias towards science”

What was missing?Participant feedback essential for continued training development

Exercise: Data Management Plans

What we did• Produced 4 different DMP templates and split students into

groups to try themWhy it worked

• Clear time period, clear objectives• Data management plans cover many of the issues raised by

data management, so lots of subjects can be covered by one exercise

Outcomes• Students produced their own Data Management Plans• Students were contributing to our project — felt some

ownership of the process

Data Management Plan (DMP) Exercise

Templates• Digital Curation Centre Checklist: bit.ly/idcc13-dcc

• Jez’s PGR Student Template: bit.ly/idcc13-dmppgr

• David Shotton’s Twenty Questions: bit.ly/idcc13-20q

What to do – compare the three templates

1. After training, will your researchers know where to find the information to fill in each template?

2. Are different templates suited to different types of researchers?

Future plansShort /Medium Term• Continue to develop training format in response to feedback• Extend training to include / encourage academic staff • Provide additional online support for self learning

Long Term aims• Train more professional support staff to deliver training (“train-the-trainer”)• Develop subject specific training• Broader embedded training plans included as part of business case for

sustainable data management infrastructure

Updated data management website

go.bath.ac.uk/research-data

Developing an online self-learning module (see our poster!)

Find out more….

Research360 Blogblogs.bath.ac.uk/research360

University of Bath Research Data Management Websitewww.bath.ac.uk/research/data

Training slidesopus.bath.ac.uk/32296

Contact usresearch-data@bath.ac.uk

Discussion

How have you developed & designed research data management training resources at your institution?

How have you identified the skills gaps of your researchers/professional services staff?

Issues associated with new training programmes vs. embedding training in existing programmes

What are the most appropriate formats for training?

How will you ensure your training is sustainable?

How do you engage with the academic and professional support communities?

Benefits of discipline specific vs. cross-discipline training.