1. Collaboration, Coherence & Capacity-Building Using DSpace to Support a Major Social Science Research Programme in the UK Patrick Carmichael and Richard Procter CARET, University of Cambridge

2. The Teaching and Learning Research Programme An eight-year, £30 million programme of Education Research Administered by the Economic and Social Research Council (ESRC) Charged with supporting and developing education research in the United Kingdom Over 40 projects Over 300 researchers based in Further and Higher Education Institutions across England, Wales, Scotland and Northern Ireland. Research Fellowships Research Capacity Building Activities Thematic groups and seminar series Outputs include books, special editions of journals, articles, research briefing and reports, teaching materials and videos

3. Elements of the TLRP IT Infrastructure Programme website –Programme Information –Resources for participants and project administrators –News and Events –Project Summaries Project websites –Most run by participating institutions –TLRP hosts some project websites Database of individuals, projects and organisations Collaboration Environments: dotLRN and Sakai DSpace

4. Characteristics of the TLRP DSpace Single Collection including –Conference Papers (49%) –Occasional Papers, Research Briefings and Reports (22%) –Books (9%) –Published Articles (20%) Ready for the RAE! Sector descriptors based on British Education Thesaurus Descriptive vocabulary developed by TLRP community Submission at project or individual level Moderation by members of TLRP Directors’ Team Open Archive Initiative OAI-PMH Interface

5. The TLRP DSpace OAI Interface: some applications

6. DSpace content as RSS in the Sakai Environment OAI feed is transformed into RSS feed which then is aggregated in Sakai

7. Using DSpace to Explore Collaborative Practices in TLRP Projects DSpace provides (through the OAI interface) a means of observing over time how ‘co-authorship’ networks develop within and between the projects of the TLRP. Co-authorship is only a proxy for collaboration, which may take different forms in different settings - and it may not be the best one. Large scale studies have been undertaken: –Science (Newman, 2001-4) –Sociology (Moody, 2004) These have established some key approaches and metrics which can be applied. But these have been ‘historical’ analyses, not ‘live’!

8. Bipartite Author-Publication Graph Vertices represent authors and publications and arrows represent the relationship 'is an author of'. Note how author A1, as well as 'single-authoring' publication P1, is also a co-author of publication P2 with A2 and A3.

9. Author Graph Vertices represent authors and arrows represent the relationship 'has co-authored with'. The lack of this relationship between author A1 and A4 is evident, as is the isolation of author A5. With publications removed, the number of times any author has co- authored with another is not represented.

10. Fundamental Statistics for the TLRP DSpace MeasureSept 04Jan 05Apr 05Jun 05 Numbers of Authors35149244267 Numbers of Papers3397178227 Mean papers per author3.942.332.642.86 Mean authors per paper4.183.583.623.36 Collaborators per author5.884.888.197.88 Collaborators per author (adjusted) n/a 5.035.05

11. A component of the author network Christie, D., Tolmie, A., Howe, C., Topping, K., Thurston, A., Jessiman, E., Livingston, K., and Donaldson, C. (2004) The impact of collaborative group work in primary classrooms and the effects of class composition in urban and rural schools (TLRP Annual Conference, November 2004) Howe, C.,Nunes, T.,Bryant, P., and Jafri, S (2004) 'Intensive quantities: why they matter to mathematics education' (TLRP Annual Conference, November 2004)

12. A portion of the author network, showing cohesive subgroups, cliques and isolates

13. The author network a month later showing the development of a ‘giant component’

14. Conclusions and Next Steps OAI can be used in many different ways! But care needs to be taken when using something designed for resource discovery for resource description and in more complex applications. Careful design of metadata frameworks and vocabularies and aggregation of metadata records allows exploration of complex phenomena. Caution! –Small dataset as yet –Cannot be sure we have ‘complete’ set’ –Might need to look at other bipartite graphs, or at combinations of several. Just because you can, doesn’t mean you should!

15. Thank you! Contact Addresses: –patrick@caret.cam.ac.uk –richardp@caret.cam.ac.uk Websites: –http://www.tlrp.org –http://www.tlrp.org/dspace