1. Introduction to the RDMRose module Session 1.1 Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose RDMRose: Research Data Management for LIS Session 1 Introductions, RDM, and the role of LIS Session 1.1 Introduction to the RDMRose module

2. Session overview About RDMRose The team Your contribution The benefits to you Philosophy of the module Learning outcomes Session by session outline Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

3. RDMRose RDMRose: Research Data Management for LIS Professionals Funded by JISC, for one year, July 2012- White Rose University libraries + Information School at the University of Sheffield RDM module as an OER for – CPD – LIS educators to reuse By repurposing existing content By creating new tailored content, including two substantial case studies http://www.sheffield.ac.uk/is/research/projects/rdmrose Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

4. The team Information School authors – Andrew Cox, a.m.cox@sheffield.ac.uk – Eddy Verbaan, e.verbaan@sheffield.ac.uk – Barbara Sen, b.a.sen@sheffield.ac.uk Libraries of the University of Leeds, Sheffield and York Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

5. Your contribution Help define the learning needs Use our learning materials and help judge their suitability in terms of – Content – Level – Form Contribute resources Contribute creative ideas about how to explain topics Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

6. Learning philosophy Learning is hard; it is about change and engaging with uncertainty People learn in different ways It’s unusual to be learning intensively with work colleagues Your roles in RDM are likely to be different, but complementary Some are sceptical about the role of LIS in RDM There are many other work priorities Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

7. The benefits to you Acquire both theoretical knowledge and practical skills related to RDM The knowledge and time to think about how you and your team prioritise research/RDM support roles Possibility to reuse some of the material yourself to teach students, researchers or other LIS or support staff Enhance your competencies and employability Potentially you can gain accreditation in RDM (optional) Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

8. What will the module be like? Participative and collaborative Very practical and active Inquiry and problem based Realistic Strategic Theoretical “Open” – Open to your choice and needs – Reflect open-ended nature of RDM issue – Reference open resources – Remixed – Shared as OER Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

9. Open Educational Resources (OER) “Open Educational Resources (OER) are teaching and learning materials that you may freely use and reuse, without charge” (ISKME, 2012) Designs that “Are understandable and can be successfully used by others Support sound pedagogical practice Advance professional learning and sharing Contain accurate and relevant content knowledge Are developmentally and culturally appropriate.” (ISKME, 2012) Also: – Clear structures and standard terminology – Granular approach – Copyright safe Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

10. What the module will NOT be like Tell you how to define RDM in your role Comprehensive Training to be a data scientist Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

11. Learning outcomes The learning outcomes of the learning materials will be for learners to develop the ability to: – explain the diverse nature of research across academic disciplines and specialities and discuss different conceptions of research data, – analyse the context in which research data management has become an issue, – discuss the role of a range of professional services, including libraries, in RDM, – reflect for themselves as individuals and for information professionals in general on the role and priority of supporting research data management, – explain and apply the key concepts of research data management and data curation to real world case studies and professional practice, – and understand how to keep knowledge acquired on the module up- to-date. Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

12. Session by session outline 1.Introductions, RDM, and the role of LIS 2.The nature of research and the need for RDM 3.The digital curation lifecycle 4.Key institutions and projects in RDM 5.What is data? 6.Managing data 7.Case studies: Research projects 8.Case study: Institutional context, and conclusions Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

13. ACTIVITY 1.1 Knowledge/experience and importance of RDM topics Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

14. Activity 1.1 Knowledge/experience and importance of RDM topics The first column in the table is a list of things that may be covered in the module. Rate your current level of knowledge. Rate how important the topic is from your perspective. Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

15. REFERENCES Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

16. References ISKME. (2012). OER Commons Open Educational Resources. Half Moon Bay, California. http://www.oercommons.org/http://www.oercommons.org/ Sep-2012 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose