D3.2 Cost Concept Model and Gateway Specification

This document introduces a Framework supporting the implementation of a cost concept model against which current and future cost models for curating digital assets can be benchmarked. The value built into this cost concept model leverages the comprehensive engagement by the 4C project with various user communities and builds upon our understanding of the requirements, drivers, obstacles and objectives that various stakeholder groups have relating to digital curation. Ultimately, this concept model should provide a critical input to the development and refinement of cost models as well as helping to ensure that the curation and preservation solutions and services that will inevitably arise from the commercial sector as ‘supply’ respond to a much better understood ‘demand’ for cost-effective and relevant tools. To meet acknowledged gaps in current provision, a nested model of curation which addresses both costs and benefits is provided. The goal of this task was not to create a single, functionally implementable cost modelling application; but rather to design a model based on common concepts and to develop a generic gateway specification that can be used by future model developers, service and solution providers, and by researchers in follow-up research and development projects.<p></p> The Framework includes:<p></p> • A Cost Concept Model—which defines the core concepts that should be included in curation costs models;<p></p> • An Implementation Guide—for the cost concept model that provides guidance and proposes questions that should be considered when developing new cost models and refining existing cost models;<p></p> • A Gateway Specification Template—which provides standard metadata for each of the core cost concepts and is intended for use by future model developers, model users, and service and solution providers to promote interoperability;<p></p> • A Nested Model for Digital Curation—that visualises the core concepts, demonstrates how they interact and places them into context visually by linking them to A Cost and Benefit Model for Curation.<p></p> This Framework provides guidance for data collection and associated calculations in an operational context but will also provide a critical foundation for more strategic thinking around curation such as the Economic Sustainability Reference Model (ESRM).<p></p> Where appropriate, definitions of terms are provided, recommendations are made, and examples from existing models are used to illustrate the principles of the framework

Connecting Researchers to Repositories IMLS Project Report

Abstract: Despite a general consensus that making research data available is beneficial to many stakeholders, data sharing/curation is still not performed as an integrated step in most research lifecycles or common practice in the academic setting. Given many efforts over the last several years, why aren’t repositories used more by researchers? This question was explored in two workshops meant to consider the next steps in developing the Data Curation Profiles (DCP) Toolkit. It identifies a unique approach to help efforts to increase data deposits in research data repositories from an entrepreneurial perspective

Visual analytics for supply network management: system design and evaluation

We propose a visual analytic system to augment and enhance decision-making processes of supply chain managers. Several design requirements drive the development of our integrated architecture and lead to three primary capabilities of our system prototype. First, a visual analytic system must integrate various relevant views and perspectives that highlight different structural aspects of a supply network. Second, the system must deliver required information on-demand and update the visual representation via user-initiated interactions. Third, the system must provide both descriptive and predictive analytic functions for managers to gain contingency intelligence. Based on these capabilities we implement an interactive web-based visual analytic system. Our system enables managers to interactively apply visual encodings based on different node and edge attributes to facilitate mental map matching between abstract attributes and visual elements. Grounded in cognitive fit theory, we demonstrate that an interactive visual system that dynamically adjusts visual representations to the decision environment can significantly enhance decision-making processes in a supply network setting. We conduct multi-stage evaluation sessions with prototypical users that collectively confirm the value of our system. Our results indicate a positive reaction to our system. We conclude with implications and future research opportunities.The authors would like to thank the participants of the 2015 Businessvis Workshop at IEEE VIS, Prof. Benoit Montreuil, and Dr. Driss Hakimi for their valuable feedback on an earlier version of the software; Prof. Manpreet Hora for assisting with and Georgia Tech graduate students for participating in the evaluation sessions; and the two anonymous reviewers for their detailed comments and suggestions. The study was in part supported by the Tennenbaum Institute at Georgia Tech Award # K9305. (K9305 - Tennenbaum Institute at Georgia Tech Award)Accepted manuscrip

Framework for the implementation of urban big screens in the public space

In the last decade, big urban screens have appeared in town squares and on building facades across the UK. The use of these screens brings new potentials and challenges for city regulators, artists, architects, urban designers, producers, broadcasters and advertisers. Dynamic moving images form new architectural material, affecting our perception and the experience of the space around us. A new form of urban space is emerging that is fundamentally different from what we have known, and it seems that we are ill-equipped to deal with and analyse it. We are just beginning to understand the opportunities for public information, art and community engagement. Most of screens at present serve mainly commercial purposes, they do not broadcast information aimed at sharing community content nor do they support public social interactions. We need to see more negotiation between commercial, public and cultural interests. The SCREAM project addresses these new challenges by looking at the physical urban spaces and the potential spaces created by the new technologies

Contextualizing "text and context": An annotation of the Fall 2020 syllabus for PUB 800 at SFU

This report documents my experience of teaching PUB 800 – Text and Context: Publishing in Contemporary Culture at SFU Publishing in the Fall 2020 semester, which was both my first time teaching this course and the first time it had been delivered remotely, owing to the COVID-19 pandemic. It details the work of designing a publishing theory seminar as a non-academic, industry professional, and examines how a course that originated as a primer in Canadian publishing policy has evolved into a seminar course that more broadly interrogates the structure, state, and culture of contemporary publishing. The report reflects on the challenges of structuring the course to adequately cover the necessary material in twelve weeks, and on the limitations of using Canadian book publishing as the course’s primary case study. It also looks at the adaptations made to the course structure and delivery in light of the pandemic

Audiovisual preservation strategies, data models and value-chains

This is a report on preservation strategies, models and value-chains for digital file-based audiovisual content. The report includes: (a)current and emerging value-chains and business-models for audiovisual preservation;(b) a comparison of preservation strategies for audiovisual content including their strengths and weaknesses, and(c) a review of current preservation metadata models, and requirements for extension to support audiovisual files

Metadata enrichment for digital heritage: users as co-creators

This paper espouses the concept of metadata enrichment through an expert and user-focused approach to metadata creation and management. To this end, it is argued the Web 2.0 paradigm enables users to be proactive metadata creators. As Shirky (2008, p.47) argues Web 2.0’s social tools enable “action by loosely structured groups, operating without managerial direction and outside the profit motive”. Lagoze (2010, p. 37) advises, “the participatory nature of Web 2.0 should not be dismissed as just a popular phenomenon [or fad]”. Carletti (2016) proposes a participatory digital cultural heritage approach where Web 2.0 approaches such as crowdsourcing can be sued to enrich digital cultural objects. It is argued that “heritage crowdsourcing, community-centred projects or other forms of public participation”. On the other hand, the new collaborative approaches of Web 2.0 neither negate nor replace contemporary standards-based metadata approaches. Hence, this paper proposes a mixed metadata approach where user created metadata augments expert-created metadata and vice versa. The metadata creation process no longer remains to be the sole prerogative of the metadata expert. The Web 2.0 collaborative environment would now allow users to participate in both adding and re-using metadata. The case of expert-created (standards-based, top-down) and user-generated metadata (socially-constructed, bottom-up) approach to metadata are complementary rather than mutually-exclusive. The two approaches are often mistakenly considered as dichotomies, albeit incorrectly (Gruber, 2007; Wright, 2007) . This paper espouses the importance of enriching digital information objects with descriptions pertaining the about-ness of information objects. Such richness and diversity of description, it is argued, could chiefly be achieved by involving users in the metadata creation process. This paper presents the importance of the paradigm of metadata enriching and metadata filtering for the cultural heritage domain. Metadata enriching states that a priori metadata that is instantiated and granularly structured by metadata experts is continually enriched through socially-constructed (post-hoc) metadata, whereby users are pro-actively engaged in co-creating metadata. The principle also states that metadata that is enriched is also contextually and semantically linked and openly accessible. In addition, metadata filtering states that metadata resulting from implementing the principle of enriching should be displayed for users in line with their needs and convenience. In both enriching and filtering, users should be considered as prosumers, resulting in what is called collective metadata intelligence

Pathways for the Development of Future Intelligent Distribution Grids

The next decade will bring several technical and organisational challenges to the electrical distribution grids, which are becoming an important pillar of the energy transition. Distribution system operators will play a crucial role and thus need to find innovative solutions that will prepare them for these changes. Allowing the variations in the size, organisation and technical characteristics of distribution grids, this paper presents the pathways for the distribution system operators developed within the scope of the UNITED-GRID project. These were developed in close cooperation with distribution grids and demonstration sites in the Netherlands, France and Sweden. Investment decision tools based on future scenarios and future-readiness assessment form the first step to steer the distribution system operators towards the necessary technical and digital innovations that increase the observability and controllability of the grid. Secondly, the guidelines present new types of business models that can be integrated into the operators’ portfolios. Thirdly, a workshop methodology is proposed to define the new internal requirements that make distribution system operators more agile to face the fast impacts of the energy transition. Case studies from the demonstration sites are used as examples in the paper

Educational Data Analytics for Teachers and School Leaders

Educational Data Analytics (EDA) have been attributed with significant benefits for enhancing on-demand personalized educational support of individual learners as well as reflective course (re)design for achieving more authentic teaching, learning and assessment experiences integrated into real work-oriented tasks. This open access textbook is a tutorial for developing, practicing and self-assessing core competences on educational data analytics for digital teaching and learning. It combines theoretical knowledge on core issues related to collecting, analyzing, interpreting and using educational data, including ethics and privacy concerns. The textbook provides questions and teaching materials/ learning activities as quiz tests of multiple types of questions, added after each section, related to the topic studied or the video(s) referenced. These activities reproduce real-life contexts by using a suitable use case scenario (storytelling), encouraging learners to link theory with practice; self-assessed assignments enabling learners to apply their attained knowledge and acquired competences on EDL. By studying this book, you will know where to locate useful educational data in different sources and understand their limitations; know the basics for managing educational data to make them useful; understand relevant methods; and be able to use relevant tools; know the basics for organising, analysing, interpreting and presenting learner-generated data within their learning context, understand relevant learning analytics methods and be able to use relevant learning analytics tools; know the basics for analysing and interpreting educational data to facilitate educational decision making, including course and curricula design, understand relevant teaching analytics methods and be able to use relevant teaching analytics tools; understand issues related with educational data ethics and privacy. This book is intended for school leaders and teachers engaged in blended (using the flipped classroom model) and online (during COVID-19 crisis and beyond) teaching and learning; e-learning professionals (such as, instructional designers and e-tutors) of online and blended courses; instructional technologists; researchers as well as undergraduate and postgraduate university students studying education, educational technology and relevant fields