A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices

Research data management challenges in citizen science projects and recommendations for library support services. A scoping review and case study.

Citizen science (CS) projects are part of a new era of data aggregation and harmonisation that facilitates interconnections between different datasets. Increasing the value and reuse of CS data has received growing attention with the appearance of the FAIR principles and systematic research data management (RDM) practises, which are often promoted by university libraries. However, RDM initiatives in CS appear diversified and if CS have special needs in terms of RDM is unclear. Therefore, the aim of this article is firstly to identify RDM challenges for CS projects and secondly, to discuss how university libraries may support any such challenges. A scoping review and a case study of Danish CS projects were performed to identify RDM challenges. 48 articles were selected for data extraction. Four academic project leaders were interviewed about RDM practices in their CS projects. Challenges and recommendations identified in the review and case study are often not specific for CS. However, finding CS data, engaging specific populations, attributing volunteers and handling sensitive data including health data are some of the challenges requiring special attention by CS project managers. Scientific requirements or national practices do not always encompass the nature of CS projects. Based on the identified challenges, it is recommended that university libraries focus their services on 1) identifying legal and ethical issues that the project managers should be aware of in their projects, 2) elaborating these issues in a Terms of Participation that also specifies data handling and sharing to the citizen scientist, and 3) motivating the project manager to good data handling practises. Adhering to the FAIR principles and good RDM practices in CS projects will continuously secure contextualisation and data quality. High data quality increases the value and reuse of the data and, therefore, the empowerment of the citizen scientists

1st INCF Workshop on Sustainability of Neuroscience Databases

The goal of the workshop was to discuss issues related to the sustainability of neuroscience databases, identify problems and propose solutions, and formulate recommendations to the INCF. The report summarizes the discussions of invited participants from the neuroinformatics community as well as from other disciplines where sustainability issues have already been approached. The recommendations for the INCF involve rating, ranking, and supporting database sustainability

Survey of research libraries on aggregation of digital content

This document reports the results of a survey of Europe’s research libraries concerning their opportunities for and attitudes to digital content aggregation, specifically by aggregation services capable of feeding Europeana. The survey was carried out as Task 3.4 of the EuropeanaTravel project. The survey was prepared with input from Europeana, LIBER and the EuropeanaTravel management team. The intentions were to provide a snapshot of aggregation attitudes and activity across Europe, to inform the strategies of both LIBER and Europeana, and to help to inform the long-term development path for the LIBER aggregator which is being developed as part of EuropeanaTravel

The European Landscape of Qualitative Social Research Archives: Methodological and Practical Issues

In this article I set about describing current practices in archiving and reusing qualitative data. I discuss where can you find archived sources of qualitative data, and discuss some of the debates surrounding methodological, ethical and theoretical considerations relating to re-using data. I then address more pragmatic issues involved acquiring, preserving, providing access to and supporting the use of the data. Where best do qualitative data collections sit?in traditional libraries or archives alongside historical documents or as part of more holistic digital collections of contemporary social science research resources? This question relates to accessibility, resource discovery and cataloging methods, data preparation and documentation and promotional and outreach efforts to encourage data use. The ESDS Qualidata unit at the UK Data Archive is used as case study for showcasing archival practices, and is situated within the broader European landscape of social science-oriented data archives. Infrastructure requirements for running an archive are discussed and a look forward future developments

Open Educational Practices and Resources. OLCOS Roadmap 2012

As a Transversal Action under the European eLearning Programme, the Open e-Learning Content Observatory Services (OLCOS) project carries out a set of activities that aim at fostering the creation, sharing and re-use of Open Educational Resources (OER) in Europe and beyond.OER are understood to comprise content for teaching and learning, software-based tools and services, and licenses that allow for open development and re-use of content, tools and services.The OLCOS road mapping work was conducted to provide decision makers with an overview of current and likely future developments in OER and recommendations on how various challenges in OER could be addressed.While the results of the road mapping will provide some basis for policy and institutional planning, strategic leadership and decision making is needed for implementing measures that are likely to promote a further uptake of open educational practices and resources.OER are understood to be an important element of policies that want to leverage education and lifelong learning for the knowledge economy and society. However, OLCOS emphasises that it is crucial to also promote innovation and change in educational practices.In particular, OLCOS warns that delivering OER to the still dominant model of teachercentred knowledge transfer will have little effect on equipping teachers, students and workers with the competences, knowledge and skills to participate successfully in the knowledge economy and society.This report emphasises the need to foster open practices of teaching and learning that are informed by a competency-based educational framework. However, it is understood that a shift towards such practices will only happen in the longer term in a step-by-step process. Bringing about this shift will require targeted and sustained efforts by educational leaders at all levels

Infrastructuring for cultural commons

In this doctoral dissertation, I inquire into the ways in which Participatory Design (PD) and digital design endeavors can contribute to wider public access to, and use of, digital cultural heritage. I advocate for an approach according to which digital cultural heritage is arranged and understood as cultural commons, and for more collaborative modes of social care for and governance of the commons. In addition to the empirically grounded findings and proposals contained in six individual research articles, I develop a theoretical framework that combines scholarship on Information Infrastructures, Commons and PD. Against this framework I interrogate how the information infrastructures and conditions that surround digital cultural heritage can be active in constructing and contributing to cultural commons. While doing this, I draw attention to the gap that exists between on the one hand official institutional digital cultural heritage collections, systems and practices, and on the other hand the digital platforms and practices through which everyday people create, curate and share digital cultural works. In order to understand how to critically and productively bridge this gap, I present insights gained from conducting three design research cases that engage both cultural heritage institutions and everyday media users. Building upon this empirical work, and latching on to scholarship on the notion of infrastructuring, I propose four infrastructuring strategies for cultural commons: probing and building upon the installed base, stimulating and simulating design and use through gateways, producing and pooling shared resources, and, lastly, fostering and shaping a commons culture that supports commoning. In exploring these strategies, I map the territory between commons and infrastructuring, and connect these notions to the PD tradition. I do so to sketch the design principles for a design orientation, commons design. I assert that these principles can be useful for advancing PD, and can inform future initiatives, aid in identifying infrastructural challenges, and in finding and confirming an orientation to participatory design activities. Drawing on my practical design work, I discuss requirements for professional designers operating on commons frameworks and with collective action. By doing this, my dissertation not only breaks new theoretical ground through advancing theoretical considerations relevant to contemporary design research, especially the field of PD, but also contributes practical implications useful for professional digital media design practice, especially for designers working in the fields of digital culture and cultural heritage