KAREN: Opportunities and Challenges for New Zealand Libraries

The Kiwi Advanced Research and Education Network (KAREN) will transform New Zealand’s research and education sector, in which libraries play a key part; however many staff in research organisations, including librarians, are not aware of KAREN and what it offers. This article introduces KAREN, suggests how research libraries could use KAREN to collaborate and deliver content and services, and explores some new professional roles and responsibilities

Report of the user requirements and web based access for eResearch workshops

The User Requirements and Web Based Access for eResearch Workshop, organized jointly by NeSC and NCeSS, was held on 19 May 2006. The aim was to identify lessons learned from e-Science projects that would contribute to our capacity to make Grid infrastructures and tools usable and accessible for diverse user communities. Its focus was on providing an opportunity for a pragmatic discussion between e-Science end users and tool builders in order to understand usability challenges, technological options, community-specific content and needs, and methodologies for design and development. We invited members of six UK e-Science projects and one US project, trying as far as possible to pair a user and developer from each project in order to discuss their contrasting perspectives and experiences. Three breakout group sessions covered the topics of user-developer relations, commodification, and functionality. There was also extensive post-meeting discussion, summarized here. Additional information on the workshop, including the agenda, participant list, and talk slides, can be found online at http://www.nesc.ac.uk/esi/events/685/ Reference: NeSC report UKeS-2006-07 available from http://www.nesc.ac.uk/technical_papers/UKeS-2006-07.pd

Interoperability in eLearning Contexts. Interaction between LMS and PLE

The emergence of the Information and Communication Technologies and its application in several areas with varying success, implies the definition of a great number of software systems. Such systems are implemented in very different programming languages, using distinct types of resources, etc. Learning and Teaching is one of those application areas, where there are different learning platforms, repositories, tools, types of content, etc. These systems should interoperate among them to provide better and more useful learning services to students and teachers, and to do so web services and interoperability specifications are needed. This paper presents a service-based framework approach to facilitate the interoperability between Learning Management Systems and Personal Learning Environments, which has been implemented as a proof of concept and evaluated through several pilot experiences. From such experiences it is possible to see that interoperability among the personal and institutional environments it is possible and, in this way, learners can learn independently without accessing to the institutional site and teachers have information about learning that happens in informal activities

A Study of the Relationship of Communication Technology Configurations in Virtual Research Environments and Effectiveness of Collaborative Research

Virtual Research Environments (VRE) are electronic meeting places for interaction among scientists created by combining software tools and computer networking. Virtual teams are enjoying increased importance in the conduct of scientific research because of the rising cost of traditional scientific scholarly communication, the growing importance of shared academic research by geographically dispersed scientific teams, and changes in the corporate research structures. New facilities provided by the Internet technology enhanced this situation. Currently, our knowledge about VRE-based scientific communication and what makes it effective is relatively immature in terms of understanding technology (interface, architecture, and software evaluation), system management (software systems, visualization, scalability), knowledge bases, expert systems, and coordination. Moreover, we do not have a comprehensive classification scheme for virtual research environments primarily from a technological viewpoint. This study provided an analysis of VRE from a technological standpoint and developed a conceptual model that identified factors facilitating collaboration effectiveness with a primary focus on technology. VRE portals were at the core of the investigation as they are the entry points for VRE related information and resource access. First, the study developed a methodological framework for characterizing VREs, applied that framework to examine and classify existing VRE systems, and developed a new classification. Then, the study established a relationship between the technological profiles of various types of VREs and their productivity. Study results show that the technological arrangements of the VRE neither depend upon scientific discipline nor the existing functional typology. The study did not identify a significant presence of communication and collaboration technologies within the VRE systems. However, results indicated that there were a correlation between communication and collaboration technologies and VRE effectiveness

The relationship between research data management and virtual research environments

The aim of the study was to compile a conceptual model of a Virtual Research Environment (VRE) that indicates the relationship between Research Data Management (RDM) and VREs. The outcome of this study was that VREs are ideal platforms for the management of research data. In the first part of the study, a literature review was conducted by focusing on four themes: VREs and other concepts related to VREs; VRE components and tools; RDM; and the relationship between VREs and RDM. The first theme included a discussion of definitions of concepts, approaches to VREs, their development, aims, characteristics, similarities and differences of concepts, an overview of the e-Research approaches followed in this study, as well as an overview of concepts used in this study. The second theme consisted of an overview of developments of VREs in four countries (United Kingdom, USA, The Netherlands, and Germany), an indication of the differences and similarities of these programmes, and a discussion on the concept of research lifecycles, as well as VRE components. These components were then matched with possible tools, as well as to research lifecycle stages, which led to the development of a first conceptual VRE framework. The third theme included an overview of the definitions of the concepts ‘data’ and ‘research data’, as well as RDM and related concepts, an investigation of international developments with regards to RDM, an overview of the differences and similarities of approaches followed internationally, and a discussion of RDM developments in South Africa. This was followed by a discussion of the concept ‘research data lifecycles’, their various stages, corresponding processes and the roles various stakeholders can play in each stage. The fourth theme consisted of a discussion of the relationship between research lifecycles and research data lifecycles, a discussion on the role of RDM as a component within a VRE, the management of research data by means of a VRE, as well as the presentation of a possible conceptual model for the management of research data by means of a VRE. This literature review was conducted as a background and basis for this study. In the second part of the study, the research methodology was outlined. The chosen methodology entailed a non-empirical part consisting of a literature study, and an empirical part consisting of two case studies from a South African University. The two case studies were specifically chosen because each used different methods in conducting research. The one case study used natural science oriented data and laboratory/experimental methods, and the other, human orientated data and survey instruments. The proposed conceptual model derived from the literature study was assessed through these case studies and feedback received was used to modify and/or enhance the conceptual model. The contribution of this study lies primarily in the presentation of a conceptual VRE model with distinct component layers and generic components, which can be used as technological and collaborative frameworks for the successful management of research data.Thesis (DPhil)--University of Pretoria, 2018.National Research FoundationInformation ScienceDPhilUnrestricte

Fitting the integrated Spectral Energy Distributions of Galaxies

Fitting the spectral energy distributions (SEDs) of galaxies is an almost universally used technique that has matured significantly in the last decade. Model predictions and fitting procedures have improved significantly over this time, attempting to keep up with the vastly increased volume and quality of available data. We review here the field of SED fitting, describing the modelling of ultraviolet to infrared galaxy SEDs, the creation of multiwavelength data sets, and the methods used to fit model SEDs to observed galaxy data sets. We touch upon the achievements and challenges in the major ingredients of SED fitting, with a special emphasis on describing the interplay between the quality of the available data, the quality of the available models, and the best fitting technique to use in order to obtain a realistic measurement as well as realistic uncertainties. We conclude that SED fitting can be used effectively to derive a range of physical properties of galaxies, such as redshift, stellar masses, star formation rates, dust masses, and metallicities, with care taken not to over-interpret the available data. Yet there still exist many issues such as estimating the age of the oldest stars in a galaxy, finer details ofdust properties and dust-star geometry, and the influences of poorly understood, luminous stellar types and phases. The challenge for the coming years will be to improve both the models and the observational data sets to resolve these uncertainties. The present review will be made available on an interactive, moderated web page (sedfitting.org), where the community can access and change the text. The intention is to expand the text and keep it up to date over the coming years.Comment: 54 pages, 26 figures, Accepted for publication in Astrophysics & Space Scienc

A note on organizational learning and knowledge sharing in the context of communities of practice

Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc