Safe to Be Open: Study on the Protection of Research Data and Recommendations for Access and Usage

Openness has become a common concept in a growing number of scientific and academic fields. Expressions such as Open Access (OA) or Open Content (OC) are often employed for publications of papers and research results, or are contained as conditions in tenders issued by a number of funding agencies. More recently the concept of Open Data (OD) is of growing interest in some fields, particularly those that produce large amounts of data – which are not usually protected by standard legal tools such as copyright. However, a thorough understanding of the meaning of Openness – especially its legal implications – is usually lacking. Open Access, Public Access, Open Content, Open Data, Public Domain. All these terms are often employed to indicate that a given paper, repository or database does not fall under the traditional “closed” scheme of default copyright rules. However, the differences between all these terms are often largely ignored or misrepresented, especially when the scientist in question is not familiar with the law generally and copyright in particular – a very common situation in all scientific fields. On 17 July 2012 the European Commission published its Communication to the European Parliament and the Council entitled “Towards better access to scientific information: Boosting the benefits of public investments in research”. As the Commission observes, “discussions of the scientific dissemination system have traditionally focused on access to scientific publications – journals and monographs. However, it is becoming increasingly important to improve access to research data (experimental results, observations and computer-generated information), which forms the basis for the quantitative analysis underpinning many scientific publications”. The Commission believes that through more complete and wider access to scientific publications and data, the pace of innovation will accelerate and researchers will collaborate so that duplication of efforts will be avoided. Moreover, open research data will allow other researchers to build on previous research results, as it will allow involvement of citizens and society in the scientific process. In the Communication the Commission makes explicit reference to open access models of publications and dissemination of research results, and the reference is not only to access and use but most significantly to reuse of publications as well as research data. The Communication marks an official new step on the road to open access to publicly funded research results in science and the humanities in Europe. Scientific publications are no longer the only elements of its open access policy: research data upon which publications are based should now also be made available to the public. As noble as the open access goal is, however, the expansion of the open access policy to publicly funded research data raises a number of legal and policy issues that are often distinct from those concerning the publication of scientific articles and monographs. Since open access to research data – rather than publications – is a relatively new policy objective, less attention has been paid to the specific features of research data. An analysis of the legal status of such data, and on how to make it available under the correct licence terms, is therefore the subject of the following sections

Global dimension in engineering education : promoting global learning in Spanish universities

La iniciativa ‘Dimensión Global en los Estudios Tecnológicos’ (GDEE) es una red que pretende mejorar el conocimiento, la comprensión crítica y los valores actitudinales de los estudiantes y de los postgraduados de las universidades científicotecnológicas en relación al Desarrollo Humano Sostenible (DHS). El objetivo es promover la integración del DHS como tema transversal en el currículo, mediante la mejora de las competencias de los profesores y a través de su participación y la de los estudiantes en iniciativas relacionadas con el DHS. La iniciativa empezó como un proyecto de colaboración entre un consorcio de universidades europeas y ONGs financiado por EuropeAid. Esta contribución presenta y discute la experiencia europea GDEE, profundizando las barreras y oportunidades encontradas, centrándose especialmente en la replicabilidad potencial de esta iniciativa. Estos resultados se complementan con la caracterización y el análisis comparativo del perfil académico de una comunidad de profesores implicados en actividades promovidas por GDEE.Peer ReviewedPostprint (author's final draft

JISC Preservation of Web Resources (PoWR) Handbook

Handbook of Web Preservation produced by the JISC-PoWR project which ran from April to November 2008. The handbook specifically addresses digital preservation issues that are relevant to the UK HE/FE web management community”. The project was undertaken jointly by UKOLN at the University of Bath and ULCC Digital Archives department

Mapping the teaching of honeybee veterinary medicine in the European Union and European Free Trade Area

Background Honey bee (Apis mellifera) is a very important species for human beings, animals, environmental biodiversity, crop production and economic sustainability in Europe and worldwide. This study investigates whether future veterinarians are trained to deal with the particular needs of the only traditional food-producing insect in Europe. Methods This study analyses data collected from 77 European veterinary education establishments in EU and the European Free Trade Area. Results The results show that 75 per cent of those establishments (58 out of 77) teach honeybee veterinary medicine. There is a clear geographical differentiation. In north-western countries only about half of the establishments include honeybee health, production and product inspection in their undergraduate curricula, while in eastern, central and southern countries, which are also important beekeeping countries, the great majority of the establishments incorporate honeybee veterinary medicine in their undergraduate curriculum. Eighty-six per cent of all the establishments teaching honeybee veterinary medicine (50 of the 58) incorporate it in their core curriculum either as separate subject or as part of other subjects. Twenty-five per cent of all the establishments (19 out of 77) organise postgraduate training courses in this field. Conclusions Veterinarians have an important role in ensuring the health, sustainability and productivity of managed honeybee colonies as they do for other animal species. It seems however that teaching of honeybee veterinary medicine receives less attention in undergraduate veterinary curricula in EU compared with other fields of veterinary medicine. Seeing the increasing importance of honey bees for crop protection, environmental protection and economic sustainability, it would be beneficial to further strengthen the education of honeybee veterinary medicine in the future. Establishments should encourage and prepare veterinarians for practising science-based veterinary medicine in honey bees by incorporating such teaching in undergraduate curricula and by providing postgraduate opportunities to qualified veterinarians wishing to enhance their basic skills in this field

Big data for monitoring educational systems

This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

Contextualised problem-based approach for teaching undergraduate database module

In this paper, a new approach has been used in teaching the second year undergraduate database module. The approach is a combination of contextualisation, problem-based approach, group work and continuous formative assessment. The contextualisation ensures the visibility of teaching/learning activities so that students are aware of the values of activities and how they can fit into a big picture. Problem-based approach gives the students tasks/problems to solve before the relevant lecture takes place, hence can better develop effective reasoning processes, independently learning skills and improve motivation and engagement. Group work is regularly used due to the diversity of student backgrounds and level of prior knowledge of certain topics. By having group work, students can learn from each other and easily clarify confusions among themselves before approaching the lecturer. This gives the lecture more time focusing on common issues. Formative assessment has also been used to support teaching/learning activities and to reinforce their understanding. The work in this paper has been evaluated via an end-of-year online module survey. The results show good effectiveness of the new approach, although there are still spaces for improvement

Needs and challenges for online language teachers - the ECML project DOTS

The growing use of digital technologies in educational settings, paralleled by a paradigm change in educational theory from an instructivist transmission approach to constructivist and sociocultural theories of learning, demands more adapted teacher training programs, both technical and pedagogical. Looking at factors influencing teachers’ implementation of ICT in the foreign language classroom and guided by the results of a needs analysis survey conducted among twenty six language teachers from twenty five different European countries, the DOTS project aims to develop an online workspace with bite-sized learning objects for autonomous use by language professionals, particularly freelance teachers who frequently miss out on the training opportunities provided for their full-time colleagues