Everyone Loves Gummi Bears! Removing the Intimidation factor from Research Data Management with Yummy Fun.

How do you get students excited about research data management and attract over 70 participants to a voluntary workshop? How do you get Librarians excited about teaching a research data management workshop to undergraduates? With the promise of Gummi Bears and hands-on fun! During this workshop session, presenters will break down their experience overhauling a faculty workshop into an active learning session to expose students of all experience levels to basic research data management concepts and techniques. Presenters will walk participants through their design process from inception to delivery, highlighting how Gummi Bears lessened students’ intimidation with this complex topic (20 minutes). Participants will then engage in the workshop activities and work on the same specific deliverables created by students, highlighting the connection between the activities and the specific learning objectives and supported ACRL frames (35 minutes). Half of the group will work the simulation on provided laptops, and half of the group will work the simulation in physical form. A detailed breakdown of workshop assessment will provide insight into the adaptability of the workshop, and how to adjust the workshop to different experience levels, as well as addressing possible lack of technology availability (10 minutes). Finally, participants will engage in a discussion of marketing tactics possible to facilitate student and faculty buy-in, as well as ask any additional questions (10 minutes). Participants will be provided access to workshop materials and a best practices handout for running the workshop at their own institutions. Presentation Description How do you get students excited about research data management? How do you get Librarians excited about teaching a research data management workshop to undergraduates? With the promise of Gummi Bears and hands-on fun! Presenters will walk participants through their design process from inception to delivery, highlighting how Gummi Bears lessened students’ intimidation with this complex topic. Participants will be provided access to workshop materials and a best practices handout for running the workshop at their own institutions. Session Goals Provide guidance and instruction in offering research data management workshop to students. Provide hands-on opportunity for participants to experience the workshop as a student (both digitally and physically). Provide assessment options that clearly indicate support of ACRL Framework. Provide materials so participants can run a similar workshop at their own institutions. Session Objectives Participants will understand how gummi bears are a neutral data point that can be adapted to a variety of research interests and experience levels. Participants will experience creating the same deliverables that students will be asked to complete. Participants will gain knowledge on assessment options that will support the learning objectives and specific ACRL frames. Participants will brainstorm marketing techniques aimed at developing faculty buy-in for workshop. Participants will understand how a similar workshop can be run at their own institution

Conducting Peer Assists

{Excerpt} The experience that an organization has gained is its most important asset. Exit interviews are a way of capturing knowledge from leavers, but can only be relied upon once. Peer assists capture knowledge before employees leave, and in such ways that can repeatedly apply and strengthen good practiceas well as consistency across an organization. The formal use of peer assists as a management tool was pioneered by British Petroleum to help staff learn from the experiencesof others before they embark on an activity or project. Put simply, a peer assist is the process whereby a team working on an activity or project calls a meeting or workshop to seek knowledge and insights from a good mix of people in other teams. From the onset, the distinction between a peer assist and a peer review should be made explicit: without it participants will fall into the familiar patterns of peer reviews and little knowledge will be transferred

The methods of communication and education used to train forest and fire personnel through the Swanton Pacific Ranch

California does not have a cohesive curriculum for educating and training forest and fire professionals. The Swanton Pacific Ranch Fuels Management Training Program is Cal Fire affiliated and provides online and in person training to assist in equipping fire and forest professionals throughout California with the necessary skills to be successful fire and forest practitioners and managers. An exit survey was offered to all workshop participants after the Swanton workshop concluded. The survey was answered by 331 Swanton workshop participants to assess the effectiveness of the training program, the educational practices used to teach participants, and what factors of a participant’s background influence their change in knowledge. Analyses indicate that specific elements of a Swanton workshop participant’s background (i.e., gender and years of experience) as well as workshop type strongly correlate with their overall change in knowledge. Swanton workshop participants identified five best educational practices for their learning experience that also aligned with best practices identified in the literature. These practices included personal experiences, engaging instructors, presentations, explanations, external resources, detailed definitions, and a facilitated question and answer portion. Multiple instructors during hands-on and online Zoom sessions were beneficial for engagement and organization. The workshop\u27s accessibility benefits those in the industry thus making it helpful. The employment of the five best practices also showed significant correlation with greater changes in workshop participant\u27s change in knowledge. The results also indicate that the Swanton Pacific Ranch Fuels Management Training Program is effective due to a consistent increase in knowledge obtained after the workshop. These results can be used to create a cohesive training curriculum for the state of California to ensure that well rounded fire and forest personnel are maintaining California forests. The results can also assist in creating a cohesive framework for all Swanton workshops to follow to maintain effectiveness

‘Making it Meaningful’: Co-designing an intervention to improve medication safety for people from culturally and linguistically diverse backgrounds accessing cancer services.

This study reports on the process of using an adapted Experienced-Based Co-Design (EBCD) conducted with culturally and linguistically diverse (CALD) consumers and cancer service staff to co-design the novel ‘Making it Meaningful’(MiM) instrument at a cancer service in Australia. Multi-source experiential and contextual information was gathered in phase 1 of the co-design and this evidence, coupled with knowledge gathered via a feedback event was used to inform three co-design workshops in phase 2. A series of meetings were conducted prior to and in between the workshops. Theory was progressively integrated into the workshop content. Two Mandarin speaking CALD consumers and three cancer service staff participated as co-design members. Workshops were supported by a multilingual fieldworker, co-facilitated by researchers and a consumer co-facilitator, and conducted using a hybrid model (face-to-face or online participation). In the first workshop members democratically selected to focus on a strategy to enable CALD consumers to make non-emergency urgent contact with the cancer service for medication related communication. The second workshop resulted in consensus to develop an accessible instrument that would identify appropriate contacts and information sources for medication management between appointments. In the third workshop, the prototype MiM instrument was developed and refined. The MiM is a novel instrument designed with CALD consumers to enhance their knowledge of medication management and empower them to contact cancer service staff about medication safety concerns. Feasibility testing is the next step with successful implementation requiring senior health leadership support and involvement of co-design members as change agents. Experience Framework This article is associated with the Quality & Clinical Excellence lens of The Beryl Institute Experience Framework (https://theberylinstitute.org/experience-framework/). Access other PXJ articles related to this lens. Access other resources related to this lens

Working in partnership with students to enhance teaching and learning

This workshop set out to share experiences of running a pilot project, in the School of Health and Social Care at the University of Lincoln, which offered a ‘lecturer-led’ student-based service to educators, whereby trained student consultants provided feedback to individual lecturers on elements of teaching and learning. As peers in the production of knowledge and the experience of learning, student consultants offered the student perspective on learning. The project acknowledged that students are the ‘experts’ on the experience of participating in teaching and learning activities. Workshop outcomes - learnt about an approach to gaining a better sense of student experiences within different learning activities; - considered the opportunities and challenges that arise through the implementation and management of a scheme that partners with students as consultants on teaching; - reflected on student engagement in the enhancement of learning and teaching in ways that are meaningful, personalised, timely and confidential

Preparing and Complying with the new and upcoming NIH (National Institute of Health) Data Management and Sharing (DMS) policy- What to know

Learning objectives: Understand what the purpose and aspects of the NIH (National Institutes of Health) data policy are Learn key elements provided within the NIH policy. Learn about tools and Resources to assist with how to prepare and submit a data management plan to NIH. Learn what resources and Rowan libraries resource/ services that are available to assist with data management. The 2003 NIH Data Sharing Policy has been revised, and the new policy goes into effect on January 25, 2023. In January 2023, the US National Institutes of Health (NIH) will begin requiring researchers who obtain funds from them to include a data-management plan in their grant applications and to eventually make their data publicly available. This workshop is geared to those participating in NIH-funded research and those who simply are interested in learning more about this policy, which the NIH believes will accelerate research and discovery by increasing accessibility to data. This workshop will provide information on the policy and will highlight important features of it. Attendees will come away with a list of resources and tools to assist with understanding how to best comply with this new policy, as well as knowledge about Rowan library-specific tools and services that are available to assist with data management. This workshop is open to all students, researchers, medical students, clinicians, and staff members. Skill levels for attendees: Little to no experience, Some experience Software requirements: Non

Identifying challenges in Disaster Risk Reduction: Risk Data Hub for Disaster Risk Management

The Workshop on “Identifying challenges in Disaster Risk Reduction” held in Varese, Italy on 28 -29 of June 2017 aimed to improve the knowledge base on Disaster Risk Assessment (DRA) that could contribute to the potential development of the updated version of EU Guidelines for Risk Assessment and Mapping for Disaster Management. The DRMKC Risk Data Hub will become the tool for centralized collection of available knowledge, which will facilitate the identification of gaps. Challenges common to a large number of Disaster Risk Reduction (DRR) initiatives were identified and discussed. Challenging at local, national and international levels for top down strategies and bottom up actions for DRR is to underline the scope, importance and applicability of different methodologies, data usage and actions for different scales. With this workshop, the DRMKC planned to identify main challenges for DRR focusing the attention on two hazards: floods and drought. To accomplish its objectives, the workshop brought together: experts of flood and drought disaster risk, member states experts with experience in disaster risk assessment at national level and national Web platform developers experienced in disaster risk mapping.JRC.E.1-Disaster Risk Managemen

Indigenous voices in climate change adaptation

AbstractThis project investigated how the deep knowledge of the Yorta Yorta people can be used to strengthen their participation and influence in the complex national and regional processes that determine how their traditional lands, which are in the highly-contested Murray-Darling Basin, are managed, leading to improved adaptation decisions both for the Yorta Yorta and the wider community.Through discussions with the Yorta Yorta over several years, the approach developed for the project was the creation of a Geographical Information System (GIS) mapping framework containing both Yorta Yorta knowledge and more conventional knowledge. GIS allows for mapping and layering of different types of data, allowing the Yorta Yorta to access and present their knowledge in ways that relate to Western decision-making processes. To do this, the project had four components:1. Development and testing of protocols and methodology for the collection and protection of Yorta Yorta knowledge. This was carried out through an intergenerational process, whereby Yorta Yorta youth were trained in cultural data collection techniques, and they interviewed Elders to capture the knowledge.2. Building of a GIS framework to integrate both the Yorta Yorta knowledge and more conventional data about the climate, hydrology and biodiversity of the Yorta Yorta area. For the first time this pulled together all of the conventional information normally used as a basis for natural resource management decisions. In addition, because the GIS database has been created and is owned by the Yorta Yorta means that they have something of value to bring to the discussions, so that they are able to participate in those discussions on equal terms.3. Exploration of the views of the broader community in the region regarding management of the region and adaptation alternatives through a stakeholder consultation process. The consultation identified the potential for greater use of science as a neutral arbiter in issues such as management of the Murray-Darling Basin, but even more important is the need for genuine, deep, open-minded dialogue with the community at all stages of decision-making, particularly at an early stage before proposals are put forward and views become entrenched.4. Identification of broader lessons for improving adaptation of First Nations communities in Australia from the experience of the Yorta Yorta and other communities around the country, through a national workshop. The key conclusion of the workshop was the urgent need to empower First Nation communities to make their own assessments and decisions on the best ways for them to respond to climate change.The project raised community awareness and knowledge and energised the Yorta Yorta youth to take an interest in their history and culture, and in the climate challenges facing their community. Overall the project has been a successful pilot demonstration of the utility of a GIS database to integrate Indigenous and conventional knowledge for better natural resource management outcomes and the project has increased the knowledge and capacity of the Yorta Yorta to engage in effective natural resource management and decision-making.Please cite this report as:Griggs, D, Lynch, A, Joachim, L, Zhu, X, Adler, C, Bischoff-Mattson, Z, Wang, P, Kestin, T 2013  Indigenous voices in climate change adaptation: Addressing the challenges of diverse knowledge systems in the Barmah-Millewa, National Climate Change Adaptation Research Facility, Gold Coast, pp.71AbstractThis project investigated how the deep knowledge of the Yorta Yorta people can be used to strengthen their participation and influence in the complex national and regional processes that determine how their traditional lands, which are in the highly-contested Murray-Darling Basin, are managed, leading to improved adaptation decisions both for the Yorta Yorta and the wider community.Through discussions with the Yorta Yorta over several years, the approach developed for the project was the creation of a Geographical Information System (GIS) mapping framework containing both Yorta Yorta knowledge and more conventional knowledge. GIS allows for mapping and layering of different types of data, allowing the Yorta Yorta to access and present their knowledge in ways that relate to Western decision-making processes. To do this, the project had four components:Development and testing of protocols and methodology for the collection and protection of Yorta Yorta knowledge. This was carried out through an intergenerational process, whereby Yorta Yorta youth were trained in cultural data collection techniques, and they interviewed Elders to capture the knowledge.Building of a GIS framework to integrate both the Yorta Yorta knowledge and more conventional data about the climate, hydrology and biodiversity of the Yorta Yorta area. For the first time this pulled together all of the conventional information normally used as a basis for natural resource management decisions. In addition, because the GIS database has been created and is owned by the Yorta Yorta means that they have something of value to bring to the discussions, so that they are able to participate in those discussions on equal terms.Exploration of the views of the broader community in the region regarding management of the region and adaptation alternatives through a stakeholder consultation process. The consultation identified the potential for greater use of science as a neutral arbiter in issues such as management of the Murray-Darling Basin, but even more important is the need for genuine, deep, open-minded dialogue with the community at all stages of decision-making, particularly at an early stage before proposals are put forward and views become entrenched.Identification of broader lessons for improving adaptation of First Nations communities in Australia from the experience of the Yorta Yorta and other communities around the country, through a national workshop. The key conclusion of the workshop was the urgent need to empower First Nation communities to make their own assessments and decisions on the best ways for them to respond to climate change.The project raised community awareness and knowledge and energised the Yorta Yorta youth to take an interest in their history and culture, and in the climate challenges facing their community. Overall the project has been a successful pilot demonstration of the utility of a GIS database to integrate Indigenous and conventional knowledge for better natural resource management outcomes and the project has increased the knowledge and capacity of the Yorta Yorta to engage in effective natural resource management and decision-making

An approach to assess actor's preferences and social learning to enhance participatory forest management planning

Forest management planning is often challenged by the need to address contrasting preferences from several actors. Participatory approaches may help integrate actors’ preferences and demands and thus address this chal- lenge. Workshops that encompass a participatory approach may further influence actors’ opinions and knowledge through social interaction and facilitate the development of collaborative landscape-level planning. Nevertheless, there is little experience of formal assessment of impacts of workshops with participatory approaches. This re- search addresses this gap. The emphasis is on the development of an approach (a) to quantify actors’ preferences for forest management models, post-fire management options, forest functions, and ecosystem services; (b) to assess the impact of participatory discussions on actors’ opinions; and (c) to evaluate the effect of social interac- tion on the actors’ learning and knowledge. The methodology involves a workshop with participatory approach, matched pre- and post-questionnaires, a non-parametric test, the Wilcoxon Signed-rank test for paired samples, and a self-evaluation questionnaire. We report results from an application to a joint forest management area in Vale do Sousa, in North-Western Por- tugal. Findings suggest that workshop and participatory discussions do contribute to social knowledge and learn- ing about forest management models. Actors debated alternatives that can address their financial and wildfire risk-resistance concerns. Also, during the participatory discussions, actors expressed their interest in multifunc- tional forestry. These findings also suggest an opportunity to enhance forest management planning by promoting landscape-level collaborative forest management plans that may contribute to the diversification of forest man- agement models and to the provision of a wider range of ecosystem services. However, more research is needed to strengthen the pre- and post-questionnaire approach, giving more time to actors to reflect on their preferences, to improve methods for quantifying social learning and to develop actors’ engagement strategiesinfo:eu-repo/semantics/publishedVersio