This collaborative project sought to promote research data management skills of postgraduate research students in the health studies discipline through a specially-developed training programme which focuses on qualitative, unstructured research data. The project aimed to: design and pilot a training programme on research data management for postgraduate research students in health studies as an integral part of a doctoral training programme evaluate the usefulness and effectiveness of the training with participants and other research stakeholders provide other Higher Education Institutions with a model for research data management skills training make recommendations for sustainable research data management training and associated infrastructure requirements. The project was funded by JISC under their Managing Research Data (JISCMRD) Programme. The project ran from 1st October 2010 to 31st July 2011

McLeod, Julie

English

Training materials. The DATUM for Health training programme covers both generic and discipline-specific issues, focusing on the management of qualitative, unstructured data, and is suitable for students at any stage of their PhD. It aims to provide students with the knowledge to manage their research data at every stage in the data lifecycle, from creation to final storage or destruction. They learn how to use their data more effectively and efficiently, how to store and destroy it securely, and how to make it available to a wider audience to increase its use, value and impact.



The programme comprises:



Overview: programme aims and scope, design, outline content and materials, recommendations 

Session 1: Introduction to research data management (URL

Session 2: Data curation lifecycle

Session 3: Problems and practical strategies and solutions



For each session the materials comprise PPT slides, notes for tutors and handouts.



Session 4 (Data For Life - Digital Preservation for Health Sciences) was an event organised in collaboration with the Digital Preservation Coalition (DPC) on digital preservation within the context of health. The morning focused on an introduction to digital preservation issues and approaches plus case studies and the afternoon considered strategic issues of managing research data and further case studies. Notes are available here and presentations are available from the DPC website (https://www.dpconline.org/events/past-events/data4life)

Northumbria Research Link

DATUM for Health – Healthy research needs healthy dataI’ve collected my data, sowhat do I do with it now?Research data managementOverview of the TrainingProgrammeDATUM for Health – Healthy research needs healthy dataProject funded by JISCCopyright holder: Northumbria University, School ofComputing, Engineering & Information Sciences, 2011Materials made freely available under a CreativeCommons Attribution-NonCommercial-ShareAlike 2.0UK: England & Wales licenseDATUM for Healthwww.northumbria.ac.uk/datumDATUM for Health: Research data management training for health studiesOverview of the Training Programme© Copyright holder: Northumbria UniversitySchool of Computing, Engineering & Information Sciences, 2011Freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License1Overview of the Training ProgrammeAims and Scope; Design; Outline Content & Materials; RecommendationsAims and ScopeThe DATUM for Health training programme is aimed at postgraduate research (i.e. doctoral)students (PGR) in health studies, including those whose PhD has a health focus but who arenot necessarily registered in a school/faculty of health/medicine (e.g. in psychology, socialsciences). The programme covers both generic and discipline-specific issues, focussing onthe management of qualitative, unstructured data, and is suitable for students at any stage oftheir PhD.It aims to provide PGR students with the knowledge to manage their research data at everystage in the data lifecycle, from its creation to its final storage or destruction. Students learnhow to use their data more effectively and efficiently, how to store and destroy it securely,and how to make it available to a wider audience to increase its use, value and impact.Programme Design – Model, Rationale and FormatThe programme was designed to dovetail with existing research skills / researchmanagement provision in the university, in particular relating to PGR milestone preparation(project approval and mid-point progression), records management, DPA / FoI / copyright,ethics and governance. It was also informed by input from PGR students (via aquestionnaire survey) and other research stakeholders (via a focus group) in health,particularly in terms of content and format enabling the preferences and already knownneeds of the target audience to be identified as well as the potential unknown needs (asexpressed by other experienced stakeholders). A face-to-face format was developedcomprising a mix of presentations, real-life examples, worked exercises, group work, classdiscussion and directed learning1. Management of qualitative research data in the healthfield raises particular issues of research methodology, data analysis and ethics. It wastherefore important to include time to debate these issues and enable participants to learnfrom each others’ experiences.The programme design drew upon the pedagogic, research data / information management,digital curation and preservation knowledge and expertise of the collaborative project team.The DCC’s digital curation session was also used to ‘train the trainers’ (i.e. build expertcapacity, and will be delivered in-house in future.The andragogic model of learning and teaching underpins the programme’s design1. Thismodel’s philosophy places the learner (in this case the researcher) at the centre rather thanthe tutor. Its principles are: The need to know — adult learners need to know why they need to learn somethingbefore undertaking to learn it. Learner self-concept — adults need to be responsible for their own decisions and tobe treated as capable of self-direction Role of learners' experience — adults have a variety of experiences of life whichrepresent the richest resource for learning. These experiences are however imbuedwith bias and presupposition. Readiness to learn — adults are ready to learn those things they need to know inorder to cope effectively with life situations.DATUM for Health: Research data management training for health studiesOverview of the Training Programme© Copyright holder: Northumbria UniversitySchool of Computing, Engineering & Information Sciences, 2011Freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License2 Orientation to learning — adults are motivated to learn to the extent that theyperceive that it will help them perform tasks they confront in their life situations.iIn practice this translated into an approach that: was based on real life needs, sharing (students’ / tutors’) knowledge and experiences incorporated a lot of discussion (i.e. not solely presentation, information transfer) included practical activities and directed learning (to support learning by doing,reflection and practical application) was developmental, progressive (i.e. sessions built on each other, the design washolistic).The rationale for adopting the andragogic model was that it helps researchers to executetheir responsibilities effectively and be equipped to continue to acquire more in-depth skillsas appropriate. It was successful and can be used by other HEIs for research datamanagement skills training programmes.To make the programme attractive to those who may not recognise the importance of RDM,it was given an interesting title ‘I’ve collected my data, so what do I do with it now? Researchdata management programme’.’ It covered all of the stages of the data lifecycle andcomprised four sessions, building upon each other:Session 1: Introduction to Research Data ManagementSession 2: Digital Curation 101 LiteSession 3: Problems and Practical Strategies and SolutionsSession 4: Digital Preservation Coalition Roadshow – Data for Life: DigitalPreservation for Health SciencesStudents were encouraged to sign up for all four sessions at the beginning. The aim was tohold the sessions at 2-weekly intervals but this was not possible. Sessions 2-4 were held atweekly intervals and four weeks after Session 1. The participants did not find this a problem.The interactive format and length of sessions (2.5 hours in accordance with other PGRtraining sessions with the exception of the final full day session) meant that the ideal groupsize was 20-25 people.Outline Content and MaterialsSession 1: Introduction to Research Data Management (2.5 hrs)Learning outcomes: an understanding of research data management needs and issues the ability to start planning for managing own research data using aDMPDirected learning tasks: start developing a personal research data management plan usingtemplate, in preparation for Session 2 watch the 3-minute video of Louise Corti, UKDA, Essex University on‘How can researchers ensure that they’ll be able to share, archive orre-use sensitive data?’DATUM for Health: Research data management training for health studiesOverview of the Training Programme© Copyright holder: Northumbria UniversitySchool of Computing, Engineering & Information Sciences, 2011Freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License3Session 2: Digital Curation 101 Lite (2.5 hrs)Learning outcomes: appreciation of how data curation can support and safeguard research understanding of the data curation lifecycle identification of the processes and activities involved in good practicefor research data management awareness of the free services and tools available to support datacurationDirected learning tasks think of the problems you’ve experienced with managing yourresearch data, to share in Session 3 think of any good tips or systems you’ve used for managing yourresearch data, to share in Session 3Session 3: Problems and Practical Strategies and Solutions (2.5 hrs)Learning outcomes: awareness of research data management problems knowledge of practical solutions to research data managementproblems ability to develop a research data management strategy for theremainder of their PhD and in their future research careerDirected learning tasks: Reflect on your strategies and procedures for research datamanagement, e.g. Do you need to take any further actions to ensure yourresearch data is appropriately anonymised and capable ofbeing shared in the future, if appropriate? Do you need to revise your file / document naming system,and / or the file structure for storing your research on youruniversity drive? Are the ways in which you physically store your datasufficiently safe and secure?Session 4: Digital Preservation Coalition Roadshow – Data for Life: DigitalPreservation for Health Sciences (all day)Learning outcomes: awareness of digital preservation issues knowledge about digital preservation approaches awareness of the wider research data management agenda beyondPhD study and of initiatives in other organisations networkingDirected learning tasks: Make an entry in research diary / portfolio about research datamanagement strategy and actions going forward Make an entry in training needs analysis document about researchdata management Meet with supervisory team to report on research data managementlearning and plans going forwardNote: this session was a public event which attracted ~50 participantsDATUM for Health: Research data management training for health studiesOverview of the Training Programme© Copyright holder: Northumbria UniversitySchool of Computing, Engineering & Information Sciences, 2011Freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License4The programme drew upon relevant existing materials, tailored them appropriately anddeveloped additional discipline-specific materials where needed. A house style (brand) wasdeveloped for the materials with the mantra ‘’healthy research means healthy data’ and usedto create coherence. Materials were in different formats to support different cognitive styles(e.g. PowerPoint presentations, notes of the discussion, templates, a customised searchengine, videos from the Incremental project, DCC / DPC / UKDA leaflets / documents). They(or links to them) were stored on the virtual learning environment (VLE) for future access.Due to the nature and constraints of their research PGR students cannot always attendtraining sessions therefore sessions were audio recorded for potential use at different timesand in different places.RecommendationsBased on the experience of delivering the programme and its evaluation, the materials havebeen refined. Session 4 was not planned as a sustainable, repeatable session. Participantsfelt three sessions were sufficient and therefore the introduction to digital preservation(presented by Dr William Kilbride) has been incorporated into Session 2 on digital curation,and the directed learning tasks after session 4 have been incorporated into the tasks afterSession 3. Session 2 has been rename to - ‘Data Curation Lifecycle’.The programme therefore comprises three sessions, and the training materials comprise: this overview of the training programme with model and rationale for its design PowerPoint slides for each session with separate accompanying notes for tutors torun the session listing all handouts/support materials used handouts / sample answers for learning activities that were produced by the DATUMproject team. Other handouts (freely available from other organisations on the Web)are accessible through the URLs given. resources listIt is also recommended that Session 1 (or equivalent) be compulsory training for all newPGR students.i Quoted from: http://www.learningandteaching.info/learning/knowlesa.htm referring to MalcolmKnowles. Knowles MS (1990) The adult learner: a neglected species. 4th ed. Houston: GulfPublishing.

DATUM for Health: Research data management training for health studies

DATUM for Health – Healthy research needs healthy data
I’ve collected my data, so
what do I do with it now?
Research data management
Overview of the Training
Programme
DATUM for Health – Healthy research needs healthy data
Project funded by JISC
Copyright holder: Northumbria University, School of
Computing, Engineering & Information Sciences, 2011
Materials made freely available under a Creative
Commons Attribution-NonCommercial-ShareAlike 2.0
UK: England & Wales license
DATUM for Health
www.northumbria.ac.uk/datum
DATUM for Health: Research data management training for health studies
Overview of the Training Programme
© Copyright holder: Northumbria University
School of Computing, Engineering & Information Sciences, 2011
Freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License
1
Overview of the Training Programme
Aims and Scope; Design; Outline Content & Materials; Recommendations
Aims and Scope
The DATUM for Health training programme is aimed at postgraduate research (i.e. doctoral)
students (PGR) in health studies, including those whose PhD has a health focus but who are
not necessarily registered in a school/faculty of health/medicine (e.g. in psychology, social
sciences). The programme covers both generic and discipline-specific issues, focussing on
the management of qualitative, unstructured data, and is suitable for students at any stage of
their PhD.
It aims to provide PGR students with the knowledge to manage their research data at every
stage in the data lifecycle, from its creation to its final storage or destruction. Students learn
how to use their data more effectively and efficiently, how to store and destroy it securely,
and how to make it available to a wider audience to increase its use, value and impact.
Programme Design – Model, Rationale and Format
The programme was designed to dovetail with existing research skills / research
management provision in the university, in particular relating to PGR milestone preparation
(project approval and mid-point progression), records management, DPA / FoI / copyright,
ethics and governance. It was also informed by input from PGR students (via a
questionnaire survey) and other research stakeholders (via a focus group) in health,
particularly in terms of content and format enabling the preferences and already known
needs of the target audience to be identified as well as the potential unknown needs (as
expressed by other experienced stakeholders). A face-to-face format was developed
comprising a mix of presentations, real-life examples, worked exercises, group work, class
discussion and directed learning1. Management of qualitative research data in the health
field raises particular issues of research methodology, data analysis and ethics. It was
therefore important to include time to debate these issues and enable participants to learn
from each others’ experiences.
The programme design drew upon the pedagogic, research data / information management,
digital curation and preservation knowledge and expertise of the collaborative project team.
The DCC’s digital curation session was also used to ‘train the trainers’ (i.e. build expert
capacity, and will be delivered in-house in future.
The andragogic model of learning and teaching underpins the programme’s design1. This
model’s philosophy places the learner (in this case the researcher) at the centre rather than
the tutor. Its principles are:
 The need to know — adult learners need to know why they need to learn something
before undertaking to learn it.
 Learner self-concept — adults need to be responsible for their own decisions and to
be treated as capable of self-direction
 Role of learners' experience — adults have a variety of experiences of life which
represent the richest resource for learning. These experiences are however imbued
with bias and presupposition.
 Readiness to learn — adults are ready to learn those things they need to know in
order to cope effectively with life situations.
DATUM for Health: Research data management training for health studies
Overview of the Training Programme
© Copyright holder: Northumbria University
School of Computing, Engineering & Information Sciences, 2011
Freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License
2
 Orientation to learning — adults are motivated to learn to the extent that they
perceive that it will help them perform tasks they confront in their life situations.i
In practice this translated into an approach that:
 was based on real life needs, sharing (students’ / tutors’) knowledge and experiences
 incorporated a lot of discussion (i.e. not solely presentation, information transfer)
 included practical activities and directed learning (to support learning by doing,
reflection and practical application)
 was developmental, progressive (i.e. sessions built on each other, the design was
holistic).
The rationale for adopting the andragogic model was that it helps researchers to execute
their responsibilities effectively and be equipped to continue to acquire more in-depth skills
as appropriate. It was successful and can be used by other HEIs for research data
management skills training programmes.
To make the programme attractive to those who may not recognise the importance of RDM,
it was given an interesting title ‘I’ve collected my data, so what do I do with it now? Research
data management programme’.’ It covered all of the stages of the data lifecycle and
comprised four sessions, building upon each other:
Session 1: Introduction to Research Data Management
Session 2: Digital Curation 101 Lite
Session 3: Problems and Practical Strategies and Solutions
Session 4: Digital Preservation Coalition Roadshow – Data for Life: Digital
Preservation for Health Sciences
Students were encouraged to sign up for all four sessions at the beginning. The aim was to
hold the sessions at 2-weekly intervals but this was not possible. Sessions 2-4 were held at
weekly intervals and four weeks after Session 1. The participants did not find this a problem.
The interactive format and length of sessions (2.5 hours in accordance with other PGR
training sessions with the exception of the final full day session) meant that the ideal group
size was 20-25 people.
Outline Content and Materials
Session 1: Introduction to Research Data Management (2.5 hrs)
Learning outcomes:
 an understanding of research data management needs and issues
 the ability to start planning for managing own research data using a
DMP
Directed learning tasks:
 start developing a personal research data management plan using
template, in preparation for Session 2
 watch the 3-minute video of Louise Corti, UKDA, Essex University on
‘How can researchers ensure that they’ll be able to share, archive or
re-use sensitive data?’
DATUM for Health: Research data management training for health studies
Overview of the Training Programme
© Copyright holder: Northumbria University
School of Computing, Engineering & Information Sciences, 2011
Freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License
3
Session 2: Digital Curation 101 Lite (2.5 hrs)
Learning outcomes:
 appreciation of how data curation can support and safeguard research
 understanding of the data curation lifecycle
 identification of the processes and activities involved in good practice
for research data management
 awareness of the free services and tools available to support data
curation
Directed learning tasks
 think of the problems you’ve experienced with managing your
research data, to share in Session 3
 think of any good tips or systems you’ve used for managing your
research data, to share in Session 3
Session 3: Problems and Practical Strategies and Solutions (2.5 hrs)
Learning outcomes:
 awareness of research data management problems
 knowledge of practical solutions to research data management
problems
 ability to develop a research data management strategy for the
remainder of their PhD and in their future research career
Directed learning tasks:
 Reflect on your strategies and procedures for research data
management, e.g.
 Do you need to take any further actions to ensure your
research data is appropriately anonymised and capable of
being shared in the future, if appropriate?
 Do you need to revise your file / document naming system,
and / or the file structure for storing your research on your
university drive?
 Are the ways in which you physically store your data
sufficiently safe and secure?
Session 4: Digital Preservation Coalition Roadshow – Data for Life: Digital
Preservation for Health Sciences (all day)
Learning outcomes:
 awareness of digital preservation issues
 knowledge about digital preservation approaches
 awareness of the wider research data management agenda beyond
PhD study and of initiatives in other organisations
 networking
Directed learning tasks:
 Make an entry in research diary / portfolio about research data
management strategy and actions going forward
 Make an entry in training needs analysis document about research
data management
 Meet with supervisory team to report on research data management
learning and plans going forward
Note: this session was a public event which attracted ~50 participants
DATUM for Health: Research data management training for health studies
Overview of the Training Programme
© Copyright holder: Northumbria University
School of Computing, Engineering & Information Sciences, 2011
Freely available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License
4
The programme drew upon relevant existing materials, tailored them appropriately and
developed additional discipline-specific materials where needed. A house style (brand) was
developed for the materials with the mantra ‘’healthy research means healthy data’ and used
to create coherence. Materials were in different formats to support different cognitive styles
(e.g. PowerPoint presentations, notes of the discussion, templates, a customised search
engine, videos from the Incremental project, DCC / DPC / UKDA leaflets / documents). They
(or links to them) were stored on the virtual learning environment (VLE) for future access.
Due to the nature and constraints of their research PGR students cannot always attend
training sessions therefore sessions were audio recorded for potential use at different times
and in different places.
Recommendations
Based on the experience of delivering the programme and its evaluation, the materials have
been refined. Session 4 was not planned as a sustainable, repeatable session. Participants
felt three sessions were sufficient and therefore the introduction to digital preservation
(presented by Dr William Kilbride) has been incorporated into Session 2 on digital curation,
and the directed learning tasks after session 4 have been incorporated into the tasks after
Session 3. Session 2 has been rename to - ‘Data Curation Lifecycle’.
The programme therefore comprises three sessions, and the training materials comprise:
 this overview of the training programme with model and rationale for its design
 PowerPoint slides for each session with separate accompanying notes for tutors to
run the session listing all handouts/support materials used
 handouts / sample answers for learning activities that were produced by the DATUM
project team. Other handouts (freely available from other organisations on the Web)
are accessible through the URLs given.
 resources list
It is also recommended that Session 1 (or equivalent) be compulsory training for all new
PGR students.
i
Quoted from: http://www.learningandteaching.info/learning/knowlesa.htm referring to Malcolm
Knowles. Knowles MS (1990) The adult learner: a neglected species. 4th ed. Houston: Gulf
Publishing.


http://nrl.northumbria.ac.uk/id/eprint/34160/1/Programme_overview.pdf

DATUM for Health: Research data management training for health studies

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