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A survey based analysis on training opportunities
Dr. Jūratė Kuprienė
Framing the digital curation curriculumInternational Conference
Florence, Italy 6 - 7 May 2013
www.digcur-education.org
What we planned?
To identify, document and analyze the training courses, curriculum, resources, good practice instances that are currently available.
To profile the existing training opportunities.
To establish a framework for the evaluation of the training curriculum.
What we did?Questionnaire on training opportunities: – Institutions and organizations with interest or involvement in
digital curation and preservation training activity.– Focus on issues related to:
• Training content• Metchodologies• Delivery options• Assessment• Certification
Registry of training opportunities
Training evaluation framework
Structure of questionnaireInformation about institution;
Information about trainings provided by the institution:– Type of training;– Target audience and their knowledge;– Key topics covered;– Training format;– Trainers;– Learning objectives and benefits of attending;– Accessment – Certification– Evaluation
Information about future plans to organize such trainings.
Survey distribution
Survey population
Did your institution organize trainings during the last 2 years?
Accessibility
Audience
Required experience
Key topics
Trainings format
Trainers
Learning objectivesAwareness of issues in digital curation field:– critical challenges and trends;– latest developments in managing;– requirements in different environments;– development of policy for organisation;– applying the standards.
Getting knowledge about:– digital preservation methods;– data management planning;– repository systems;– web archiving;– file formats.
Awareness of good practice: projects, networks.
Benefits of attendingAbility to make choices between short, medium and long-term digital preservation;
Becoming able to define strategy and planning in the field;
Understanding of the preservation planning process and its benefits to overall digital preservation strategies;
Acquiring competence on the main tools and standards;
Capacity to dynamically interpret rules and legislation;
Knowledge of the role and use of metadata and representation information needed for preservation;
Knowledge of web archiving and implementation of existing software; etc.
Assessment, certification, credits
79% didn’t offer any assessment, 9% offered tests, 6% offered exams.
40% of all training provided attendees with certificates:– 42% of those certificates were vocational;– 32% academic.
34% of all training provided credits:3 respondents gave 2 ECTS credits;2 respondents gave 4 ECTS credits;some respondents: “it depends”…
Evaluation
Future plans43% of respondents were planning to organize trainings.
Topics:a general introduction to digital preservation;attributing metadata;evaluating the format of digital resources;checking an OAIS-compliant ingest plan;data archiving of scientific data sets;management of photo archives.
Outcomes:– raising awareness about digital preservation and existing tools;– learning about current developments in the field;– understanding the risks associated with information access;
32% may organize 25% were not planning to organize.
ConclusionsThe differing levels of awareness of the field;
The variety of institutions ;
The dynamic rate of development of the digital preservation field;
Closer interaction between practice and theory;
The awareness raising of why successful digital curation action is important to undertake in the first place;
The flexibility in vocational training requires collaboration between organizers of relevant courses and the ongoing exchange of teaching ideas, methods and techniques.
OutcomesTraining evaluation framework:– The survey + desk reseach of previous work.– The structured approach to consideration of a curriculum or piece of
training.– For those developing training:
• To assess what is already available, • To clarify which potential approaches, audiences and skills may need to
be addressed.– For those assessing training:
• A structure to which training offerings can be mapped;• To clarify where provision is ample;• To learn which approaches, audiences or skills are scarcely served in
training;• To compare different training offers.
www.digcur-education.org
A survey is available onhttp://www.digcur-education.org/eng/Resources
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