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IASSIST / IFDO 2001
Data Support for Learning & Teaching: the Final Frontier?
Robin Rice - Edinburgh University Data Library
Using Numeric Data in Learning & Teaching Project, 2000-2001
Introduction
• UK is rich in numeric datasets.
• Social Sciences tradition of secondary analysis ensures use of datasets such as GHS, BHPS, Census, etc. are used in research.
• What are the barriers to the use of numeric data in learning & teaching?
Project Highlights
Task Force
Teachers’ Survey
Case Studies
Open Forum
Website: http://datalib.ed.ac.uk/projects/datateach.html
Teachers’ Survey
• Sample survey of teaching departments, within Social Sciences plus other empirical subjects.
• ~250 department heads targeted (1 in 6 sample). Asked to respond & pass to relevant teaching staff.
• Vigorous follow-up by phone & email to improve response rate, make results more representative.
• 206 responses from 110 departments in 80 institutions. (Response Rate=44%).
Responding Institutions
Department Types
‘Inside’ Social Sciences:Anthropology
Business & Management Studies
Communications
Economics
Education
Environmental Sciences
International Relations
Political Science
Psychology
Social Studies (including Social Work & Social Policy)
Sociology
n=126
‘Outside’ Social Sciences:Agriculture
Archaeology
Epidemiology
Geography
History
Nursing & Ancillary Services
Public Health
Statistics
Town Planning
n=80
Selected Survey Findings
Use of numeric data in this class by percent (n=181).
44%
15%
22%
4%
15% Nearly always do
Often do
Only occasionally
Haven't, but would like to
Never have and don'tplan to
101
81
68
57
47
31
18
3
0
20
40
60
80
100
120
empirical dimension
stats/data analysis
teach numeracy/criticalthinking
use of analysis software
survey/research design
general computing skills
other
not answered
Purpose of use of data in this class (n=181).
Are students expected to work with the data on a computer (‘hands-on’) as part of their coursework?
Whether course is ‘hands-on’, by course typecolumn % methods subject Allhands-on 85 54 64not hands-on 15 46 36
n = 46 100 146
Source of data used in class (counts, n=181).
91
80
36 34
2319 17 17
13
30
10
20
30
40
50
60
70
80
90
100
number of respondents
collected byself/students
monograph or serial
from governmentagency
directly from dataproducer
freely available oninternet
files from colleague
registered with datacentre
bundled withpackage/textbook
don't know
purchased fromcommercial provider
To what extent do you regard preparation of data for teaching a burden?
burden but w arranted
53%not too much effort
36%
not sure7%
inordinate amount of w ork4%
Do you feel the need to update / refresh / revise the data used on a regular basis?
yes57%
no14%
yes, but insuff icient time29%
Use of Data in Independent Learning (student’s research)
• Nearly always do - 35%
• Often do - 33%
• Only occasionally - 21%
• Never have and don't
plan to - 6%
• Haven't yet but would
like to - 2%
• “Statements made need to be backed up with evidence – often of an empirical nature.”
• “Depends on topic, but statistical sources can contextualise a topic.”
“Many students are more inclined to qualitative research.”
“Not always appropriate & insufficiently briefed on numeric data available.”
Survey Findings: National Services
All respondents were asked if they have ever used or considered using national data services (i.e. The Data Archive, EDINA, MIMAS) to access numeric data for learning and teaching purposes.
An overwhelming three quarters had not; only 25% said yes. There was no significant difference found based on the experience of the teacher (number of years teaching course), or whether they used data in hands-on teaching. However, methods teachers were somewhat more likely to have used national data services than subject teachers.
Ranked barriers to using national data services according to users (n=47).
Barrier: rawscore
totalresponses
meanscore
lack of awareness of materials 298 46 6.5lack of time for preparation 301 47 6.4registration procedures 253 45 5.6interface 182 36 5format of datasets 187 39 4.8documentation 178 38 4.6lack of teaching subsets 186 42 4.4
*There were 3 responses that ranked ‘Other’.
Survey Findings: Support NeedsFrom whom have respondents ever had support in
obtaining or using data, whether for teaching or research? (n=188)
88
69
49 4844
1813
9
0
10
20
30
40
50
60
70
80
90
other colleague
no support
local computing service
co-worker/assistant
local library staff
national data service staff
local site rep
other
Forms of local support needed (counts, total respondents=162).
107
94
80 8074 72
57 5653
11
0
20
40
60
80
100
120
data discovery
help students use data
current awareness email
help prepare data forteaching
teach new interfaces
expert consultation stats& methods
help with registrations
reformat,subset,manipulate datasets
aquire datasets for localcollectionother
How would you categorise the level of support from your institution? (n=176)
very good across the board
14%
tends to be ad-hoc62%
inst. does not provide coordinated
support24%
Final Stage: Recommendations
So, based on our results, what are some sensible recommendations…
• For the UK HE funding councils and JISC?
• For the national data centres?
• For universities?
• For libraries and computing services?
• For academic departments and teachers?