Presentation by Jūratė Kuprienė, Vilnius University at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
1. A survey based analysis on
training opportunities
Dr. Jūratė Kuprienė
Framing the digital curation curriculum
International Conference
Florence, Italy
6 - 7 May 2013
www.digcur-education.org
2. 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.
3. 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
4. Structure of questionnaire
Information 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.
14. Learning objectives
Awareness 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.
15. Benefits of attending
Ability 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.
16. 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”…
18. Future plans
43% 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.
19. Conclusions
The 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.
20. Outcomes
Training 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.
