16 th January 2006

1. Virtual Research Environments Programme 3rd Programme meeting VRE Formative Evaluation: findings from discussions with projects and implications Kerstin Junge Tavistock Institute, London Programme formative evaluation team 16th January 2006

2. Outcome from project discussions: • Learning about VREs • Learning about the VRE Programme • Learning about projects • Learning about challenges • Lessons for project support 16th January 2006

3. Learning about VREs • … a key aim of the Programme: • “To provide a clear definition of what constitutes a VRE, its boundaries and how this function overlaps with other related technologies.” • … and a process of discovery! • evolving ideas • likely to change January 2006 Formative Evaluation of JISC VRE

4. Learning about VREs • Some project views about VREs: • “Creating a virtual equivalent to the tools one uses in research, for instance analysis tools, tools allowing access to data etc. “ • “A digital dashboard. Any VRE needs to balance managing and doing research as well as tapping into resources.” • “A stepping stone towards a personalised learning and research environment where tailored tools are directly accessible.” • “A VRE must interact with the physical environment.” January 2006 Formative Evaluation of JISC VRE

5. Learning about VREs • Emerging understanding of VREs: • Collaboration: helping researchers work together • Supporting the research process during and before the research project • A variety of users • Integration • Technologies “for doing things” • ‘A VRE is a workbench which includes collaborative tools and a shared workspace’ January 2006 Formative Evaluation of JISC VRE

6. Learning about the VRE Programme • Three main insights: • Type of participating institutions • Programme aims and objectives • Practical learning is key January 2006 Formative Evaluation of JISC VRE

7. Learning about the VRE Programme Departments Independent research centres Specialist institutes and centres Research and IT services Universities Type of organisations participating Institutions: • Research excellence: • Russell group members • Among top 50 Universities in the world • 5 or 5* Departments • Centres of excellence January 2006 Formative Evaluation of JISC VRE

8. Learning about the VRE Programme • Programme objectives … • Increased understanding to support decision making • Production of tangible products/demonstrators of useable services & tools • Begin moving technologies into wider community • Begin to change behaviours and cultures • Exploration of research, learning & administration commonalities January 2006 Formative Evaluation of JISC VRE

9. Learning about the VRE Programme … and how the objectives relate to Programme aims: Aim 1: To engage the research community in building and deploying VREs based on currently available tools and frameworks. Aim 2: To provide a clear definition of what constitutes a VRE, its boundaries and how this function overlaps with other related technologies. Aim 3 To raise awareness and stimulate discussion on VREs within the UK research community. Objective 1: Production of tangible products and / or demonstrators of useable services & tools Objective 2: Explore the commonalities between technologies to support research, learning and administration Objective 3: Gain an increased understanding of the requirements of VREs to support decision making on future activities in this area. Objective 4: Begin moving technologies into the wider community Begin moving technologies into the wider community Objective 5: Begin to change behaviours and cultures January 2006 Formative Evaluation of JISC VRE

10. Learning about the VRE Programme • Practical learning is key: • “Learning by doing”: project outputs become a vehicle for learning • Collective learning from projects key for orientating future activities by the JISC • Action research is the most powerful method to achieve this learning January 2006 Formative Evaluation of JISC VRE

11. Learning about the VRE Programme The VRE Programme is about development rather than research. January 2006 Formative Evaluation of JISC VRE

12. Learning about VRE projects • Focus on different domains • Different types of activities • Variation in orientations and approaches • Different technologies • Collaboration • A new way of doing research January 2006 Formative Evaluation of JISC VRE

13. Learning about VRE projects • Arts and Humanities • OGHAM • BVREH • Sakai education research • CHESHIRE 3 • Political Discourse • Natural Sciences • MEMETIC • ISME • IBVRE • Cross-Domain • CSAGE • CORE • Sakai portal demonstrator • EVIE • ELVIE • IUGO • GROWL Domain focus: January 2006 Formative Evaluation of JISC VRE

14. Learning about VRE projects • Types of activities – projects tend to focus on different stages of the R&D Cycle: • Research • Prototyping • Demonstrators • Evaluation • Technology transfer • All stages of an action research cycle are present, but not all receive equal attention. January 2006 Formative Evaluation of JISC VRE

15. Learning about VRE projects • Variation in orientations and approaches: • Implicit rather than explicit user models • ‘Revolutionaries’ versus ‘evolutionists’ • ‘True believers’ (in VREs) vs ‘agnostics’ (believers in e-research) January 2006 Formative Evaluation of JISC VRE

16. Learning about VRE projects • Technologies produced: • Communication - Integrated desk top and room based conferencing • Data retrieval - Capture/record/structure • Data analysis - manipulation/make transparent/ visualisation • Research management – planning and management tools January 2006 Formative Evaluation of JISC VRE

17. Learning about VRE projects Technologies produced: Technologies about doing things, not abstractions. Emergent visions of researchers engaging in project-based collaboration January 2006 Formative Evaluation of JISC VRE

18. Learning about VRE projects • Collaboration • Not only building tools for research collaboration • But also collaborating with each other January 2006 Formative Evaluation of JISC VRE

19. Learning about VRE projects • Indications of new ways of doing research • Not just about efficiencies • Addressing new questions • And ultimately changing the way individual disciplines do research January 2006 Formative Evaluation of JISC VRE

20. Learning about challenges for projects and the programme • Institutional issues • Embedding VREs in Universities and departments • Legal issues • IPR • Data protection • Cultural issues • No culture of research collaboration • Knowing what researchers need • Knowing how researchers will use technology Formative Evaluation of JISC VRE

21. Lessons for evaluation support • Offering three kinds of support: • Involving users • Engaging with peers in the discipline • Institutions: developing exit strategies January 2006 Formative Evaluation of JISC VRE

22. Thank you! January 2006 Formative Evaluation of JISC VRE