A survey based analysis on training opportunities

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.

5. Survey distribution

6. Survey population

7. Did your institution organize trainings during the last 2 years?

8. Accessibility

9. Audience

10. Required experience

11. Key topics

12. Trainings format

13. Trainers

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”…

17. Evaluation

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; • Theawareness raisingof why successful digital curation action is important to undertake in the first place; • Theflexibility 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.

21. www.digcur-education.org

23. A survey is available onhttp://www.digcur-education.org/eng/Resources jurate.kupriene@mb.vu.lt Vilnius University Library