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How to grow Research Data Management services and uptake at a university
Get PDFThe Cape Peninsula University of Technology (CPUT), through the library, has ensured a functional environment to foster good Research Data Management (RDM) practices and services for the university community and in line with FAIR (findable, accessible, interoperable, and reusable) principles to ensure transparency. The first RDM policy was approved in 2013 and subsequently reviewed, a research data repository, called eSango, powered by Figshare, was established in 2018 and a Data Management Plan (DMP) tool was developed and deployed. A preservation platform, Arkivum, was procured and a CoreTrustSeal submission is in process to secure and build trust in the research data repository. Even though these services were available, and awareness was created by communication through various Senate and/or university committees, workshops, training and other communication avenues, the uptake was initially slow. A key decision by the Higher Degrees Committee that postgraduate students need to submit a Data Management Plan with their proposal and make their research data available together with their thesis submission for graduation purposes, made a significant and impactful difference. A comprehensive review process was implemented on eSango to include the university’s Ethics Manager and the supervisors for postgraduate students. This had a significant increase in the awareness of RDM and uptake of these services at the university, especially involving the supervisors as part of the review process as they are also the researchers. This paper will explore these strategies, highlight challenges and successes
Elevating the voices of our community: Creating an exhibition and public programs model that celebrates connection and culture
Get PDFThe core service model of a University Library – provision and support of scholarly information – is enduring and universal. Yet a global shift is underway towards adopting engagement driven models of service that put community, connection, culture, and belonging at the heart of everything the University Library has to offer. In 2022, Deakin University Library launched a new strategic plan built upon a major co-design project that sought to illuminate the foundational values of its community. The key themes to emerge from this co-design process were community, connection, the importance of place, and the sharing and celebration of knowledge. In the context of these community values, the Deakin Library Exhibitions and Public Programs model was developed. This new initiative does not simply aim to showcase and highlight Library collections through exhibitions and events. Rather, it seeks to create meaningful experiences that bridge education and research through building a creative platform that communicates, explores, and questions the ideas that shape the University. Key to this model is the generation of new connections and collaborations which elevate the voices of the community. This paper details how this new service model is helping to create new ways of knowledge expression, and new ways for spirits and voices to be uplifted
Where are all the Māori: Understanding the barriers experienced by Māori (and other Indigenous peoples) at University Libraries
Get PDFUsing the presenters research for the Master of Information Studies (Library Science) – MIS (LibS) titled “Barriers to Māori usage of University Libraries an Exploratory Study in Aotearoa New Zealand” the purpose of this workshop is to give attendees a framework to recognise and categorise the barriers that Māori and other indigenous peoples encounter at university libraries. It is also hoped that through workshoping attendees will create simple actions that can be implemented in their home institutions to mitigate some of these barriers
What we’ve done we’ve done together: collaboration, agency and student partnership
Get PDFThe University of Manchester (UoM) has one of the largest and most diverse student populations in the UK. Since 2013 the UoM Library has led the way within the sector by developing and seamlessly integrating a student team into its ways of working, in order to ensure its resources and services clearly reflect the full range of student voices within the student community. This paper will reflect on how the student team has evolved and grown over the last decade and celebrate the influence the team has had over the development and delivery of awarded winning services, like My Learning Essentials, the Library’s academic skilled programme. The presentation will give a brief history of the team, and the approach we take to recruiting its members. It will give an overview of the kind of work the team gets involved with and how it works in partnership with professional Library staff. It will also highlight some of the key projects and events the team have influenced and led on behalf of the UoM Library. Finally, the presentation will provide an evaluation of the teams’ success by highlighting some of the internal and external recognition they have received, the way the team describes and evaluates their own experience, alongside an insight into what UoM student outcome data reveals about them
Evaluation of Teacher, Self-Assessment, versus Combined Feedback to Increase Students’ Behavioral Observation Skills
Get PDFFeedback is an important component of online instruction. Few experiments have examined combined types of feedback (teacher feedback or student self-assessment) compared to extra practice with each on student learning. In this study, the experimental effectiveness of four methods of feedback delivery on students’ acquisition of behavioral observation skills was evaluated—teacher feedback only (TT condition), student self-assessment only (SS condition), teacher-then-student self-assessment (TS condition), or student self-assessment-then-teacher (ST condition). The results, both for a random sample of individual learners as well as at an overall group level, suggest that the SS condition was superior to the TS condition. In the SS condition, not only did participants perform better but also their accuracy of self-assessment on strengths was positively correlated with their Behavioral Observation Post-Training Assignment 1 scores and total Post-Training Assignment scores. Across all conditions, participants perceived their feedback experience as positive. Further research is needed to determine whether additional training scenarios and variations in training methodology are necessary to promote students’ learning
Transformative Learning Outcomes: Shifting the Learning Outcome Conversation from Assessment to Design
Get PDFWhat if the focus of learning outcomes shifted from telling students what they will know at the end of a course to who they will become? Learning outcomes have drifted away from informing curriculum design to providing parameters for external assessment. This article reviews this shift along with a proposal to reimagine learning outcomes as transformative learning outcomes. It discusses previous work on transformative learning outcomes and proposes a new conceptual definition: learning outcomes that articulate habits of mind or ways of being that students will develop because of a learning experience or sequence of learning experiences. Such learning outcomes must target specific aspects of a student’s identity that the course will develop and be perceived by the student as connecting to multiple life domains. Courses designed to target transformative learning outcomes provide possibilities for interdisciplinary curriculum development and may more effectively facilitate learning transfer. The article also provides a short case study as an example of how transformative learning outcomes can influence course design and delivery
Maximum Engagement, Minimum Distraction, and Knowledge Transference
Get PDFIn the Indian academia, at the undergraduate and graduate levels, the focus on teaching “writing” is relatively new; traditional focus has been on teaching the English language or Communication Skills. The novelty of academic writing has called for rigorous efforts in its operation in the Indian context. In addition, the virtual learning environment required by the pandemic posed the serious challenge of adopting the academic writing pedagogy to the new format of the virtual classroom. This article showcases successful strategies adopted for graduate and undergraduate foundation writing courses at the Indian Institute of Technology Gandhinagar, which ensured maximum engagement and minimum distraction, and knowledge transference. The graduate1 and undergraduate courses differed in their goals of writing, including expected learning outcomes and practicality, as well as in terms of the disciplinary backgrounds of the students. The graduate course was concerned with the applicability and transferability of the knowledge and skills acquired in the course to varied discipline-specific and professional writings of the advanced students; the undergraduate course was conducted on the basis of general writing with intensive discussion components. In this article, we first focus on the pedagogical practices adopted in the graduate course to ensure knowledge and skill transfer to discipline-specific scholarly writing and professional writing as a whole. Thereafter, we discuss the undergraduate writing curriculum aimed at laying the foundation for practical academic communication and development of critical thinking
An Affective Assessment Intervention to Improve the Motivational Climate in Courses
Get PDFThe motivational climate and student engagement within courses are important for instructors to consider during the instructional design process because they can affect student learning. To help instructors improve the motivational climate and student engagement within their courses, we implemented an affective assessment intervention within the first- and second-year courses in a US college of veterinary medicine. Based on the MUSIC Model of Motivation Theory, the intervention was administered near the end of the courses, and the results were presented to the course instructors in an attempt to improve the motivational climate within the courses the following year. The purpose of this article is to describe the intervention, present a case study based on one of the courses, and explain the lessons learned from implementing this intervention. The intervention involved administering an online questionnaire with affective items to students in 18 veterinary medicine courses over 2 years and sharing the results with the instructors. The assessment measured the motivational climate by assessing students’ perceptions of empowerment/autonomy, usefulness, success, interest, and caring within their courses because these perceptions have been shown to be related to students’ engagement. Based on the assessment results, the instructors made changes to their instruction the following year and students were surveyed again as the intervention cycle was repeated. One of the lessons learned was that the results from the student survey were useful to instructors; therefore, this freely available assessment tool may also be useful to other instructors in higher education
Beyond the desk: Forging a new future for academic libraries
Get PDFNew LMS? No problem! New Library? Sure! Pandemic? Why not! And now Generative AI, with a cost-of-living crisis thrown in for good measure. The client services staff at UTS Library have weathered their fair share of change safely tucked behind their helpdesk. But the traditional model of librarianship (or library officer-ship) just isn’t cutting it anymore. Instead of clinging to tradition, UTS Library are removing the things that don’t work and letting their community shape what they do to fill the empty spaces left behind. This presentation chronicles the adventures of the staff who have boldly stepped out from behind the helpdesk (which was then summarily destroyed) and how they have worked with their community to shape a new vision for UTS Library. Armed with data from JISC and student surveys, and with academics and students at our side, the staff at UTS Library have completely changed their approach to enquiries, introduced two new community-focused collections, introduced new services and redone the floorplan about 15 times in a two-year period. Like any great saga, it has had its ups and downs, but the results have been a more open and equitable environment for the UTS community, and the journey is still far from over
A Framework for Test Planning of a Vision System Supporting Aerial Refueling
No full textThis essay presents a framework for evaluating a computer vision system providing perception for an uncrewed aircraft completing the automated air-to-air refueling (A3R) task. As the Department of Defense acquires capabilities that exhibit increasing levels of autonomy, the test and evaluation community must adapt the current framework to provide airworthiness officials the information required to accurately access the risks associated with the system underdoing testing. Following a brief introduction to A3R, this essay lays out a testing framework that leverages dendritic analysis and effectively deconstructs the critical issue into measurable data elements that can be used to support test and evaluation. Next, the National Highway Traffic Safety Administration’s operational design domain is introduced and adapted to the A3R task. This framework is then demonstrated using data collected from the United States Naval Academy and with a model trained by the Roboflow company. The results support the goal of this essay, namely to provide a repeatable framework for testplanning events to evaluate an uncrewed aircraft performing the A3R task