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Using scenarios in introductory research data management workshops for library staff

Sam Searle
October 27, 2014

Using scenarios in introductory research data management workshops for library staff

Presented at eResearch Australasia 2014, 28 October 2014.

As awareness increases of the role that librarians can play in facilitating improved research data management, so does
the need to provide university library staff with professional development opportunities. This presentation describes the positive outcomes of incorporating a component of scenario-based learning into introductory research data management workshops for librarians at two Australian universities. An overview of the benefits of scenario-based learning (SBL) will be provided, along with practical advice on how to develop scenarios and use them as part of an institutional staff development program.

Sam Searle

October 27, 2014

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  1. Using scenarios in introductory
    research data management workshops
    for library staff
    Sam Searle
    Manager, Content and Discovery Services
    Information Management, Griffith University

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  2. • 3 sessions
    • ~30 attendees
    • Team leaders, discipline
    librarians, learning
    advisors, Library & IT
    Helpdesk staff
    • 2 sessions
    • ~40 attendees
    • Team leaders, contact
    librarians, and learning
    skills advisors

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  3. The scenarios

    A Higher Degree by Research Student at
    the start of their project
    – Name and a brief biography
    – Her/his motivation for undertaking a PhD
    – Research topic and methods
    – Goals around dissemination

    Groups asked to identify two potential
    data management issues, one technical
    and one non-technical, and report back
    See http://www.samsearle.net/2014/10/rdm-scenarios.html for links to the
    scenarios and further resources.

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  4. Observations
    Differences and
    similarities across
    current knowledge
    with new areas

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  5. Errington, E., What is Scenario-Based Learning? Available at: http://www.jcu.edu.au/learnandteach/projects/JCU_079355.html
    ...a near-world situation,
    a descriptive set of circumstances,
    a critical incident,
    even a partial life/story narrative.
    …usually contain human actors,
    a storyline or plot (often incomplete),
    an invitation to solve a problem,
    demonstrate an acquired skill,
    explore an issue/concern, and/or
    to speculate on alternative outcomes.

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  6. 1. Identify the needed skills

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  7. 2. Identify the best type of scenario
    Solve a
    Explore an
    issue from
    about the

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  8. 3. Aim for authenticity

    A name and a
    backstory (who)

    Believable topics and
    details about research
    methods (what)

    Focus on motivation
    and dissemination
    goals (why)

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  9. 4. Don't over-simplify it
    Credit: Complexity 2 by Michael Heiss. CC-BY-NC-SA.
    What librarians want Reality

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  10. Conclusions and further work
     Partner with learning
     Explore the full range
    of scenario types
     Evaluate -
    engagement at the
    time is great, but does
    it lead to action?
    [Skills development should be]
    exploratory, discursive and
    reflective, providing a space in
    which librarians can explore
    developments as they relate to
    their individual / team role
    … hands-on practical activities
    with documents and tools in
    real or realistic scenarios are
    Cox, Andrew, Eddy Verbaan, and Barbara Sen. 2012. Upskilling Liaison Librarians for Research Data Management.
    Ariadne, no. 70 (November). http://www.ariadne.ac.uk/issue70/cox-et-al

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  11. Acknowledgements
     Kathryn Unsworth, ANDS
     Lyn Torres and Leanne McCann, Monash
     All the Monash and Griffith staff that
    participated in the workshops
    This work is licensed under a Creative Commons Attribution 4.0 International License.
    Unless otherwise attributed, all images have no rights reserved and are sourced from
    Pixabay (http://pixabay.com/).

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