Report on Knowledge Exchange workshop Price of keeping knowledge: financial streams for digital preservation

In contrast to cost modeling activities, the pricing of services must be simple and transparent. Calculating and thus knowing price structures, would not only help identify the level of detail required for cost modeling of individual instititutions, but also help develop a ”public” market for services as well as clarify the division of task and the modeling of funding and revenue streams for data preservation of public institutions. This workshop has built on the results from the workshop ”The Costs and Benefits of Keeping Knowledge” which took place 11 June 2012 in Copenhagen. This expert workshop aimed at: •Identifying ways for data repositories to abstract from their complicated cost structures and arrive at one transparent pricing structure which can be aligned with available and plausible funding schemes. Those repositories will probably need a stable institutional funding stream for data management and preservation. Are there any estimates for this, absolute or as percentage of overall cost? Part of the revenue will probably have to come through data management fees upon ingest. How could that be priced? Per dataset, per GB or as a percentage of research cost? Will it be necessary to charge access prices, as they contradict the open science paradigm? •What are the price components for pricing individual services, which prices are currently being paid e.g. to commercial providers? What are the description and conditions of the service(s) delivered and guaranteed? •What types of risks are inherent in these pricing schemes? •How can services and prices be defined in an all-inclusive and simple manner, so as to enable researchers to apply for specific amount when asking for funding of data-intensive projects?Please

Digital Students are Different posters

Students have a lot to say about their digital environment, if we listen. But behind the headline messages what they want is complex and contradictory. Different learners need different kinds of technology and technical support to succeed. These posters can be used to stimulate discussion between staff and students as a way of developing a shared understanding of the complexity of these issues. The posters have been updated from their originals to reflect the emerging findings from the FE Digital Student study as well as the HE strand.

Enhancing the Digital Student Experience postcards

The original ‘Enhancing the digital student experience’ cards have been updated to incorporate the findings from the HE Digital Student consultation and also from the emerging findings from the FE Digital Student project. These ‘Digital Student’ cards are designed to support conversations about students’ digital experience

Emerging Practice in a Digital Age: A guide to technology-enhanced institutional innovation

Since the launch of the JISC guide Innovative Practice with e-Learning (JISC, 2005), so much has changed. At that time, early adopters were exploring the potential of mobile and wireless learning. Since then, the increased availability of public and institutional wireless networks, the emergence of new and more powerful technologies and an increase in personal ownership of these technologies are changing the way we connect, communicate and collaborate. Emerging Practice in a Digital Age, one of a series of Effective Practice guides, draws on recent JISC reports and case studies and looks at how colleges and universities are continuing to embrace innovation and respond to changes in economic, social and technological circumstances in a fastchanging world.

Learning in a Digital Age: Extending higher education opportunities for lifelong learning

Learning in a Digital Age is one in a series of Effective Practice guides. It demonstrates, through a range of case studies, how institutions are using technology to attract and retain diverse groups of learners, offer professional development opportunities for their staff, and enhance engagement and collaboration with employers and other organisations with a stake in effective lifelong learning.

Effective Assessment in a Digital Age

What contribution can technology make to ensuring that assessment and feedback processes are agile, streamlined and capable of promoting high-quality learning? Effective Assessment in a Digital Age, one in a series of Effective Practice guides, draws on recent JISC reports and case studies depicting different contexts and modes of learning to explore the relationship between technology enabled assessment and feedback practices and meaningful, well-supported learning experiences.

Effective Practice in a Digital Age

Effective Practice in a Digital Age is designed for those in further and higher education who aim to enhance the student learning experience through apt and imaginative uses of technology. A visually rich publication, Effective Practice in a Digital Age outlines key aspects of designing learning in a technology-rich context and is structured to address the needs of experienced practitioners as well as those new to technology-based learning and teaching – the ten newly researched case studies offer a choice of pathways reflecting the diversity of approaches taken by practitioners in current UK practice.

Digital storytelling at the University of Strathclyde

Images of Research is the annual competition and exhibition from the University of Strathclyde, which is designed to broaden the appeal of the university's research outputs to the general public. This year, to bring the research to life Chris Thomson, subject specialist - online learning and the digital student experience, Jisc, helped to support the participants in using digital storytelling. Rachel Clark, project coordinator at the university, talks about the thinking behind the exhibition.

Scientific Data Application Profile Scoping Study

This study was undertaken by UKOLN on behalf of the Joint Information Systems Committee (JISC) in the period April to September 2008. Application profiles are metadata schemata which consist of data elements drawn from one or more namespaces, optimized for a particular local application. They offer a way for particular communities to base the interoperability specifications they create and use for their digital material on established open standards. This offers the potential for digital materials to be accessed, used and curated effectively both within and beyond the communities in which they were created. The JISC recognized the need to undertake a scoping study to investigate metadata application profile requirements for scientific data in relation to digital repositories, and specifically concerning descriptive metadata to support resource discovery and other functions such as preservation. This followed on from the development of the Scholarly Works Application Profile (SWAP) undertaken within the JISC Digital Repositories Programme and led by Andy Powell (Eduserv Foundation) and Julie Allinson (RRT UKOLN) on behalf of the JISC. Aims and Objectives 1.To assess whether a single metadata AP for research data, or a small number thereof, would improve resource discovery or discovery-to-delivery in any useful or significant way. 2.If so, then to:a.assess whether the development of such AP(s) is practical and if so, how much effort it would take; b.scope a community uptake strategy that is likely to be successful, identifying the main barriers and key stakeholders. 3.Otherwise, to investigate how best to improve cross-discipline, cross-community discovery-to-delivery for research data, and make recommendations to the JISC and others as appropriate. Approach The Study used a broad conception of what constitutes scientific data, namely data gathered, collated, structured and analysed using a recognizably scientific method, with a bias towards quantitative methods. The approach taken was to map out the landscape of existing data centres, repositories and associated projects, and conduct a survey of the discovery-to-delivery metadata they use or have defined, alongside any insights they have gained from working with this metadata. This was followed up by a series of unstructured interviews, discussing use cases for a Scientific Data Application Profile, and how widely a single profile might be applied. On the latter point, matters of granularity, the experimental/measurement contrast, the quantitative/qualitative contrast, the raw/derived data contrast, and the homogeneous/heterogeneous data collection contrast were discussed. The Study report was loosely structured according to the Singapore Framework for Dublin Core Application Profiles, and in turn considered: the possible use cases for a Scientific Data Application Profile; existing domain models that could either be used or adapted for use within such a profile; and a comparison existing metadata profiles and standards to identify candidate elements for inclusion in the description set profile for scientific data. The report also considered how the application profile might be implemented, its relationship to other application profiles, the alternatives to constructing a Scientific Data Application Profile, the development effort required, and what could be done to encourage uptake in the community. The conclusions of the Study were validated through a reference group of stakeholders.

Digital student further education: FE learners' expectations and experiences of technology - synthesis report

A synthesis report based on the final report of the FE digital student study into FE students' expectations and experiences of the digital environment. The report outlines the key challenges, learning provider solutions, sector solutions and commentary on main findings. Appendix 2 includes a list of project outputs.

Case study: Digital life: e-safety and safeguarding

Case study on how Shrewsbury College has redeveloped their induction training for staff and students to enhance safeguarding and e-safety.

Case study: Digital approaches to English and mathematics

Case study on six partner organisations in the eastern region and how they have supported learners on apprenticeship and traineeship programmes.

Case study: Opening up opportunities for learning with digital technologies

Case study on Lewisham Southwark College and how they are encouraging students and staff to engage with a wide range of technologies to develop their digital confidence and capability.

Case study: Digital learning assets for engineering

Case study on how Furness College are collaborating with BAE Systems to co-develop an interactive learning package to support the delivery of the performing engineering operations qualification.

Case study: Transforming the digital environment - resilient and robust systems and services

Case study on how City of Liverpool College is taking radical steps to transform their digital environment, their services and business processes to bridge the digital skills gap between college leavers and the expectations of employers.