The management of research data has become an essential aspect of good scientific practice. Education in research data management is, however, scarce. The low number of trainers can be attributed on the one hand to a lack of educational paths. On the other hand, qualification opportunities for academics who have already completed their studies and are in employment are missing. Within the research project FDMentor a Train-the-Trainer programme was therefore developed to teach potential multipliers of research data management, and at the same time impart basic didactic knowledge. The resulting concept was created, in addition to freely re-usable materials, to support researchers and research support staff in passing on this knowledge. In addition, the generic development and free licensing of the concept enables transferability to other thematic contexts, such as Open Access or Open Science.
The relevance of open research data is already acknowledged in many disciplines. Demanded by publishers, funders, and research institutions, the number of published research data increases every day. In learning analytics though, it seems that data are not sufficiently published and re-used. This chapter discusses some of the progress that the learning analytics community has made in shifting towards open practices, and it addresses the barriers that researchers in this discipline have to face. As an introduction, the movement and the term open science is explained. The importance of its principles is demonstrated before the main focus is put on open data. The main emphasis though lies in the question, Why are the advantages of publishing research data not capitalized on in the field of learning analytics? What are the barriers? The authors evaluate them, investigate their causes, and consider some potential ways for development in the future in the form of a toolkit and guidelines.
This article focuses on the role of new technology in the preservation, restoration and dissemination of cultural knowledge illustrated by the example of the ‘Hoffmann Collection of Cultural Knowledge’ (HC-CK). Some background information on the conceptualisation and aims of the project are given in the introduction. New technologies as an integral part of research, preservation, restoration and presentation are then discussed. The focus of the discussion in the second part will be on the inclusion of new technology as an essential part of research outputs, on the powerful capacities of intermediality as observed in the ‘Hoffmann Collection of Cultural Knowledge’ and on an example of a digitally created space (database) where all genera of primary and secondary productions meet to offer researchers the possibility to convene multiple places. This article finally suggests that it is the right time to connect the astounding predisposition of new technologies in the form of digital media to reshape the unique spaces of research and the dissemination of research outcomes.
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