Presented at LILAC 2019

1. Can research data improve how we
live, learn and act?
The use of open data in teaching and the role of the library
Helene N. Andreassen1, Torstein Låg1, Harrie van der Meer2,
Monique Schoutsen3, Mijke Jetten3
1UiT The Arctic U. of Norway, 2U. of Amsterdam/Amsterdam U. of Applied Sciences, 3Radboud U.
LILAC, Nottingham, April 24-26, 2019

2. Expectations
Turn to your neighbour and spend 3 minutes talking about
● why you signed up for this workshop
● what you hope to learn from it
● how you think you can contribute to this topic
● why this topic is important for librarians in higher education

3. PROGRAM
● Importance of open data in teaching: introduction
● Use Open Research Data in Teaching (UDIT) – project and module
● Activity: the use of open data in teaching and the role of the library
● Wrap-up and future perspectives
3

4. (Griffiths, 2004, Healey 2005, Healey & Jenkins 2009)
4
Research
&
Active learning
Research-led Research-tutored
Research-oriented
develop research skills and
techniques
Research-based
undertake research and
inquiry
learn about current research
in the discipline
engage in research discussion

5. The challenge of engaging students in research
There still exists a gap between how
a teacher can practically introduce
students to the useful complexities of
the research process and how the
student can (easily) have a personal
experience of those real-world
aspects.
(Haaker & Morgan-Brett, 2017, p. 2)

6. Students can be activated by
using real data, without having to
leave the classroom

7. Data Literacy
“A specific skill set and knowledge base,
which empowers individuals to transform
data into information and into actionable
knowledge by enabling them to access,
interpret, critically assess, manage, and
ethically use data” (Koltay, 2017)
Research Data Literacy
“A sub-discipline of information literacy”
(Schneider, 2014)
IL versus Data Literacy

8. (see Javiera et al., 2015)
Libraries and (open) research data
• We can guide students and
teachers in the search for good
quality research data
• We understand the principles
behind the build-up of datasets,
(incl. licensing), in the context of the
overall goal of Open Science
• We understand why research data
should be evaluated and reused
with as much care as other
scholarly sources

9. UDITUse (open research) Data In Teaching
• Project
• Module

10. To encourage and help teachers
in higher education to start using
open research data in their
teaching, and to share their
experience and teaching material
with the teacher community.
Objective of the project

11. Gather information about good
practices, inspiring resources,
relevant concepts, example
activities, and provide a platform
that stimulates sharing of
material.
HOW?

12. ● Further the open educational
resources movement
● Further the open science
movement
Intended side objectives

13. 13
UDIT OER
Commons
UDIT
website
UDIT
module

14. https://www.fosteropenscience.eu/courses

15. https://www.fosteropenscience.eu/learning/use-open-data-in-teaching

17. The platform
● OER commons
○ https://www.oercommons.org
○ Facilitates access to teaching and
learning material for all parties
○ Facilitates visibility and proper
attribution by making the material
discoverable and citable
● Group: Use Open Data in Teaching
○ https://www.oercommons.org/groups/
use-open-data-in-teaching/2965/
○ Platform for uploading activities or
links to already published ones
○ Template which facilitates inclusion of
all relevant information

18. Activities (using mentimeter and handout)
Open a browser and navigate to
menti.com
Enter code:
xxxxxx

19. Future perspectives
Our libraries
● Define our capacities and responsibilities
● Integrate open data in our IL teaching
● Integrate the educational aspect in our
RDM teaching
The institution
● Work with relevant parties to integrate
the educational aspect in their RDM
● Work with relevant parties to increase
awareness of OER

20. The network
● Exchange thoughts, concerns and ideas
with other librarians eager to facilitate use
of open data in teaching in their own
institutions
● Discuss 21st century information literacy
with Open Science as a backdrop
The module
● Promote it to the teacher community
● Feed and curate the OER Commons group

21. Take home message

22. ● With expertise in RDM and OER, libraries can help teachers by
bridging the gap between research, research-based teaching and
information literacy.
● Would you like to share your own teaching activity on open data? We
warmly invite you to contribute to the OER Commons Group.
● Want to think along? We welcome any suggestions to improve the
UDIT module, to extend our OER Commons group and to strengthen
the open data community.

23. Please answer shortly the following questions:
• During this workshop, what idea(s) struck you as things you
could or should put into practice?
• Did this workshop fulfill your expectations?
(And write them down on a paper)

24. Thank you for your
participation! Thanks to our home institutions and
ERASMUS+ for funding this project.
www.site.uit.no/opendatainteaching
https://www.fosteropenscience.eu/node/2656
https://www.oercommons.org/groups/use-open-
data-in-teaching/2965/

25. Helene N. Andreassen
Senior Academic Librarian
UiT The Arctic University of
Norway
helene.n.andreassen@uit.no
Torstein Låg
Senior Academic Librarian
UiT The Arctic University of
Norway
torstein.lag@uit.no
Harrie van der Meer
Coordinator information literacy
University of Amsterdam/
Amsterdam University of applied
sciences
h.a.l.van.der.meer@hva.nl

26. Monique Schoutsen
Coordinator lnformation
Literacy
Radboud University
m.schoutsen@ubn.ru.nl
Twitter: @festinaatje
Mijke Jetten
Coordinator Open Science
Support
Radboud University
m.jetten@ubn.ru.nl

27. References
Griffiths, R. (2004) Knowledge production and the research-teaching nexus: the case of the built environment disciplines,
Studies in Higher Education, 29(6), 709-726.
Haaker, M., & Morgan-Brett, B. (2017). Developing research-led teaching: Two cases of practical data reuse in the
classroom. SAGE Open, 7(2), 1-9. https://doi.org/10.1177/2158244017701800
Healey, M. (2005) Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In:
Barnett, R. (ed.) Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead:
McGraw-Hill/Open University Press, 30–42.
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Retrieved from
https://www.heacademy.ac.uk/system/files/developingundergraduate_final.pdf

28. Used images