1. A survey based analysis on training opportunities Dr. Jūratė Kuprienė Framing the digital curation curriculum International Conference Florence, Italy 6 - 7 May 2013 www.digcur-education.org

2. What we planned? To identify, document and analyze the training courses, curriculum, resources, good practice instances that are currently available. To profile the existing training opportunities. To establish a framework for the evaluation of the training curriculum.

3. What we did? Questionnaire on training opportunities: – Institutions and organizations with interest or involvement in digital curation and preservation training activity. – Focus on issues related to: Training content Metchodologies Delivery options Assessment Certification Registry of training opportunities Training evaluation framework

4. Structure of questionnaire Information about institution; Information about trainings provided by the institution: – Type of training; – Target audience and their knowledge; – Key topics covered; – Training format; – Trainers; – Learning objectives and benefits of attending; – Accessment – Certification – Evaluation Information about future plans to organize such trainings.

5. Survey distribution

6. Survey population

7. Did your institution organize trainings during the last 2 years?

8. Accessibility

9. Audience

10. Required experience

11. Key topics

12. Trainings format

13. Trainers

14. Learning objectives Awareness of issues in digital curation field: – critical challenges and trends; – latest developments in managing; – requirements in different environments; – development of policy for organisation; – applying the standards. Getting knowledge about: – digital preservation methods; – data management planning; – repository systems; – web archiving; – file formats. Awareness of good practice: projects, networks.

15. Benefits of attending Ability to make choices between short, medium and long-term digital preservation; Becoming able to define strategy and planning in the field; Understanding of the preservation planning process and its benefits to overall digital preservation strategies; Acquiring competence on the main tools and standards; Capacity to dynamically interpret rules and legislation; Knowledge of the role and use of metadata and representation information needed for preservation; Knowledge of web archiving and implementation of existing software; etc.

16. Assessment, certification, credits 79% didn’t offer any assessment, 9% offered tests, 6% offered exams. 40% of all training provided attendees with certificates: – 42% of those certificates were vocational; – 32% academic. 34% of all training provided credits: – 3 respondents gave 2 ECTS credits; – 2 respondents gave 4 ECTS credits; – some respondents: “it depends”…

17. Evaluation

18. Future plans 43% of respondents were planning to organize trainings. Topics: – a general introduction to digital preservation; – attributing metadata; – evaluating the format of digital resources; – checking an OAIS-compliant ingest plan; – data archiving of scientific data sets; – management of photo archives. Outcomes: – raising awareness about digital preservation and existing tools; – learning about current developments in the field; – understanding the risks associated with information access; 32% may organize 25% were not planning to organize.

19. Conclusions The differing levels of awareness of the field; The variety of institutions ; The dynamic rate of development of the digital preservation field; Closer interaction between practice and theory; The awareness raising of why successful digital curation action is important to undertake in the first place; The flexibility in vocational training requires collaboration between organizers of relevant courses and the ongoing exchange of teaching ideas, methods and techniques.

20. Outcomes Training evaluation framework: – The survey + desk reseach of previous work. – The structured approach to consideration of a curriculum or piece of training. – For those developing training: To assess what is already available, To clarify which potential approaches, audiences and skills may need to be addressed. – For those assessing training: A structure to which training offerings can be mapped; To clarify where provision is ample; To learn which approaches, audiences or skills are scarcely served in training; To compare different training offers.

21. www.digcur-education.org

23. A survey is available on http://www.digcur-education.org/eng/Resources http://www.digcur-education.org/eng/Resources jurate.kupriene@mb.vu.lt Vilnius University Library