http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/43 HE - Technologies http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15946 Ruby Lab Exercise Mark van Harmelen This is a lab exercise from an Agile Development course that uses Ruby as one of its technologies (along with RSpec). Page one is somewhat motivational about agile development etc, and the Ruby lab exercise, designed to be worked on in pairs, follows from page 2. Wed, 05 Oct 2011 06:01:23 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15851 OSTRICH OER repository Alex Lydiate - University of Bath e-Learning Team - University of Bath This OER contains the Drupal 7 codebase and database, in the form of a MySQL dump file, required to install a distributed repository for Open Educational Resources identical to that used by the OSTRICH project at http://ostrich.bath.ac.uk. Brief notes are also provided on the text changes that need to be made to personalise the repository for your institution. The codebase is the Drupal 7 core plus the contributed modules: * Advanced Help * cTools * Custom Search * Google Analytics * References * Taxonomy CSV * Views There is also a bespoke theme, Barstrich, which is a customised version of the core Bartik theme created for the Ostrich project. The other core themes have been removed. If you are not experienced with installing and configuring Drupal sites please refer in the first instance to the README.txt file in the ostrich_codebase folder, and in the second to http://drupal.org/. Thu, 25 Aug 2011 09:16:00 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15391 LIFE-SHARE Digitisation Toolkit LIFE-SHARE project Skills@Library University of Leeds The Digitisation Toolkit is an interactive tool designed to guide you through the planning and execution of digitisation activities, based on the four stages plan, get, save and share. Tue, 05 Jul 2011 16:17:05 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15236 Performance and Student Perception Evaluation of Cloud-based Virtualised Computing Labs Prof Bill Buchanan Dr Jamie Graves Niladri Bose Richard MacFarlane Robert Ludwiniak Brian Davidson This work focuses on the integration of virtualised environments within the teaching of computer security and digital forensics, and includes three case studies. The first case study involves assessing student perception on the usage of VMware Workstation and AWS (Amazon Web Services) for security and digital forensics labs, while the other two present a performance evaluation of a Cloud-based infrastructure using VMware ESXi. The evaluation for the first case study shows the results of a questionnaire for the integration of VMware Workstation and AWS and highlights that the virtualised environment seems to engage students more than traditional desktop ones, along with identifying the key areas which seem to be useful, such as for network forensics and in running instances within a sand-boxed environment. The other two case studies show an evaluation of the performance impact of security and digital forensics students using a Cloud-based infrastructure for their labs, and that the developed infrastructure copes well with both scheduled lab-based classes, remote access, and a virtualised environment for courseworks. Fri, 10 Jun 2011 14:59:55 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15235 Orientation for overseas students Dr Taoxin Peng  Students from overseas sometimes find the style of teaching and learning in UK universities unfamiliar at first, so we organise a special introductory Orientation Programme, which is designed to help overseas students settle in to the School of Computing, Napier University and Edinburgh itself. The objectives of the programme are to provide new overseas students to • meet the Head of School, course leaders and lecturers, • meet other international students, • matriculate early and have access to University facilities such as Computing and Libraries, • be given an introduction to Higher Education in the UK and how it may differ from what you are used to, • be given an introduction to library resources at Napier, • learn about Scotland and Edinburgh, • make any necessary banking, police registration, medical and other arrangements, • take part in social events, such as Group Presentation, Treasure Hunt. Fri, 10 Jun 2011 14:59:48 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15234 Tracker Student Management  Andrew Cumming The tracker web site can be used by module leaders to record student attendance at lectures and tutorials. Tracker produces sign in sheets and a mechanism for storing and reviewing attendance data. It also displays student records in a convenient format. Programme and module leaders can monitor student attendance and easily identify students who are not engaged. Fri, 10 Jun 2011 14:59:42 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15233 Information Systems Student Conference  Jyoti Bhardwaj  The School of Computing holds an annual conference for Information Systems (IS) students, with the aim of bringing together IS professionals, graduates from the course and current undergraduates to share insights, experience and enthusiasm for information systems as a career. It is a busy half-day characterised by a friendly atmosphere and a mix of formal presentations and structured discussion. A well-known IS figure delivers a keynote speech, and current Honours students present posters on their dissertation topics. The acknowledged highlights are a series of presentations from recent IS graduates and an "Ask The Panel" discussion session. Fri, 10 Jun 2011 14:59:37 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15232 School of Computing LTA conference  Alison Varey At the start of each Session the School hosts a successful LTA conference. This is a whole day event with the majority of the School attending and it has been running for over 10 years. It is run by the Teaching Fellows in the School and overseen by the School LTA committee. The conference is made up of a range of different activities such as workshops, external speakers and discussion. One of the most popular and useful activities is short presentations from staff on good practice around a theme. Fri, 10 Jun 2011 14:59:30 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15230 Engaging All - The Cybercrime Investigator  Prof Bill Buchanan Richard Macfarlane  Over the past three years a range of engaging material has been created to engage School kids into Computing: The Cybercrime Investigator. It uses a rich and engaging, and ever changing, environment to stimulate the next generation of computing students. Overall it is an immersive environment based on who, why, when and where puzzles, which provides a unique crime scene for every user, and uses techniques such as deep zoom to integrate a wide range of academically challenging puzzles to solve. Overall it integrates a wide range of digital forensics and security techniques, including finding hidden messages, and crack codes (including hashing and encrypted content). It focuses on a cybercrime investigation, using enhanced graphical techniques such as deep zoom-technology, which is used by the user to zoom into and out-of graphics with hidden clues and covert messages. Each challenge is randomly generated, matched to their level, and is different for every user. It thus covers some key principles within digital forensics and cybercrime, in order to solve a crime, including ASCII coding; Caesar Codes; Shifted Alphabet codes; Pigpen Coding; Differing Encoding Methods (Base64, Hex and Binary); Hidden Content within Files; Directory Searching Hash Codes; Dictionary Searching Cipertext; and in finding Covert Messages. The objective of environment given to the user is to solve a series of challenges in order to find: Who did it? Where it was? Why they did it? When did they do it? and so on. Each time it is run the environment creates a new set of the investigation parameters, and all of the challenges are based around these. For example, if the user were to run the environment, and the crime was done by Fred Smith, the shifted alphabet code might be: UGTS HBXIW (which is a 15 letter shift), and they must then use a shifted alphabet calculator to find the number of shifts required, and thus the message. There is thus randomisation within the solving of a challenge, which cannot be solved easily by running the challenge over consecutive time intervals, or from the answers from other users. Fri, 10 Jun 2011 14:59:18 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15223 Delivering engaging information and academic literacies sessions through staff collaboration   Jane McDowell Jyoti Bhardwaj  An academic and a librarian collaborated to create a concentrated learning activity for returning students in Week 1. After a brief reminder session on information skills, students (in mixed year groups) were tasked with finding, evaluating and using subject specific information to create a group presentation. Honours students became team leaders, responsible for assigning tasks to their individual group, managing time, passing on information skills and motivating their team. Each group gave a presentation and received feedback on their information, group work and presentation skills. Aims of the student task included: encouraging peer to peer learning within mixed year groups, time management, enhancing information retrieval skills, evaluating subject specific academic information, and improving presentation skills. Overall this was an effective learning experience fulfilling a specific Week 1 need. By working together, academic and library staff shared professional expertise to create a high quality, challenging learning experience encompassing academic enquiry and information literacy skills. This learning activity is an example of how the Edinburgh Napier Information Literacy Framework can be used to create innovative sessions which aim to embed information and academic literacy within a specific academic context. Delivery can be flexible and input from collaborative staff adjusted to suit the requirements of the subject and learning situation. Fri, 10 Jun 2011 14:58:33 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15221 A day in the life Tom Flint Ian Smith A day long workshop on Day 2 of Week 1 designed to introduce the students to Merchiston Campus, learn about the University and get to know each other. The challenge is to create a series of videos forming an episodic story based around three fictitious freshers. The students form themselves into groups of 4 to create an individual episode(s) of the serial and are provided with a brief. In the brief each of the characters in the serial is described in a manner that is neither gender nor ethnic specific but does describe individual items of clothing and individual personality characteristics as well as catchphrases making them easy to identify as they are played by different actors in each episode. The brief also contains an escape sequence to provide continuity with the previous episode, the key location and characters (e.g. a named lecturer) involved in the episode and a cliffhanger ending. The dilemmas, dialogue and locations include important information for new students. The day culminates in a showcase where each episode is screened back to back and then uploaded to Youtube. Fri, 10 Jun 2011 14:58:19 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15220 Embracing critique Ian Smith John Morrison Richard Hetherington Rosie Doyle Kendall Richards  The learning experience is totally switched around with the students effectively researching, preparing and delivering the lecture series. This was supported by a series of four support workshops that focused on the required skills needed: 1.Assessment Brief; 2.Critical Thinking; 3.Defending Ideas; and 4.Presentation Skills. The students were also required to reflect on peer feedback of their presentations and write a reflective report and improve their presentations. The Defending Ideas workshop was based on a Confident Futures event originally developed for postgraduate students and was considered to be a key personal development opportunity for students in their final year of study. The students were assessed on their ability to research a topic, present their conclusions, respond to questions, question peers, critique peers, and to use critique and critical reflection to review and revise their presentations. Fri, 10 Jun 2011 14:58:13 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15219 Providing feedback through peer review Ian Smith John Morrison Richard Hetherington  A group coursework, incorporating peer review, that provides an opportunity for the student to research an emerging technology, co-author an academic paper and participate as part of an editorial review team. The process is managed completely online. This includes collaboration in writing paper, upload of paper, review of paper and publication of paper. Fri, 10 Jun 2011 14:58:05 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15217 Supporting All: from iPhone to Lectures; From Real-life to Simulation; From Challenging to Fun  Prof Bill Buchanan The module teaches advanced security techniques to BEng (Hons) and MSc students and has a completely integrated environment. This module has one of the most extensive integrations of information infrastructures. For example, it uses iTunes lectures, which are converted from the stand-alone and Web-based versions. The module overall supports all types of learning, making sure that there is a range of on-line material, all of which is also available in a printed form. The experience in creating this infrastructure has been derived from supporting franchised colleges and has thus been scaled to a complete roll-out, with the objective of supporting every type of learning, no matter who they are studying. Fri, 10 Jun 2011 14:57:53 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15212 Mentorcentre Barbara Neades Mike Parkinson  The Mentorcentre is currently in operation as online resource for nursing and midwifery mentors and provides mentors with the information they need to be able to work effectively as a mentor and to support students’ learning in practice. Registered Nurses and Midwives work closely with students in clinical areas, supporting and enabling them to achieve their placement outcomes. Mentorship plays a very significant part in determining whether students will go on to qualify from the programmes and register as nurses with the Nursing and Midwifery Council (NMC). The Mentorcentre contains up-to-date information on mentoring and provides access to a number of student course and programme documents, which enables them to fully support and assess students. There are download links for mentors to apply for the Mentorship in Practice module. It provides information to facilitate mentors being updated which is a statutory requirement for the profession including a self directed updating facility. There is a comprehensive FAQ database of issues relevant to mentoring students. It houses a number of education resources including video highlights of the latest conference along with full texts of presentations. There is also an interactive Discussion Forum and email links allowing users to communicate with fellow mentors and academic colleagues. The Mentorcentre provides direct access to mentors for any survey or research activity. Fri, 10 Jun 2011 14:57:20 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15211 Week 16 Project Sally Smith Euan Gunn The student-led Week 16 project was a rapid improvement event set up to overhaul the school's website and create new digital content. The week was project managed by Euan, a PhD student in the school, and involved 4 students working full time. 2 digital media students worked on shooting and editing videos while 2 worked with staff to update structure and content. Fri, 10 Jun 2011 14:57:13 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15205 Robot team challenge Sally Smith Robot Team Challenge is a week 1 activity designed to integrate continuing second year students with direct entry students using a practical computing activity which refreshed skills. The activity was also designed to encourage teambuilding and students learnt how best to work in teams. It also involved a presentation - a vote, prizes. We ran the Robot Team Challenge over two days. Lego robot kits were issued to 8 teams of 6-8 students on the first day and these were built after the team had decided on a team name and a role for each team member. On the second day the robots were programmed to follow an obstacle course, then the playoffs were held. Each team did a brief presentation and the robot was sent off on the route. Prizes were awarded in various categories. Fri, 10 Jun 2011 14:56:33 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15204 The Complete On-line Learning Environment  (Computer Security)  Prof Bill Buchanan Richard MacFarlane This module has one of the most extensive on-line environments, from complete on-line lectures to a unique simulator. It also has a foundation of a printed teaching pack, which supports students who prefer to read written material. It includes a unique simulator (developed within Edinburgh Napier University), in which students can learn about state-of-the-art computer security principles. Along with this there are fun on-line activities and tutorials, all of which integrate completely with the teaching pack, and many guest speakers from industry. Fri, 10 Jun 2011 14:56:26 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15199 Research Teaching Linkages: Research ... isn't that something done by academics?  Grahame Steven Undergraduate students face a range of challenges when undertaking independent research projects for the first time: - What will I research? - Which sector/business will I focus on? - How should I undertake research? - Who should I contact for my primary research? Management Accounting Applications (MAA), a level 9 module, was designed to meet a number of objectives, including: - Make students appreciate that research is relevant to business - Provide a springboard to the honours year, in particular, the dissertation Research groups are formed in the first class session and each group selects a research topic from a list prepared by the lecturers. Lecturers also select the business sector to be researched and students are randomly allocated companies from that sector’s main UK trade association. Groups are encouraged to contact other suitable companies who are not members of the UK trade association including non-UK companies. The first three weeks of the module provide an introduction to research methods and helping students create a research aim and objectives. Groups are advised to allocate tasks amongst the group, review material created by other group members, meet on a regular basis, both physically and online. Students are supported throughout the research process, particularly when they encounter critical stages. Each group, for example, obtains feedback in respect of their questionnaires. Each group must prepare a management report (coursework) comprising of a series of standard sections for “senior management” then present that report, with a question and answer session, to these managers. The case study exam (based on the sector selected for research) contains a question on an aspect of the research process. Fri, 10 Jun 2011 14:55:51 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15197 WebCT assessments - every little helps  Grahame Steven I use the assessment feature in WebCT to deliver two objective tests to students taking Management Accounting (ACC07101). While the tests are essentially formative, I have offered an inducement to encourage students to do the tests. Students can earn an extra 5% on top of their coursework mark (50% of the assessment weighting) if they obtain 80+% in each objective test. The tests can be accessed as many times as the students wish, anywhere and anytime - all they need is access to the internet. While the same types of questions are asked each time they attempt a test, the numbers are different each time they attempt a question since I have used "variables" questions. Students are given feed back at the end of the quiz: overall mark, right answer, their answer, a brief note on how to undertake a calculation - NB the question is also displayed. Students are shown how to access the objective tests in classes and, to date, there does not appear to have been problems accessing the test from inside and outside the university. It is also easy to administer the "extra 5%" since WebCT keeps a detailed record for each student. The objective tests also lay the foundations for some key calculations that students may undertake in the end of module exam. Fri, 10 Jun 2011 14:55:39 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15194 Civil Engineering International Project Week 2009  Dr Ian Smith Dr Mark Taylor  Internationalisation in higher education can be defined as the process of integrating an international and intercultural dimension to teaching. The need for preparing civil engineering graduates to work in an increasingly international society combined with the demand from employers for employees who can manage international markets has led to a greater emphasis being placed upon the role of internationalisation in civil engineering undergraduate degrees. A European Universities Civil Engineering Departments network has been established with the objective of delivering an annual International Project Week (IPW) for students from a range of European nations. The IPW has been designed to assist the students in understanding the European context of their studies and to boost their command of spoken, written and technical English. The network comprises five core European universities: Hogeschool van Amsterdam, Edinburgh Napier University, Lyon IUTA Universite Claude Bernard, the Frankfurt Fachhochschule and the Engineering College of Copenhagen. To date two IPWs have run: Amsterdam (May 2007) and Copenhagen (April 2008) to phenomenal acclaim by the profession. In May 2009, Edinburgh is the host city and over 300 European civil engineering students will participate. This paper presents a review of the previous IPWs together with details of the forthcoming event in Edinburgh. Based upon these findings, some recommendations are provided for the development of the international components of civil engineering education. Fri, 10 Jun 2011 14:55:21 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15193 Cloud@Napier - Student Perception of the Virtualisation of Labs within Computing  Prof Bill Buchanan Most computing modules require some form of lab-based practical work. Unfortunately, these labs can be fairly limited in their scope, as they must be run on a standard university desktop. Along with this it is often difficult for students to complete their lab-based work remotely, or within franchised colleges. Thus the usage of virtualised labs has a great potential, as students can get the same lab infrastructure as local students would get in the lab. There are many advantages to this, including: • Allows students to remotely complete labs. • Students train on state-of-the-art infrastructures. • Easy for the teaching team to update. • Supports remote/distance learning. • Supports group work over remote connections. • Supports ring-fence infrastructures, where students can do anything they want within an isolated environment. • and so on. The module uses AWS (Amazon Web Services) and VMWare to create virtualised environments. Fri, 10 Jun 2011 14:55:13 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15188 Developing a framework for sustainable graduate attribute enhancement through employee engagement  Sally Smith Our project worked with recent graduates to build employability into the curriculum of a new integrated Masters course - the MEng Software Engineering. We trialled a framework for curriculum design informed by current professional practice through: Building a network of mentors within our recent graduate community; Developing a teamworking module to incorporate employability skills which engages students and builds partnerships between employers and students; Developing a graduate mentoring system with on-line resources for in-employment mentors in the form of support material, guidelines and project ideas http://mentoring.napier.ac.uk/ Fri, 10 Jun 2011 14:54:37 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15186 Paperless examination boards promote wider and better academic discussion Jon Kerridge Rob Kemmer Fiona Sutherland Andrew Cumming  A series of developments since the inception of SITS has resulted in a set of procedures and processes that have reduced the amount of paperwork to virtually nil in all module and programme examination boards. Furthermore, the content and quality of academic debate during boards has increased dramatically as the quantity of paper has reduced. The initial stimulus was to provide an automated means of uploading module marks into SITS both before and after the module board. This was designed as a set of related spreadsheets into which marks were input. The spreadsheets also calculated standard descriptive statistics and histograms of mark distributions. Additionally, it was possible to compare the relative severity of modules based upon the sets of modules students had taken. As technology became available, the circulation of paper based module data was reduced so that only the convener and secretary had paper copies. Other board members could see the data displayed on a large screen with individual displays for external examiners. With the introduction of the 20-credit scheme, the spreadsheets were changed to reflect the new rules, and data was extracted directly from SITS in order to undertake the analysis of relative module severity based upon the actual marks recorded in SITS prior to the module boards. More recently the School’s Administrators have been able to use specific SITS screens to display programme board related transcript information, annotated as necessary, which can then be seen by all attendees at the board without the need for paper copies. Fri, 10 Jun 2011 14:54:24 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15182 Use of lab books to encourage reflection Jon Kerridge At the start of the module, students are presented with all practical material via WebCT. The practical material is presented as a series of challenges that are designed to both improve their understanding of the taught material and develop associated technical skills. The material is subdivided into weekly elements based on book chapters. The students are expected to undertake the practical challenges and to incorporate evidence of successful completion in their Lab Book. Additionally, they are asked to answer questions based upon the completed work that reinforce their understanding and also enable reflection on the learnt materia; these are also included in the Lab Book. During the course of each practical, the academic(s) discuss the progress of each student in completing the practical challenges. This is designed to achieve two effects. First, ensuring that students are completing the weekly challenges and second, that they understand the taught material. Any students with difficulties are immediately identified and helped. It also enables identification of whole class areas of misunderstanding that can be addressed in subsequent lectures. The last challenge is unseen until half way through the module. Inherently, students receive immediate feedback on each challenge they complete. Students are also able to discuss their response to the reflective questions but are not given direct assistance in formulating their response. The Lab Book is end assessed in sufficient time to provide feedback before the examination. The elements that accrue the most marks are the responses to the reflective questions and the unseen challenge. Fri, 10 Jun 2011 14:53:57 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15176 Utilising the Tumblr micro blogging platform in your modules John Morrison Prezi.com and Tumblr.com are being utilised as digital sketchbooks to enhance the learning experience of students on Digital Imaging IMD07103. Specifically encouraging: - Peer critique / developing sense of community - Critical reflection / evaluation - Critical context of students' work in relation to wider professional field. - Nurturing visual vocabulary - The development of their own identity and professional online portfolio. Fri, 10 Jun 2011 14:53:18 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/15174 Student Perception of On-line Lectures within a Blended Learning Environment for Computing Students  Prof Bill Buchanan Richard MacFarlane and Robert Ludwiniak  Educational institutions are increasingly moving towards enhancing learning through the use of integrated information technology. Blended, or augmented, learning, aims to support the traditional learning environment – where the instructor blends online learning with the traditional face-to-face teaching. This may take the form of centrally Managed Systems (LMS), for example, or Instructor-led content such as online video, quizzes and activities. This paper investigates student preferences within a Computer Security and Digital Forensics module, regarding the integration of lecture using narrative-plus-PowerPoint within a traditional educational infrastructure. It thus assesses student perceptions in the usage of on-line lectures for security and digital forensics material, with a specific focus on whether students actually prefer the on-line version to the traditional lecture situation and on how they use the on-line lecture material. Fri, 10 Jun 2011 14:53:03 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14996 Managing multimedia research data JISC Incremental project at University of Cambridge and University of Glasgow Researchers across disciplines are using digital media such as video, audio, and images to conduct and describe their research. These new methods bring additional challenges, including storing information, interpretting it, and making sure that it is accessible for future study. In this presentation, Stephen Gray (JISC Digital Media) provides a primer on using digital media in research, including best practice formats. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 17:57:25 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14995 Using YouTube and social media in research - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. Fanar Haddad uses YouTube and social media extensively as a source for his research on Iraq and secterian violence. In this presentation, he shares his experiences, recommendations, encouragement, and concerns for using unstable user-created content as research data. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 17:49:16 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14994 Creating and Maintaining a Bespoke Database -- Lessons Learnt - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. Paul Russell (Department of Anglo-Saxon, Norse & Celtic, Cambridge) works with complicated early Irish glossaries with connections that are often fuzzy and phonetic rather than precise. When he went to create a database to handle these data, the only option seemed to be a bespoke one. In this presentation, he describes some of the challenges leading up to the creation of his database, the benefits of having it now, and the ongoing challenges of maintaining and improving it as time goes by. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 17:41:06 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14993 Managing music dta JISC Incremental project at University of Cambridge and University of Glasgow Presentation given by Neil McDermott, Resource Development Officer in Music, University of Glasgow. Presented at the 'Managing Perfomance Data and Documentation' seminar held in Glasgow on 17th February 2011. Neil discusses the issues to be considered when managing audio and the help available at University of Glasgow to do so successfully. Tue, 26 Apr 2011 17:38:06 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14992 Managing sensitive data in performing arts - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. Presentation given by Adrian Howells at the 'Managing Performance Data and Documentation' seminar in Glasgow on 17th February 2011. Adrian discusses the issues to be resolved when managing sensitive data as part of research practice and his experience of the university ethics procedure and its effect on his work. Tue, 26 Apr 2011 17:34:48 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14991 Data collected over a long period: the case of the Live Art Archive - audio JISC Incremental project at University of Cambridge and University of Glasgow Audio recording of talk given by Dr Barry Smith, creator of the Live Art Archive, at the University of Glasgow in 2011. Barry shares some lessons learned from his experience of gathering data over a long period, the changing repository environment and the challenges of technical obsolescence. Tue, 26 Apr 2011 17:25:16 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14990 Project CAiRO: curating artistic research output - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. Presentation given by Stephen Gray of JISC CAiRO project at the 'Managing Performance Data and Documentation' seminar, University of Glasgow on Thursday 17th February 2011. Stephen discusses the CAiRO project's activities and the challenges facing good management of creative arts research data. Tue, 26 Apr 2011 17:20:43 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14989 Using the UK Freedom of Information Act: A practical guide for researchers - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. Michael Kandiah discussed his experience and tips to help researchers use the Freedom of Information Act to gather data. This presentation was recorded at a seminar at the University of Cambridge, co-coordinated by the Cambridge University Library's Incremental project and the Centre for Research in the Arts, Social Sciences, and Humanities' (CRASSH) Digital Humanities initiative. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 17:08:39 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14988 FAQ for Freedom of Information and Environmental Information Requests for Research Data - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. Chris Rusbridge answers common and emerging questions on how the Freedom of Information Act and Environmental Information Requests apply to research data. This brief presentation includes a discussion of exemptions and exceptions for research data. This presentation was recorded at a seminar at the University of Cambridge, co-coordinated by the Cambridge University Library's Incremental project and the Centre for Research in the Arts, Social Sciences, and Humanities' (CRASSH) Digital Humanities initiative. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 17:05:41 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14987 Intellectual property rights and University of Cambridge: Focus on patents and commercialisation - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. In this presentation, Richard Jennings (Cambridge Enteprise) provides an overview of the University of Cambridge IPR policy and how it pertains to research. Dr. Jennings also discussed the role of Cambridge Enterprise and the relationship between IPR and commercialisation at the University. This presentation was recorded at a seminar at the University of Cambridge, co-coordinated by the Cambridge University Library's Incremental project and the Centre for Research in the Arts, Social Sciences, and Humanities' (CRASSH) Digital Humanities initiative. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 17:02:37 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14986 Intellectual Property Rights and Research Data: Focus on copyright - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. In this presentation, Andrew Charlesworth provides an overview of IPR and how it pertains to research data and materials, with a focus on copyright. This presentation was recorded at a seminar at the University of Cambridge, co-coordinated by the Cambridge University Library's Incremental project and the Centre for Research in the Arts, Social Sciences, and Humanities' (CRASSH) Digital Humanities initiative. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 16:59:26 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14985 The Timescapes Archive: A case study for managing, sharing, and preserving sensitive personal data - narrated slideshow JISC Incremental project at University of Cambridge and University of Glasgow In this presentation, Libby Bishop, Senior Research Archivist for the Timescapes project, speaks about her experiences, recommendations, and lessons learnt for sharing and archiving sensitive personal data for long-term and longitudinal use. This presentation was recorded at a seminar at the University of Cambridge, co-coordinated by the Cambridge University Library's Incremental project and the Centre for Research in the Arts, Social Sciences, and Humanities' (CRASSH) Digital Humanities initiative. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 16:56:29 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14984 Re-use, sharing, and archiving sensitive research data: a practical overview - slideshow JISC Incremental project at University of Cambridge and University of Glasgow Narrated slideshow. In this presentation, Louise Corti provides best practices and examples for managing sensitive research data. Topics include helping researchers get the most use and flexibility from their data within ethical restrictions, archiving sensitive data, and sharing sensitive data sources with the research community within ethical agreements. Description: This presentation was recorded at a seminar at the university of Cambridge, co-coordinated by the Cambrbridge University Library's Incremental project and the Centre for Research in the Arts, Social Sciences, and Humanities' (CRASSH) Digital Humanities initiative. Glenn Jobson (CRASSH) produced and edited this video in collaboration with the Incremental project. Tue, 26 Apr 2011 16:54:09 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14983 Batch renaming files - slideshow JISC Incremental project at University of Cambridge and University of Glasgow Simple step-by-step instructions for how to rename a batch of files at once, making it easier to adhere to a consistent naming policy and fit existing files to such a policy. Consistency in file naming contributes to good data management. Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 16:33:51 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14982 Selecting which data to keep at University of Glasgow - factsheet JISC Incremental project at University of Cambridge and University of Glasgow Simple step-by-step instructions for how to make sound decisions about which files to keep, how selecting data, instead of just keeping everything, can save you time and money, and who at University of Glasgow can help you with selecting your data. This guidance is aimed at researchers in the University of Glasgow, but the principles apply generally. Selection for preservation contributes to good data management. Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 16:27:34 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14981 Choosing the right digital storage media for you- factsheet JISC Incremental project at University of Cambridge and University of Glasgow Table of various digital storage media, comparing their features and risks to enable choice of the most appropriate storage for the researcher's purpose. Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 16:23:45 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14980 Using the Incremental data management webpages at University of Glasgow JISC Incremental project at University of Cambridge and University of Glasgow One-slide description of the online guidance developed by the JISC Incremental project specifically for researchers at the University of Glasgow. This guidance applies to researchers at the University of Glasgow only. Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 16:20:54 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14979 Who owns IPR? - flowchart JISC Incremental project at University of Cambridge and University of Glasgow Flowchart helping researchers to ascertain where IPR lies in a piece of research undertaken at the University of Glasgow. This flowchart applies to researchers at the University of Glasgow only. Powerpoint slide, and does not replace consultation with relevant contacts within the University's research and enterprise services. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 16:01:05 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14978 University of Glasgow: bidding for grant funding workflow JISC Incremental project at University of Cambridge and University of Glasgow Flowchart describing necessary steps of the process when bidding for grant funding. This flowchart applies to researchers at the University of Glasgow only. Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 15:56:09 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14977 University of Cambridge: bidding for funding workflow JISC Incremental project at University of Cambridge and University of Glasgow Flowchart describing necessary steps of the process when bidding for funding. This flowchart applies to researchers at the University of Cambridge only. Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 15:45:49 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14976 Version control across devices - factsheet JISC Incremental project at University of Cambridge and University of Glasgow Simple guidance to help researchers keep their files organised when using various storage devices, e.g. laptop, desktop computer, data sticks, etc. Available as both PDF and Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 15:26:52 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14975 UK research funders' data policies - factsheet JISC Incremental project at University of Cambridge and University of Glasgow Clear comparison of the data management requirements for a range of major UK research funders. Knowledge of these requirements helps to guide data planning. Available as both PDF and Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 15:16:10 GMT http://dspace.jorum.ac.uk:80/xmlui/handle/123456789/14974 Selecting which data to keep - factsheet JISC Incremental project at University of Cambridge and University of Glasgow Simple step-by-step instructions for how to make sound decisions about which files to keep, and how selecting data, instead of just keeping everything, can save you time and money. Selection for preservation contributes to good data management. Available as both PDF and Powerpoint slide. This guidance developed by the JISC Incremental project at University of Glasgow and University of Cambridge. Tue, 26 Apr 2011 14:48:19 GMT