IASSIST / IFDO 2001

Data Support for Learning & Teaching: the Final Frontier?

Robin Rice - Edinburgh University Data Library

Using Numeric Data in Learning & Teaching Project, 2000-2001

Introduction

• UK is rich in numeric datasets.

• Social Sciences tradition of secondary analysis ensures use of datasets such as GHS, BHPS, Census, etc. are used in research.

• What are the barriers to the use of numeric data in learning & teaching?

Project Highlights

Task Force

Teachers’ Survey

Case Studies

Open Forum

Website: http://datalib.ed.ac.uk/projects/datateach.html

Teachers’ Survey

• Sample survey of teaching departments, within Social Sciences plus other empirical subjects.

• ~250 department heads targeted (1 in 6 sample). Asked to respond & pass to relevant teaching staff.

• Vigorous follow-up by phone & email to improve response rate, make results more representative.

• 206 responses from 110 departments in 80 institutions. (Response Rate=44%).

Responding Institutions

Department Types

‘Inside’ Social Sciences:Anthropology

Business & Management Studies

Communications

Economics

Education

Environmental Sciences

International Relations

Political Science

Psychology

Social Studies (including Social Work & Social Policy)

Sociology

n=126

‘Outside’ Social Sciences:Agriculture

Archaeology

Epidemiology

Geography

History

Nursing & Ancillary Services

Public Health

Statistics

Town Planning

n=80

Selected Survey Findings

Use of numeric data in this class by percent (n=181).

44%

15%

22%

4%

15% Nearly always do

Often do

Only occasionally

Haven't, but would like to

Never have and don'tplan to

101

81

68

57

47

31

18

3

0

20

40

60

80

100

120

empirical dimension

stats/data analysis

teach numeracy/criticalthinking

use of analysis software

survey/research design

general computing skills

other

not answered

Purpose of use of data in this class (n=181).

Are students expected to work with the data on a computer (‘hands-on’) as part of their coursework?

Whether course is ‘hands-on’, by course typecolumn % methods subject Allhands-on 85 54 64not hands-on 15 46 36

n = 46 100 146

Source of data used in class (counts, n=181).

91

80

36 34

2319 17 17

13

30

10

20

30

40

50

60

70

80

90

100

number of respondents

collected byself/students

monograph or serial

from governmentagency

directly from dataproducer

freely available oninternet

files from colleague

registered with datacentre

bundled withpackage/textbook

don't know

purchased fromcommercial provider

To what extent do you regard preparation of data for teaching a burden?

burden but w arranted

53%not too much effort

36%

not sure7%

inordinate amount of w ork4%

Do you feel the need to update / refresh / revise the data used on a regular basis?

yes57%

no14%

yes, but insuff icient time29%

Use of Data in Independent Learning (student’s research)

• Nearly always do - 35%

• Often do - 33%

• Only occasionally - 21%

• Never have and don't

plan to - 6%

• Haven't yet but would

like to - 2%

• “Statements made need to be backed up with evidence – often of an empirical nature.”

• “Depends on topic, but statistical sources can contextualise a topic.”

“Many students are more inclined to qualitative research.”

“Not always appropriate & insufficiently briefed on numeric data available.”

Survey Findings: National Services

All respondents were asked if they have ever used or considered using national data services (i.e. The Data Archive, EDINA, MIMAS) to access numeric data for learning and teaching purposes.

An overwhelming three quarters had not; only 25% said yes. There was no significant difference found based on the experience of the teacher (number of years teaching course), or whether they used data in hands-on teaching. However, methods teachers were somewhat more likely to have used national data services than subject teachers.

Ranked barriers to using national data services according to users (n=47).

Barrier: rawscore

totalresponses

meanscore

lack of awareness of materials 298 46 6.5lack of time for preparation 301 47 6.4registration procedures 253 45 5.6interface 182 36 5format of datasets 187 39 4.8documentation 178 38 4.6lack of teaching subsets 186 42 4.4

*There were 3 responses that ranked ‘Other’.

Survey Findings: Support NeedsFrom whom have respondents ever had support in

obtaining or using data, whether for teaching or research? (n=188)

88

69

49 4844

1813

9

0

10

20

30

40

50

60

70

80

90

other colleague

no support

local computing service

co-worker/assistant

local library staff

national data service staff

local site rep

other

Forms of local support needed (counts, total respondents=162).

107

94

80 8074 72

57 5653

11

0

20

40

60

80

100

120

data discovery

help students use data

current awareness email

help prepare data forteaching

teach new interfaces

expert consultation stats& methods

help with registrations

reformat,subset,manipulate datasets

aquire datasets for localcollectionother

How would you categorise the level of support from your institution? (n=176)

very good across the board

14%

tends to be ad-hoc62%

inst. does not provide coordinated

support24%

Final Stage: Recommendations

So, based on our results, what are some sensible recommendations…

• For the UK HE funding councils and JISC?

• For the national data centres?

• For universities?

• For libraries and computing services?

• For academic departments and teachers?