 Hello everyone, I'm Anna Shadbold at Melbourne and I'm going to go through some of the initiatives we've had over the past and some of the things we've learned and some of the things we hope to do in the following year. So I guess the why and the how, similar to what Belinda's been saying, there's a lot of reasons why we want to do this. But the training piece about delivering on services to support research data management is to both build capability but also to change culture, to find new ways of doing things that people have been doing for a long time. That's often the resistance in that there may not be clarity around why practices should change and in some cases practices can impact on their current workflows. It's also an opportunity to learn about what is common practice amongst your clientele, the researchers, while also teaching what's good practice. And so using training as a great opportunity to collect intel about what's going on is a definite bonus and definitely worse documenting when you train. We have training that's targeting very much our research high degree students, which we refer to as our graduate researchers. And we have training that focuses on staff, even though students can attend staff training, generally the graduate researchers training is just for students. So yeah, so basically we have two key focuses. One is around information awareness raising and outreach. And then within training that currently exists and how to integrate it within accredited programs, seeing that if it actually counts to study and has assessment tasks, etc, then you have a captive audience. And I'll tell you about a couple of initiatives that we've had here. So we'll start with the skills program. This has been going for quite some time, and it has been reported on and you can look at documentation from Starbucks 2009 and e-research Australasia. This grew out of our e-research director who was Leon Sterling at the time and was keen to get a breadth of e-research types of knowledge base shown to students so that they would be better able to be consumers of new initiatives in technology to help them with their research activities and believing again, as it is a culture change component, that the earlier we can start the better. The types of topics that we have included, the way upskills works, it's usually one and up between one and a half and two hour workshop where we tend to get about 20 to 30 RHDs coming along, generally masters by research and PhD students, though any postgraduate student could attend. In the research data management space, we have separated out the sciences from the humanities and social science, although it's not strictly adhered to. People want to come along to the science or to the humanities, even though they belong to another that's not restricted and they're offered by a range of people and well this year, Versi and Anne's actually delivered our program to the science group and the ESRC, which is the Digital Humanities and Social Science Research Centre within the library here, delivered the one for the humanities. These documents are available if people want to have a look at what they do. We've also done training around managing a digital asset so that if students are doing research where they have to collect images and they're not quite sure how to have metadata inserted and make sure that they're well documented in their work, then we assist with that and also if they require digitisation as part of their thesis and research, copyright, open access, legal frameworks, etc. In fact I think they're also open to other, I think Monash may also attend these programs if they want to. So then we go to the, these were again RHDs where we have developed programs that exist within accredited programs. The Melbourne model has specialist programs within the masters of science and it also has what we call breadth subjects which are meant to cut across multiple disciplines within various degrees and EScience was one of these breadth subjects and it was taken within the degree that are just outlined there. The objectives were multiple but research data management was a key component of that. There was a poster at last year's e-research Australasia but unfortunately that hasn't been archived. I'll have to try to produce a version that can be PDF so you can have a look at it. So what the students, their assessment tasks, they're the objectives, their assessment tasks included developing a data management plan for their own project and also developing tool or using tools for visualisation which was group work but the data management with individual. The sorts of responses that were given was and interestingly enough you know in hindsight I quite like that middle one where they're saying that despite how boring some of the bits were because one of these breadth subjects is one of these subjects that they must take some sort of elective and they in some cases they begrudgingly took that but then were surprised at how useful and interesting it was so that was pleasing to see. It was the actual subject was taught by our information systems people within the science faculty. The other new initiative which started this year and this is quite fresh and is only being I guess trial this year and will obviously undergo a significant review. It's working on the teaching of digital methods in the arts in the arts which is social sciences and the humanities and it's within the arts faculty PhD program and as you can see it's 12 hours of basically six two-hour block workshops around particular introductory areas and then some more specific tool development, utilisation and skill development depending on the type projects people are doing in their work. It was spearheaded by basically people whom you may know Craig Bellamy from Versi, Nick T Berger who's a linguist, Garver McCarthy with ESRC, Andy May and Michael Arnold from the arts faculty. So these people were have always considered the importance of this area and again there is an assignment required to actually look at what digital methods were employed in their research and they produce an assessment tool. Some of the initial feedback that I got from Gavin was that he's really quite surprised that at this stage there is still a lot of there's very limited skills in digital methodologies amongst students and so probably it's worth considering even going back to the undergraduate level to start developing strengths so even though we have digital natives coming through in terms of some of the tools that are around in our digital methodologies in the search there's not a lot of exposure and so that's a potential new area that may emerge from this and so then the other the other main I mean the main way I'm involved in terms of the delivery of training is around the outreach information and awareness which was very much part of the ANS projects that we participated in but we had already started in this area in terms of looking at our policies and how we get the message across. The general recipe for these forums is that we usually have one key thing that's a bit of a new initiative or something a bit different and one of them like last year earlier this year for example was the change in our privacy policy we did that as a way of bringing people in and then we go through the regular format of you know why is it important how might you some tips around that and and some ideas about tools that we may have that help and then where can they get services we've also been bearing in mind that this is a very superficial very broad brush it gets a very broad cross section across the university so it's very difficult to have targeted content because of the unknown of who's going to be coming along we often get between 40 and 75 people coming to these sorts of things so we get a good opportunity to spread the message and then hopefully we tend to get at least you know five or six referrals coming out of that with the types of questions people ask I've put a link in there where you can go and have a look we have all our generally unless they have fallen off we record these and we also have the slides freely available online if you want to have a look the what I believe is probably the the better way to go if you have the resources of course this is resource intensive is to actually try to squeeze your way into research research of focused groups which would be department or faculty forums generally by invitation where you would have again this formula where you would try to get one of the senior researchers in that faculty to share their views on how the benefits of data management has helped them in their own work also around data sharing and archiving and in the case that we've used is people who are involved in the data capture project for example seeing how being involved in some of those projects facilitated them we always have Mel Melvin research talking about the good cool that's an interesting word good proactive pro actors pro proactive act practice I guess that we want to push the importance of research integrity not from a punitive sense but about doing good research and having documentation etc as well as the compliance side around policy and the funder expectations and we always have a library ITS component where we look at we outline opportunities for collaboration and also what support services we have the other area that we've been looking at is working directly with library liaison teams and in fact we've used Belinda's model that she outlined with our library teams as an introduction to research data management again trying to I guess find their own comfort zone in terms of where they want to come in in this work and this will grow as people and researchers require more I guess create more demands we've also done introduction to research initiatives infrastructure and services from our technical teams and also around asset management and digitization so that we see this as an opportunity for us to get referrals because through an introductory awareness when librarians speak with their clients they're able to point them and give us a referral if there are needs in this area so as I was leading on to then another key way that we do training is through the service delivery itself so when we get referrals often through our record services team which is now based within the university secretary's office we are able to engage directly with our colleagues in various groups sometimes that it's a faculty level where they have all this stuff and it's not only digital it's also physical data we had container loads of soil samples etc etc so this is also part of data management and it's about good record keeping so it gives us opportunities to help faculties or departments develop a process to improve their own practices on the ground we also find that through projects themselves you have a project then if the project actually gives a payoff to researchers we're also again collecting a knowledge base from from the process of providing or getting business requirements for projects and that's what we've been doing with our digital preservation initiative where we are using various groups to review the types of content they have and what sort of workflows they need etc to develop our digital preservation strategy and roadmap and in 2013 we will be actually developing well we will be offering a data curation service and that will again be offering direct support to researchers who are interested in learning more about data curation and archiving and the final thing that we are running next year is we are going to develop what we class as an immersive training program for support personnel where we will be this is a collaboration with with the UK on a project around immersing but training our support people in the key areas around research data management and curation and particularly the support people although we do believe that the the outputs will be applicable to researchers but that's not going to be our initial pilot and it will be run in two universities our own and one in the UK and we're very keen what will happen for all of next year and we will definitely be sharing all the outputs freely to people who are interested and that is me or that's the end of my presentation