{"id":22242,"date":"2024-10-02T07:00:00","date_gmt":"2024-10-02T05:00:00","guid":{"rendered":"https:\/\/blogs.uef.fi\/ueflibrary\/?p=22242"},"modified":"2025-11-03T14:53:11","modified_gmt":"2025-11-03T12:53:11","slug":"tutkimusaineisto-haltuun-mastering-the-research-data","status":"publish","type":"post","link":"https:\/\/blogs.uef.fi\/ueflibrary\/tutkimusaineisto-haltuun-mastering-the-research-data\/","title":{"rendered":"Tutkimusaineisto haltuun! | Mastering the research data!"},"content":{"rendered":"\n

(Please, scroll down to read in English.)<\/bdo><\/p>\n\n\n\n

Elokuun ensimm\u00e4isell\u00e4 viikolla 2024 k\u00e4ynnistimme l\u00e4hiopetuksen kirjaston organisoimalla Mastering the Research Data (Tutkimusaineisto haltuun!) -opintojaksolla<\/a>. Aineistonhallinnan teemat ovat osa tutkimuksen ydint\u00e4 ja t\u00e4rkeit\u00e4 ty\u00f6el\u00e4m\u00e4taitoja, mutta siit\u00e4 huolimatta niit\u00e4 ei ole pidetty laajasti esill\u00e4 syvent\u00e4viss\u00e4 eik\u00e4 jatko-opinnoissa. Kirjaston asiantuntijatiimi ottikin asiasta kopin, ja laittoi ehdotuksen uudesta aineistonhallinnan k\u00e4yt\u00e4nn\u00f6n taitoja opettavasta kurssista Summer Schoolille. Opintojakson toteuttamista varten saimme my\u00f6s yliopistolta rahaa opetuksen kehitt\u00e4miseen. Tuloksena syntyi ainutlaatuinen ja monimuotoinen pilottihanke, jonka toteutuksesta oppivat sek\u00e4 opiskelijat ett\u00e4 kirjastolaiset!<\/p>\n\n\n\n

\"N\u00e4kym\u00e4<\/figure>\n\n\n\n

UEF Summer School on Joensuun kampuksella elokuussa j\u00e4rjestett\u00e4v\u00e4 kahden viikon mittainen kes\u00e4opintomahdollisuus. Opetusta on tarjolla eri koulutusaloilla ja opetuskieli on englanti. N\u00e4inp\u00e4 my\u00f6s Mastering the Research Data pidettiin englannin kielell\u00e4, ja opiskelijoitakin oli vastaavan monitaustaisesti. Opetuksen pit\u00e4minen l\u00e4ht\u00f6kohtaisesti l\u00e4hiopetuksena karsi jonkin verran lopullista osallistujam\u00e4\u00e4r\u00e4\u00e4, mutta pienempi ryhm\u00e4 mahdollisti edukseen rennon ilmapiirin ja tiiviin ryhm\u00e4keskustelun. <\/p>\n\n\n\n

Aineistonhallinta ja tutkimuksen arki<\/h3>\n\n\n\n

Opintojakson kantava idea oli tutkimuksen arjen esimerkein her\u00e4tt\u00e4\u00e4 tieteiden- ja tutkimusaineistojen v\u00e4list\u00e4 ymm\u00e4rryst\u00e4 tutkimusaineistojen k\u00e4sittelyst\u00e4 ja aineistonhallinnan ongelmista tai hyviksi havaituista k\u00e4yt\u00e4nn\u00f6ist\u00e4. Halusimme sukeltaa aineistonhallinnan yleisest\u00e4 ja usein melko vaikeaselkoisestakin ohjekielest\u00e4 suoraan aineistonhallinnan toteuttamiseen tutkimusmetodien ja analyysin osana. Me aineistonhallinnan er\u00e4\u00e4nlaiset generalistit olemme vahvasti sit\u00e4 mielt\u00e4, ett\u00e4 aineistonhallinta ja tutkimuksen tekeminen kulkevat niin tiiviisti k\u00e4si k\u00e4dess\u00e4, ett\u00e4 niiden erottaminen on mahdotonta ja turhaa. Halusimme testata, mill\u00e4 tavoin eri alojen tutkijat voivat jakaa ja saada uutta ymm\u00e4rryst\u00e4 aineistonhallinnan yleisen teeman alla ja miten tohtoriopiskelijat p\u00e4\u00e4sisiv\u00e4t jo alkuvaiheessa mukaan tieteidenv\u00e4liseen keskusteluun. Taustalla oli tietenkin vahvasti mukana tarve kehitt\u00e4\u00e4 omaa opetustamme ja osaamistamme.<\/p>\n\n\n\n

Saadaksemme monitahoisen kattauksen oli alusta asti selv\u00e4\u00e4, ett\u00e4 mukaan tarvitaan eri alojen tutkijoita \u2013 itse emme pystyisi t\u00e4llaista kokonaisuutta toteuttamaan. Saimme opintojakson suunnitteluun t\u00e4rke\u00e4\u00e4 apua UEF Summer Schoolin akateemiselta johtajalta ja yliopistomme tutkijoilta, joista muutamat my\u00f6s pitiv\u00e4t opintojaksolla asiantuntijaluentoja omasta tutkimuksestaan ja sen aineistonhallinnasta. L\u00e4hestyimme siis tutkijoita ennakkoluulottomasti pyynn\u00f6ll\u00e4 tulla pit\u00e4m\u00e4\u00e4n luento elokuun alussa joko paikan p\u00e4\u00e4lle Joensuuhun tai et\u00e4n\u00e4. Koska olimme saaneet kehitt\u00e4misrahaa, pystyimme my\u00f6s tarjoamaan pienen luentopalkkion. Tutkijat olivat kautta linjan innokkaasti mukana \u2013 kes\u00e4lomakauteen sijoittuva ajankohta oli ainoa hieman hankala asia.<\/p>\n\n\n\n

Me kirjaston vastuuopettajat esittelimme yleisesti aineistonhallinnan teemoja ja omista tutkimustoiminnastamme kummunneita kokemuksia ja n\u00e4k\u00f6kulmia, mutta erityisen arvokasta oli saada kuulla vierailevia luennoitsijoita, joista suurin osa oli oman yliopistomme v\u00e4ke\u00e4.<\/p>\n\n\n\n

Olimme sen tarkemmin ohjeistamatta antaneet luennoitsijoille toiveeksi, ett\u00e4 he kertoisivat konkreettisin esimerkein oman alansa tai tutkimusdatansa aineistonhallinnan mist\u00e4 tahansa vaiheesta, ongelmasta tai ratkaisuista. Luotimme siihen, ett\u00e4 kaikki esimerkit antaisivat ajattelemisen aihetta kurssilaisille, vaikka heid\u00e4n oma tutkimusalansa tai datatyyppins\u00e4 olisi jotain ihan muuta. Ja n\u00e4in totisesti k\u00e4vi: tuloksena oli uskomaton aarrearkku datanhallinnan suunnittelusta tarvittavaan osaamiseen ja kaikkea silt\u00e4 v\u00e4lilt\u00e4.<\/p>\n\n\n\n

Rutiinit, suunnittelu ja dokumentointi ansaitsemaansa arvoon<\/h3>\n\n\n\n

Taustasta riippumatta suunnittelu, rutiinien korostaminen sek\u00e4 datanhallinnan ja tutkimusprosessin dokumentointi nousivat vahvasti esille. Anna-Maija Tolppanen kertoi mieleenpainuvan esimerkin, kuinka hyv\u00e4n dokumentoinnin avulla voitiin vastata julkaisun arvioijien kysymyksiin, vaikka tutkimushankkeen henkil\u00f6t olivat vaihtuneet. Paula Rautionahon kokemus dokumentoinnin merkityksest\u00e4 tuli esille juuri sellaisesta tilanteesta, jossa arvioijien pyyt\u00e4m\u00e4\u00e4 tietoa ei l\u00f6ytynyt aivan vaivattomasti. H\u00e4n my\u00f6s korosti toistettavuuden kannalta validoinnin ja raportoinnin t\u00e4rkeytt\u00e4, joiden puutteet liiankin usein tekev\u00e4t tulosten toistamisesta mahdotonta, vaikka tutkimusolosuhteet olisivat samanlaiset. Outi Hakolan perusteellinen tapa dokumentoida kvalitatiivisen aineiston k\u00e4sittely\u00e4 oli vaikuttava. Hakola osoitti, kuinka dokumentointi voi toimia tehokkaasti analyysin apuna ja dokumentoida my\u00f6s tutkijan ajattelun kehittymist\u00e4.<\/p>\n\n\n\n

Dokumentoinnin laatuun liittyy erottamattomasti rutiininomaisuus, jopa paikka paikoin tylsyys, josta Samuli Kaislaniemi kertoi arkistoista ja kirjastoista ker\u00e4tt\u00e4v\u00e4n aineiston kohdalla. Koska aineistonkeruu saattaa olla kallista ja aikaa viev\u00e4\u00e4, keruumatkoilla jokainen hetki kannattaa k\u00e4ytt\u00e4\u00e4 hyv\u00e4ksi ja vaikkapa tylsill\u00e4 junaosuuksilla kirjoittaa rutiininomaista dokumentaatiota. H\u00e4n muistutti my\u00f6s aineiston pit\u00e4misest\u00e4 j\u00e4rjestyksess\u00e4 ja varmuuskopioituna sek\u00e4 laadun kontrollin rutiineista mahdollisimman samanaikaisesti aineistonkeruun kanssa. Esimerkiksi arkistok\u00e4ynnill\u00e4 kuvattavan asiakirjan kuvanlaadun voi tarkistaa samoin tein eik\u00e4 vasta kentt\u00e4ty\u00f6matkan p\u00e4\u00e4tteeksi satojen kilometrien p\u00e4\u00e4ss\u00e4 alkuper\u00e4isest\u00e4 aineistosta.<\/p>\n\n\n\n

Ent\u00e4p\u00e4 datan laatu ja se kuuluisa metadata?<\/h3>\n\n\n\n

Datan laadunvalvonnan haasteista kansalaistieteen yhteydess\u00e4 saimme kuulla Aaron Peltoniemen esityksess\u00e4. Pauli Miettinen puolestaan totesi, ett\u00e4 datatieteess\u00e4 ns. v\u00e4\u00e4rin ker\u00e4tty data voi olla t\u00e4ysin k\u00e4ytt\u00f6kelpoista \u2013 lopputuloksen kannalta sis\u00e4lt\u00f6 ei ole olennaista. Laadullakin on siis monta eri n\u00e4k\u00f6kulmaa. Miettisen esitys oli my\u00f6s erinomainen muistutus datan ja metadatan alakohtaisista m\u00e4\u00e4rittelyist\u00e4. Vaikka datanhallinnan yleisiss\u00e4 ohjeissa tuntuu korostuvan datan ja metadatan jonkinasteinen yksiselitteisyys, k\u00e4yt\u00e4nn\u00f6ss\u00e4 n\u00e4in ei v\u00e4ltt\u00e4m\u00e4tt\u00e4 ole.<\/p>\n\n\n\n

Tiina Ristikari havainnollisti yksitt\u00e4isen metadatan merkityst\u00e4 tutkimuksessa, jossa yksil\u00f6iv\u00e4 henkil\u00f6tunnus on ik\u00e4\u00e4n kuin avain laajaan, vuosia kest\u00e4v\u00e4\u00e4n pitkitt\u00e4is- tai seurantatutkimukseen. Standardien merkityst\u00e4 avasi Janne Capra oivallisella toteamuksella, ett\u00e4 metadata on tutkijoiden yhteinen kieli. H\u00e4n my\u00f6s muistutti, ett\u00e4 standardinomaisuus pit\u00e4isi huomioida laitteidenkin kohdalla, jotta tutkijat ymm\u00e4rt\u00e4isiv\u00e4t laitteiden mahdollisen yhteensopivuuden laitevalmistajien k\u00e4ytt\u00e4mist\u00e4 nimist\u00e4 huolimatta. Leena Latonen korosti metadatastandardien merkityst\u00e4 biol\u00e4\u00e4ketieteellisess\u00e4 tutkimuksessa, jossa tutkimustulosten tai ideoiden patentointi on my\u00f6s muistettava. Silloin tullaan j\u00e4lleen kerran dokumentoinninkin t\u00e4rkeyteen, mit\u00e4 useampi luennoitsija korosti isojen datam\u00e4\u00e4rien hallinnan yhteydess\u00e4.<\/p>\n\n\n\n

Suurten datam\u00e4\u00e4rien hallinnan esimerkkien lis\u00e4ksi Ina P\u00f6hner jakoi meille tosiel\u00e4m\u00e4n \u2013 ja liiankin monelle tutkijalle varmasti tutun esimerkin automaattisen varmuuskopioinnin pett\u00e4misest\u00e4; varmuuskopioinnin suunnittelun ja tietoisen toteuttamisen merkitys tuli selv\u00e4\u00e4kin selvemm\u00e4ksi.<\/p>\n\n\n\n

Aineistonhallinnan raameja datan elinkaaren eri vaiheissa: laki, etiikka ja osaaminen<\/h3>\n\n\n\n

Laki ja tutkimusetiikka ovat kaikessa tutkimuksessa l\u00e4sn\u00e4 mutta erityisesti silloin, kun k\u00e4sitell\u00e4\u00e4n henkil\u00f6tietoa. Mia Kilpel\u00e4inen puntaroi lains\u00e4\u00e4d\u00e4nn\u00f6n ja tutkijan etiikan kulmakivi\u00e4 \u2013 mik\u00e4 on oikein ja mik\u00e4 v\u00e4\u00e4rin. T\u00e4st\u00e4kin teemasta Mikko Laitinen ja Irene Taipale muistuttivat meit\u00e4 lingvistiikan kontekstissa, kun aineisto on per\u00e4isin sosiaalisesta mediasta. Vaikka siis itse tutkimuskysymys ei pureutuisi jollain tapaa ns. sensitiivisiin teemoihin vaan esimerkiksi kielen ilmi\u00f6ihin, tietosuoja on ensisijaisen t\u00e4rke\u00e4. Laitinen korosti my\u00f6s tarvetta tieteenalat ylitt\u00e4v\u00e4\u00e4n yhteisty\u00f6h\u00f6n, mik\u00e4 mahdollistaa monipuolisen osaamisen ja sen, ett\u00e4 kukin voi keskitty\u00e4 siihen, mink\u00e4 parhaiten taitaa.<\/p>\n\n\n\n

Datanhallinta ei ole tosiaankaan aina helppoa tai vaivatonta, ja siin\u00e4 tarvitaan rutkasti osaamista ja palveluita. Harri Kiiskinen valotti aineistonhallinnan asiantuntijan t\u00e4rke\u00e4\u00e4 roolia tutkimuksen koko elinkaaren aikana aina suunnittelusta loppusiivoukseen. H\u00e4n konkretisoi t\u00e4t\u00e4 mainiosti vertauskuvalla asiantuntijan merkityksest\u00e4 jo datanhallinnan yhteisten linjausten teossa: p\u00e4iv\u00e4kodissakin tarvitaan selke\u00e4t s\u00e4\u00e4nn\u00f6t, ennen kuin lapset p\u00e4\u00e4stet\u00e4\u00e4n sis\u00e4\u00e4n. Datanhallinnan resursointiin soisikin kiinnitett\u00e4v\u00e4n huomioita realistisin ottein.<\/p>\n\n\n\n

Selkeiden palvelujen t\u00e4rkeys aineistojen tutkimuksenj\u00e4lkeisess\u00e4 s\u00e4ilytt\u00e4misess\u00e4 ja\/tai avaamisessa konkretisoituivat Hannele Keckman-Koivuniemen esitelless\u00e4 Tietoarkiston palveluja ja Oksana Skaldinan kertoessa kokemuksistaan Dryadin hy\u00f6dynt\u00e4misest\u00e4 datan julkaisun yhteydess\u00e4. Useissa esityksiss\u00e4 oli esill\u00e4 datan jakamisen ja\/tai avaamisen mahdollisuus. Tomi Oinas painotti, ett\u00e4 datanhallinnassa on pidett\u00e4v\u00e4 tietoisesti mieless\u00e4, mit\u00e4 dataa voi jakaa ja miten sen voi toteuttaa.<\/p>\n\n\n\n

Samu Kainulaisen esimerkki valaisi oivallisesti suunnitelmien ja k\u00e4yt\u00e4nn\u00f6n toteuttamisen v\u00e4list\u00e4 kuilua: vaikka tutkijan mieless\u00e4 siint\u00e4isi datan mahdollisimman avoin jakaminen, laki ja eettiset seikat voivat mutkistaa kuvioita. Kainulaisen esityksess\u00e4 nousi esiin datan k\u00e4yt\u00f6n m\u00e4\u00e4rittelyn keskeisyys eli ymm\u00e4rret\u00e4\u00e4nk\u00f6 data prim\u00e4\u00e4ri- vai sekund\u00e4\u00e4rik\u00e4yt\u00f6n datana. Peltoniemi totesi datan avaamisen yhteydess\u00e4 jokseenkin lohdullisesti, ett\u00e4 jos henkil\u00f6tiedot est\u00e4v\u00e4t aineiston avaamisen, voi jakaa menetelmi\u00e4 ja ty\u00f6kaluja eli ei anneta itse kakkua mutta resepti siihen voidaan kuitenkin antaa.<\/p>\n\n\n\n

\"Kuva<\/figure>\n\n\n\n

Ty\u00f6skentely\u00e4 ryhmiss\u00e4 ja itsen\u00e4isesti<\/h3>\n\n\n\n

Opiskelijoita aktivoitiin luentojen v\u00e4liss\u00e4 erilaisilla pari- ja ryhm\u00e4keskusteluteht\u00e4vill\u00e4. Osa keskusteluteht\u00e4vist\u00e4 tehtiin ulkona k\u00e4vellen, mik\u00e4 lis\u00e4si liikett\u00e4 ja tarjosi vaihtelua opetustilassa istumiseen \u2013 elokuun alkuhan oli ulkoty\u00f6skentelyyn varsin houkutteleva. Tutkimusaineiston dokumentointia, metadatan t\u00e4rkeytt\u00e4 ja tutkimusryhm\u00e4n sis\u00e4ist\u00e4 kommunikointia harjoiteltiin ryhm\u00e4ty\u00f6ss\u00e4, jossa opiskelijat p\u00e4\u00e4siv\u00e4t rakentamaan ja dokumentoimaan Lego-malleja (LEGO\u00ae Metadata for reproducibility<\/a>). <\/p>\n\n\n\n

Opintojaksolla oli muutama itsen\u00e4isesti toteutettava teht\u00e4v\u00e4, joista ensimm\u00e4inen viritti opintojakson teemaan ennen ensimm\u00e4ist\u00e4 tapaamista ja loput kaksi keskittyiv\u00e4t opintojakson sis\u00e4ll\u00f6n soveltamiseen opintojakson loppupuolella. Yhten\u00e4 lopputeht\u00e4v\u00e4n\u00e4 oli laatia oma aineistonhallintasuunnitelma, joka palautettiin opintojakson vastuuopettajille ja josta annettiin henkil\u00f6kohtainen kirjallinen palaute.<\/p>\n\n\n\n

Toisena lopputeht\u00e4v\u00e4n\u00e4 oli posteri. Jokainen opiskelija laati posterin oman tutkimusprojektinsa aineistonhallinnasta. Ne esiteltiin ja niist\u00e4 keskusteltiin viimeisen\u00e4 opintojaksop\u00e4iv\u00e4n\u00e4. Olimme tehneet posterille mallipohjan, jota sai halutessaan k\u00e4ytt\u00e4\u00e4 \u2013 ajattelimme sen helpottavan posteriteht\u00e4v\u00e4n teossa, sill\u00e4 posteri piti tehd\u00e4 opintojakson aikana melko tiiviiss\u00e4 aikataulussa. Lopputulokset olivat kautta linjan vaikuttavia! Opintojakson antia oli pystytty soveltamaan omaan tutkimusaineistoon monin tavoin, vaikka asiantuntijaluennot eiv\u00e4t olisi edustaneet juuri omaa tieteenalaa ja itselle tuttua aineistotyyppi\u00e4 tai tutkimusmetodia. Posteriesitysten j\u00e4lkeen jokainen \u00e4\u00e4nesti nimett\u00f6m\u00e4n\u00e4 suosikkiposteriaan, ja voittajaksi julistettiin Pemelyn Santosin kelopuiden tutkimusta k\u00e4sittelev\u00e4 posteri.<\/p>\n\n\n\n

Mit\u00e4 opimme?<\/h3>\n\n\n\n

Osallistuminen luennoilla oli aktiivista, mik\u00e4 ilahdutti sek\u00e4 opintojakson j\u00e4rjest\u00e4neit\u00e4 kirjastolaisia ett\u00e4 vierailevia luennoitsijoita, joista moni ilmoitti olevansa valmis jatkamaan aiheiden parissa viel\u00e4 luentojensa p\u00e4\u00e4tytty\u00e4kin. Opiskelijoiden osalta yleiset tavoitteet vaikuttavat olleen realistisesti sanoitettuja ja niihin suurin osa eitt\u00e4m\u00e4tt\u00e4 p\u00e4\u00e4si palautteiden perusteella. <\/p>\n\n\n\n

Opiskelijapalautteissa todettiin, ett\u00e4 vaikka opintojakso oli todella intensiivinen ja sis\u00e4lt\u00f6 osin vaativa, se auttoi my\u00f6s ymm\u00e4rt\u00e4m\u00e4\u00e4n datanhallinnan eroja tutkimusalojen v\u00e4lill\u00e4 alkaen aina datan m\u00e4\u00e4rittelyst\u00e4. Oppimista ja opitun soveltamista tukivat palautteiden mukaan esimerkiksi opiskelu fyysisesti samassa tilassa, opiskeluilmapiiri ja eri tyyppiset esitykset. Toiveitakin esitettiin: alan englanti-suomi-sanasto my\u00f6s ei-suomenkielisten tarpeisiin, lis\u00e4\u00e4 taustatietoa joistain aiheista, omaa alaa l\u00e4hemp\u00e4n\u00e4 olevia esityksi\u00e4 sek\u00e4 seuraavaa samankaltaista kurssia!<\/p>\n\n\n\n

Opintojakso t\u00e4ss\u00e4 muodossaan oli ainutlaatuinen kokonaisuus, jossa saatiin yhdistetty\u00e4 kokemuksia ja n\u00e4kemyksi\u00e4 eri tieteenaloilta ja erilaisten tutkimusaineistojen hallinnasta. Se toimi oppimiskokemuksena opiskelijoiden lis\u00e4ksi my\u00f6s kirjaston toteuttajatiimille. Opintojaksosta kertynytt\u00e4 tietoa pyrit\u00e4\u00e4n jatkojalostamaan monin tavoin kirjaston datatiimin osaamiseksi sek\u00e4 kirjoittamaan auki avoimesti jaettavaksi, esimerkiksi kirjaston avoimiin oppimateriaaleihin.<\/p>\n\n\n\n

Kiit\u00e4mme opintojaksolle osallistuneita opiskelijoita ja vierailevia luennoitsijoita! Vaikka suunnittelu ja toteuttaminen ajoittuivat muiden t\u00f6iden kannalta kiireellisiin kausiin ja v\u00e4lill\u00e4 ep\u00e4toivokin iski ty\u00f6m\u00e4\u00e4r\u00e4n osalta, lopputulos ei olisi voinut olla t\u00e4m\u00e4n hienompi. T\u00e4st\u00e4 kokemuksesta ammennamme viel\u00e4 pitk\u00e4\u00e4n ja pist\u00e4mme hyv\u00e4n kiertoon!<\/p>\n\n\n\n

\"Ohtaansalmen
Kuva | Photo: Roine Piirainen, Kuvia Suomesta by Markkinointitoimisto Tovari, CC0<\/em><\/figcaption><\/figure>\n\n\n\n

On the first week of August 2024, we librarians kicked off face-to-face teaching for the UEF Summer School course that we had organised, Mastering the Research Data<\/a>. The course was developed to supplement the data management skills of researchers after deficiencies in their teaching had been observed. The themes of data management are a core part of research as well as important work life skills in their own right, yet for some reason they have not been sufficiently promoted in advanced or post-graduate studies. An expert group of the library caught on to this and successively sent an application to the Summer School. In addition, we received funds for the development of teaching from the university, which enabled us to create a unique and multifaceted pilot course, the implementation of which taught both the students and ourselves!<\/bdo><\/p>\n\n\n\n

UEF Summer School is usually organised as a two-week summer study option at the Joensuu campus in August. Teaching is available in various disciplines, and the courses are taught in English. Thus, Mastering the Research Data was also held in English, allowing students from diverse backgrounds to attend. While the requirement of attendance in-person thinned out the final number of students, the smaller group allowed for a relaxed atmosphere and active discussion on the course.<\/bdo><\/p>\n\n\n\n

Data management and everyday research<\/bdo><\/h3>\n\n\n\n

The primary idea for the course was to rouse understanding between disciplines and research data through everyday examples on how research data is handled and what problems or good practices are associated with data management. We wished to dive from the general and often rather obscure instructional language of data management directly into its implementation as part of research methods and analysis. As data management generalists, it is our opinions that data management and research are so deeply intertwined that separating them would be both impossible and pointless. We wished to examine how researchers from different fields could share and gain new understanding under the general theme of data management, and how doctoral students could participate in interdisciplinary discussions early on. Of course, the need to improve our own teaching and skills was very much at the heart of this.<\/bdo><\/p>\n\n\n\n

It was clear from the start that we needed researchers from different fields in order to gain a multifaceted coverage \u2013 something that we could not achieve on our own. We received crucial help in the planning of the course from UEF Summer School, academic leader and researchers at our university. Some of these researchers also held expert lectures on their own research and the data management involved. Thus, we approached the researchers with an open-minded request to hold lectures in early August, either on-site in Joensuu or remotely, and because we had received development funding, we were also able to offer a small lecture fee. The researchers were enthusiastic across the board \u2013 the course taking place during the summer holidays was the only tricky part.<\/bdo><\/p>\n\n\n\n

We, the coordinating teachers of the library, provided general presentations on the themes of data management and shared experiences and insights gained through our own research backgrounds. However, the lectures from our guest speakers, many of which are from our own university, were particularly valuable.<\/bdo><\/p>\n\n\n\n

We had requested that the lecturers would give concrete examples of any stage, problem, or solution concerning data management in their own discipline or research data, without giving any further instructions. We trusted that all examples would give the students food for thought, even if their own field of research or type of data was something completely different. And indeed they did: what resulted was an incredible treasure trove of skills and knowledge on the planning of data management to its implementation, and everything in-between.<\/bdo><\/p>\n\n\n\n

The value of routines, planning and documentation<\/bdo><\/h3>\n\n\n\n

Regardless of research background, the promotion of routines as well the documentation of data management and research process were thoroughly emphasized. Anna-Maija Tolppanen provided us with a memorable example on how good documentation aided in answering questions from the reviewers, even after the personnel involved in the project had changed. Paula Rautionaho\u2019s experience on the significance of documentation surfaced from one such situation, in which the information requested by the reviewers could not be easily found. In addition, she emphasized the importance of validation and reporting, the lack of which all too often makes the reproduction of results impossible, even when the circumstances are similar. Outi Hakola’s thorough way of documenting the processing of qualitative data was impressive: she showed how documentation effectively aids analysis and documents the development of the researcher’s thinking.<\/bdo><\/p>\n\n\n\n

The quality of documentation is inextricably linked to routine, even boredom in places, as Samuli Kaislaniemi described in the case of material collected from archives and libraries. Since data collection can be expensive and time-consuming, it is worth making the most of every moment on a collection trip and, for example, writing routine documentation on boring train journeys. He also reminded people to keep their data organised and backed up, and to carry out quality control routines as closely as possible to the time of data collection. A good example of this is how the image quality of a document being photographed on an archival visit can be checked right away, rather than at the end of a return journey hundreds of kilometres away from the original material.<\/bdo><\/p>\n\n\n\n

The frames of data management at different stages of the data lifecycle: laws, ethics, and skills<\/bdo><\/h3>\n\n\n\n

Legislation and research ethics are present in all research, but particularly so when personal information is concerned. Mia Kilpel\u00e4inen considered the cornerstones of law and researcher ethics \u2013 what is right and what is wrong. Mikko Laitinen and Irene Taipale also reminded us of this theme in the context of linguistics research dealing with data obtained from social media. Therefore, even if the research question itself does not in any way deal with sensitive issues, but rather with phenomena such as language, data protection is of paramount importance. Laitinen also stressed the need for interdisciplinary cooperation, which enables a diversity of expertise and allows each person to focus on what they do best.<\/bdo><\/p>\n\n\n\n

Data management is by no means always easy or effortless, and it requires an array of competence and services. Harri Kiiskinen highlighted the important role of a data management expert throughout the research lifecycle, from planning to post-research cleaning. He illustrated this well through a comparison of the expert\u2019s role already when establishing common guidelines: even in kindergarten, clear rules are needed before children are allowed in. The resourcing of data management should hence be a target of reasonable focus.<\/bdo><\/p>\n\n\n\n

The importance of clear services for post-research storage and\/or opening of data was emphasised in Hannele Keckman-Koivuniemi’s presentation of the services of the Finnish Social Science Data Archive and Oksana Skaldina’s experience of using Dryad for data publishing. The possibilities regarding the sharing and\/or opening of data were raised in many of the presentations. Tomi Oinas stressed that it is important in data management to be conscious of what data can be shared and how it can be done. An example from Samu Kainulainen shed some light on the gap between design and implementation: even if the researcher plans to share data as openly as possible, legal and ethical issues can complicate the picture. All of this has to do with the definition of data use, i.e. whether data is understood as primary or secondary use data. In the context of opening up data, Peltoniemi said, somewhat comfortingly, that if personal data prevents data from being opened up, methods and tools can still be shared, i.e. you don’t hand over the cake, but you can provide the recipe.<\/bdo><\/p>\n\n\n\n

Working in groups and individually<\/bdo><\/h3>\n\n\n\n

Various pedagogical methods were applied on the course. Students were activated through discussion tasks in pairs and groups, some of which were carried out walking outside, which added momentum and served as counterbalance to sitting in the lecture room. This was partly enabled by the great weathers of early August. Research data documentation, the importance of metadata and communication in research group were practiced through a group assignment, in which the students got to build and document Lego models (LEGO\u00ae Metadata for reproducibility<\/a>).<\/bdo><\/p>\n\n\n\n

The course also included some individual assignments, the first of which prepared the students to the course\u2019s themes before our first meeting, whereas the other two focused on applying the teachings towards at the course\u2019s end. One of the final assignments was to draft a data management plan (DMP), which was submitted to the coordinating teachers for written personal feedback.<\/bdo><\/p>\n\n\n\n

The other final assignment included the drafting of a poster on research data management. Each student made a poster based on their individual research projects, to which they applied the themes of data management. The posters were then presented on the last day of the course. We had also created a model template for the posters as the schedule to draft them during the course was quite tight. The final results were thoroughly impressive! The students had applied the lessons from the course in a multitude of ways, even if the expert lectures didn\u2019t always represent the specific data types or methods that the students worked with. After the presentations, each of us in the class anonymously voted for our favourite poster, and the winner was announced to be a poster on the data in kelo tree research by Pemelyn Santos.<\/bdo><\/p>\n\n\n\n

What did we learn?<\/bdo><\/h3>\n\n\n\n

Participation itself was active, which delighted both the librarians who organised the course as well as the guest lecturers, many of whom declared willingness to continue the discussion even after their scheduled lectures. For students, the overall learning objectives seem to have been realistically formulated and most of them were admittedly reached based on the feedback.<\/bdo><\/p>\n\n\n\n

The students’ feedback showed that although the course was really intensive and the content was partly demanding, it also helped to understand the differences in data management between disciplines, starting with the definition of data. According to the feedback, learning and the application of what was learned were supported by, for example, studying physically in the same space, the study atmosphere and various types of presentations. Wishes were also presented: the English-Finnish glossary also for the needs of non-Finnish speakers, more background information on some topics, presentations closer to one’s own discipline, and a similar course in the future!<\/bdo><\/p>\n\n\n\n

The course in the form that we implemented it in was unique package that allowed us to combine experiences and views from various disciplines and from the management of different data. The course served as a learning experience for both the students as well as the library\u2019s implementation team. The information gathered through the course will be used to further develop the expertise of the library\u2019s data team, in addition to which it will be written down and opened for wider use, i.e. to be used in the library\u2019s open learning materials.<\/bdo><\/p>\n\n\n\n

We thank the students and guest lecturers who participated on the course. This was a highly rewarding experience for us! Although the planning and implementation were scheduled during an otherwise busy period, and we were sometimes struck by desperation in terms of the workload, the end result could not have been better. We will draw from this experience for a long time to come and spread what we have learned!<\/bdo><\/p>\n\n\n\n

Vierailuluennoitsijat | Guest lecturers:<\/bdo><\/h4>\n\n\n\n
    \n
  • Janne Capra (UEF), Too much data?? Data handling in Cell and Tissue Imaging Unit<\/bdo><\/li>\n\n\n\n
  • Outi Hakola (UEF), The relationship between data management and processing, analysis and reporting of qualitative data<\/bdo><\/li>\n\n\n\n
  • Samu Kainulainen (UEF), Case example: SmartSleep databank<\/bdo><\/li>\n\n\n\n
  • Samuli Kaislaniemi (UEF) Working with 20,000 digital images: Pipelines and practices for archival work<\/bdo><\/li>\n\n\n\n
  • Hannele Keckman-Koivuniemi (Tietoarkisto | FSD), FSD services for opening and reusing research data<\/bdo><\/li>\n\n\n\n
  • Harri Kiiskinen (Rebase Consulting) The role of data management and a data management specialist in a research project<\/bdo><\/li>\n\n\n\n
  • Mia Kilpel\u00e4inen (UEF), Research ethics, highly sensitive data<\/bdo><\/li>\n\n\n\n
  • Mikko Laitinen (UEF), Working with social media data<\/bdo><\/li>\n\n\n\n
  • Leena Latonen (UEF), Managing the plethora of data types in biomedical research<\/bdo><\/li>\n\n\n\n
  • Pauli Miettinen (UEF), Program Code as Data and Metadata – Data Management in Data Science<\/bdo><\/li>\n\n\n\n
  • Tomi Oinas (UEF), Transformations & coding of numerical data<\/bdo><\/li>\n\n\n\n
  • Aaron Peltoniemi (JYU), Learning through citizen science<\/bdo><\/li>\n\n\n\n
  • Ina P\u00f6hner (UEF), Data management in computational drug discovery and systems biology – FAIR data from two angles<\/bdo><\/li>\n\n\n\n
  • Paula Rautionaho (UEF), Reproducibility and transparency (in linguistics)<\/bdo><\/li>\n\n\n\n
  • Tiina Ristikari (Itla), The use of administrative records (i.e. registers) for research purpose (Finnish Birth Cohorts 1987, 1997)<\/bdo><\/li>\n\n\n\n
  • Oksana Skaldina (UEF), Biodiversity research data management<\/bdo><\/li>\n\n\n\n
  • Irene Taipale (UEF), A case study utilizing social media data (in doctoral research)<\/bdo><\/li>\n\n\n\n
  • Anna-Maija Tolppanen (UEF), Improving the reproducibility of research plans \u2013 insights from administrative health data<\/bdo><\/li>\n\n\n\n
  • <\/li>\n<\/ul>\n\n\n\n

    Anne Karhap\u00e4\u00e4, tietoasiantuntija | Information specialist<\/bdo>
    Niko Niskanen, hankekoordinaattori | Project coordinator<\/bdo>
    Minna Rahnasto-Rilla, tietoasiantuntija | Information specialist<\/bdo>
    Manna Satama, tietoasiantuntija | Information specialist<\/bdo>
    Opetus- ja tietopalvelut | Training and information services<\/bdo><\/p>\n\n\n\n

    <\/p>\n\n\n\n

    <\/p>\n\n\n\n

    <\/p>\n\n\n\n

    <\/p>\n","protected":false},"excerpt":{"rendered":"

    (Please, scroll down to read in English.) Elokuun ensimm\u00e4isell\u00e4 viikolla 2024 k\u00e4ynnistimme l\u00e4hiopetuksen kirjaston organisoimalla Mastering the Research Data (Tutkimusaineisto haltuun!) -opintojaksolla. Aineistonhallinnan teemat ovat osa tutkimuksen ydint\u00e4 ja t\u00e4rkeit\u00e4 ty\u00f6el\u00e4m\u00e4taitoja, mutta siit\u00e4 huolimatta niit\u00e4 ei ole pidetty laajasti esill\u00e4 syvent\u00e4viss\u00e4 eik\u00e4 jatko-opinnoissa. Kirjaston asiantuntijatiimi ottikin asiasta kopin, ja laittoi ehdotuksen uudesta aineistonhallinnan k\u00e4yt\u00e4nn\u00f6n taitoja […]<\/p>\n","protected":false},"author":72,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[410],"tags":[637,32,1821,1587,633,409,246,1824],"class_list":["post-22242","post","type-post","status-publish","format-standard","hentry","category-ajankohtaista","tag-avoin-data","tag-avoin-tiede","tag-datanhallinnan-opetus","tag-datanhallinta","tag-open-data","tag-open-science","tag-research-data-management","tag-teaching-resarch-data-management"],"acf":[],"yoast_head":"\nTutkimusaineisto haltuun! | Mastering the research data! | UEF Library<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.uef.fi\/ueflibrary\/tutkimusaineisto-haltuun-mastering-the-research-data\/\" \/>\n<meta property=\"og:locale\" content=\"fi_FI\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Tutkimusaineisto haltuun! | Mastering the research data! | UEF Library\" \/>\n<meta property=\"og:description\" content=\"(Please, scroll down to read in English.) Elokuun ensimm\u00e4isell\u00e4 viikolla 2024 k\u00e4ynnistimme l\u00e4hiopetuksen kirjaston organisoimalla Mastering the Research Data (Tutkimusaineisto haltuun!) -opintojaksolla. Aineistonhallinnan teemat ovat osa tutkimuksen ydint\u00e4 ja t\u00e4rkeit\u00e4 ty\u00f6el\u00e4m\u00e4taitoja, mutta siit\u00e4 huolimatta niit\u00e4 ei ole pidetty laajasti esill\u00e4 syvent\u00e4viss\u00e4 eik\u00e4 jatko-opinnoissa. 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