{"id":24200,"date":"2025-10-24T06:00:00","date_gmt":"2025-10-24T04:00:00","guid":{"rendered":"https:\/\/blogs.uef.fi\/ueflibrary\/?p=24200"},"modified":"2025-10-15T09:31:39","modified_gmt":"2025-10-15T07:31:39","slug":"hyva-kiertoon-avoimella-otteella-sharing-good-practices-with-an-open-approach","status":"publish","type":"post","link":"https:\/\/blogs.uef.fi\/ueflibrary\/hyva-kiertoon-avoimella-otteella-sharing-good-practices-with-an-open-approach\/","title":{"rendered":"Hyv\u00e4 kiertoon avoimella otteella | Sharing good practices with an open approach"},"content":{"rendered":"\n

Tutkimusaineisto haltuun -opintojakson kokemukset ja vinkit | Experiences and tips from the Mastering the research data -course<\/bdo><\/h3>\n\n\n\n

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

Elokuussa 2024 olimme kiivaassa ty\u00f6n touhussa toteuttamassa kertaluonteista opintojaksoa Mastering the research data <\/bdo>\u2013 Tutkimusaineisto haltuun. Sen avulla halusimme kehitt\u00e4\u00e4 aineistonhallinnan ja tutkimusmetodien opetusta. Kirjaston koordinoima opintojakso oli suunnattu erityisesti v\u00e4it\u00f6skirjatutkijoille osana UEF Summer Schoolin kurssitarjontaa. Vuosi sitten me opintojakson vastuuopettajat — kirjastolla ty\u00f6skentelev\u00e4t aineistonhallinnan asiantuntijat — kirjoitimme tuoreista kokemuksistamme t\u00e4ss\u00e4 samaisessa blogissa (Tutkimusaineisto haltuun! | Mastering the research data! | UEF Library<\/bdo><\/a>). Kirjoituksen lopussa totesimme, ett\u00e4 tuosta \u201dkokemuksesta ammennamme viel\u00e4 pitk\u00e4\u00e4n ja pist\u00e4mme hyv\u00e4n kiertoon\u201d. Sit\u00e4 olemme toteuttaneet jo omassa opetuksessamme, mutta nyt saimme puettua vinkkimme ja kokemuksemme my\u00f6s laajemmaksi julkaisuksi: Mastering the research data! –<\/bdo> Tutkimusaineisto haltuun! Tutkijoiden monitieteinen osaaminen toimivaksi aineistonhallinnan opintojaksoksi.<\/a> Se on avoimesti k\u00e4ytett\u00e4viss\u00e4 aoe.fi-alustan kautta CC BY-lisenssill\u00e4 ja tarjolla sek\u00e4 suomeksi ett\u00e4 englanniksi.<\/p>\n\n\n\n

Emme k\u00e4y julkaisussa l\u00e4pi luentojen sis\u00e4lt\u00f6j\u00e4 sellaisinaan, vaan keskitymme avaamaan opetusmenetelm\u00e4\u00e4 eli kertomaan suunnitteluun ja toteuttamiseen liittyvi\u00e4 hyvinkin k\u00e4yt\u00e4nn\u00f6nl\u00e4heisi\u00e4 toimia. Julkaisun tarkoitus on tarjota apua ja vinkkej\u00e4 oikeastaan mink\u00e4 tahansa opintojakson tai tilaisuuden j\u00e4rjest\u00e4miseen etenkin silloin, kun suunnittelussa on mukana laajahko joukko ihmisi\u00e4 tai yksik\u00f6it\u00e4.<\/p>\n\n\n\n

Opintojakso tiiviisti<\/h2>\n\n\n\n

Opintojakson kantava idea oli tietoisesti yhdist\u00e4\u00e4 tutkimusaineistonhallinnan ja tutkimusmenetelmien opettaminen. Usein n\u00e4iden teemojen opetus on eriytetty tai niiden luontevaa rinnakkaineloa ei ole ehk\u00e4p\u00e4 huomioitu opetuksessa. Etenkin aineistonhallinta saatetaan n\u00e4hd\u00e4 tutkimuksen arjesta erillisen\u00e4 toimintona, jossa keskustelu rajoittuu vain aineistonhallintasuunnitelmaan yksitt\u00e4isen\u00e4 dokumenttina. Opintojakson taustalla oli vahva tarve lis\u00e4t\u00e4 omaa ymm\u00e4rryst\u00e4mme ja osaamistamme, jotta pystyisimme aiempaa paremmin konkretisoimaan tutkimuksen tekemist\u00e4 sek\u00e4 aineistonhallinnan ett\u00e4 tutkimusmenetelmien osalta opetuksessa ja ohjeiden laadinnassa.<\/p>\n\n\n\n

Opintojakso toi yhteen eri tieteenalojen tutkijoiden kokemuksia, k\u00e4yt\u00e4nn\u00f6n oppeja, ongelmia ja kysymyksi\u00e4. Vierailevat asiantuntijaluennoitsijat edustivat lukuisia eri tieteenaloja ja n\u00e4k\u00f6kulmia. Opintojakson vastuuopettajina toimivat kirjaston aineistonhallinnan asiantuntijat, joilla kaikilla on my\u00f6s tutkijatausta. Opintojakson opiskelijat tulivat hekin eri tieteenaloilta, mik\u00e4 my\u00f6s teki opiskelijoiden yhteisest\u00e4 ty\u00f6skentelyst\u00e4 varsin rikasta ja antoisaa.<\/p>\n\n\n\n

Ty\u00f6n tekeminen n\u00e4kyv\u00e4ksi<\/h2>\n\n\n\n

Opetuksen suunnittelussa mukana oleville on tuttua, ett\u00e4 toteutetun opetuksen takana on valtava m\u00e4\u00e4r\u00e4 ty\u00f6t\u00e4. Opintojakso on kuin kiteytynyt jalokivi tai j\u00e4\u00e4vuoren huippu, joka ei tosiaankaan synny tyhj\u00e4st\u00e4 tai pysy korkeuksissa ilman tukevaa pohjaa. Suunnitteluty\u00f6 j\u00e4\u00e4 usein jalkoihin ja pahimmillaan muiden t\u00f6iden ohessa tapahtuvaksi hajanaiseksi toiminnaksi. Suunnitteluun ei v\u00e4ltt\u00e4m\u00e4tt\u00e4 osaa varata riitt\u00e4v\u00e4sti aikaa, ja tarvittava osaaminenkin saattaa paljastua vasta suunnittelun aikana. Ty\u00f6t eiv\u00e4t lopu my\u00f6sk\u00e4\u00e4n opetustapahtumaan, sill\u00e4 viestint\u00e4\u00e4 ja opintohallinnollista ty\u00f6t\u00e4 riitt\u00e4\u00e4 vallan mainiosti toteutuksen j\u00e4lkeiseenkin aikaan. T\u00e4m\u00e4 kaikki olisi syyt\u00e4 huomioida toiminnan suunnittelussa — vaikkapa hieman yl\u00e4kanttiin. T\u00e4t\u00e4 konkretisoimme julkaisussa tiiviin taulukkomuotoisen aikataulutuksen avulla. Taulukon avulla voi luoda yhdell\u00e4 silm\u00e4yksell\u00e4 yleisk\u00e4sityksen, mit\u00e4 tehd\u00e4\u00e4n ennen opintojaksoa, sen aikana ja j\u00e4lkeen, ja milloin mik\u00e4kin asia kannattaa aloittaa.<\/p>\n\n\n\n

Kun ryhdyimme porukalla kirjoittamaan julkaisua, dokumentoimme samalla osin my\u00f6s j\u00e4lkik\u00e4teen kaikkea tekem\u00e4\u00e4mme ty\u00f6t\u00e4. Sellaisenaan kirjoitusty\u00f6 osoittautui itsess\u00e4\u00e4n opettavaiseksi kokemukseksi. Se, mik\u00e4 projektin kuvauksessa voidaan kuitata yhdell\u00e4 lauseella (\u201dopintojakso j\u00e4rjestet\u00e4\u00e4n X-toimijan kanssa\u201d), keriytyy toiminnassa auki mit\u00e4 moninaisempana tekemisen\u00e4 (\u201detsi yhteyshenkil\u00f6\u201d, \u201dkirjoita s\u00e4hk\u00f6posti\u201d, \u201dluo tunnukset\u201d jne.) Yksitt\u00e4isten viestien muotoileminen eri kohderyhmille saattaa vied\u00e4 paljon enemm\u00e4n aikaa kuin mihin on varautunut. Niinp\u00e4 olemme sis\u00e4llytt\u00e4neet julkaisuun my\u00f6s viestipohjia eri kohderyhmille ja toteutuksen eri vaiheisiin helpottamaan ilmaisun hiomisen tuskaa. Noita tekstipohjia on helppo l\u00e4hte\u00e4 muokkaamaan moniin tarkoituksiin.<\/p>\n\n\n\n

Ideoista toteutukseen<\/h2>\n\n\n\n

Julkaisu rakentuu kolmeen p\u00e4\u00e4osioon: Ideoinnista j\u00e4rjestelyihin, Opintojakson markkinointi ja viestint\u00e4, Opintojakson toteutus. Jokaisessa osiossa on muutama alaotsikko ja koottuja vinkkej\u00e4. Vinkit saattavat kuulostaa p\u00e4iv\u00e4nselvilt\u00e4 ja ovatkin sit\u00e4 monin osin, sill\u00e4 kyseh\u00e4n on projektity\u00f6n toteuttamisesta, mihin on tarjolla paljon hyvi\u00e4 ohjeita. Koimme kuitenkin hy\u00f6dylliseksi pukea omiin kokemuksiimme perustuvat vinkit tiiviiseen ja selke\u00e4kieliseen muotoon. Se auttoi lis\u00e4ksi meit\u00e4 huomaamaan, mit\u00e4 parannettavaa meill\u00e4 olisi ollut. Esimerkiksi niinkin yksinkertainen asia kuin palautteen systemaattinen ker\u00e4\u00e4minen vierailijaluennoitsijoilta j\u00e4i meilt\u00e4 t\u00e4ysin muun tekemisen tohinan jalkoihin.<\/p>\n\n\n\n

Olemme kirjoittaneet auki kokemuksiamme oppimisymp\u00e4rist\u00f6ist\u00e4 ja luentojen k\u00e4yt\u00e4nn\u00f6n j\u00e4rjestelyist\u00e4 arkip\u00e4iv\u00e4isell\u00e4 otteella. Pohdimme kampuksella tapahtuvan l\u00e4hiopetuksen edellytyksi\u00e4 (monitoimitilan toimivuus), et\u00e4yhteyksin pidettyjen luentojen teknisi\u00e4 j\u00e4rjestelyj\u00e4 (suljetaan opetustilan mikrofoni et\u00e4luennon ajaksi) ja tauotuksia (15 min liikkumistauko, jolloin voidaan varmistaa my\u00f6s seuraavan luennoitsijan kanssa laitteiden toimivuus). Vaikka emme k\u00e4y julkaisussa l\u00e4pi luentojen sis\u00e4lt\u00f6j\u00e4, kerromme siin\u00e4 lukuj\u00e4rjestyksen, opetusp\u00e4ivien teemoitukset ja luentojen otsikot luennoitsijoineen. Opintojakson teht\u00e4v\u00e4t on julkaisussa kuvailtu teht\u00e4v\u00e4nantoineen. N\u00e4m\u00e4 havainnollistavat osaltaan opiskelijoille tarjoutuvaa n\u00e4kym\u00e4\u00e4 opintojakson kokonaisuudesta.<\/p>\n\n\n\n

Toivomme, ett\u00e4 julkaisumme antaa muille ideoita jatkojalostaa kokemuksiamme avoimen oppimisen hengess\u00e4!<\/p>\n\n\n\n

\"Avonainen
Kuva | Photo: DariuszSankowski, Pixabay<\/a><\/figcaption><\/figure>\n\n\n\n

In August 2024, we were hard at work delivering a one-time course titled Mastering the Research Data. With the help of this course, we wanted to develop teaching on research data management and research methods. The course was designed especially for doctoral students as part of the UEF Summer School offering and coordinated by the UEF Library.
A year ago, we — the course instructors and data management specialists working at the library — shared our fresh experiences in this very blog (<\/bdo>Tutkimusaineisto haltuun! <\/bdo><\/a>| Mastering the research data! | UEF Library<\/a>). At the end of that post, we concluded that we \u201cwill draw from this experience for a long time to come and spread what we have learned\u201d. Since then, we\u2019ve done just that in our own teaching. Now, we\u2019ve taken it a step further by compiling our insights into a publication with the title Mastering the research data! – <\/a><\/bdo>Tutkimusaineisto haltuun!<\/bdo><\/a> Turning Researchers’ Multidisciplinary Competence into a Functional Data Management Course<\/a>. The publication is openly available in Finnish and in English on the aoe.fi platform under a CC BY license.<\/bdo><\/p>\n\n\n\n

In the publication, we don\u2019t go through the lecture content as such. Instead, we focus on explaining our teaching approach by sharing very practical steps related to the planning and implementation of the course. The aim is to offer support and tips for organizing any kind of course or event — especially when the planning involves a larger group of people or multiple units.<\/bdo><\/p>\n\n\n\n

Course in brief<\/bdo><\/h2>\n\n\n\n

The core idea of the course was to intentionally combine the teaching of research data management and research methods. These topics are often taught separately, and their natural coexistence may not always be acknowledged in educational settings. Data management, in particular, is sometimes viewed as a task detached from the everyday practice of research, with discussions limited to the data management plan as a standalone document. Behind the course was a strong need to deepen our own understanding and expertise so that we could better illustrate the research process in both data management and methodological contexts\u2014whether in teaching or in the development of guidance materials.<\/bdo><\/p>\n\n\n\n

The course brought together experiences, practical lessons, challenges, and questions from researchers across various disciplines. Guest lecturers represented a wide range of academic fields and perspectives. The course was led by data management specialists from the library, all of whom have research backgrounds themselves. The students also came from diverse disciplines, which made their collaborative work particularly rich and rewarding.<\/bdo><\/p>\n\n\n\n

Making the work visible<\/bdo><\/h2>\n\n\n\n

Those involved in planning teaching activities know well that behind any delivered course lies an enormous amount of work. A course is like <\/bdo>a polished gem<\/bdo> or the tip of an iceberg \u2014it doesn\u2019t emerge from nothing, nor does it stay afloat without a solid foundation. Planning work often gets overshadowed or reduced to fragmented tasks squeezed in between other responsibilities. It\u2019s easy to underestimate the time needed for planning, and the required expertise may only become apparent during the process itself. The work doesn\u2019t end with the teaching event either\u2014there\u2019s plenty of communication and administrative follow-up to handle after the course is over. All of this should be considered when planning activities\u2014if anything, it\u2019s better to overestimate than underestimate. In our publication, we illustrate this with a concise, table-based timeline. The table provides a clear overview of what needs to be done before, during, and after the course, and when each task should ideally begin.<\/bdo><\/p>\n\n\n\n

When we began writing the publication together, we also ended up retrospectively documenting much of the work we had done. The writing process itself turned out to be an educational experience. What might be summarized in a single sentence in a project description (\u201cthe course is organized in collaboration with X\u201d) unravels into a wide range of concrete actions (\u201cfind a contact person,\u201d \u201cwrite an email,\u201d \u201ccreate user accounts,\u201d etc.). Crafting individual messages for different target groups can take far more time than expected. That\u2019s why we\u2019ve included message templates in the publication for different audiences and stages of implementation to ease the burden of perfecting the wording. These templates are easy to adapt for various purposes.<\/bdo><\/p>\n\n\n\n

From ideas to implementation<\/bdo><\/h2>\n\n\n\n

The publication is structured into three main sections: From Conception to Implementation, Course Marketing and Communications, Course Implementation. Each section includes a few subheadings and a collection of practical tips. While many of the tips may sound obvious \u2013 and in many ways they are, given that project work is already well-covered by existing guidance \u2013 we still found it valuable to put our own experiences into a concise format using easy-to-understand language. This also helped us identify areas where we could have improved. For example, something as simple as systematically collecting feedback from guest lecturers got lost in the shuffle.<\/bdo><\/p>\n\n\n\n

We\u2019ve written about our experiences with learning environments and the practical arrangements of lectures in a down-to-earth tone. We reflect on the conditions for on-campus teaching (such as the functionality of a multipurpose space), the technical setup for remote lectures (like muting the classroom microphone during online sessions), and the importance of breaks (e.g., a 15-minute break that also allows time to check equipment with the next lecturer). Although we don\u2019t go into the lecture contents, the publication includes the course schedule, daily themes, and lecture titles with the names of the lecturers. The course assignments with the instructions are also described in the publication. These elements help illustrate for their part the overall structure of the course from the student\u2019s perspective.<\/bdo><\/p>\n\n\n\n

We hope our publication will inspire others to build on our experiences in the spirit of open education!<\/bdo><\/p>\n\n\n\n

Manna Satama, tietoasiantuntija | Information specialist<\/bdo>
Opetus- ja tietopalvelut | Training and information services<\/bdo><\/p>\n","protected":false},"excerpt":{"rendered":"

Tutkimusaineisto haltuun -opintojakson kokemukset ja vinkit | Experiences and tips from the Mastering the research data -course (Please, scroll down to read in English.) Elokuussa 2024 olimme kiivaassa ty\u00f6n touhussa toteuttamassa kertaluonteista opintojaksoa Mastering the research data \u2013 Tutkimusaineisto haltuun. Sen avulla halusimme kehitt\u00e4\u00e4 aineistonhallinnan ja tutkimusmetodien opetusta. Kirjaston koordinoima opintojakso oli suunnattu erityisesti v\u00e4it\u00f6skirjatutkijoille […]<\/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":[1787,32,1105,409,220,246,1296],"class_list":["post-24200","post","type-post","status-publish","format-standard","hentry","category-ajankohtaista","tag-aineistonhallinta","tag-avoin-tiede","tag-open-access-week","tag-open-science","tag-opettaminen","tag-research-data-management","tag-teaching"],"acf":[],"yoast_head":"\nHyv\u00e4 kiertoon avoimella otteella | Sharing good practices with an open approach | 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\/hyva-kiertoon-avoimella-otteella-sharing-good-practices-with-an-open-approach\/\" \/>\n<meta property=\"og:locale\" content=\"fi_FI\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Hyv\u00e4 kiertoon avoimella otteella | Sharing good practices with an open approach | UEF Library\" \/>\n<meta property=\"og:description\" content=\"Tutkimusaineisto haltuun -opintojakson kokemukset ja vinkit | Experiences and tips from the Mastering the research data -course (Please, scroll down to read in English.) Elokuussa 2024 olimme kiivaassa ty\u00f6n touhussa toteuttamassa kertaluonteista opintojaksoa Mastering the research data \u2013 Tutkimusaineisto haltuun. Sen avulla halusimme kehitt\u00e4\u00e4 aineistonhallinnan ja tutkimusmetodien opetusta. 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