To thrive in a rapidly evolving, technology-mediated world, students must not only possess strong skills in areas such as language arts, mathematics and science, but they must also be adept at skills such as critical thinking, problem-solving, persistence, collaboration and curiosity. The methodological Toolkit will not only put emphasis on the core technical skills needed, but it also nurtures STEM talent and 21st century skills quite well needed today. The S in STEM comes from Science, and we focus is forming the skills that the Scientist of tomorrow need to adapt and remain competitive. The Toolkit will enable the synergy between foundational (hard) skills and (soft) 21st century skills. Such synergy has been tested throughout the suite of entrepreneurship and Cloud Computing programmes at NCI, where modules have been delivered using a range of teaching and learning strategies with a view to fostering a deeper knowledge of subject areas and creating transferable 21st century skills such as critical thinking, problem solving, creative thinking, communication, teamwork, and research skills.
NCI, leading O1, will supply bona fide access to the Toolkit via this dedicated private cloud for all project participants. This is configured using the full OpenStack cloud software stack, this private cloud has processing capabilities to concurrently support 1000 active instances, over 10 Terabytes of block/blob storage, and fast network links via the national HEAnet academic network.
In O1, we carry on an analysis to identify and explore the multi-dimensions that affect the training needs (the set of necessary skills towards the development of Open Science and Research Data Management quality practices and people) and training requirements (what and how these skills can better be served local / context conditions).
The League of European Research Universities (LERU) has produced a document, called LERU Roadmap for Research, where Roles, Responsibilities and Skills are mapped on the needs for training for early career researchers, for academics and for support staff. For the postgrads/PhD students/ESR, LERU identifies the needs for training on foundation of the data management practice, the FAIR principles, data citation, data evaluation, or competence in legal and ethical issues. LERU also identify a credit-based training curriculum to be the best way to administer these trainings.
The role of universities, in open science is highlighted by the education and skills training of “all people in the universities” (scholars and PhD, Early stage researcher, scientists, research management staff, data scientists, copyright officers, librarians…) as one of the eight pillars of open science (Ayris et al. 2018). Following recent studies, open science skills training is particularly beneficial to postgrad/PhD, doctoral researchers at the beginning of their scientific career.
The introduction of Open Science education and training tailored for PhD students have to be through inclusion of Open Science credit-based modules in all European doctoral training programmes by 2020 and the linking of the Innovative Doctoral Training principles. Actually, LERU produced a policy brief on the importance of investment in ESR training, especially doctoral education, with benefits not only for the scientific communities and structures themselves but above all, for society as a whole. All these are taken into account in O1/A1 – Needs Analysis, for creating an analysis that includes all the different facets of the training needs and skills for OS and RDM.
O1/A2 – Desk Research is then dedicated to the organization of the toolkit around the dimensions particularly relevant to the skills training needs of partners in the consortium.
O1/A3 – Structuring and writing the toolkit is finally focusing on the structuring and writing the toolkit. The training methodological toolkit will use the matrix models developed on many variables (on dimensions and possible subdivisions).