‘Towards-reach’: Preparing the FinLTSER Network for the e-Infrastructure era

 The Finnish Long-Term Socio-Ecological Research (FinLTSER) Network is preparing to meet the imminent challenges and steep learning curve associated with e-Science Infrastructures. LifeWatch, an ESFRI initiative of interest to the FinLTSER Network (http://www.environment.fi/syke/lter) due to its participation in the LTER-Europe Network, is scheduled to begin operations in 2014. LifeWatch is currently in a preparation phase of constructing and bringing into operation an e-Science infrastructure for comprehensive biodiversity research supporting understanding of life on Earth. To prepare for this challenge, FinTSER Network has commenced a proactive ‘reach-towards’ approach to e-Science infrastructures, based on integrating learning and capacity building in its ongoing research activities.

Flexible, mashable, configurable, amenable

FinLTSER has chosen to work with Web-based collaboration tools, since they are amenable to bottom-up approaches, easy to adopt and use, foster open communication and information exchange, and empower end users by providing open interfaces and the possibility for mash-ups and content creation. Further, as researchers learn to use and appropriate these flexible, lightweight, easily configurable and rapidly deployable Web-based technologies, they can also modify their own research to take advantage of e-Science’s visions. Adopting new Web-based collaboration tools can pave the way towards large-scale e-Infrastructures that still need time and effort to mature into functional and effective environments.

Starting from Skype

As a first step, a preliminary study involving a small educational component was conducted to gain an understanding of FinLTSER participants’ current use, experiences and views of Web-based tools. Interviewees were asked to view a presentation on Research 2.0 tools and services to enhance their awareness of the tools available and encourage reflection on their usefulness. Some of these tools were then integrated into the subsequent interview process, e.g. Slideshare for distributing presentations, Doodle for scheduling, and Skype for conducting the interviews. Interview findings confirmed the need for learning and assistance in getting started with the tools. Aligned with Open Science ideas, a forum was then used to elicit ideas and find research partners with a suitable mix of expertise (http://tutkimus.parvi.fi).

Participatory design

We have applied for R&D funding for an interdisciplinary project that will integrate ethnography, participatory design and technology development. In this setting, from the point of view of learning and capacity building, a participatory design forum is essential.

• LTSER participants will bring to the table their particular experience as working scientists, information managers and technicians;

• ethnographers, having studied actual work practices within the FinLTSER network, will submit detailed descriptions of work and identify common problems and critical development needs;

• technology designers, in addition to the Webbased tools, will contribute innovative technologies as props for generative design thinking;

• science and technology studies (STS) researchers will contribute consideration for disciplinary differences and issues of interdisciplinary working.

Throughout the four intended action research cycles, participants will engage in

• co-analyzing research work to identify needs and transformations in existing practices,

• learning about and assessing available tools, and

• co-creation to uncover ways in which new forms of knowledge are being (or could be) generated by creative use of Web-based technologies and digital resources.

To achieve this we will use methods from the participatory design tradition. With roots in the Scandinavian countries of the 1960s and 1970s, participatory design is an approach to technology design that actively involves all stakeholders to ensure that the technology designed meets the needs of and is usable by its intended users. Mutual learning is an important part of collaboration that recognizes the different areas of expertise of different stakeholder groups; it thus allows, for instance, for design professionals to learn about the actual use context, and for users to learn about possible technological options.

Participatory design methods promote a practice where both technology and work are in focus, and where users are able to take an active part in technology design. Concrete methods include organizational games, future workshops, mock-up design and cooperative prototyping. Thus, starting with a small-scale, bottom-up approach, the intention is for FinLTSER participants to become more knowledgeable and demanding future participants in the forward-facing, large-scale e-Science Infrastructures.