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Competitive & Saleable E-Content for Philippine Libraries
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Competitive & Saleable E-Content for Philippine Libraries


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lecture presented by Joseph M. Yap at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)

lecture presented by Joseph M. Yap at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)

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  • 1. Joseph M. Yap Associate Librarian De La Salle University - Manila August 19, 2010 PAARL: Library and Web 2011 Holy Angel University, Angeles City, Pampanga
  • 2. a. To know about E-Content and its components. b. To understand what E-Learning is. c. To learn how libraries can make use of E-Content and E-Learning.
  • 3. Outline I. What is E-Content? II. Development of Media. III. Defining E-Content. IV. Components of E-Content. V. Profile of Today’s Library User. VI. Changes in Communications Technology. VII.Web Content. VIII.E-Learning. IX. Digital Rights Management and Creative Commons. X. E-Learning Tools. XI. Challenges, Actions for E-Content and E-Learning. XII.Competitive and Saleable E-Content.
  • 4. What is E-Content? Information that can be displayed , processed, stored or transmitted electronically (Organisation for Economic Co- operation and Development, 1999). ◦ Scanned document which was emailed = E-content? ◦ Information stored on CD-ROM = E-content? ◦ Re-tweeted link from a FB status message = E- content?
  • 5. Harry Pross (1972) differentiated media according to the technology involved in their production and reception. Primary Media – signify those that are bound to the human body and do not need any kind of technological device, neither in their production nor in their reception. Eg. Natural language. Secondary Media – need technology on the production side but not on the reception side. Eg. Printed books. Tertiary Media – require technological devices both for production and reception. Eg. Broadcast media, DVD, telephone, networked computer.
  • 6. ? Tertiary Media = E-Content = Electronic content ? Analogue content – video, radio Digital content – 3D, mp3 Digital content – can be online or offline content. Offline content – can be stored on CDs or External hard drive Online content – delivered via network and allows interactivity and feedback routines.
  • 7. Any information published on any Internet platform, from the traditional web through wireless devices to Internet appliances and broadband video (European Commission, 2001). Digital information delivered over networked- based electronic devices which allow humans to share visions and influence each other’s knowledge, attitudes and behavior. E-Content allows for user involvement and may change dynamically according to the user’s behavior (Buchholz & Zerfass, 2005).
  • 8. Components of E-Content according to Michael Utvich (2005): Content: Any information, media or other intellectual property at hand. Application: The format in which the content is presented and the use options offered by that format. Exchange: The channels through which the content in its current format may be exchanged between individuals/ groups of people.
  • 9. We want to get information/data: • Information services and aggregators: subscription-based content (databases, e- journals)
  • 10. Free webpages and downloads.
  • 11. Office documents Email
  • 12. The format in which the content is presented and the use options offered by that format. • Digital movie (mpeg format) • Web page (HTML format)
  • 13. The channels through which the content in its current format may be exchanged between individuals and groups of people. • Interactive chat services • Weblogs
  • 14. Impatient, but easily satisfied. • Want convenient, easy, time- saving information. Highly self-reliant. • Want to control their personal information environments. Want to receive information flexibly. • Immediate information delivery From: Hirshon, Arnold (2004). If E-Content is King, what is happening to the Kingdom?
  • 15. What is this?
  • 16. “The cell phone has changed the society more than the home computer (Hirshon, 2004).” College students integrate technology into learning. They engage in social networks and collaborative spaces. They are exposed a lot in the online environment.
  • 17. Freeweb: represents the largest mass of generally available content in the world. • No certified credibility or authoritative value. E-Content is a means to deliver real-time information to specific individuals and initiate knowledge dialogue that leads to practical action. • Developing networks of expertise depends on effectively personalizing the need of individuals and groups for access to information resources.
  • 18. Estimates of growth when compared to conventional face-to-face teaching in higher education range from 20-30% per year (Canadian Association of Research Libraries, 2005). E-Learning “is a mode of educational delivery whereby teacher and learner are separated in time and space, and instruction is delivered through specially designed materials and methods using appropriate technologies, and supported by organizational and administrative structures and arrangements (CHED Memorandum Order No. 27, s 2005).”
  • 19. Full online implementation - entire course and all the interactions between faculty and students are online. Blended or Hybrid Learning - courses that mix face-to-face and online access to instruction and course materials.
  • 20. E-Content is a digitized content that can facilitate the learning process and/or learning outcome. Libraries help to find and organize resources to complement programs and courses making use of e-learning.
  • 21. Librarians have a new role to do in the advent of E- Learning. Faculty/ Instructors – provide Instructional Learning Librarians – share, use and reuse the learning resource. Learning object librarians / copyright licensing officers - identify, obtain, license, and then make available digital resources for use by faculty in both e- learning and blended learning instructional models.
  • 22. To have a practical learning object repository development; To have software programs that classify, store, organize, search, and retrieve exemplar teaching resources from online databases and federated libraries; To have a commonly accepted format for the sharing and reuse of learning resources. consolidation of shareable resources
  • 23. Creative Commons has developed a Web application that helps people dedicate their creative works to the public domain — or retain their copyright while licensing them as free for certain uses, on certain conditions. Digital copyright and licensing model/ mechanism for the sharing and reuse of digital learning resources conceived by law researchers at the Stanford University Law School.
  • 24. You keep your copyright but allow people to copy and distribute your work provided they give you credit. Learning resources can be used and reused in the academic setting, there is a balanced view of copyright and the ownership of intellectual property.
  • 25. Free Moodle-Open Source Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). LAMS-tool for designing, managing and delivering online collaborative learning activities. Sakai-free and open source software under the Educational Community License.
  • 26. MERLOT (Multimedia Educational Resource for Learning and Online Teaching) - free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. Edu2.0 - Next generation education for school Videolectures - free and open access educational video lectures repository. OpenCourseWare (MIT) - MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity.
  • 27. FREE!!!
  • 28. Philippine eLearning Society (PeLS) was founded on July 30, 2003 in Manila with the objective of promoting substantive content, appropriate pedagogy, and appropriate use of technology for eLearning, guided by ongoing research activities. PeLS serves as a venue for: Promoting research on the effective use of eLearning, Sharing of eLearning experiences, Developing standards of excellence, Promoting interoperability of eLearning systems, Encouraging collaboration in the development of substantive content, Cooperating with international eLearning groups, and Promoting public awareness and appreciation of the nature and uses of eLearning.
  • 29. Open (OER)” “Open Educational Resources (OER)” (Common term) A few important issues: Finding relevant content Language translation Integrating content from various resources Instructional design Ensuring quality Managing externally linked content (lack of control, broken links, etc.) Copyrights (e.g. Creative Commons) Commercialization?
  • 30. Technical and Functional Requirements • display and integrate a variety of information windows as part of a learning activity • aggregate access (discovery and exchange) to content in any given learning context • provide bibliographic tools that permit easy searching and reference completions • provide access to tools that render and present content in user-customized formats • integrate plagiarism software into course management systems to encourage good practice and to assess reliability of content
  • 31. Technical and Cultural Requirements • embed library resources in course management systems • integrate third-party commercial information services • customize portal facilities for storing personal preferences • provide easy access to virtual reference services at the point of need • embed training modules to assist in information seeking
  • 32. Using Roger Schank’s (2002) seven (7) criteria for assessing the effectiveness of an e-learning course: CRITERIA Description Tips Failure Enable failures that surprise Include challenging games, simulations, the student. exercises, assignments and quizzes. Reasoning Encourage practice in Use forums, chat, podcasting, video reasoning. recording, screencasting, blogs & wikis Emotionality Evoke emotional reactions Include emotionally evoking relevant (feelings) in the student. stories that are preferably real. Exploration Promote exploration, Promote web quests, aggregators, social curiosity and enable inquiry. bookmarking, e-portfolio & groupware. Doing Encourage practice in doing. Utilize multi-mode gaming/simulation, We learn so that we can do. virtual labs, or the real thing (if possible). Observation Allow students to see things Observe the real thing/world if possible. for themselves. If not use the virtual alternative. Motivation Supply or build upon existing Make it relevant, interesting & enjoyable. motivation. Simply ask the students what motivates them.
  • 33. Expand technology infrastructures - open source solutions for educational repositories Stay abreast of emerging technologies - know the latest trends educational technology Engage in technology planning - technology assessment and planning
  • 34. Content policies - have a clear e-content collection development policy Content assessment - engage in outcome-based statistical assessments of e-resources Content production and integration - create local educational repositories
  • 35. Expand the technology infrastructure to members - Develop consortial open source solutions for educational repositories Provide education/consulting services - Technology readiness assessment, strategic planning and evaluations.
  • 36. Production and assessment - Digital content generation and management - E-learning course management integration Planning and marketing - Creating alternative digital publications Develop digital communities - Promote collaboration with regional institutions
  • 37. Improved Access Repackaging collections Federated search engines E-journal portals Link resolvers
  • 38. Content closer to reality (Utvich, 2005). Convergence of literacies [media literacy, information literacy and technology literacy] (Lippincott, 2007). - professionals from a variety of areas could collaborate to develop experiences that can be embedded in the curriculum to assist graduates in becoming sophisticated digital-content producers. We use technology to improve quality, increase access and enhance the flexibility of learning programs (Oblinger & Hawkins, 2005).
  • 39. By 2010 most e-content in higher education will be explored discovered, engaged, discussed, reflected, connected, integrated and developed by empowered students.
  • 40. Alsagoff, Zaid Ali. Reflecting the Future e-Content Development Evolution in Higher Education. content-development-evolution CARL ABRC. (2005). Libraries and E-Learning: a discussion paper. E-Content: Technologies and Perspectives for the European Market. Berlin : Springer, 2005. Francisco, Felizardo. On e-learning/distance learning. on-e-learningdistance-learning Hirshon, Arnold (2004). If E-Content is King, what is happening to the Kingdom? Information revolution. 4CV05HyAbM&feature=channel
  • 41. Lippincott, Joan K. Student Content Creators: Convergence of Literacies. Educause. November/December 2007. Oblinger & Hawkins. The Myth about E-Learning. Educause. July/August 2005. Utvich, Michael. (2005). E-content : the key to developing a strategic advantage. From Handbook of Business Strategy. Retrieved from: Emerald Group. Photo credits: 35/