The rapid implementation of Talis Aspire at LSE
Suddenly Last Summer
Michael Fake
Teaching Support & Academic Liaison Mana...
Context
Conversion
Advocacy
Outcomes
Context
Small university
50% postgraduate, 50% international
Social sciences, c.1,000 courses
Library central purchasing
LSE
In-house reading list system failing
Ordering backlogs
Moodle well established, but inconsistent
Poor student experience
R...
Simple user interface for editors
Consistent experience for students
Structured data for the Library
Talis Aspire
Conversion
Slow rollouts got stuck at pilot stage
Academics didn’t influence each other quickly
Pressure for fast solution
Goal: impl...
Could only persuade, not demand
Inputting lists from scratch still time-consuming
Had to make Aspire the obvious option
De...
Attempt to migrate data from in-house system
Data too old, too limited
No structure
Delayed manual conversion
Data migrati...
Production line
Take lists from Moodle
Replicate structure and notes
Guesswork!
Manual conversion
Teaching Support Staff (4.5 FTE)
Additional hours (1 FTE)
Temporary staff (7 temps, April – July)
Staffing
4 months, 513 lists, 91,440 items
Temps each added 138 items per day
c.10 – 13 pence per item
Library staff added c.70 ite...
Temps are faster than Library staff
Need good quality control
Need a lot of motivation
Useful way of auditing VLE
What did...
Advocacy
Awareness of the new system: Positive potential for
them and their students
Commitment to use the system after conversion
...
Teachers and administrators
Generic emails unsuccessful
Individual approach much more effective
Emails and notices
Wary of this approach initially
Departmental meetings
Positive response
Presentations
275 individual desktop training sessions
Half hour orientations
No group sessions
Training
Short overview
Basic information
Assumption that Aspire was intuitive
Guides
Outcomes
Browser problems
Navigating long lists
Problems
93% of UG lists converted, 28% of PG
Contacted all academics again - 73% handed over
Handover
Remarkably uncontroversial
150+ lists created independently
9,000 unique hits on the first day
Success
Convert our remaining postgraduate lists
Implement DCM
Next steps
Michael Fake
m.fake@lse.ac.uk
http://readinglists.lse.ac.uk
Thank you
Open day 18 march 2014   lse presentation
Open day 18 march 2014   lse presentation
Open day 18 march 2014   lse presentation
Open day 18 march 2014   lse presentation
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Open day 18 march 2014 lse presentation

  1. 1. The rapid implementation of Talis Aspire at LSE Suddenly Last Summer Michael Fake Teaching Support & Academic Liaison Manager
  2. 2. Context Conversion Advocacy Outcomes
  3. 3. Context
  4. 4. Small university 50% postgraduate, 50% international Social sciences, c.1,000 courses Library central purchasing LSE
  5. 5. In-house reading list system failing Ordering backlogs Moodle well established, but inconsistent Poor student experience Reading list problems
  6. 6. Simple user interface for editors Consistent experience for students Structured data for the Library Talis Aspire
  7. 7. Conversion
  8. 8. Slow rollouts got stuck at pilot stage Academics didn’t influence each other quickly Pressure for fast solution Goal: implement for all UG courses by October Big bang
  9. 9. Could only persuade, not demand Inputting lists from scratch still time-consuming Had to make Aspire the obvious option Decision: Library to pump-prime the system Library conversion
  10. 10. Attempt to migrate data from in-house system Data too old, too limited No structure Delayed manual conversion Data migration
  11. 11. Production line Take lists from Moodle Replicate structure and notes Guesswork! Manual conversion
  12. 12. Teaching Support Staff (4.5 FTE) Additional hours (1 FTE) Temporary staff (7 temps, April – July) Staffing
  13. 13. 4 months, 513 lists, 91,440 items Temps each added 138 items per day c.10 – 13 pence per item Library staff added c.70 items per day Conversion in numbers
  14. 14. Temps are faster than Library staff Need good quality control Need a lot of motivation Useful way of auditing VLE What did we learn?
  15. 15. Advocacy
  16. 16. Awareness of the new system: Positive potential for them and their students Commitment to use the system after conversion Orientation and training Purpose
  17. 17. Teachers and administrators Generic emails unsuccessful Individual approach much more effective Emails and notices
  18. 18. Wary of this approach initially Departmental meetings Positive response Presentations
  19. 19. 275 individual desktop training sessions Half hour orientations No group sessions Training
  20. 20. Short overview Basic information Assumption that Aspire was intuitive Guides
  21. 21. Outcomes
  22. 22. Browser problems Navigating long lists Problems
  23. 23. 93% of UG lists converted, 28% of PG Contacted all academics again - 73% handed over Handover
  24. 24. Remarkably uncontroversial 150+ lists created independently 9,000 unique hits on the first day Success
  25. 25. Convert our remaining postgraduate lists Implement DCM Next steps
  26. 26. Michael Fake m.fake@lse.ac.uk http://readinglists.lse.ac.uk Thank you
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