Your SlideShare is downloading. ×
0
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Cb Cetis June 2007 Final
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Cb Cetis June 2007 Final

591

Published on

Presentation by Caroline Breslin/Andrew Wodehouse, University of Strathclyde on the DIDET project at joint JISC CETIS EC/MDR meeting, 29 June 2007

Presentation by Caroline Breslin/Andrew Wodehouse, University of Strathclyde on the DIDET project at joint JISC CETIS EC/MDR meeting, 29 June 2007

Published in: Technology, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
591
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
24
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Introductions: Present today are Caroline Breslin (presenting) and David Nicol from Learning Services and CAPLE (Centre for Academic Practice and Learning Enhancement) at the University of Strathclyde. Other Co-authors are Hilary Grierson from CAPLE/DMEM and Andrew Wodehouse from DMEM (Design, Manufacture and Engineering Management)
  • Transcript

    • 1. Caroline Breslin Project Manager Learning Services University of Strathclyde Andrew Wodehouse Design Lecturer DMEM University of Strathclyde
    • 2. Digital Libraries in the Classroom “ digital libraries for global distributed innovative design education and teamwork”
    • 3. DIDET Project Vision <ul><li>To e nhance student learning opportunities by enabling them to participate in global team-based design engineering projects that give them experience of working within multi-cultural contexts. Make this possible through a range of information and communication technologies . </li></ul>
    • 4.  
    • 5. Less Formal and Dynamic Storing and sharing content Group Collaboration/ Team communication Cross team activities Workfow management (process) Manipulation of information Capturing tacit information Knowledge structuring LauLima System Architecture LauLima Digital Library (LDL) longer term: reuse by staff and students Retrieval of resources Reuse of student-generated resources, design concepts and sharing processes Quality assurance Metadata and standards Granularity Browse/ search Formal and More Permanent LauLima Learning Environment (LLE) a workspace environment: point of need
    • 6. How LauLima is used Store Share Reuse Capture
    • 7. Class contexts <ul><li>LauLima has been used in several teaching and learning contexts: </li></ul><ul><ul><li>Team industrial projects (4 th & 5 th years) </li></ul></ul><ul><ul><li>Concept design modelling projects (3 rd year) </li></ul></ul><ul><ul><li>Global Design class (5 th year class) </li></ul></ul>
    • 8. The design environment <ul><li>Teams work in a sociable studio environment – challenge is for virtual space to provide a similar ‘feel’ </li></ul>
    • 9. Recording design information <ul><li>Working with LauLima for the duration of a project allows teams to build an information-rich ‘roadmap’ of their design process </li></ul>Team Site Team File Gallery
    • 10. Linking information <ul><li>Linked wiki pages forced students to consider the structure of their project resource. </li></ul>
    • 11. Creating class structure <ul><li>All class materials, announcements and deliverables through the LauLima system </li></ul>end Phase 1 Research Phase 2 Concept Development start Phase 3 Final Design Generation of Requirements Modelling and Evaluation Final Design Review
    • 12. Templates as shareable learning objects <ul><li>Templates minimise work in transferring information, capturing rationale and linking resources to concepts. </li></ul>
    • 13. Communication <ul><li>The system can be used to handle both formal and informal communication in a contained domain </li></ul>Shoutbox Messaging system ‘ Message wall’
    • 14. Team co-ordination <ul><li>In the Global Design class, time differences meant that team organisation was crucial. Wiki pages provided a common forum to update team information. </li></ul>Team diary
    • 15. Recording team progress <ul><li>Both formal (meeting miutes) and informal (project logs) project information can be stored in an integrated team site… particularly important for team industrial projects </li></ul>Meeting minutes page Project log page
    • 16. Multi-disciplinary teaching team <ul><li>LauLima provides a forum for a multi-disciplinary teaching team to interact and give feedback </li></ul>student experience Learning technologist provided on-going information literacy support Lecturer gave tailored mini-topics highlighting key issues and tasks Coaches provided on-going process and technical support Librarian gave tailored session on information searching and sources Multi-disciplinary team Global Design coach feedback
    • 17. Assessment <ul><li>LauLima site means no team report required, allows assessment of design and process management </li></ul>Design Critique & Demonstration LauLima Site
    • 18. Harvesting material <ul><li>Staff harvest the best material when marking student sites – then stored in LDL for both to use. </li></ul>
    • 19. Resolving issues <ul><li>Varying levels of ability - and enthusiasm! </li></ul><ul><li>Assessment of content Vs assessment of style </li></ul><ul><li>Ownership and control of technology </li></ul><ul><li>Ease of use/learning curve/resistance </li></ul>
    • 20. Resolving issues <ul><li>Resolved by… </li></ul><ul><li>Adequate training and support – at all sites; focus on best practice </li></ul><ul><li>Online team monitoring and support; use of system logs </li></ul><ul><li>Monitoring and evaluation for assessment and for actively feeding into development </li></ul>
    • 21. Resolving issues <ul><li>… and using LauLima in conjunction with other tools and technologies </li></ul>
    • 22. Resolving issues <ul><li>Creative Vs Legal Balance </li></ul>Vs ©
    • 23. Legal issues <ul><li>Copyright and IPR </li></ul><ul><li>Copyright exemptions (For LLE but not LDL) </li></ul><ul><li>Referencing (best practice) </li></ul><ul><li>Student Copyright forms </li></ul><ul><li>Data Protection – making student/staff LDL material anonymous </li></ul><ul><li>UK-USA legal and cultural differences </li></ul>
    • 24. Resolving issues <ul><li>Resolved by… </li></ul><ul><li>Complementary teaching and learning; Information Literacy </li></ul><ul><li>Note benefits (and challenges) of cross-discipline team </li></ul>Centre for Academic Practice and Learning Enhancement Design Manufacture and Engineering Management Centre for Digital Library Research Learning Services
    • 25. Resolving Issues <ul><li>Collaboration and Development Issues… </li></ul><ul><li>… not just for students but for staff ! </li></ul>
    • 26. Resolving issues <ul><li>Resolved by… </li></ul>Monitor Evaluate Feedback Develop Project EVOLUTION
    • 27. System trade offs <ul><li>Balance of research and development - rapidly changing requirements - changing technological solutions - benefits and issues of open source - “next BIG thing” issue </li></ul>
    • 28. System trade offs <ul><li>Metadata Quality Vs Speed and Usability </li></ul>Description: dsjkgdkgds
    • 29. System trade offs <ul><li>Functionality Vs usability </li></ul><ul><li>Danger of functionality overload </li></ul>&quot;Most people only use 20 percent of Microsoft Word's functionality, why buy a 100 percent solution for something you only need 20 percent of?&quot; John Cobb, president of Automotive and Motorcycle, Emap Digital USA
    • 30. Still working on… <ul><li>Workflow; changing student roles? </li></ul><ul><li>Approval; changing staff roles and/or system as project becomes embedded in department </li></ul><ul><li>Archiving; granularity of resources </li></ul>
    • 31. Achieving Aims <ul><li>Allows true global working </li></ul><ul><li>24/7 remote access for staff and students </li></ul>
    • 32. Q&A Further information <ul><li>www.didet.ac.uk </li></ul><ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul>Q&A

    ×