Will set out overview of the project and strategic imperatives for the University in supporting it Then how we have implemented it so far Finally feedback from Schools and students
NSS dissatisfaction: how to meet student needs when expectations rising?
Aim to attract students and add value. Keep up with initiatives at other Unis
Space constraints. Online supports remote users
Supports progs with one core text.
Some universities seem to have chosen to supply both ebooks and a device on which to read it Potential benefits in this approach - attractive to students - but an expensive option and not in line with longer-term assumption that students will increasingly bring their own devices on campus.
Question of ebook vs hard copy: significant advantages of e-books over print texts, both for students (access from any location) and for the University (simpler to administer)
Proposal to university exec:
Selling vision to the, Considerable investment. Clear message to current and potential students. Strong support. Not a one year project-needs to be consistent. So build year on year.
Decided should pilot with 2 schools in year one that rely on core textbooks.
Fine for overseas campuses-contrast with normal eresources
Procurement process. Chose one of the three main suppliers in the market
Not just a purchaser-customer relationship. Looking for a longer term relationship. With ongoing support, using our experience of supporting students and theirs of the purchasing market. So looking for them to be on campus at times of the year to directly support students. Payment on activation so in their interest that books used.
Pilot : Business and Law. Started in April.
Which modules are running? Who is the module leader for the module. How many students will there be on the modules? How many were there on last year?
University Registry : Main report
Issue: validation process and closure of modules / programmes varies department to department: Result modules appear late in the process : Modules / programmes listed as running which had been closed, chasing phantom modules and module leaders. : Disparity of centrally held information and the reality on the ground
Important link between Library and departmental administrators, academics and registry. Use of library reading list information for module leaders.
Familiar role for the library
Important that it’s the academics choice. Has to be useful to the student, relevant to the module and programme, drives engagement and gives value.
The academic gets one book.
Lesson learnt, to start earlier than April, communicate with academics: meetings, communication.
Book submissions: direct to the portal (improvements made) or where programme approach we do on academics behalf.
Choose one book, earlier we have the book more chance to negotiate the access. Can’t change the book at the last minute.
Lot of chasing, March to complete 1500 modules contingency plans to raise to programme leaders to choose books.
Access though the Kortext website.
Pilot: manually added 500+ links into the moodle environment. Not scalable, difficult to maintain.
This academic year: Kortext plugin, scope for development and functionality.
Functionality: log in to VLE (Moodle). Students see link to their books. Have a separate Kortext bookshelf so they can continue to access after they leave the University.
Can view online or download to the Koretxt app for offline reading. Will sync between devices.
Marketing to potential and current students Emails (and follow up emails) to students within the scheme Kortext drop-ins / stalls in prominent places on campus Inductions and training provided by the Librarians (for students and staff) Targeted encouragement for students identified as not using the scheme
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