Aspire@RGU - Talis Aspire Open Day - Edinburgh 26 February


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At the Talis Aspire Open Day 26 February 2013 Michelle Anderson, Director of Library Services, Robert Gordon University shared their strategies and experiences of adopting Talis Aspire.

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Aspire@RGU - Talis Aspire Open Day - Edinburgh 26 February

  1. 1. Introducing a reading listsolution: RGU’s experienceMichelle Anderson, RGU
  2. 2. Student perspective Questions arising from survey data Student expectations Experience at  Consistency of point of Quality of access Reading lists experience (NSS: 95%+, sub 80%);  Equivalence of experience (DSB). Availability & Resource format of discovery materials
  3. 3. Reading lists and students  Discussion with our students show they are frustrated when reading lists:  Contain material not available in the library  Only include print books and nothing else  List out of date books  Provide no context or guidance  Have difficult to access material  Do not exist for their module  This leads to a poor learning experience for students, problems for staff, and is detrimental to the student’s interaction with the library service.
  4. 4. Strategic priorities  Priorities  Growth through online distance learning and corporate programmes (international, niche markets);  Ensuring a consistent and high quality student experience;  More inclusive practice.
  5. 5. Leadership challengeSTaRS (Watkins, 2003) RealignmentStart Up Turnaround How to revitalise the service?  Challenges  Strong cultural norms  Building a case for change  OpportunitiesRealignment Sustaining Success  Significant strengths  Colleagues care about the customer experience and want the library to be a success
  6. 6. How do these factors align? Leadership challenge: A driver around which to build the need for change Student expectations of access to reading materials Mitigate risks associated with growth through ODL & differential experience for ODL students accessing reading material Effective business partnering
  7. 7. Effective business partnering in thecontext of the library  Successful, long term, strategic relationships between the library and faculty.  Understanding faculty strategy and approaches, identifying how the library service may support delivery;  Providing intelligence to inform enhancement across other areas of library service delivery;  Library colleagues as trusted and valued partners.
  8. 8. Why adopt a reading list solution?  An opportunity to enhance faculty/library partnerships;  Enhancing the student experience  Improving the experience at the point of access;  Managing student expectation of access to resources;  Delivering excellence in learning and teaching;  Adding value to module/course development;  Improving quality and consistency of reading lists;  Advancing equality and diversity.
  9. 9. Building the business case  Building a need with key colleagues (identifying the issues);  Securing support from senior colleagues;  Creating an awareness of reading list management software (what it is and how it may address the issues);  Defining the project (articulating the business benefits, outcomes and risks);  Securing resources (capital bid, 1 yr pilot)
  10. 10. Why Talis Aspire?  After investigation and a tender process RGU decided on:  Its features and benefits would allow us to work towards the outcomes.  Other benefits were that the company was actively developing the product, the support was good, and the community growing.
  11. 11. Implementation of ASPIRE@RGU  ASPIRE@RGU ( was successfully set up and was launched on 31 May 2011.  After the first year of use it was decided to continue to subscribe to Talis Aspire, meaning we are now in year 2 of the project.
  12. 12. Day to day management of lists1 - Academic staff send their new / updated lists tothe library• This can be done via a web form, email, or in person• They are asked to include details of the module, student numbers and a “needed by” date 2 - The list is assigned to one of a core team of 5 library staff • This is done using a rota system • While creating the list the library checks if we have sufficient copies and looks for new editions / eBooks / etc 3 - When complete the list is made available • The list is published, attached to the module and the member of staff informed • Academic and library staff communicate throughout the process as needed
  13. 13. Day to day management of lists  This approach was chosen as:  It was felt offering to do the work would elicit more lists  It would allow library staff to review the lists and ensure accuracy in editions, access information etc.  Library staff could take on the associated tasks of looking for online versions, and ensuring the Library had sufficient / up to date stock.  Issues that have arisen from this approach:  Time management especially at key times of year  Prioritisation of work for library staff  The need to manage expectations from academic staff about the time for list creation  How to manage reviews and updates as list numbers grow
  14. 14. Promotion and raising awareness  Academic staff were informed about ASPIRE@RGU in several ways:  Presentations at appropriate events, committees and meetings  General presentations set up with all staff invited to attend  A dedicated web page was set up  Use of the blog, email, twitter etc  Students find out about ASPIRE@RGU:  Links in their modules on Moodle  Advertising via blog posts, emails, twitter etc  The library web pages
  15. 15. Has it been a success? Number of lists  On 22 February 2013 there were 327 lists on ASPIRE@RGU. 180 160 140 120 100 80 60 40 20 0 Aberdeen Business School Faculty of Design and Faculty of Health and Other Technology Social Care  Approx 20% of modules have a list attached.
  16. 16. Has it been a success? User comments …………………..I ‘launched’ it at my What an excellent tool ASPIRE@RGU introductory lecture this week. A few is, I find it so useful to have a one- hours later, in a follow-up ‘clinic’, a stop shop for bookmarks, module student came to explain to me and her reading lists etc………………………As a fellow students that she found the distance learner I think I am going to resource ‘brilliant’. In particular, she find this software/tool very useful. liked the access to the e-books………… The new facility is very useful indeed…….is it possible to compareI really like what you have done with usage across different resources made the list. The section labels are very available i.e. use of e-books comparedhelpful, and I think will make it easier with use of videos etc. In this way for students to find what they are ASPIRE might be able help us develop looking for. a more sophisticated appreciation of different learning styles……..
  17. 17. Has it been a success? Reading lists toresource lists  A major benefit we see for ASPIRE@RGU is the opportunity to expand on what a reading list can be and create better quality lists. Greater structure More use of online Wider range of e.g. resources resources provided sections, importance levels, notes
  18. 18. Has it been a success? Workflows  Changes in the budget for 2012/13  Split into two areas of spending – orders for resource lists and orders for general collection/research material.  This allows increased focus on providing resources on reading lists & more flexibility when resourcing new courses.  Changing systems & workflows for purchasing reading list materials (kaizen review)  Review of roles & responsibilities (co- ordination and delivery)
  19. 19. Has it been a success? Wider influence  Driving policy  ASPIRE@RGU also ties in with policies such as library’s resourcing strategy. The main tenets of this are:  All reading lists on ASPIRE@RGU.  All resources for distance learning students available electronically.  Early engagement of academic staff with the library prior to the development of new courses.  University Strategic Implementation Plan action around ODL & student journey  Deepening & more strategic relationships with faculty
  20. 20. Monitoring usage - Google Analytics  Aspire uses Google Analytics to provide statistics  Statistics cover areas like:  Visits  Unique visitors  New and returning visitors  Page views  Sources i.e. referrals and direct links  Locations of visitors  Average time on pages  Browsers and networks being used  Can create comparisons between time periods  Can export statistics to excel
  21. 21. Visitors to the site – 01/06/11 – 15/01/13  124425 visitors to the site 20000 18000 16000 14000 12000 10000 8000 6000 4000 2000 0
  22. 22. Visits / New and returning – 01/12/12 – 31/12/12
  23. 23. Location / Referrals – 01/12/12 – 31/12/12
  24. 24. List usage with comparison – 01/12/12 –31/12/12 (compared to same period 2011)
  25. 25. Top ten lists – 01/06/11 – 15/01/13 Business Environment BSM029 Business strategy BS4104 Learning for Professional Person Centred Care NU1442 Strategies & Approaches to Community Health NU4773 Principles & Concepts of Public Health NU4773 Research Methods PH4014 Poverty Inequalities, Vulnerability & Social Exclusion NU4773 Health Needs Assessment NU4773 Finance For Managers BSM017 Research Methods BS3184 0 500 1,000 1,500 2,000 2,500 3,000 3,500
  26. 26. Monitoring usage - Dashboard feature  New feature that sits on the lists themselves and gives users a easy look at list usage.
  27. 27. Contact  Michelle Anderson   01224 263452